Bachelor of Arts Honours in Social Science

The primary purpose of this qualification is to provide qualifying learners with advanced competence in the acquisition, interpretation and application of specific and social work principles and methods. The purpose is to: further enhance professional ethics and practices, specifically applicable to the social profession, to enable application of a research-practice paradigm and promote life-long learning.

Recognition of Prior Learning (RPL)

Learners who claim that they have achieved relevant prior learning that should give them access to the qualification, need to apply to the institution 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 faculty, 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 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:

• Access to,
• Advanced placement in, or
• Recognition of status for this qualification, providing that they will be willing to further their studies at this institution.

Entry Requirements

The entry requirements for the qualification is

• Bachelor of Arts in Social Science, NQF Level 7.

Or

• Bachelor of Arts in Social Work, NQF Level 7.

Or

• Any other appropriate Degree in the human sciences.

1. Identify and analyse, at an advanced level, ethical, social and economic problems, develop, facilitate, evaluate and adjust appropriate actions and reflect on these actions, and reflect on these actions based on a theoretical framework.
2. Work, at an advanced level, effectively with others, as members of a team, when facilitating the process and technology of helping individuals, groups, organisations and communities and evaluate, adjust and reflect on these actions, based on a relevant theoretical framework.
3. Develop, organise and practise intellectual independence, flexibility and creativity, at an advanced level.
4. Collect, analyse, organise, critically evaluate and reflect on information with regard to ethical, social and economic problems, based on a relevant theoretical framework at an advanced level.
5. Communicate, at an advanced level, effectively and appropriately with individuals, groups, organisations and communities, using visual language and therapeutic skills in the modes of oral written format.
6. Analyse, develop and manage human and environmental resources, at an advanced level, based on a relevant theoretical framework.
7. Use advanced assessment, intervention and evaluative techniques, in the process and technology of helping individuals, groups, organisations and communities, based on a relevant theoretical framework.
8. Address, at an advanced level, social, ethical and economic problems appropriately, by taking into account the White Paper on Social Welfare and the political and socio-economic influences in South Africa.
9. Explore, apply and reflect a variety of strategies, at an advanced level, to learn more effectively within a human sciences environment.
10. 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. Contribute, at an advanced level, to the development and maintenance of human capacity within a culturally diverse context and to evaluate and adjust actions, based on a relevant theoretical framework.
12. Explore employment opportunities through practical projects at an advanced level.
13. Explore and facilitate entrepreneurial opportunities, at an advanced level, while addressing social, economic and ethical problems.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify and analyse appropriately, at an advanced level, ethical, social and economic problems.
• Develop, facilitate, evaluate and adjust appropriate actions, and reflect on these actions, based on a relevant theoretical framework.

Associated Assessment Criteria for Exit Level Outcome 2

• Facilitate the process and technology by helping individuals, groups, organisations and communities; and
• Evaluate, adjust and reflect on these actions, based on a relevant theoretical framework.

Associated Assessment Criteria for Exit Level Outcome 3

• Develop, organise and practise intellectual independence, accuracy, sound judgment, flexibility and creativity.

Associated Assessment Criteria for Exit Level Outcome 4

• Collect, analyse, organise, critically evaluate and reflect on information appropriately, with regard to ethical, social and economic problems, based on a relevant theoretical framework.

Associated Assessment Criteria for Exit Level Outcome 5

• Communicate, according to set standards, with individuals, groups, organisations and communities, using visual language and therapeutic skills in the modes of oral written format.

Associated Assessment Criteria for Exit Level Outcome 6

• Analyse, develop and manage human and environmental resources, effectively, based on a relevant theoretical framework.

Associated Assessment Criteria for Exit Level Outcome 7

• Use advanced assessment, intervention and evaluative techniques, in the process and technology of helping individuals, groups, organisations and communities, based on a relevant theoretical framework.

Associated Assessment Criteria for Exit Level Outcome 8

• Address, social, ethical and economic problems appropriately, by taking into account the White Paper on Social Welfare and the political and socio-economic influences in South Africa.

Associated Assessment Criteria for Exit Level Outcome 9

• Explore, apply and reflect variety of strategies effectively, to learn more effectively within a human sciences environment.

Associated Assessment Criteria for Exit Level Outcome 10

• Contribute to the development and maintenance of human capacity to a local and national level, based on a relevant theoretical framework.

Associated Assessment Criteria for Exit Level Outcome 11

• Contribute, to the development and maintenance of human capacity within a culturally diverse context effectively.
• Evaluate and adjust actions, based on a relevant theoretical framework.

Associated Assessment Criteria for Exit Level Outcome 12

• Explore employment opportunities through practical projects.

Associated Assessment Criteria for Exit Level Outcome 13

• Explore and facilitate entrepreneurial opportunities, while addressing social, economic and ethical problems.

Integrated Assessment

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 that will be implemented

Learners are continuously assessed via informal class tests, contributions to discussions, audio and audio-video recordings, formal semester tests (in written and oral mode), laboratory sessions and fieldwork projects. Learners are also involved in peer assessments, especially in the process of skill-training. Self-assessment forms part of the everyday activities of learners, especially when they answer the self-assessment questions after each theoretical section in the different study guides for each module.

Summative assessment practices that will be implemented

Integrated assessment, focusing on the achievement of the Exit-Level Outcomes, will be done by means of formal tests as well as end-of-semester final written and oral examinations.