Bachelor of Development Studies Honours

Purpose

The purpose of the Bachelor of Development Studies Honours is to provide learners with appropriate competences (skills, knowledge and attitude) to contribute positively to processes of sustainable development from an integrated perspective. This qualification will provide an opportunity for learners to consolidate Skills, Knowledge, Understanding, Values and Attitudes acquired at the graduate level and introduce learners to new concepts, theories, issues and topics in development in order to lay a foundation for Postgraduate specialisation. The qualification will achieve this through a carefully crafted plan of study designed to equip learners to take their place as members of the development community, in identifying, defining, investigating, examining, and working out solutions to issues and problems in development, as well as empower them to assume leadership roles where necessary.

The qualification adheres to the principles of Outcome-Based Education, and on achieving the qualifications the learners will be able to:

• Demonstrate knowledge acquisition and understanding of conceptual, theoretical and methodological approaches to development that is founded upon, extends and enhances the knowledge and understanding associated with the learners' undergraduate training.
• Use the acquired knowledge and understanding as a basis for originality in critically developing and applying ideas, so as to constructively and knowledgeably contribute to development initiatives.
• Apply their knowledge and understanding, and problem solving abilities in new or relatively unfamiliar environments within broader (or multidisciplinary) contexts related to development and have the ability to handle complexity, integrate different knowledge perspectives and interests and accommodate multiple views of reality.
• Formulate judgements with incomplete or limited information, that includes reflection on social and ethical responsibilities linked to the application of their knowledge, and judgements in the context of urban and rural development.
• Undertake independent research in an area of development studies, including the ability to select and apply relevant tools for collecting, interpreting and assessing (qualitative and quantitative) information on development processes and their impacts, including knowledge from a variety of relevant sources.
• Work efficiently and effectively alone and as a member of a team on a development project, taking responsibility for own work and use of resources and providing leadership and support when appropriate.
• Communicate and share their conclusions and views, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously using appropriate language and technology; study in a manner which will be largely self-directed and autonomous.

Rationale

The Mpumalanga Provincial Economic Review and Outlook for 2012/13, and the Socio-Economic Review and Outlook of Mpumalanga, December 2014 highlight the high levels of poverty and unemployment, the need for policy review and implementation, the need for continued development, particularly in rural areas, and the need for a broad based improvement in socio-economic well-being. This qualification is designed to supply skilled graduates with a deep understanding of development studies who will support the Provincial Growth and Development Strategy. It is expected that qualifying learners will find employment in the development arena, working for Government and non-governmental organisations.

The curriculum for this qualification has been developed after a benchmarking exercise and a needs analysis, including consultation with relevant stakeholders in the development community - both governmental and non-governmental, and the competencies associated with specific stakeholders were established. This step informed the crafting of the qualification components (Modules, topics, themes), and the categorisation into core and electives as well as credit allocation.

An additional rationale for this qualification is that it provides a vertical articulation path for learners providing a pipeline for learners into further research based Postgraduate studies.

It is expected that there will be a demand for the Degree from mature learners who are in employment and to satisfy this need, this qualification will also be offered on a block release basis.

Recognition of Prior Learning (RPL)

RPL will be applied in line with the institution policy on the Recognition of Prior Learning and credit accumulation and transfer, a copy of which is uploaded with this application. The institution will use the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT) as important tools to widen access with success, to achieve inclusion and to overcome barriers to access in higher education. RPL and CAT will play important roles in promoting lifelong learning and in redressing inequities by providing alternative routes into higher education.

The Recognition of Prior Learning (RPL) is central to the notion of life-long learning and, by providing alternative access to higher education, will play a role in the redress of past inequities. RPL is the process through which informal learning is measured, evaluated and translated into perceived formal equivalents for recognition across different contexts. The goal of RPL is the facilitation of alternative access and admission to higher education, or progression within a qualification.

In summary, for this qualification, RPL may be used to gain access to the qualification where the minimum entrance requirements are not met but where informal learning can be translated into perceived equivalents.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor's Degree in Development Studies, National Qualifications Framework (NQF) Level 7.

Or

• Advanced Diploma in Development Studies, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, 106 Credits

• Rural and Social Development, 14 Credits.
• Project Planning and Management, 14 Credits.
• Environmental Planning and Management, 14 Credits.
• Development Planning and Management, 14 Credits.
• Macroeconomics for Developing Countries, 14 Credits.
• Research Methodology, 6 Credits.
• Research Project, 30 Credits.

Elective modules 14 Credits (Choose one)

• Entrepreneurship Development, 14 Credits.
• Financing for Development, 14 Credits.

1. Demonstrate knowledge and understanding of conceptual, theoretical and methodological approaches to development.
2. Critically develop and apply ideas, constructively and knowledgeably to contribute to development activities.
3. Apply problem solving abilities in new or relatively unfamiliar environments within broader (or multidisciplinary) contexts related to development handle complexity, integrate different knowledge perspectives and interests and accommodate multiple views of reality.
4. Formulate judgements with incomplete or limited information, which include reflection on social and ethical responsibilities linked to the application of their knowledge as well as judgements in the context of urban and rural development.
5. Undertake independent research in an area of development studies, including the ability to select and apply relevant tools for collecting, interpreting and assessing (qualitative and quantitative information on development processes and their impacts, including knowledge from a variety of relevant sources.
6. Work efficiently and effectively alone and as a member of a team on a development project, taking responsibility for own work and use of resources and providing leadership and support when appropriate.
7. Communicate and share their conclusions and views, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously, using appropriate language and technology.
8. Study in a manner that is largely self-directed and autonomous.

Associated Assessment Criteria are applied in an integrated manner to the Exit Level Outcomes

• Understanding of the theories, research methodologies, methods and techniques in in development studies are applied.
• The application and integration of knowledge from a range of disciplines and sources, in familiar and unfamiliar contexts is demonstrated
• Understanding of the most recent advances in a specialised area of development studies is demonstrated through research.
• Use, analyse and integrate knowledge and skills from a range of disciplines to address problems in development studies is demonstrated.
• Demonstrate an ability to undertake independent research
• Identify and address ethical issues.
• An understanding of the philosophical/ontological and epistemological underpinnings, theoretical foundations and methodological concerns for research, including methods and techniques of data gathering is evidenced
• Appropriate conventions and technology for the field are used to communicate complex ideas in a structured and logical manner.
• Different styles and technologies, including web sites and blogs are used for different audiences.
• Manage complex problems and apply knowledge from various disciplines, including Indigenous Knowledge Systems.
• The ability to function independently, as a self-directed learner and to facilitate the learning of others is demonstrated in setting and meeting deadlines, assisting during group work, using staff consultation hours for assistance with their work when this is needed.

Integrated Assessment

The assessment strategy for this qualification includes both formative and summative assessment and adheres to the notion that assessments must be both for learning and of learning. Formative assessment tools are diverse and will include the following:

• Interim tests during module.
• Practical assessments including learner presentations.
• E-Learning based assignments.
• Field work assessments.
• Simulations.
• Self-assessments.
• Peer reviews and assessments.
• Literature and book reviews.
• Open book assessments.
• Oral assessments.
• Other written assessments (book reviews letters, articles).
• Research report.
• End notes (notes written by learner at the end of a learning session to display knowledge gained).
• Learning journals (diary of learning created during the module).
• One minute papers (quick reviews of knowledge gained held during learning sessions).

In all of the formative assessment activities, learners will receive constructive feedback and in most cases, be able to submit a revised version of the submission.

A summative formal assessment (exam) will conclude each module.