Bachelor of Social Science in Heritage and Cultural Sciences

Purpose and Rationale of the Qualification

The first purpose of the qualification is to provide qualifiers with graduate-level knowledge, specific skills and applied competence in a number of fields of Human and Social Studies, Culture and Arts, Business, Commerce and Management Studies and Services that provide opportunities for continued personal intellectual growth, gainful economic activity and rewarding contributions to society.

The second purpose of the qualification is to provide South Africa with significant numbers of graduates in a number of heritage and culture sciences in order to ensure that the local leadership base of innovative and knowledge based economic and scholarly activity is widened.

The third purpose of the qualification is to provide South Africa with a cadre of social analysts, researchers, managers, service providers and experts in the field of heritage and culture sciences who will have a clear and continuously growing understanding of the methods and progress of heritage and culture sciences prior to acquiring specific postgraduate qualifications.

In addition to the above, each specialisation package in this qualification has its own further purpose.

This qualification focuses on tourism as one of South Africa's largest and fastest growing industries.

Learners are trained to play an important role in tourism, especially as far as heritage and cultural tourism is concerned. Graduates can follow careers as tour guides, tour operators (entrepreneurs), heritage resource managers, and publicity agents.

Recognition of Prior Learning

• Access may be gained to the qualification through the Recognition of Prior Learning (RPL).

A candidate who

• Has not obtained matriculation exemption or an National Senior Certificate (NSC) or National Certificate Vocational (NCV) granting admission to Bachelor's Degree study but who are in possession of at least a three-year tertiary qualification, will be considered on the basis of merit, with a view to admission to a Degree programme.
• Is in possession of another certificate which is accepted by the University as equivalent to the required level 4 qualifications.
• Is a graduate from another tertiary institution or has been granted the status of a graduate of such an institution, may also be considered for admission.
• Passes an admission test as prescribed by the University.
• A conditional exemption certificate does not qualify a candidate for admission to Bachelor's Degree study. A certificate of conditional exemption by virtue of mature age is, however, accepted for Degree study by certain faculties. Candidates are advised to contact the faculty administration in question in this regard.
• Senate may place a limit on the number of students who may be admitted to register for a programme, in which case the Dean concerned may decide who to admit from those who qualify.

Entry Requirements

• National Senior Certificate, Level 4 granting admission to Bachelor's Degree study.
• Senior Certificate, Level 4 with matriculation exemption.
• National Certificate (Vocational), Level 4 with a relevant specialisation granting admission to Bachelor's Degree study.
• In order to register for the Degree, a learner candidate should, apart from the required level certificate comply with the particular requirements prescribed in the admission procedures and faculty regulations for the Faculty of Humanities and the respective departments, for admission to a particular package of study.

The learner will have

1. Good language proficiency required for the practice of science.
2. A sound knowledge of the Social Sciences.
3. The ability to apply skills effectively in their chosen field of expertise.
4. Basic computer skills.
5. Basic critical and creative thinking skills.
6. Developed approaches and methods for analysis, theories and models for application, management and development, growth, ethics, strategy, and achievements.

Associated Assessment Criteria for Exit Level Outcomes

The learner will

• Demonstrate knowledge of content and insight pertaining to the related factual knowledge, concepts and theories.

Demonstrate skills and proficiencies equipping him/her to

> Identify and solve problems related to the heritage and culture sciences, people/human-centred development and service rendering.

> Co-operate with other in achieving and/or creating specific end products related to the heritage and culture sciences.

> Organise and manage his or her learning process and applied skills.

> Deal with information, communication, the application of science and technology.

> Develop a holistic world view.

> Demonstrate appropriate attitudes, dispositions and/or values concerning various heritage and culture practices qualifying him/her for a professional career in his/her field of expertise.

The learner will also be able to

• Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made concerning solutions for problems related to individuals, groups, families, communities and people with special needs.
• Work inter-sectorially with other disciplines as a member of a team, group, organisation, community in both the public and private sectors.
• Demonstrate an understanding of the interaction between systems for an ecological approach by understanding asocial needs, problems and resource capacity within an international, national and local context.
• Develop holistic, integrated strategies and programmes for social services founded on the collection, analyses, organising, implementation and critical evaluation of theory, information and processes.
• Demonstrate effective utilisation of social science technology for strategies aimed at a service delivery framework.
• Organise and manage their work load responsibly and effectively by means of a scheduled programme allowing for a learning environment such as reading scientific journals in the field as well as becoming a member of professional bodies, attending seminars and conferences, doing research and rendering voluntary services to facilitate professional growth and development.
• Communicate effectively with people of all target groups, including literate, illiterate, children and the youth, using visual and language skill sin the modes of oral and/or written persuasion.
• Contribute to the full personal development of each learner regarding strategies for learning, such as furthering of studies for career enhancement, involvement in community life, developing a non-discriminating attitude across a range of social contexts based on the value of social justice and a sensitivity for cultural diversity; also to explore and develop career opportunities such as entrepreneurial initiatives to promote social and economic independence and opportunities for personal development.

Integrated Assessment

• The associated assessment criteria are derived directly from the learning outcomes and provide the criteria against which learner performance demonstrating the attainment of learning outcomes can be judged. The assessment criteria involve, at minimum.
• That both norm-based and criteria-based modalities are used.
• Reliability is ensured via internal and external moderation.
• The standards and levels of achievement required for "pegging" the qualification at Level 7 are met.

Integrated Assessment

• Portfolios.
• Simulations.
• Written examinations.
• Oral examinations.

Other

• Other tasks prescribed by the assessors.
• The modalities for Integrated Assessment permit the learner to demonstrate applied competence and use a wide range of formative and summative methods set according to specific guidelines for developing particular assessment tasks and allowing assessors to develop formative and summative methods related to credentialing purposes appropriate to contextual and situational readings of candidates presenting themselves for the recognition of learning achievements.
• In addition to the above, modalities such as group discussions, presentations, peer group evaluations, observation/experiential learning and live application of competency in practical settings are also used.