Bachelor of Arts Honours in Development Studies

Purpose

The purpose is to provide learners with the opportunity to access and acquire quality inter-disciplinary and contemporary knowledge and develop competences through active engagement with the field of study known as development economics and its discourse and practices.

In terms of the intended outcomes, learners will be equipped to act as development practitioners in private establishments, government bodies and in NGOs, among others, where they will be able to identify, analyse and address typically diverse and complex development economics problems, review issues, offer and communicate creative insights, make decisions and use resources accountably and ethically with emphasis on strong community acceptance and ownership.

Rationale

The Bachelor of Arts Honours qualification will provide students with the opportunity to reach a greater degree of specialisation at Honours level before embarking on a Master's Degree. The Bachelor of Arts Honours: Development Studies will thus serve as a vertical articulation route for cognate Bachelor Degree graduates and holders of cognate Advanced Diplomas to the next level of study, and subsequently, for admission into the Master of Arts: Development Studies qualification either by course work and research (treatise) or by research only (with full dissertation).

Figures sourced from Strategic Planning and Management Information show an exponential increase in student enrolment for the Master of Arts: Development Studies qualification. These figures indicate a high number of students entering with a recognised Bachelor's Degree who will now have to complete a Bachelor of Arts Honours year prior to admission into the Master of Arts programme.

These figures further indicate the need that exists among development practitioners in private establishments, government bodies and NGOs for further development of competencies to identify, analyse and address typically diverse and complex socio-economic development problems.

Students who register for this qualification are assumed to be competent at NQF Level 7.

Recognition of Prior Learning (RPL)

Applicants who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning at an equivalent level may be considered for RPL provided a proper assessment of the prior learning has been conducted. Such candidates may be required to broaden their knowledge base by enrolling for identified preliminary modules prior to admission or parallel modules after admission. Candidates may also apply for exemption from certain modules on the grounds of credits obtained from relevant programmes of study concerned. The process will be implemented in strict adherence to the relevant institution policies and approval by relevant faculty structures.

Access to the Qualification

• An appropriate Bachelor's Degree or its equivalent.

All modules are at NQF Level 8.

Core modules

• Development Theory, 20 Credits.
• Development Policy, 40 Credits.
• Guided Research Report, 20 Credits.

Elective Modules

Select two modules from the following

• Development Studies: Capita Selecta, 20 Credits.
• Rural Development Practice, 20 Credits.
• Transformational Management, 20 Credits.
• Project Management for Economic Development, 20 Credits.
• Conflict Management for Development Practitioners, 20 Credits.
• Selected Issues in Economic Development, 20 Credits.
• Geospatial Methods for Development, 20 Credits.
• Business in Developing Economies, 20 Credits.
• Local Economic Development: Perspectives, Policies and Practice, 20 Credits.

1. Monitor and assess the impact of perspectives.

• Range: Modernisation theory, globalisation, dependency theory, neo-liberalism and other human-centred approaches, processes and practices on social, political and economic relations.

1. Actively participate in and contribute to the development, implementation and review of development policy and implementation.
2. Develop effective and sustainable programmes through the use of case studies and other appropriate examples to enhance sustainable projects.
3. Plan and conduct research on issues and problems related to socio-economic development and reconstruction.

Associated Assessment Criteria for Exit Level Outcome 1

• Critically review and present a substantive overview of key contemporary theories of development.
• Differentiate between 'conventional' and alternative development theories.
• Critique existing and conceptualise alternative models of development.
• Appraise socio-economic, cultural, environmental and political tensions against a background of contemporary development theory.
• By means of case study analyses link the impact of globalisation, cultural practices and traditions in an African context.

Associated Assessment Criteria for Exit Level Outcome 2

• Analyse, review and evaluate case studies of past and present, local, national and international socio-economic development policy and implementation.
• Identify and critically engage with selected development policy perspectives and evaluate the impact of these perspectives on changes in natural resource allocation.
• Reflect and report on diversity challenges for local organisational managers and leaders in a rapidly globalising world.
• Evaluate the role of civil society in the success or failure of development policy and implementation at both macro and micro levels and against a background of diverse societal, economic and environmental contexts, with due consideration of the following variables:

> Culture, gender and human rights.

> Community needs, aspirations and ownership.

> Local pressure groupings and power structures.

> Political, legal, social and financial realities.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse and evaluate the impact of selected development programmes and/or projects by means of a case study approach.
• Identify specific challenges in the way these programmes and/or projects have been devised and/or are being implemented.
• Propose and sensitively communicate viable correctives and/or alternatives based on sound developmental principles and practices, using appropriate tools and techniques, including software, as applicable.

Associated Assessment Criteria for Exit Level Outcome 4

• The research inquiry is planned and conducted on the basis of a range of appropriate research designs, methods, techniques and technologies for the specific research problem.
• Research themes are appropriately identified and demarcated.
• Analyses of the research theme include a comprehensive and critical review of current literature and investigations.
• Selected research methods, techniques and technologies show evidence of a clear understanding of relevant research theory and practice.
• Research reports critically and coherently describe theoretical arguments, the research process, methodology, results, conclusions and recommendations.
• Development theory, policies, principles, concepts, practices and techniques are integrated and applied to selected specialised elective fields.
• Research reports display skill in extrapolating key findings, justifiable conclusions and making feasible recommendations.

Integrated Assessment

The method of assessment may vary according to the module purpose, its subject matter and the teaching and learning approach adopted. Some modules are theoretically oriented; others require a more practical, hands-on approach. This will be reflected in the assessment instruments.

Continuous assessment will be applied throughout the programme, with the exception of module Guided Research Report. Continuous assessment requires the completion of a mixture of assignments or tasks during the semester, ranging from informal and formal formative assignments that include presentations and progress checks to an announced presentation.

Details of the assessment evidence as required, including the presentation and assessment topics and tasks, their format and criteria are set out in the student module guides made available at the beginning of each semester, both as a handout and electronically.