Bachelor of Arts in Rural Development

Purpose

The purposes of this qualification include

• To familiarise learners with the content and basic theories of a number of disciplines in the humanities and social sciences, at the basic and intermediate level, and to provide them with a deeper grasp of one or more of these disciplines taken at exit level (Level 6), as well as to enable them to place new knowledge in context and to use appropriate methods for seeking resolution of problems;
• To provide learners with a variety of basic scholarly and intellectual competencies, including the ability to question critically the assumptions of a limited range of theories and authorities, and to develop an understanding of elementary research methods used within one or more disciplines;
• To equip learners with the ability to give an accurate account of scholarly positions and the competence to express their own opinions clearly and coherently, both in written and oral communication;
• To prepare learners for post learner study;
• To provide learners with a well-rounded and broad education across a number of disciplines, thus preparing them for a wide range of professions crucial to the welfare of society;
• To produce learners who are able to think laterally, critically and creatively;
• To produce learners who are prepared for life-long learning;
• To produce learners who understand the principles of, and are capable of critical citizenship.

Rationale

This Bachelor of Arts Degree in the Humanities and Social Sciences is intended to assist all relevant role players, such as potential employers, curriculum developers and providers of learning programmes, all education and training bodies and relevant moderators as well as learners and their parents, to understand the notion of and criteria determining the level and the outcomes associated with a first formative Bachelor's Degree in the arts, humanities and social sciences. The term 'generic' is used to indicate that the basic minimum of the outcomes as well as their associated assessment criteria has been identified. In keeping with the points of departure of the generic degrees project, the standard has been developed abstractly. The standard is not bound by discipline-specific knowledge, but rather by consensus on the depth and complexity of learning and competencies to be acquired by learners in such programmes of study. This has the implication that a student could build a learning programme at the appropriate level by using a wide variety of disciplines leading to the desired outcomes. In this process care should be taken that the construction of a specific study programme should make provision for depth and that the level descriptors should be kept in mind very closely so as to allow a student to proceed to more complex post-learner work and not unnecessarily fragment the qualification.

This generic qualification standard proposes a minimum standard for the Bachelor of Arts Degree in the Humanities and Social Sciences consisting of at least 360 Credits within the 'general track' of the NQF.

This standard would be subject to review in the cycle proposed within the NQF.

Recognition of Prior Learning (RPL)

Prior accredited learning of a learner at the FET or HET level in relevant domains which constitute credit-bearing units or modules should be recognised if evidence can be produced that shows that the learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for admission to programmes of study leading to the BA/BSoc Science qualification, and, if appropriate, allow the recognition of prior learning for the achievement of the qualification in part or in full. Access through RPL and/or credit exemption through RPL is to be determined and explained in the RPL policy documents of providers.

Non-formal and informal prior experiential learning

A learner whose level of knowledge, skills, competencies and attitudes have not been assessed earlier in terms of the formal qualification in question, but who can demonstrate in appropriate ways, through an assessment designed by the institution to which application is made, that she/he has acquired those skills and competencies, may be considered for admission to a programme of study leading to this qualification. An applicant who, after such assessment, is deemed to have sufficient potential but is in need of further academic development, must be directed to other suitable learning programmes prior to admission, or to parallel programmes after admission.

1. Demonstrate familiarity with and have an informed outline knowledge and understanding of the content, theories, and scholarly positions of the critical core of a number of disciplines at a basic and intermediate level (Level 5).
2. Demonstrate a systematic and well-rounded knowledge, and the ability to critically question the basic assumptions of the most important theories, scholarly positions and basic methodologies of one or more disciplines (Level 6).
3. Show competence with the basic and elementary modes of inquiry of at least one or more core disciplines to specified, less complex problems (both concrete and abstract).
4. Analyse and locate her/his own work in contemporary contexts (such as the South African and African contexts) regarding specific issues and/or problems.
5. Interpret topical issues using different perspectives in the disciplines included at Level 6.
6. Interpret, explain and/or develop an argument around and an understanding of newly-encountered material and demonstrate an ability to marshal an approach used in one or more disciplines included at the exit-level (Level 6).
7. Write an extended essay/design a minor research project aimed at engaging with a well-defined problem/issue within a particular discipline.

