Bachelor of Arts Honours in Development Studies

Purpose

The primary purpose of this qualification is to provide qualifying learners with competent intellectual and analytical skills with a view to the acquisition, analysis, interpretation and application of development principles, knowledge, theories and research methods within particular social contexts in a holistic manner.

Recognition of Prior Learning

All potential learners who are not in possession of a B-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 programme need to apply to the Accreditation Committee of the Faculty of Arts for Recognition of Prior Learning.

Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply to the departmental chairperson of the department offering the module or modules the student wishes to be credited for, clearly stating the title(s) of the module or modules they want to be credited for as well as the basis on which they believe 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 student and that his/her chances to succeed must be reasonable.

The Committee will assess learners` competencies in order to determine whether they are eligible for a) access to, b) advanced placement in, or c) recognition of status for this qualification.

Entry requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts in Development Studies, NQF Level 7.

Or

• Advanced Diploma, NQF Level 7.

The learners should be able to

1. Use advanced terms, concepts, definitions, classifications and theories inherent to the development field correctly, and reflect on the applications thereof;
2. Identify problems within the complex and variable context of social development (local to global level) and suggest workable and appropriate responses through process of critical and creative thinking;
3. Work effectively with social scientists and other role-players in a team aimed at exploring phenomena within the social sciences, particularly in the area of social societal development;

4.Collect, analyse, organise, interpret and evaluate social scientific information and reflect on this process and its applications;

1. Communicate effectively with different role-players through using appropriate visual, conceptual, statistical or language (oral and written) skills and reflect on the applications made;
2. Handle methods, techniques and methodological approaches competently (including entrepreneurship, where relevant) with a view to reaching a developmental objective and without causing a threat to people or the environment;
3. Understand the role(s) of the development facilitator in society with regard to the improvement of quality of life of people, and to strive to fulfil such role(s);
4. Value and show a disposition towards self-reliance, honesty, commitment, sensitivity to differences (cultural, gender, race, religion, etc.), and democratic decision-making (where relevant);
5. Explore various learning strategies to acquire the different capabilities of a development specialist (especially learning by doing);
6. Acquire acceptable employment seeking skills for entry into the different sectors/ levels of the development field;
7. Demonstrate responsible citizenship through the promotion of a holistic understanding of developmental processes.

The learner can: / Does the learner

1. Use advanced terms, concepts, definitions, classifications and theories inherent to the development field correctly, and reflect on the applications of these?
2. Identify problems within the complex and variable context of societal development (local and global level) and suggest workable and appropriate responses to these problems through processes of critical and creative thinking?
3. Work effectively with social scientists and other role-players in a team aimed at exploring phenomena within the social sciences, particularly in the area of societal development?
4. Demonstrate the ability to collect, analyse, organise, interpret and evaluate social scientific information and reflect on these process and its applications?
5. Communicate effectively with different role players through using appropriate visual, conceptual, statistical or language (oral and written) skills and reflect on the applications made?
6. Handle methods, techniques and methodological approaches competently (including entrepreneurship, where relevant) with a view to reaching developmental objectives and without causing a threat to people or the environment?
7. Display an understanding of the role(s) of the development facilitator in society with regard to the improvement of the quality of life of people and strive to fulfil such role(s)?
8. Value and show a disposition towards self-reliance, honesty, commitment, sensitivity to differences (cultural, gender, race, religion, etc.), and democratic decision-making (where relevant)?
9. Explore various learning strategies to acquire the different capabilities of a development specialist (especially learning by doing)?
10. Demonstrate acceptable employment seeking skills for entry into the different sectors/levels of the development field?
11. Demonstrate responsible citizenship through the promotion of a holistic understanding of developmental processes?

Formative assessment practices that will be implemented

Learners are continuously assessed via a range of formative assessment strategies: class assignments, essays and presentations. Learners also do practical work (independently and in groups during study visits) that is evaluated by assessors. Self-assessment activities are included in study guides. In addition, learners will assess one another`s work and reflect on the dynamics of this process.

Summative assessment practices that will be implemented

Integrated assessment, focusing on the exit-level outcomes, will be done by means of written assignments, and/or a research or practical project, as well as final examiners, at the end of the semester.