Bachelor of Social Science

Purpose

The purposes of this qualification include

• Familiarity with the content and basic theories of several disciplines in the humanities and social sciences, at the intermediate level;
• Provide them with a deeper grasp of one or more of these disciplines taken at NQF Level 7;
• Enable them to place new knowledge in context and to use appropriate methods for seeking resolution of problems;
• Provide learners with a variety of scholarly and intellectual competencies, including the ability to question the assumptions of a limited range of theories and authorities critically;
• Develop an understanding of elementary research methods used within one or more disciplines;
• 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.

Rationale

The Bachelor of Social Science prepares learners for postgraduate study, provides learners with a well-rounded and broad education across several disciplines, thus preparing them for a wide range of professions crucial to the welfare of society. The qualification produces learners who can think laterally, critically and creatively. The qualification also prepares learners for life-long learning, and produces learners who understand the principles of, and are capable of critical citizenship.

Recognition of Prior Learning (RPL)

Prior accredited learning of a learner at the TVET or UOT level in relevant domains which constitute credit-bearing units or modules will be recognised. Learners need to produce that shows that the learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for admission to qualifications of study leading to the BSocSc qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• A National Senior Certificate, NQF Level 4 granting access to Bachelor's studies.

1. Have a systematic and well-rounded knowledge and understanding of important theories, scholarly positions and basic methodologies.
2. Act innovatively and pro-actively within a career.
3. Be using his/her critical attitude and communication skills to participate and contribute to the economy and general society.
4. Have the capacity to interact effectively with others, operate in variable and unfamiliar contexts with responsibility, and become increasingly self-directed.

• Demonstrate familiarity with and have an informed outline knowledge and understanding of the content, theories, and scholarly positions of the critical core disciplines at a basic and intermediate level.
• 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.
• 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).
• Analyse and locate her/his work in contemporary contexts (such as the South African and African contexts) regarding specific issues and problems.
• Interpret topical issues using different perspectives in the disciplines included at NQF Level 7.
• Interpret, explain and 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.

Integrated Assessment

There will be an integration of learning and assessment into this qualification. Continuous formative assessment will ensure that learners get feedback on their progress towards the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning concerning the learner attributes of the qualification. Such judgement will include 'integrated assessments' which assess the learners' ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the learners' attributes, either as a whole or as components of the qualification. Assignments designed to meet the requirements of integrated assessment will be such as to achieve an integration of the achievement of learner attributes in a way that demonstrates that the purpose of the qualification.

Evaluation of learner performance is to determine if the learner can demonstrate applied competence. There will be an integration of a wide range of knowledge, skills, competencies and attitudes will use innovative methods - and in the assessment of outcomes due to recognition will be given to criteria and methods of assessment that assess these appropriately and adequately.