Bachelor of Arts Honours in Probation Services

The primary purpose of this qualification is to provide qualifying learners with advanced competence in the: acquisition, interpretation and application of specific scientific and social work principles and methods, in the field of probation services. The purpose is to: further enhance professional ethics and practices, specifically applicable to be working within the justice system; enable application of a research-practise paradigm; and promote lifelong learning.

Recognition of Prior Learning

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 on 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:

a) Access to,

b) Advanced placement in, or

c) Recognition of status for this qualification, providing that they will be willing to further their studies at this university.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts, NQF Level 7.

1. The learner should be able to identify and analyse, at an advanced level, social deviance problems in the context of the justice system, develop, facilitate, evaluate and adjust appropriate actions and reflect on these actions, based on a relevant theoretical framework.
2. The learner should be able to effectively work at an advanced level with others, as members of a team, when facilitating the process and technology of helping individuals and groups, evaluate, adjust and reflect on these actions, based on a relevant theoretical framework.
3. The learner should be able to, at an advanced level, collect, analyse, organize, critically evaluate and reflect on information, with regard to social deviance problems, based on a relevant theoretical framework.
4. The learner should be able to develop, organize and practise: intellectual independence, practise accuracy, flexibility and creativity, at an advanced level.
5. The learner should be able to communicate, at advanced level, effectively and appropriately, with individuals and groups, using visual, language and therapeutic skills in the modes of oral or written format.
6. The learner should be able to analyse, develop and manage human and environmental resources, at an advanced level based on a relevant theoretical framework.
7. The learner should be able to use advanced assessment, intervention and evaluate techniques in the process and technology of helping individuals and groups, based on a relevant theoretical framework.
8. The learner should be able to address, on an advanced level, specific social problems by taking into account the White Paper on Social Welfare and the political and socio-economic influences in South Africa
9. The learner should be able to explore, apply and reflect a variety of strategies on an advanced level to learn more affectively within a human sciences environment
10. The learner should be able to contribute on an advanced level to the development and maintenance of human capacity on a local and national level, based on a relevant theoretical framework.
11. The learner should be able to contribute on 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.
12. The learner should be able to explore employment opportunities through practical projects on an advanced level.
13. The learner should be able to explore and facilitate entrepreneurial opportunities on an advanced level while addressing social deviance problems.

1. Does the learner identify and analyse, at an advanced level, social and statutory deviance problems; develop, facilitate, evaluate and adjust appropriate actions and reflect on these actions, based on a relevant theoretical framework?
2. Does the learner: effectively work at an advanced level, with others, as members of a multi-disciplinary team, when facilitating the process and technology of helping individuals and groups; evaluate, adjust and reflect on these actions, based on a relevant theoretical framework?
3. Does the learner develop, organise and practice intellectual independence, accuracy, flexibility and creativity, at an advanced level, effectively?
4. Does the learner, at an advanced level, collect, analyse, organize, critically evaluate and reflect on information appropriately with regard to social deviance problems, based on a relevant theoretical framework?
5. Does the learner communicate, at advanced level, according to set standards, with individuals, groups, organizations and communities; using visual, language and therapeutic skills in the modes of oral or 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?
7. Does the learner, according to set standards, use advanced assessment, intervention and evaluate techniques in the process and technology of helping individuals, groups, organizations and communities; based on a relevant theoretical framework?
8. Does the learner, appropriately address, at an advanced level, social deviance problems by taking into account the White Paper on Social Welfare and political and socio-economic influences in South Africa?
9. Does the learner explore, apply and reflect a variety of strategies effectively to learn more effectively within a human sciences environment, at an 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, at a local and national level, based on a relevant theoretical framework?
11. Does the learner, contribute effectively, at an advanced level, to the development and maintenance of human capacity within a culturally diverse context, evaluate and adjust actions, based on a relevant theoretical framework?
12. Does the learner explore employment opportunities through practical projects, at an advanced level, effectively?
13. Does the learner explore and facilitate entrepreneurial opportunities effectively at an advanced level, while addressing social deviance problems?

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 will be implemented