Bachelor of Arts in Development Studies

Purpose

The purpose is to provide skills in relation to development studies to students in the field and will give them different options regarding job opportunities. As there is a huge skills gap, the purpose of the qualification is to fill that gap by equipping the learners. Having provided the skills to students, the students may even start their own development agencies to deal with unemployment challenges as they will be having the tools of development. The students will also be equipped with economic skills at local level such as Entrepreneurship in Local Economic Development or Tourism etc. Limpopo Province for example has plenty of sites where tourism potential exists for development purposes.

Rationale

• The qualification fills a huge gap in the deep rural areas of South Africa where there is underdevelopment.
• The qualification meets specific needs in terms of capacity development at local, provincial, national and regional level. Operating in the deep rural areas the municipalities and other government entities focusing on development at the local level form part of the industry.
• Students coming out of the high schools will be exposed to development career choices in their localities, work as independent consultants, or international bodies found in the region focusing on development.
• Students will advance to Honours level when they complete the qualification.
• Students will get employed and plough their skills into community development and the economy will derive benefits from the developments that would have taken place.

Recognition of Prior Learning (RPL)

Students who may not meet the necessary entry requirements because of past discriminatory laws and other factors will be considered into the programme through the Recognition of Prior Learning according to university policy. The policy is trying to open opportunities to previously disadvantaged individuals because of race and gender.

Entry Requirements

The entry requirement is a Grade 12 Bachelor Certificate according to Basic Education Classification. RPL policy may also apply according to university policy.

Bachelor of Arts in Development Studies: 360 Credits. This qualification is done over three years and it is modularised. First year NQF Level 5, Second year NQF Level 6 and third year NQF Level 7.

The Curriculum for the qualification is structured as follows

Modules at NQF Level 5

• DST1541, Introduction to Philosophy of Development 1, 15 Credits.
• DST 1542, Culture and Development, 15 Credits.
• DST1543, Overview of African History, 15 Credits.
• ECS1541, English Communication Skills, 15 Credits.
• DST1641, Introduction to Philosophy of Development II, 15 Credits.
• DST 1642, Political Development, 15 Credits.
• DST1643, Religious Perspectives on Economic Development, 15 Credits.
• ECS1641, English Communication Skills, 15 Credits.

Modules at NQF Level 6

• DST2541, Research Methods, 15 Credits.
• DST2542, Economic History of Africa 1, 15 Credits.
• DST2543, International Political Economy, 15 Credits.
• DST2544, Religious Perspectives on Women Empowerment and Development, 15 Credits.
• DST2642, Economic History of Africa ll, 15 Credits.
• DST2643, Africa II, 15 Credits.
• Tradition and Development, 15 Credits.
• YID2645, Youth in Development, 15 Credits.

Modules at NQF Level 7

• DST3541, Religious Response to Environment and Development, 15 Credits.
• DST3542, Political Economy of African Development, 15 Credits.
• DST3543, Anthropological Perspective on Development, 15 Credits.
• DST3544, South Africa since the Mineral Revolution, 15 Credits.
• DST364, Social Change and Development, 15 Credits.
• DST3642, Demographics and Development, 15 Credits.
• DST3643, Philosophy of Technology of Development, 15 Credits.
• DST3644, Public Policy Analysis of Development in South Africa, 15 Credits.

1. The students in the qualification will show demonstrable ability to understand development theories.
2. Students would demonstrate ability to link theory and practice in development studies.
3. Students would demonstrate ability to critique government policies on development and be able to provide alternative thinking in the subject.
4. Students would apply developmental debates to South Africa's socio-economic development challenges.

Associated Assessment Criteria for Exit Level Outcome 1

• Students of the University are encouraged to integrate theory and practice in terms of the University's Community Engagement Policy.
• The library is a critical source from which some of the theories will be examined.
• Through lectures and seminars, some of the theories will be explored in detail.
• These theories will be tested through tests, assignments and projects.

Associate Assessment Criteria for Exit Level Outcome 2

• This is in line with the university Policy on Community Engagement in which the university should link with communities where it is operating from therefore formulate development challenges in the different sectors affecting the society.
• Municipalities and department of Social Development and other government departments are critical in giving students exposure in this field.
• Students would also be encouraged to develop their developmental agencies.
• Other international agencies such as Christian Aid, Oxfarm, United States Agency for International Development (USAID) would be considered for student experience.

Associate Assessment Criteria for Exit Level Outcome 3

• Policies and other relevant documentation would be analysed as part of literature review.
• Students would be expected to compare these policies and best practices in other developing countries.
• Student would be encouraged to develop alternative models of development.
• Students would be mentored towards publication of their intellectual work.

Associated Assessment Criteria for Exit Level Outcome 4

• Students would have a model of development or yardstick to apply.
• Experiences of developing countries would be applicable to the South African situation.
• Students would be expected to list the natural resources in the country and link them to development.
• The economic models of development would be linked to the South African experience.

Integrated Assessment

The students are assessed through the use of assignments, tests, projects to test their readiness or competence before writing exams. These will provide semester marks to the students to allow them to be able to write examinations in June or November.