Bachelor of Science in Agriculture in Agribusiness

To produce graduates who understand economics, finance and business management and who are able to apply their knowledge at farm, agribusiness and policy levels through their specialist knowledge of particular production systems. Agricultural development, marketing and finance are becoming increasingly important and require graduates with broad-based training in agriculture, commerce and social sciences. The qualification emphasizes job mobility. The following careers are open to graduates: commercial banks, National Department of Agriculture, farming, agribusiness sector, wildlife and tourism and consulting.

Rules of access and entry requirements for the programme (learning assumed to be in place prior to entry into the programme):

1. An adequate exposure to physical science or biology
2. An adequate level of development of knowledge and skills in mathematics.
3. Adequate literacy skills in English
4. Continuation in, or access into, programmes at level 7a or above presupposes of the exit level requirements at level 6b at the required standard.

These can be demonstrated in a number of ways

a) Matriculation exemption with at least 40 % at Higher Grade or at least 60 % at Standard Grade for Biology or Physical Science.

b) Alternative access programme such as the Science Foundation Programme (SFP)

1. Students who have completed a diploma at an Agricultural College or Technikon may be admitted, provided they meet the criteria above.
2. The SFP provides access to students who do not have a formal or adequate matric exemption.

The achievement of this qualification means that the learner can

1 The student is able to identify and solve agricultural economic and management problems, demonstrating critical and creative thinking.

2 The underlying intention of the programme is assist the student to develop entrepreneurial abilities. The student will also acquire computer literacy and information retrieval skills, which will enhance his/her management skills.

In addition the following outcomes apply

3 The student is able to collect, analyse, organise and critically evaluate agricultural economic information and data.

4 The student is able to communicate effectively with peers in a variety of modes in the discourse of agricultural economics and management.

5 The student is able to demonstrate more insight into agricultural economic and management problems than under outcome 1.

6 The student is able to understand agriculture as an interrelated system and that, in a problem-solving context, components do not exist in isolation.

Evidence generated through assessment tasks shows that the learner can

Assessment criteria used are tests, examinations, practicals and tutorials while the student must work six to eight weeks on an approved farm and write an evaluation report showing critical and creative thinking.

In addition to tests, examinations, practicals and tutorials, students have to complete a research project and seminars (Agricultural Economics 490 and 790, and Agribusiness 490 modules). Here the student is assessed as follows:

In seminar courses the student is assessed on outcomes 3, 4 and 5 of section 9.2. A critical evaluation of information must be demonstrated, while seminars are presented in front of peers.

The student must undertake a research project in an agricultural economic related field, which demonstrates competence in outcomes 3, 4 and 5. As the agricultural field is used as the source of data the industry needs to be viewed as an interrelated system (Outcome 6).

Integrated assessment

The University of Natal is currently reforming its assessment strategies to include the assessment of applied competence for each qualification. In the meantime, a combination of continuous assessment and traditional written examinations serve to assess the integration of all/most of the learning outcomes for each module in a qualification.

All students in their fourth year have to do a project and seminars. The project is an integrated assessment of the students' problem-solving abilities in a real world situation while the seminar is a review of literature covering theory and applications of techniques and interpretation of findings. These two assessment methods ensure that students have simultaneously attained assessment criteria.