Bachelor of Social Science Honours in Economic History

Purpose

The purpose of this qualification is, first, to broaden learners' critical understanding of economic change over time and the manner in which Third World economies have been transformed. This is crucial for using past experiences for a reconstruction of future economic relations and structures. Second, the qualification is a contribution to the ongoing attempts by nations to achieve economic growth, construct new economic structures, and attain the much desired economic development across time and context. The main aim is to give learners a grounded understanding of African economic relations and their change over time for purposes of better construction of the future. This will contribute to skills development in the areas of economic research, economic analysis, and teaching of issues in African economic relations. One of the major purposes of the qualification is to develop skills' capacity amongst postgraduates in a manner that makes them relevant to national skills needs and requirements.

Rationale

The market needs researchers to empower decision making and it needs people with the requisite knowledge to analyse economic change over time to inform future trends. The market is still in need of people with the necessary knowledge to teach coming generations about past economic change, present economic formations, and informed predictions of future trends. At these level learners are also expected to work on an independent research project with an aim of developing their research skill in the area of interest. Learners may proceed to Masters qualification in the fields of Economic History, Development Studies, Social Policy and Planning. The qualification will contribute to the skills development, and also push the frontiers of academic excellence, a principle on which the institution is founded. The qualification is based on robust research which will play a crucial role in knowledge building that is so important for the country and the African continent.

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 teaching-learning qualification of the institution. 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 the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is the

• Cognate Bachelors National Qualifications Framework (NQF) Level 7.

This qualification consists of the following compulsory module at National Qualifications Framework Level 8 totalling 128 Credits.

Compulsory Modules, Level 8, 128 Credits

• Research Design, Methods and Analysis, 32 Credits.
• Labour, Agriculture and Rural Development, 32 Credits.
• African Economic History, 32 Credits.
• Research Paper: Economic History, 32, Credits.

1. Demonstrate the ability to access, outline, evaluate and synthesise the current state of critical/theoretical debate.
2. Demonstrate the personal engagement and become familiar with the critical reviews of recent literature on relevant topics within the national and international context of policy and development studies.
3. Develop a research proposal, identify, collect, analyse, organise and critically evaluate information.
4. Communicate effectively in written presentation by implementing different research styles, data presentation, and referencing material correctly.
5. Demonstrate the application of the theoretical knowledge gained in a practical setting.
6. Demonstrate and undertake independent research projects with an understanding of the fundamentals of research, including research design, methods, research processes and methods of data analysis.
7. Apply knowledge and skills by conceptualising a research problem and developing a cogent research proposal, design (and where applicable to the degree requirement conduct) applied quantitative or qualitative research.
8. Analyse, summarise, present and interpret qualitative and/ quantitative data.
9. Demonstrate knowledge of the theoretical material covered in class, and the ability to apply this to practical examples in a limited time period.

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

• Conceptualise, design, construct and completion of a research project that has gained ethical and research project clearance.
• Critically engage with and analyse economic change overtime and prominent issues in development.
• Identify some of the important impediments to social development and economic growth.
• Critically analyse paradigms of economic change and development and their usefulness in changing the economic fortunes of African countries.
• Identify the measures of economic growth and; design and undertake an independent research project.
• Demonstrate a thorough knowledge of the general field of enquiry through a detailed knowledge of specific areas of inquiry.
• Understand the interrelationships amongst various areas of the field of knowledge; and summarise, compare and evaluate a substantial body of knowledge.
• Command the conceptual discourse of the field of study by constructing a sustained argument, questions formulating and work towards solution.
• Contextualise the study within the social environment by demonstrating an appropriate understanding of the discipline.
• Develop a clear understanding of the historical and contemporary state and possible future of the disciplinary areas in which s/he is working.
• Demonstrate a command of academic English, familiarity with information technology, and present findings both orally and in writing at an appropriate level.
• Understand diversity by demonstrating a capacity of individual study.

Integrated Assessment

The approach and methods of assessment are multi-mode, incorporate both formative and summative assessment and are designed to assess different competencies of the learners. Assessment of the taught component will be continuous in the form of, amongst others, research, written assignments, seminars, attendance, oral presentations and participation in discussions and workshops. The aforementioned methods of assessment are designed to assess specific competencies of the learners as stated in the learning outcomes. Assessment of performance will take the form of research proposals, seminar papers on theories and models and a discussion of these in the classroom, processes, models in which the learner participates, a research paper in which the learner critically evaluates the project and integrates the theoretical knowledge gained and the practical experience, individual and group research project where the learners demonstrate their research skills and analytical ability and, an oral presentation and examinations in which the learner is expected to reflect upon the content and skills in an integrated fieldwork simulation exercise. The research proposal and seminar papers constitute formative assessment whilst the research papers, oral presentations and examinations are based on summative assessment, for example.