Bachelor of Arts

Purpose

The Bachelor of Arts aims to develop learners with detailed, integrated knowledge of their chosen fields of study within the Humanities and Social Sciences as well as the requisite skills to think and solve problems critically. Learners will gain insight into the value of the Humanities and Social Sciences in society, particularly within the context of the global south and be able to apply their discipline knowledge to contribute to critical thinking and debates around issues facing society. Learners will thus be prepared for lifelong learning and well-equipped to enter general employment or pursue a postgraduate qualification.

Upon completion, learners will possess integrated knowledge of the main principles, concepts, methods, and skills associated with their chosen areas of specialisation, or majors, as well as a critical awareness of the value of the Humanities and Social Sciences in society. They will, therefore, be prepared to further their studies and pursue a postgraduate qualification. In addition, this qualification will develop learners' critical thinking, problem-solving, and written and verbal communication skills - transferable skills that will add value to any workplace. Learners will, therefore, also be prepared to enter the general workplace in a number of sectors and professions.

Upon completion of this qualification, qualifying learners will be able to

• Demonstrate integrated and detailed knowledge of key concepts, principles, and theories of chosen areas of specialisation in the Humanities and Social Sciences.
• Apply knowledge of chosen areas of specialisation critically to develop evidence-based solutions to complex problems.
• Source, validate, and evaluate a range of data, information, and scholarly resources.
• Develop and communicate ideas in the form of evidence- and theory-based arguments in both academic and professional contexts.
• Apply ethical decisions on complex institutional issues with sensitivity and awareness of consequences in an autonomous manner.

Rationale

The value of the Bachelor of Arts degree lies in its generality. The purpose of the qualification is to develop learners who are competent critical thinkers and possess detailed, integrated knowledge of areas of specialisation within the Humanities and Social Sciences.

The flexible curriculum, which consists of a small number of compulsory modules and a large number of electives and major options, enables learners to tailor a dynamic Bachelor of Arts curriculum for themselves and pursue their interests. In addition, prospective learners at recruitment events at schools have indicated an interest in pursuing this qualification, thereby creating a demand that we could not meet.

For the institution, the inclusion of a general Bachelor of Arts augments and enhances our current offering and provides prospective learners with an opportunity to pursue general studies in the Humanities and Social Sciences.

Learners will be aware of a number of issues and challenges facing society and will be equipped to contribute to debates around addressing these issues through the application of evidence-based solutions. The qualification will also develop learners' ability to learn in an accountable, self-directed manner, which further prepares them for the workplace and further study.

The nature of this qualification makes it distinctly relevant for society and potential employers. The emphasis on developing critical thinking, problem-solving, and communication skills in learners means that learners can enter the South African workplace in several different roles, including many of those mentioned in the most recent Critical Skills List (Government Gazette, August 2022, Vol. 686, No. 47182). BA learners will thus be versatile employees and citizens able to contribute to the South African workforce in several ways.

Recognition of Prior Learning (RPL)

RPL provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL will be applied to accommodate applicants who qualify.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate (NSC), NQF Level 4 allowing entry to Bachelor's Degree studies.

Or

• National Certificate Vocational (NCV), NQF Level 4 allowing entry to Bachelor's Degree studies.

Or

• Senior Certificate (SC) with endorsement.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 360 Credits.

Compulsory Modules, NQF Level 5, 30 Credits.

• Academic and Digital Literacies, 15 Credits.
• South African Language Competence, 15 Credits.

Elective Modules, NQF Level 5, 60 Credits (Choose 6 Modules)

• Introduction to Communication Contexts and Application, 15 Credits.
• Introduction to Visual Communication, 15 Credits.
• Introduction to Psychology, 15 Credits.
• Developmental and Personality Psychology, 15 Credits.
• Introduction to Development Studies, 15 Credits.
• Global Development Studies, 15 Credits.
• Introduction to Media and Society, 15 Credits.
• Introduction to Media Analysis, 15 Credits.

Compulsory Modules, NQF Level 6, 30 Credits.

• Critical Thinking for the Humanities, 15 Credits.
• Insights from the Global South, 15 Credits.

Elective Modules, NQF Level 6, 60 Credits (Choose 6 Modules)

• Mass Communication Theory and Practice, 15 Credits.
• Intercultural Communication, 15 Credits.
• Statistics and Research Design for Psychology, 15 Credits.
• Cognitive and Social Psychology, 15 Credits.
• Theories of Development, 15 Credits.
• Sociology for Development Studies, 15 Credits.
• Media Text Production, 15 Credits.
• Media Text Reception, 15 Credits.

