Bachelor of Arts Honours in Rural Development

Purpose

The Bachelor of Arts Honours in Rural Development [B.A. Honours (Rural Development)] is designed to adequately ground the learners in rural development imperatives and equip them with skills as well as with knowledge of how to conduct solution-oriented research. Thus, with the B.A Honours (Rural Development) learners will be prepared for studies in Masters and PhD studies.

Upon successful completion of the qualification, the learner will be able to

• Interrogate the knowledge from multiple sources about the rural development landscape.
• Show an understanding, and an ability to use diverse methods, techniques and tools to solve rural community challenges.
• Demonstrate an understanding of the complex nature and operations of non-governmental organisations (NGOs); community-based organisations (CBOs); cooperatives; and Microfinance Institutions (MFIs).
• Apply techniques of independent scientific research and enquiry process.
• Manage a project in a rural area based on an understanding of the roles and relationships between elements within the rural communities.

Rationale

The Bachelor of Arts Honours in Rural Development, at NQF Level 8 is a professional Degree that seeks to address poverty and underdevelopment that haves become major societal challenges throughout the world. As long as these problems persist, the search for sustainable solutions will remain on the global social justice and development agendas.

In South Africa, more than 47 % of the people reside in areas that are classified as 'rural' (Statistics South Africa, 2003). Almost 75 % of the rural population lives in poverty. Lack of consensus of what constitutes poverty; ineffective leadership for development; substandard communication infrastructure; high levels of household food insecurity; sub-optimal provision of basic services, the HIV and AIDS pandemic; lack of employable skills which precipitate high underdevelopment and unemployment rates; poor infrastructure; high illiteracy rates; lack of community voice due to inadequate involvement in decision making processes (especially children, women and youth) and the perception that rural people are 'un-bankable' are some of the major issues that constrain development in Southern Africa. Moreover, the search for appropriate and sustainable solutions to the land question and climate change continue to dominate the agenda of rural development.

This qualification seeks to address the problem of implementation of policies and programmes development practitioners in private establishments, government bodies and NGOs face. It also assists with further development of competencies of identifying, analysing and addressing typical diverse and complex socio-economic development problems.

Recognition of Prior Learning (RPL)

Learners may be admitted based on Recognition of Prior Learning (RPL) (Selection testing; interviewing; and assessment of portfolio of evidence) Individuals will be declared competent on the basis of the provisions of the Recognition of Prior Learning (RPL) policy of the institution. The inclusion of RPL will benefit a large number of people who will find an opportunity to acquire a formal qualification or gain access to higher education.

Entry Requirements

For admission to this qualification, learners are required to have the following in order to be considered for admission:

• Bachelor's Degree in Agriculture, Sociology, Anthropology, Development Studies, Environmental Sciences, Education, Economics, Political Science or any other development-oriented field.

This qualification consists of compulsory and elective modules at NQF Level 8 totalling 133 Credits.

Compulsory Modules

• Research Project, 30 Credits.
• Rural Development Theories and Practice, 21 Credits.
• Research Methods 1, 18 Credits.
• Project Management, 12 Credits.
• Entrepreneurship, 12 Credits.
• Institutions for Rural Development, 14 Credits.
• Contemporary Issues in Rural Development, 14 Credits.
• Research Methods 2, 12 Credits.

Elective modules (Learners need to choose one)

• Ethics in Community-Based International Research, 8 Credits.
• People, Culture and the Environment, 8 Credits.

1. Interrogate knowledge from multiple sources about the rural development landscape.
2. Show an understanding, and an ability to use diverse methods, techniques and tools to solve rural community challenges.
3. Demonstrate an understanding of the complex nature and operations of non-governmental organisations (NGOs); community-based organisations (CBOs); cooperatives; and Microfinance Institutions (MFIs).
4. Apply techniques of independent scientific research and enquiry process.
5. Manage a project in a rural area based on an understanding of the roles and relationships between elements within the rural communities.

Associated Assessment Criteria for Exit Level Outcome 1

• The dynamics, multifaceted nature and theories of rural development are understood.
• Various sources are consulted in order to find solutions to address equity and equality challenges relating to rural development practice.
• The bases and principles governing the behaviour of rural systems and their underlying physical, socio-economic, legal and institutional subsystems are understood.

Associated Assessment Criteria for Exit Level Outcome 2

• The techniques of facilitating rural development processes are acquired.
• The methods, procedures and techniques are used in engaging communities living in the rural areas to solve existing and complex rural challenges/problems.
• Systems Analysis is used as a tool for understanding and formally representing the complex dynamics of rural areas as well as facilitating the development and implementation of integrated plans for rural areas.

Associated Assessment Criteria for Exit Level Outcome 3

• Relevant improvement plans for the operations of rural-based organisations or institutions are developed.
• The roles played by institutions and organisations in rural development are understood and explained.
• Knowledge relating to the roles of a broad range of organisations and institutions spearheading rural development: non-governmental organisations (NGOs); community-based organisations (CBOs); cooperatives; and microfinance Institutions (MFIs) is applied.
• The scope and nature of rural organisations and institutions is understood and explained.
• Various techniques used to analyse the effectiveness of rural organisations and institutions in spearheading rural development are applied.
• Procedures and challenges relating to the operations of organisations and institutions in rural areas, the principles of organisational development and operations of NGOs, cooperatives, MFIs and CBOs are explained.
• The strengths, weaknesses, opportunities and threats for the effective performance of rural-based organisations and institutions are discussed.

Associated Assessment Criteria for Exit Level Outcome 4

• Knowledge of the various social research designs, sampling techniques, approaches to data collection and ethics in research involving people is understood and applied.
• Independent research focusing on a relevant issue in rural development is formulated and carried out with the guidance of an academic supervisor.
• Scientific research proposals are planned and developed.
• Qualitative and quantitative scientific data, analysis techniques and their capacities to present seminars to academic audiences are developed.
• Academic, professional or occupational ideas and texts are presented and communicated effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context.

Associated Assessment Criteria for Exit Level Outcome 5

• The tools and techniques of project management are developed.
• Major concepts such as project, programme, planning, management, control, indicators, monitoring and evaluation in project management are explained.
• The procedures and challenges associated with managing rural development projects or programmes are explained.
• Theoretical perspectives of the project cycle in managing projects as well as identifying and selection of key indicators to use when assessing the performance of projects adapted and applied.
• Action plans or programmes for monitoring and evaluation of projects, following basic planning, monitoring and evaluation procedures are designed and implemented.
• Computer-based project management techniques and programmes are applied.

Integrated Assessment

Formative assessment

Learners will choose one (1) Individual and one (1) group project which will be supervised by academic staff with relevant expertise. Two (2) continuous assessment tests, (1) Seminar presentation, two (2) assignments and One (1) case study per module in each semester. The projects for each module will be research-based and results assessed and presented in a seminar set up as part of assessment process.

Summative assessments

Will entail tests, presentation of the project results, group and individual assignments and final examination.