Bachelor of Arts Honours in Gender Studies

Purpose

The primary purpose of these qualifications is to provide Honours Bachelor of Arts (Honours BA) (Gender Studies) graduates with systematic knowledge, specialised skills and theoretical competence in environmental management.

The second purpose of this qualifications is to provide South Africa (and other countries) with professional environmental management graduates with appropriate skills, managerial and leadership acumen to reach sound and responsible environmental decision making; in keeping with the precautionary principle and sustainable development principles. Such graduates can serve the country in a variety of important ways, in both the public and private sectors.

The third purpose is to equip graduates with innovativeness, problem-solving competencies, and the ability to operate in multidisciplinary teams designed to manage environmental matters. Graduates are also expected to be able to carry out proper scientific research in environmental management; thereby resolving environmental problems and contributing to new knowledge in the field.

Furthermore, this qualification aims to enable students to work in the field of Environmental Management, providing them with the appropriate knowledge and competencies. For awarding of the qualification, a candidate must successfully complete each of the compulsory modules and demonstrate the ability to engage in the field of Environmental Management an integrative way, dealing with divergent and "random" demands related to work operations, effectively.

Rationale

The programme has been redesigned to equip students to function as gender change agents in their own contexts and communities, as well as within the institutional context.

Recognition of Prior Learning (RPL)

Students will be given RPL for individual modules if they can produce a portfolio of evidence or undergo any other recognised means of assessment that shows that they meet the outcomes and associated assessment criteria specified for that module. They may also be awarded blocks of credits towards elective modules. A policy is currently being drawn up.

Entry Requirements

A Bachelor's Degree with at least 60% in English as a major.

This qualification consists of compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules

• Gender and Representation, 24 Credits.
• Gender in Context, 24 Credits.
• Gender Theory, 24 Credits.
• Research Report in Gender Studies, 36 Credits.
• Research Methodology: Gender Studies, 12 Credits.

1. Identify, analyse, formulate and solve convergent and divergent problems and issues related to the natural environment.
2. Work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks within the field of environmental management.
3. Manage and organise her or his activities and life responsibly and effectively, including her or his studies within the open and distance learning context.
4. Collect, analyse, organise and critically evaluate information, as required for Bachelor of Arts (Gender Studies).
5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and for written presentation, often in pieces of sustained discourse.
6. Use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global context.
7. Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those locally and the broader community.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify, analyse and solve complex and advanced abstract problems by drawing on their own experience and theoretical knowledge and on the experiential base of a single discipline or across interdisciplinary lines in the humanities.
• Use their knowledge and experience to offer informed suggestions, or to generate alternative strategies, for dealing with problems at a community, national, international and global level.
• Solve problems by generating alternative strategies for dealing with those problems.
• Critically evaluate various theoretical standpoints and compare them to their own views.
• Offer evidence in a variety of ways (from a theoretical knowledge base, from an experiential base, etc.) to support their stated views.
• Analyse the global, national and local community in terms of problems, needs and opportunities.

Associated Assessment Criteria for Exit Level Outcome 2

• Use and propagate 'people skills' (tolerance, empathy, listening skills, etc.) in group situations.
• Demonstrate respect for the opinion of others through (written and/or oral) reporting without bias.
• Demonstrate tolerance of diversity through (written and/or oral) reporting without bias.
• Undertake projects of a theoretical and/or practical nature to provide evidence of successful interaction with other.
• Use advanced communication skills within the group.
• Act as supportive followers and group participants.
• Organise themselves and others into effective working groups.
• Communicate the evidence of these group interactions through (written and/or oral) reporting.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate the requisite theoretical skills and learning strategies.
• Organise their study plans and engage in effective time management.
• Assess their own strengths and weaknesses and develop organisational strategies.
• Evolve strategies best suited to their personal situations and contexts.
• Think independently, and offer sustained theoretical evidence to support their decisions.

Associated Assessment Criteria for Exit Level Outcome 4

• Communicate their ideas logically and provide supporting evidence in a sustained manner.
• Evaluate conclusions and premises in academic arguments and produce sound arguments.
• Use language competently, showing awareness of written (and/or oral) conventions relevant to the discipline.
• Use appropriate models of organisation and presentation as required in the relevant discipline.
• Use statistics (where necessary) effectively in support of their ideas.
• Identify and illustrate discipline-specific jargon.
• Analyse, evaluate and critique the ideas of others.

Associated Assessment Criteria for Exit Level Outcome 5

• Communicate their ideas logically and provide supporting evidence in a sustained manner.
• Evaluate conclusions and premises in academic arguments and produce sound arguments.
• Use language competently, showing awareness of written (and/or oral) conventions relevant to the discipline.
• Use appropriate models of organisation and presentation as required in the relevant discipline.
• Use statistics (where necessary) effectively in support of their ideas.
• Identify and illustrate discipline-specific jargon.
• Analyse, evaluate and critique the ideas of others.

Associated Assessment Criteria for Exit Level Outcome 6

• Demonstrate a responsible attitude towards scholarship and technology.
• Use scientific methods of investigation, testing and evaluation.
• Select technology to suit the needs of the individual or group.
• Use natural resources in a sustainable way.
• Show respect for and a responsible/ethical attitude towards science and technology.
• Show respect and openness towards the psychological, health and physical environment of others.

Associated Assessment Criteria for Exit Level Outcome 7

• Demonstrate their prior knowledge and experience as it is relevant to their discipline.
• Connect the abstract knowledge of theory to the reality of their individual contexts.
• Draw upon their prior knowledge (personal and abstract) and personal experience as Appropriate when investigating and analysing the world around the.
• Look beyond and across traditional disciplinary boundaries for possible solutions.

Integrated Assessment

Students submit written assignments as part of their formative assessment exercises. Each of the modules terminates in a summative assessment exercise. In the case of GEN4803, HMGEN80 and HRGEN81, summative assessment is conducted by means of a portfolio.

Summative Assessment takes place by means of a written exam at the end of the year. The mark acquired during the exam counts 80% towards the year mark.

The research article requires the student to do extensive research.

Formative Assessment takes place during the year based on two draft papers, which counts 20% towards the year mark.

Summative Assessment takes place when the completed research article is submitted and the mark counts 80% towards the year mark.