Bachelor of Arts

Purpose

The primary purpose of the Bachelor of Arts is to provide a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of disciplines and fields of study, and to enable them to demonstrate initiative and responsibility in an academic context.

This qualification will empower learners with theoretical and practical knowledge that is essential to succeed in academic and professional (public, private and civil societal) contexts. It provides learners with the opportunity to focus on subjects in the social sciences and cultural studies and enrol for Afrikaans and Dutch. The qualification starts from a broad basis of subjects in relevant fields to greater specialisation in the second and third years keeping the integrity of the qualification intact.

The qualification is thus intended to be a comprehensive study of some of the major disciplines in the social sciences and cultural studies. The qualification further aims to equip learners with knowledge and skills that pertain to the concepts and research methods necessary for employment in these fields or for further study at honours, master's or doctoral level in these subjects or related subject areas.

On completion of the qualification, qualifying learners will be able to

• Engage with the different areas in the social sciences and cultural studies in a particular context and within the broader society.
• Identify, interpret and solve complex questions and issues related to the social sciences and cultural studies within contemporary society considering past, present, and future.
• Identify and address epistemological, ethical, political, aesthetical and religious issues in the fields of studies (social sciences and cultural studies) based on critical reflection within specific contexts.
• Conduct research in various areas of the social sciences and cultural studies and communicate and apply insights to the benefit of society.

Rationale

There is a need for a deeper grasp of the social sciences, cultural studies and a language that would assist learners in understanding the relationships between individuals and societies, human action and interaction against the background of history and with an eye on the future.

Knowledge of the social sciences and cultural studies can help uncover useful insights into society in a variety of ways from understanding how minds work, to how societies as a whole function (and this all against the background of history and an eye on the future). The social sciences and cultural studies (and a knowledge of language where necessary) are thus vital for understanding important societal functions, such as economic growth and political legitimacy, as well as what makes people happy. In this qualification the following social sciences subjects are offered: History, Philosophy, Media Studies, Psychology, Politics, and Visual Culture. Psychology will be offered as an undergraduate subject that will not lead to a clinical postgraduate qualification, but to psychological research.

Although a distinction is made between the social sciences and cultural studies (and a language), there is a certain reciprocity and interdependence between these subjects so that they all can be seen as subjects within the broad field of the humanities. All these subjects, and in their relatedness, provide learners with in-depth knowledge and the skills necessary to excel in (historically) understanding theory and practice in contemporary societies with an eye on the future.

The qualification will equip learners towards careers in the social sciences and cultural studies. In this context, learners will be equipped with skills and competencies such as interpretative and problem-solving knowledge, critical thinking, and appropriate research capabilities that will enable them to work in a variety of public and private institutions including civil societal institutions.

The qualification will provide learners with a well-rounded and broad education across several relevant disciplines. In this process, learners will be equipped with the necessary historical, analytical, critical, and interpretive skills in teaching, research and community service that will prepare them for further study and a wide range of professions crucial to the welfare of society and the public good. It is envisaged that the qualification will guide learners to understand the principles and application of critical citizenship especially in a complex and multicultural society and world.

Recognition of Prior Learning (RPL)

The institution's RPL Policy is aligned with the criteria set by the Council on Higher Education (CHE) and SAQA. The institution recognises that potential learners may have previous training or experience for which they feel they can receive credit.

RPL is the comparison of previous learning and experience of a learner, however, obtained against the learning outcomes required for a specific qualification and the acceptance of such learning for purposes of qualification of that which meets the requirements.

RPL for access

• RPL for access will be applied to learners who do not meet the admission requirements of the qualification.
• The applicant must provide evidence (e.g. portfolios, challenge examinations, etc.) that must be assessed as relevant, sufficient, authentic and current.
• Learners will be assessed against the exit levels and learning outcomes of the qualification in accordance with the institution's RPL policy.
• Admission based on RPL, is subject to the rules and regulations of the institution.
• RPL allows access to further study by granting the status, but not the award, of the prerequisite qualification.

RPL for credits

• RPL for credits is applied to learners studying towards other qualifications who wish to change qualification or institution or who are working in the industry, accumulated appropriate academic credits and/or work experience, and wish to study further.
• The prior learning or experience for which learners wish to receive recognition and/or credit will be assessed in a formal and credible way.
• The institution's RPL and Credit Accumulation and Transfer Policy (CAT) will address this requirement of formal assessment.
• Status will be awarded in line with credits as they pertain to the relevant outcomes of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Bachelor's degree studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Bachelor's degree studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• Higher Certificate, NQF Level 5 in a cognate field of study

or

• Advanced Certificate, NQF Level 6 in a cognate field of study.

This qualification consists of the following elective modules at NQF Levels 5, 6 and 7 totalling 360 Credits.

Elective Modules, Level 5, 120 Credits (Select six modules)

• History 1, 20 Credits.
• Philosophy 1, 20 Credits.
• Psychology 1, 20 Credits.
• Media Studies 1, 20 Credits.
• Politics I, 20 Credits.
• Visual Culture 1, 20 Credits.
• Afrikaans/Dutch 1, 20 Credits.