Elective Modules, NQF Level 7, 120 (Choose 8 Modules)

• Strategic Corporate Communication, 15 Credits.
• Communication Management, 15 Credits.
• Communication Ethics, 15 Credits.
• Research Approaches in Communication Studies, 15 Credits.
• Abnormal Psychology, 15 Credits.
• Child Psychology, 15 Credits.
• Community Psychology, 15 Credits.
• Research Psychology, 15 Credits.
• Organisational Behaviour, 15 Credits.
• Effective Organisational Operations, 15 Credits.
• Community Development Approaches, 15 Credits.
• Development Issues in the Global South, 15 Credits.
• Development Policy, 15 Credits.
• Research Approaches in Development Studies, 15 Credits.
• Research Approaches in Media Studies, 15 Credits.
• New Media and Society, 15 Credits.
• Media in the Global South, 15 Credits.
• Media Law and Ethics, 15 Credits.

1. Demonstrate integrated and detailed knowledge of key concepts, principles, and theories of chosen areas of specialisation in the Humanities and Social Sciences.
2. Apply knowledge of chosen areas of specialisation critically to develop evidence-based solutions to complex problems.
3. Source, validate, and evaluate a range of data, information, and scholarly resources.
4. Develop and communicate ideas in the form of evidence- and theory-based arguments in both academic and professional contexts.
5. Apply ethical decisions on complex institutional issues with sensitivity and awareness of consequences in an autonomous manner.

Associated Assessment Criteria

Associated Assessment Criteria for Exit Level Outcomes 1.

• Apply discipline-specific terms, concepts, and principles correctly in verbal and written communication.
• Define correctly and explain key terms, concepts, and principles of a given discipline.
• Apply knowledge of discipline-specific theory to develop theory-driven arguments and solutions to complex problems.
• Analyse and evaluate relevant scholarly research in the discipline and appropriately compare diverse theories and debates within a discipline.

Associated Assessment Criteria for Exit Level Outcomes 2.

• Critically evaluate a problem and identify the factors that will contribute to its resolution from the perspective of the chosen discipline.
• Integrate theoretical knowledge and skills of a particular discipline to develop coherent evidence and theory-based arguments.
• Apply key theoretical perspectives to evaluating discipline-specific and societal issues.
• Articulate problems and their solutions coherently, select and apply key theories to address key discipline problems.

Associated Assessment Criteria for Exit Level Outcomes 3.

• Apply conventional scholarly methods for accessing information.
• Accurately define, explain, and evaluate a variety of scholarly resources.
• Evaluate the validity of a given source and decide on whether to use it in evidence-based arguments or not.
• Integrate information from a variety of sources into a coherent argument.
• Evaluate various texts and accurately identify and explain their limitations.

Associated Assessment Criteria for Exit Level Outcomes 4.

• Effectively communicate ideas and formulate arguments in written form, such as essays.
• Effectively communicate ideas and verbally present formulated arguments.
• Identify behavioural and personality concepts in the workplace and work effectively in a group or team context.

Associated Assessment Criteria for Exit Level Outcomes 5.

• Apply ethical knowledge to pressing contemporary ethical questions.
• Evaluate ethical responses in the face of changing technologies and societies.
• Debate sensitive and complex ethical questions in an open-minded and rigorous way.

INTEGRATED ASSESSMENT

As per the institution's Assessment Policy, assessment has two purposes in a learning journey. First, it is the structured process in which evidence of learning is gathered and evaluated against the outcomes, criteria, and standards in learning programmes - that is, summative; secondly, it is the process in which information is gathered along the path to the outcomes so that gaps in learning and understanding can be addressed and progress can be measured that is, formative.

The assessment therefore meets both purposes generally and the strategy adopted in each qualification is aligned to the purpose of the qualification specifically within the overall set of principles contained in the Assessment Policy.

Assessment is both formative and summative and learners are given multiple opportunities throughout the course of a module and qualification to improve their mastery and succeed using a range of strategies. Moreover, as our qualifications are career-focused, assessments are both theoretical and practical and the application of knowledge to appropriate levels of real-world contexts is integrated into the assessment strategy of each qualification.

Formative Assessment

The learners can demonstrate their learning, competency, and capabilities through the following variety of assessment activities:

• Assignments
• Tests
• Integrated Curriculum Engagement (ICE) tasks

Summative Assessment

• Portfolios of Evidence (PoE)
• Exams

The standard breakdown for a final mark for a module is as follows

• Integrate Curriculum Engagement (ICE) tasks - 10%
• Formative assessments - 40%
• Summative assessments - 50%

WIL modules are the exception to the above structure, and usually only involve learners completing a Portfolio of Evidence (PoE) that contributes 100% to their final course mark.