The following Associated Assessment Criteria will be used in an integrated manner across all Exit Level Outcomes.

1. Familiarity, knowledge and understanding are

• Reflect the correct use of the terminology, concepts, principles and theories in written and/or oral communication;
• Represent and include, analysis, evaluation and synthesis of recent and relevant research findings;
• Effectively applied to propose solutions to well-structured and practical problems based on theory-driven arguments; and
• Effective and clear Communication using scholarly discourse and discipline-specific conventions.

2. Familiarity, knowledge and understanding are

• Reflected in the correct use of the terminology, concepts, principles and theories in written and/or oral communication;
• Represented in the critical appraisal of the relationship among concepts and principles of the disciplines included;
• Effectively applied to propose solutions to well-structured and practical problems (both concrete and abstract); and
• Communicate efficiently and clearly using scholarly discourse and discipline-specific conventions.

3. Competence with the basic and elementary modes of inquiry

• Well-defined and coherent representation of identified problems;
• Properly represented, selected and applied of appropriate methods, techniques, tools and procedures relevant to the discipline;
• Proposes possible solutions based on theory-driven arguments and using the relevant modes of inquiry consistently; and
• Demonstrate scholarly and critical reasoning skills.

4. Analysis of contemporary contexts and ability to locate work in those contexts

• Recognition of the diversity, complexity and multi-dimensionality of a context and how that affects the particular work being undertaken;
• Demonstration through the provision of relevant information pertaining to the strengths, weaknesses and opportunities of the context for addressing specific problems;
• Clearly identifies relevant role players and resources that will contribute to resolution of specific problems;
• Describes all relevant factors pertaining to the context and people's performance(s) in these contexts and how they affect the particular work being undertaken; and
• Identifies critical factors impacting on practical problems to be investigated from the perspective of the discipline.

5. Interpretation of topical issues from different perspectives

• Based on results from analyses of relevant national contexts and research findings;
• It is clearly described and explained making effective use of comparing diverse theories;
• Evaluates and defines the boundaries and limitations of theory and recognises the provisional nature of research findings;
• Involves ethical and responsible solutions for practical problems; and
• It is clearly communicated using scholarly discourse and different modes of communication effectively.

6. Interpretation, explanation and argumentation are used by learners in order to

• Communicate reflecting competence in higher-order cognitive domains and/or meta-cognition;
• Demonstrate knowledge and comprehension of discipline-specific conventions and scholarly discourse;
• Give an accurate account of scholarly positions, viewpoints and solutions;
• Identify and differentiate between current perspectives and scholarly debates pertaining to the discipline and in different relevant contexts;
• Reflect critical appraisal of recent and relevant literature including both primary and secondary sources.

1. The writing of an extended essay/design of a minor research project aimed at engaging with a well-defined issue within a particular discipline that:

• Is based on the findings from the analysis and evaluation of relevant literature;
• Clearly states and contextualises an identified problem for research purposes
• Describes the essential modes of inquiry relevant to the discipline/s in which the essay/project is developed;
• Clearly describes all procedures (e.g., research strategies, data collecting, etc.) in coherent fashion and appropriately for undertaking the minor research project;
• OR: clearly describes the appropriate research strategies (such as analysis, interpretation, evaluation) in coherent fashion and appropriately for the writing of the essay;
• Reflects awareness of ethical accountability and cultural sensitivity pertaining to all related aspects (people, context, etc.).

Integrated Assessment

Assessment across the qualification forms an integral part of the teaching and learning process. In achieving the learning outcomes, learners are required to comply with the minimum assessments set for the level of the qualification, as per the Institution's Assessment Policy. Assessments vary depending on the module and the outcomes of the module; however, all modules are formatively and summatively assessed. The assessment of theoretical modules is usually in the form of assignments, practical's and written tests or examinations.