Bachelor of Arts Honours in Community Development

The primary purpose of this qualification is to provide qualifying learners with specialised competence in the acquisition, interpretation and application of scientific principles and methods in the field of policy management. The purpose is to further enhance professional ethics and practices, specifically applicable to the field of policy management and development, enable application of a research-practice paradigm and promote lifelong learning.

Recognition of Prior Learning (RPL)

All potential learners who are not in possession of an appropriate BA. degree, need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning that should give them access to the qualification, need to apply to the Accreditation Committee of the Faculty of Arts for recognition of prior learning. A potential learner who wants to be credited for prior learning and/or experience for a particular module or modules, needs to apply (in writing) to the Departmental Chairperson of the Department, offering the module or modules the learner wishes to be credited for, clearly stating the title(s) of the module or modules, as well as the basis on which he/she believes the accreditation should be granted.

The principles of RPL are subscribed to, and will be implemented in, a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not to be to the detriment of the potential learner, and that his/her chance to succeed must be reasonable. The Committee will assess learners' competencies in order to determine whether they are eligible for:

• Access to,
• Advanced placement in, or
• Recognition of status for this qualification, providing that they will be willing to further their studies at this institution.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts, NQF Level 7.

1. Identify and analyse, at an advanced level, macro social conditions in the context of the policy development process, develop, facilitate, evaluate and adjust appropriate actions and reflect on these actions, based on a relevant theoretical framework.
2. Work, at an advanced level, effectively with other disciplines, as members of a team, when facilitating the process and technology of policy development and evaluate, adjust and reflect on these actions, based on a relevant theoretical framework.
3. Develop, organise and practise intellectual independence, accuracy, sound judgment, practise accuracy, flexibility and creativity at an advanced level.
4. Collect, analyse, organise and critically evaluate and reflect on information, with regard to relevance of policies and macro social problems and needs, based on a relevant theoretical framework.
5. Communicate effectively and appropriately, at an advanced level, with individuals, groups, organizations and communities, using visual, language and therapeutic skills in the modes of oral written format.
6. Analyse, develop and manage human and environmental resources, at an advanced level, based on a relevant theoretical framework.
7. Use advanced assessment, intervention and evaluative techniques, in the process and technology of developing and managing social policies, based on a relevant theoretical framework.
8. Address, at an advanced level, specific social problems through the social policy management process, by taking into account the White Paper on Social Welfare and the political and socio-economic influences in South Africa.
9. Explore, apply and reflect a variety of strategies, at an advanced level, to learn more effectively within a human sciences environment.

10.Contribute, at an advanced level, to the development and maintenance of human capacity to a local and national level, based on a relevant theoretical framework within the context of social policy management.

1. Contribute, at an advanced level, to the development and maintenance of human capacity, within a culturally diverse context and evaluate and adjust actions, based on a relevant theoretical framework, within the context of social policy management.
2. Explore employment opportunities through practical projects, at an advanced level, within the context of social policy development.
3. Explore and facilitate entrepreneurial opportunities at an advanced level, while addressing social policy issues.

1. Does the learner identify and analyse, at an advanced level, macro social conditions and needs appropriately? Does the learner develop, facilitate, evaluate and adjust appropriate policy actions, and reflect on these actions, based on a theoretical framework?
2. Does the learner work, at an advanced level, effectively with other disciplines, as members of a team, when facilitating the process and technology of policy and development and evaluate, adjust and reflect on these actions, based on a relevant theoretical framework?
3. Does the learner develop, organise and practise intellectual independence, accuracy, sound judgment, flexibility and creativity, at an advanced level?
4. Does the learner, at an advanced level, collect, analyse, organise, critically evaluate and reflect on information appropriately, with regard to relevance of policies and macro social problems and needs, based on a relevant theoretical framework?
5. Does the learner communicate, at an advanced level, according to set standards, with individuals, groups, organizations and communities, using visual language and therapeutic skills in the modes of oral written format?
6. Does the learner analyse, develop and manage human and environmental resources effectively, at an advanced level, based on a relevant theoretical framework, within the context of social policy development?
7. Does the learner, according to set standards, use advanced assessment, policy intervention and evaluative techniques, in the process and technology of developing and managing social policies in a macro environment, based on a relevant theoretical framework?
8. Does the learner appropriately address, at an advanced level, macro social problems and needs through the social policy management process, by taking into account the White Paper on Social Welfare and the political and socio-economic influences in South Africa?
9. Does the learner explore, apply and reflect variety of strategies effectively, to learn more effectively within a human sciences environment, at a advanced level?
10. Does the learner, according to set standards, demonstrate ability to contribute, at an advanced level, to the development and maintenance of human capacity to a local and national level, based on a relevant theoretical framework within the context of social policy management?
11. Does the learner contribute effectively, at an advanced level, to the development and maintenance of human capacity within a culturally diverse context; and evaluate and adjust actions, based on a relevant theoretical framework within the context of social policy management?
12. Does the learner explore employment opportunities effectively through practical projects, at an advanced level, within the context of social policy development?
13. Does the learner effectively explore and facilitate entrepreneurial opportunities, at an advanced level, while addressing social policy issues?

Integrated Assessment

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved

Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

Formative assessment practices that will be implemented

Learners are continuously assessed via informal class tests, contributions to discussions, audio and audio-video recordings, formal semester tests (in written and oral mode), laboratory sessions and fieldwork projects. Learners are also involved in peer assessments, especially in the process of skill-training. Self-assessment forms part of the everyday activities of learners, especially when they answer the self-assessment questions after each theoretical section in the different study guides for each module.

Summative assessment practices that will be implemented

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of formal tests as well as end-of-semester final written and oral examinations.

Having obtained this qualification, the following possibilities for further study of a higher education qualification exist a relevant Master's qualification at any University.