Bachelor of Arts

Purpose

The purpose of Bachelor of Arts (BA) is to provide learners with an opportunity to gain a fuller understanding of the social world in which they live; an opportunity to engage critically with histories, politics and cultures; and an opportunity to further develop linguistic competencies. Qualifying learners will be socially aware agents of change, and this general BA will achieve this goal.

The curriculum provides a firm grounding in first year in social studies (which includes Sociology and Anthropology), History, Psychology and Industrial psychology, and one or two Languages, which may be chosen from English, SiSwati and isiNdebele. In second year a number of two-year major subjects are added to allow learners to shape this degree to suit their interests and ability. These include Philosophy, Politics, Sociology, Anthropology and Heritage Studies. It is expected that additional subjects, including additional languages, will be added as the institution grows, and appropriate applications will be submitted. The inclusion of both psychology and industrial psychology is to allow learners to complete the required modules so that they can continue with a career in this area.

Rationale

The qualification design, which allows the learners to select subject combinations in all years, allows learners to shape the curriculum to meet their particular interests. The subjects offered are influenced by context, rich history, culture and heritage, which will be the focus of subjects such as history, anthropology and heritage studies.

Qualifying learners will be able to work for governmental and non-governmental organisations in a range of areas depending on their selected major subjects. Learners who take both psychology and industrial psychology may be able to follow psychology as a career. Many of the learners will continue into Honours and further Postgraduate Studies.

Recognition of Prior Learning (RPL)

The institution accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the institution accepts the challenge to assess prior learning that is aligned to qualifications and award credit (through Credit Accumulation and Transfer (CAT)) to promote lifelong learning. The purpose of the institution's RPL and CAT policy, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules using the principles and processes that serve as basis for RPL practices.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, National Qualifications Framework (NQF) Level 4 granting access to bachelor studies.

Or

• Senior Certificate, NQF Level 4.

Or

• Diploma in an appropriate field, Level 6, 360 Credits.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level totalling 360 Credits.

Elective Modules, Level 5, 120 Credits

• Social Studies 1, 30 Credits.
• History 1, 30 Credits.
• Psychology 1, 30 Credits.
• Industrial Psychology 1, 30 Credits.
• Language/s 1, 30 Credits.

Elective Modules, Level 6, 120 Credits

• Anthropology 2, 40 Credits.
• Sociology 2, 40 Credits.
• Politics 2, 40 Credits.
• Philosophy 2, 40 Credits.
• Heritage Studies 2, 40 Credits.
• History 2, 40 Credits.
• Psychology 2, 40 Credits.
• Industrial Psychology 2, 40 Credits.
• Language/s 2, 40 Credits.

Elective Modules, 120 Credits

• Anthropology 3, 60 Credits.
• Sociology 3, 60 Credits.
• Politics 3, 60 Credits.
• Philosophy 3, 60 Credits.
• Heritage Studies 3, 60 Credits.
• History 3, 60 Credits.
• Psychology 3, 60 Credits.
• Industrial Psychology 3, 60 Credits.
• Language/s 3, 60 Credits.

1. Understanding of the theories and principles that underpin their two major subjects and of the social sciences in general.
2. Understand the contested nature of knowledge within the social sciences and that knowledge advances through research, test and challenge dogma and become familiar with the academic literacies and discourses of the humanities.
3. Identify problems and select an appropriate research method from a range of methods, collecting and analyzing data and in scientific communication.
4. Incorporate and consider ethical implications of the research and respond accordingly.
5. Collect and collate information from a range of sources, the management of that information, and the communication of the results in spoken and written forms.
6. Ability to work in familiar and unfamiliar contexts and experience and apply knowledge in varying contexts.
7. Work independently and take responsibility for their learning and development.
8. Take responsibility for and be accountable for their contribution.

Associated Assessment Criteria for Exit Level Outcome 1

• Knowledge and understanding in the field of specialisation is demonstrated through independent research.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate an increasing familiarity with academic discourse in the humanities.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate research questions, select appropriate methodologies, collect, analyze and synthesize data, and present data in written and verbal form.

Associated Assessment Criteria for Exit Level Outcome 4

• Ethical considerations are demonstrated fully through research reports.

Associated Assessment Criteria for Exit Level Outcome 5

• Available qualitative and quantitative tools for data analysis are compared and used appropriately to address the question.

Associated Assessment Criteria for Exit Level Outcome 6

• Explain and describe how contexts differ and how they have developed.

Associated Assessment Criteria for Exit Level Outcome 7

• Demonstrate the ability to work independently.

Associated Assessment Criteria for Exit Level Outcome 8

• Demonstrate the ability to work effectively in a group or teams.

Integrated Assessment

Assessment serves multiple purposes including allowing staff and learners to monitor learners' progress, and determining the extent to which the learners are achieving the stated outcomes.

Assessment will be integrated into the curriculum and will include a balance of formative and summative tools. In first year, testing will be regular and learners encouraged to understand that this is a tool by which they should judge their own progress. First tests will be scheduled early enough in the term to allow staff to identify at risk learners.

Essays and assignments will be used throughout the three years with increasing emphasis in years two and three, to provide opportunities to continue to develop and monitor the development of their writing skills.

The third year research projects will be assessed through an oral seminar presentation and final written report.