Elective Modules, Level 6, 120 Credits (Select four modules as per choice in year 1)

• History 2, 30 Credits.
• Philosophy 2, 30 Credits.
• Psychology 2, 30 Credits.
• Media Studies 2, 30 Credits.
• Politics 2, 30 Credits.
• Visual Culture 2, 30 Credits.

Elective Modules, Level 7, 120 Credits (Select three modules as per choice in year 2)

• History 3, 40 Credits.
• Philosophy 3, 40 Credits.
• Psychology 3, 40 Credits.
• Media Studies 3, 40 Credits.
• Politics 3, 40 Credits.
• Visual Culture 3, 40 Credits.

1. Develop a broad knowledge base and an understanding of the interrelatedness of the disciplines in the programme, namely the social sciences and cultural studies (and language where necessary).
2. Develop generic skills in the social sciences and cultural studies (and languages where necessary) - including a broad general knowledge, of the most important theoretical and systematic approaches within the different but related fields
3. Develop all the basic academic competencies and technical skills required to practice as a skilled graduate in the social sciences and cultural studies across genres and platforms.
4. Analyse work in contemporary contexts (South African and African) regarding specific issues and/or problems.
5. Interpret topical issues using perspectives in the fields of the social sciences and cultural studies by using contemporary contexts.

Associated Assessment Criteria for Exit Level Outcome 1

• Explain the interrelatedness of social sciences and cultural studies (including language where necessary).
• Describe concepts and principles in and across the relevant fields.
• Interpret key questions and current issues in the field of study.
• Participate effectively in activities related to the fields of study through scholarly discourse and discipline-specific conventions.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and explain relevant theoretical approaches within the fields of the social sciences, cultural studies (and languages where necessary).
• Appropriately apply terminology, concepts, theories and principles in the relevant fields.

Associated Assessment Criteria for Exit Level Outcome 3

• Explain and describe possible solutions using theory-driven arguments and relevant modes of inquiry.
• Write coherent professional interpretations using academic discourse.
• Apply knowledge of various interpreting, reading and writing skills to contemporary circumstances.
• Apply interpreting and writing skills to communicate ideas and arguments relevant to fields effectively, reliably, coherently and appropriately in academic and professional environments.
• Analyse argumentative and language strategies in the public and private sectors (civil society) and respond appropriately.

Associated Assessment Criteria for Exit Level Outcome 4

• Analyse any given problem within the fields by applying relevant research methods.
• Compile strategies and plans to address identified problems.
• Apply theoretical approaches and perspectives as well as practical skills associated with the social sciences and cultural studies to communication problems in the South African context
• Interpret traditional media and new social media in the South African and African contexts.
• Critically analyse the role of traditional media and new social media use in professional and academic environments.
• Synthesise theoretical knowledge and practical skills to create appropriate solutions and provide insightful feedback for social science and cultural studies-related issues in a South African context.

Associated Assessment Criteria for Exit Level Outcome 5

• Explain key issues pertaining to social and human complexity and diversity within the context of the relevant disciplines.
• Provide appropriate critique in the relevant theoretical social sciences and cultural studies contexts.
• Explain what civic responsibility means en entails in the professional study of social sciences and cultural studies as well as a private citizen.
• Debate what moral awareness means regarding the role of social sciences and cultural studies in safeguarding democratic principles in an emerging democracy and a transitioning society.

INTEGRATED ASSESSMENT

Competence is demonstrated and assessed through a variety of assessment methods according to the institution's assessment framework.

Formative assessment

Formative assessment is designed to ensure that it

• Supports the teaching and learning process.
• Provides constructive feedback to the learner on his/her progress.
• Helps to make decisions on the readiness of learners to complete their summative assessment.
• Is developmental in nature; and does not award credits/certification.

Formative assessment methods include

• Two semester assessments (either an assignment of 30-50 marks or a class test of 30 marks). These account for 30% of the final formative assessment mark.
• Three to six continuous assessments (10 marks each), which account for 20% of the final formative assessment mark.
• One half-year semester test of 50 marks, which accounts for 50% of the final formative assessment mark.

Formative assessment is useful in terms of assessment of critical cross-field outcomes, as these are often difficult to assess during summative assessments. Gaps in terms of knowledge and abilities can be identified with individuals at this stage and appropriate action planned. The overall formative assessment mark accounts for 40% of the final mark.

Summative assessment

• Summative assessment occurs at the end of each study cycle of learning and is used to determine whether the learner is competent in the required knowledge and skills.
• Summative assessment is making a judgement about achievement.
• Learner-readiness determines whether the learner will qualify for the respective examinations.
• It is required that the assignments are submitted to write an examination in each module.
• Summative assessments will be conducted on a continuous basis throughout the learning experience.
• Summative assessments are moderated per module of learning, for all learners to be fairly assessed against the planned outcomes.

Summative assessment includes

• An examination of 100 marks.

The summative assessment mark accounts for 60% of the final mark.