Bachelor of Development in Planning and Management

Purpose

To provide candidates with knowledge, skills and expertise that would enable them to become social development researchers, planners and managers in the spheres of project development, community development, environmental sustainability as well as rural and urban development, driven by the ideals of poverty and inequality eradication.

Rationale

The multidimensional challenges of poverty and inequality bedevil South Africa and all other developing countries, wherein development project implementation has permeated the multiple interventions by state, private and civil society agencies. The multiplicity of actors and actions for addressing poverty and inequality has entailed the involvement of communities in a holistic, integrated and coherent process of development. Therefore, an increasing need for knowledge, understanding, skills and expertise for the applications of multidisciplinary research-based interventions through development project design, analysis, planning, implementation and management within the broader contexts of the modern process of planning which integrates environmental considerations with development for sustainable poverty and inequality eradication.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is implemented through the University policy.

Entry Requirements

National Senior Certificate (NSC) granting access to Bachelor's Degree studies.

This qualification consists of compulsory modules at Level 6 and 7.

Compulsory Modules, Level 6 248 Credits

• Development and the Environment 12 Credits.
• Principles of Planning and Management 12 Credits.
• Principles of Spatial Development Planning 12 Credits.
• Development Economics 12 Credits.
• Structuring and functioning of Public Administration 12 Credits.
• Poverty and Inequality 12 Credits.
• Urban Development 12 Credits.
• Concepts of Development 12 Credits.
• Local Economic Development 12 Credits.
• Nature, Content and Scope of Public Administration 12 Credits.
• Development Planning and Management 16 Credits.
• Project Management 16 Credits.
• Community Development Planning 16 Credits.
• Research Methodology 16 Credits.
• Project Design and Planning 16 Credits.
• Rural Development 16 Credits.
• Environmental management 16 Credits.
• Poverty and Social Development 16 Credits.

Compulsory Modules, Level 7 120 Credits.

• Environmental Impact Analysis 20 Credits.
• Advanced Project Planning and management 20 Credits.
• Development Planning and Policy 20 Credits.
• Strategic Planning and management 20 Credits.
• Advanced Project Analysis 20 Credits.
• Advanced Research Methodology and Proposal 20 Credits.

1. Hold in-depth insight, knowledge and understanding of the complex challenges associated with the manifestations of poverty and inequality, especially within rural contexts of developing countries.
2. Understand and analyse development policy as well as the planning and management approaches.
3. Plan implement and manage sustainable interventions (by state, private and civil society agencies) for addressing poverty and inequality in a participatory, coherent and integrated manner.
4. Design, analyse, plan, implement and manage research/evidence-based community development projects that are environmentally sustainable.
5. Conceptualise and propose feasible multidisciplinary research in social development planning and management.
6. Interpret, explain and/or develop an argument around and an understanding of newly-encountered material and demonstrate an ability to marshal an approach.

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes

• Reflect in the correct use of the terminology, concepts, principles and theories in written and/or oral communication.
• Propose solutions to well-structured and practical problems based on theory-driven arguments.
• Communicate clearly using scholarly discourse and discipline-specific conventions efficiently.
• Display competence with the basic and elementary modes of inquiry.
• Reflect in well-defined and coherent representation of identified problems.
• Represent in the selection and application of appropriate methods, techniques, tools and procedures relevant to the discipline.
• Propose possible solutions based on theory-driven arguments and using the relevant modes of inquiry consistently.
• Demonstrate scholarly and critical reasoning skills.
• Analyse contemporary contexts and locate work in those contexts.
• Reflect in explicit recognition of the diversity, complexity and multidimensionality of a context and how that affects the particular work being undertaken.
• Demonstrate through the provision of relevant information pertaining to the strengths, weaknesses and opportunities of the context for addressing specific problems.
• Identify relevant role players and resources that will contribute to resolution of specific problems.
• Describe all relevant factors pertaining to the context and people's performance(s) in these contexts and how they affect the particular work being undertaken.
• Identify critical factors impacting on practical problems to be investigated from the perspective of the discipline.
• Interpret topical issues from different perspectives.
• Base results from analyses of relevant national contexts and research findings.
• Describe and explain making effective use of comparing diverse theories.
• Evaluate and define the boundaries and limitations of theory and recognises the provisional nature of research findings.
• Involve ethical and responsible solutions for practical problems.
• Communicate using scholarly discourse and different modes of communication effectively.
• Use different procedures to generate scholarly information. These should include.
• Apply standard procedures within the specific discipline, such as experimental or computational techniques, or deductive or inductive reasoning.
• Collect and record appropriate data truthfully and in the appropriate format.
• Analyse and interpret materials.
• Argue persuasively about such analyses and interpretations.
• Draw valid conclusions.
• Present these conclusions appropriately.
• Know the ethical implications of various kinds of research and be able to act accordingly.
• Demonstrate reasoning skills which include the ability to express own opinions clearly and coherently, justify a position and present it logically, systematically using properly substantiated arguments.
• Communicate to show an awareness of audience, and capability in using different modes of communication (oral and written) and discipline specific conventions, and utilisation of different techniques and strategies for communicating results.
• Access various kinds of information resources, such as the library, Internet, and primary and secondary sources related to the core disciplines is needed.
• Demonstrate key scholarly skills through: Logical thinking (including identification of flawed reasoning in a text).
• Demonstrate inductive and deductive thinking skills.

Integrated Assessment

The assessment approach is an integrated approach horizontally and vertically to ensure that Exit Level Outcomes have been met. Continuous and formative assessments, include tests, assignments, quizzes and practical project exercises, presentations, field visits and group work, and together they contribute 60% towards the final mark. These assessments will assess across and within learning outcomes. Summative assessment, which consists of a three-hour examination paper, is conducted at the end of each semester, and it contributes 40% towards the final mark. Assessment is in alignment with the University rules and the assessment policy of student learning.