Bachelor of Science Honours in Land Management

Purpose

The purpose of this qualification is to improve the knowledge and competence of learners in integrated knowledge of land management and rural development; to provide the country with qualified personnel who will contribute to the improvement of agricultural business, eco-tourism and rural community development; and to prepare learners for further academic study.

Rationale

South Africa is in many ways still a developing country in need of land management and rural development specialists who can focus on the enhancement of the quality of work life of its citizens. This qualification answers to this aim, since the successful completion of the Bachelor of Science (BSc) in Agriculture will enable scientists to be employed in industry as specialists in the field of land management and rural development, or to become entrepreneurs in industry to improve the lives of South African (SA) citizens.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution, or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected qualification and teaching-learning programme of the institution, such as the Bachelor of Science (BSc) Honours in Land Management. Formal prior learning: Prior accredited learning at the Further Education and Training (FET) or Higher Education and Training (HET) level in relevant domains, and at graduate level, which constitutes credit-bearing units or modules, should be recognised if evidence can be produced that shows that the student has achieved, at a satisfactory level, the outcomes and Associated Assessment Criteria specified for modules at such level, and if appropriate, allows the Recognition of Prior Learning for the achievement of part of the qualification. Non-formal and informal prior experiential learning: An applicant who falls outside of the formal qualifications system but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the recognition of prior learning for the achievement of part of the qualification.

An applicant who, after such assessment, is deemed to have sufficient potential but is in need of further academic development, will be directed to other suitable learning programmes prior to admission or to parallel programmes after admission.

Entry Requirements

The minimum entry requirement is

• Bachelor of Science in Agriculture with 60% in Agricultural Science at the exit level.

This qualification consists of elective modules at Level 8 totalling 120 Credits.

• Research Project I, 32 Credits.
• Research Project, 32 Credits.
• Rural Geography, 24 Credits.
• Appl in Geographic Information Systems, 24 Credits.
• Techniques and Methods in Geography, 24 Credits.
• Land Resource and Enviro Man, 18 Credits.
• Environm Problems and Man in Africa, 24 Credits.
• Research Project II, 32 Credits.
• Soil Classific and Land Use Plan, 12 Credits.
• Land and Water Management, 12 Credits.
• Techn Issues in Geogr Information, 24 Credits.

1. Advanced knowledge of land management and rural development practices and competence in the application of these practices and principles in the field and industry and a fundamental understanding of land management and rural development principles and their application to agricultural, resource, economic, rural and related issues.
2. Independently appraise research problems, conduct research and interpret findings within the context of current scientific knowledge.
3. Assist rural communities and farmers in utilising proper and effective land management practices as well as land use planning for specific farming enterprises.
4. Demonstrate the ability to continue learning in the field of land management and rural development at higher academic levels.
5. Incorporate rural development strategies.
6. Demonstrate an appropriate level of problem identification and conceptualisation skills to focus on realistic and relevant research problems.
7. Demonstrate an appropriate level of communication skills to effectively disseminate research and technical information, including the practical implications of research findings.

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

• Demonstrate a systematic and integrated knowledge and understanding of, and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories.
• Apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information.
• Demonstrate critical reflection on, and understanding and application of, appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within related practice.
• Demonstrate professional and ethical behaviour within an academic and discipline-related environment with sensitivity towards societal and cultural considerations.
• Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as technology.
• Demonstrate effective functioning as a member and/or leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.

Integrated Assessment

Continuous formative assessment strategies in the form of assignments, portfolios, tests etc. are employed, as well as integrated summative assessments in the form of formal examinations and a mini dissertation/ project report etc. Oral presentations of smaller integrated research projects or seminars in individual as well as group context may also be employed. Learners are continuously assessed on the application of integrated knowledge and advanced skills in order to assure that they are competent for the work place.