Bachelor of Arts Honours in Geography

The primary purpose of this qualification is to provide qualifying learners with the ability to recognise advanced literature, theories, and concepts in Geography, to competently operate advanced computer analytical software, and to reflect upon application of concepts in the field of Geography and the environment.

Recognition of Prior Learning (RPL)

A learner who claims to have achieved entry requirements through experimental learning will be assessed. If the student is found to be competent the student may gain:

• Access
• Advanced placement
• Or recognition of Degree status will be granted on condition of continuing education.

Entry requirements

The minimum entry requirement for this qualification is

• Bachelor's degree, NQF Level 7.

Or

• Advanced Diploma, NQF Level 7.

The learners should be able to

1. Identify high level environmental changes, critical evaluations of trends and problem solving of negative trends, such as Karoo spreading, alien plant infiltration, poisonous plants, population migration, urbanization, etc. depending on the chosen specialisation field. Suggest solutions to above.
2. Contribute as a member of a multidisciplinary team to environmental issues.
3. Make recommendations on the improvement of incorrect utilization, over-utilization, and unplanned development thereof.
4. Take initiative in gathering, analysing, and organizing data, as well as critically evaluating results in the study of the environment, e.g. gathering soil samples, establishing plant or animal populations, collecting water samples, conducting surveys on human aspects, correlation of data sets, and present it in the format of a completed research report.
5. Have the ability to communicate research by oral and written presentation.
6. Apply field and analytical tools (maps, GIS, air photo`s, soil augers, etc.) used in the investigation of responsible utilisation of the environment by mankind.
7. Explain the Degree of variation in the link of variables from the human and physical environments.
8. Extract important ideas in order to be able to summarize, to logically order ideas, to summarize results or deductions. To be able to do literature research, evaluate it, and correctly refer. Formulation of an independent point of view.
9. The ability to use and manage the biosphere as a responsible citizen and to invoke the same responsibility amongst the general community.
10. To prove and convince stakeholders of the importance of the environment for man`s existence on earth and the role it plays to create an acceptable living environment within a constantly changing world (city environment, agricultural environment, mining environment, etc) and other less changing environments (nature reserves, deserts, etc.)
11. The ability to identify and apply for career opportunities in the environmental field.
12. The ability to identify new and individual knowledge and technologies and to consult these applications in the environment.

1. Can the learner identify high level environmental changes, critical evaluations of trends and problem solving of negative trends, such as Karoo spreading, alien plant infiltration, poisonous plants, population migration, urbanisation, etc. depending on the chosen specialisation field. Suggest solutions to above?
2. Can the learner contribute as a member of a multidisciplinary team to environmental issues?
3. Can the learner make recommendations on the improvement of incorrect utilization, over-utilisation, and unplanned development thereof?
4. Can the learner take initiative in gathering, analysing, and organising data, as well as critically evaluating results in the study of the environment, e.g. gathering soil samples, establishing plant or animal populations, collecting water samples, conducting surveys on human aspects, correlation of data sets, and present it in the format of a completed research report?
5. Can the learner communicate research by oral and written presentation?
6. Can the learner apply field and analytical tools (maps, GIS, air photo`s, soil augers, etc) used in the investigation of responsible utilisation of the environment by mankind?
7. Can the learner explain the degree of variation in the link of variables from the human and physical environments?
8. Can the learner extract important ideas in order to be able to summarize, to logically order ideas, to summarize results or deductions. To be able to do literature research, evaluate it, and correctly refer. Formulation of an independent point of view.
9. Can the learner use and manage the biosphere as a responsible citizen and to invoke the same responsibility amongst the general community?
10. Can the learner prove and convince stakeholders of the importance of the environment for man`s existence on earth and the role it plays to create an acceptable living environmental within a constantly changing world (city environment, agricultural environment, mining environment, etc) and other less changing environments (nature reserves, desserts, etc.)?
11. Can the learner identify and apply for career opportunities in the environmental field?
12. Can the learner identify new and individual knowledge and technologies and to consult these applications in the environment?

Formative assessment practices that will be implemented

Learners are continuously assessed via informal class tests and formal semester tests (in written or oral mode), practical laboratory experiments and tests and practical field exercises. They may also be assigned to do independent seminars on specific scientific topics or problems which have to be presented to co-learners.

Each module will include

At least 1 written assignment on the theory in essay format;

At least 1 presentation of an aspect of the theory - poster format;

At least 2 informal class tests on work to be prepared for lecture periods;

At least 1 semester test on theory;

At least one field visit.

Summative assessment practices that will be implemented

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of ONE written examination per MODULE - towards the end of each semester.