Bachelor of Social Science in Industrial and Working Life

Purpose

The Bachelor of Social Science in Industrial Work Life aims to provide learners with in-depth knowledge of the broader socio-political and socio-economic context of the world of work. The learners will be able to get a deeper understanding of the principles of trade unionism and apply theories in labour studies, and how social change, such as industrialization, is constantly changing how people work. As these learners have industry experience, they will be able to understand theories that underscore the broad fields of society, politics, and labour issues in the 21st century in the context of South Africa and the broader society.

This qualification will enable learners to demonstrate knowledge of the nexus between labour and industrial life, politics, and organizational management; reflect critically on political systems, labour studies, social behaviour, traditions, and institutions that influence Industrial and Working Life. Learners will acquire specialized competence in their chosen areas of study, enabling them to contribute to critically evaluate scholarly arguments using appropriate academic discourse.

Structural inequalities perpetuated and entrenched by colonialism and apartheid persist in contemporary South African society. Despite legislation enacted by the government to reverse the legacy of discrimination and inequality, transformation in the workplace has been slow. Exacerbating the slow pace of change is the demand for increased education and skills in response to the challenges of job creation, poverty reduction, and inequality reduction. This has resulted in organizations incorporating skills development into educational and organizational policies.

The qualification aims to develop the capacity of such learners to better serve their organizations and constituencies, strengthen the broader civil society, and contribute to social development and change. The qualification, therefore, serves the need for trade unionists to develop their capacities to engage more effectively in debates, undertake their own research, and critically evaluate and analyze economic and social phenomena.

The qualification, together with related modules, provides a solid foundation that prepares learners for a range of options that demand an understanding of a central aspect of our lives, namely work and what goes along with it: human resources, organizational forms and functions, industrial relations, technological change, employment and unemployment, global links and inequalities, industrial policy, conflict and democracy and so on.

Rationale

The lack of capacity regarding, specifically, adult learners in the workplace has been identified by the Department of Higher Education as a cause for concern. According to the Department of Higher Education and Training (2014), adult education has "... a vital role to play in addressing the education and development needs of out-of-school youth and adults, especially those who have been and may still be disadvantaged as a result of past and existing social inequalities relating to class, race, gender, age, and disability." There is, thus, DHET support for higher education institutions seeking to address this terrain.

Responding, therefore, to the call for transformation, skills development, and the urgent need to redress inequalities in the workplace, the Industrial and Working Life Programme has been designed to provide alternative access to the undergraduate degree program for adult learners (shop/site stewards, trade unionists, and community activists). The Industrial and Working Life Programme (IWLP) is self-funded, and learners major in Sociology and in Industrial, Organisational, and Labour Studies. The degree is offered part-time over five years.

The target learners are shop stewards, allowing them to gain skills and empowerment, and access university learning. The qualification prepares learners for potential further academic pathways, such as Master's and Doctoral studies, thereby enhancing their career prospects and academic growth.

This qualification prepares learners for careers in government, labour relations practice, arbitration, conflict management and resolution, labour administration and research, gender issues, and dismissals work for government institutions, parastatals, the private sector, and trade union organizations. It also provides learners with a necessary background for graduate work in various disciplines and qualifications such as political studies, industrial labour studies, and public policy studies. The qualification attracts problem solvers interested in understanding world affairs and their impact on the South African labour system and society. Graduates will have in-depth and multi-disciplinary knowledge of their fields. The qualification will produce creative, critical thinkers and problem solvers who are professional and adaptable to the complex and globalized world.

The Bachelor of Social Science in Industrial and Working Life seeks to redress social injustices and inequalities of the past by providing an avenue for shop stewards, trade unionists, and community organizers to receive a tertiary qualification and, in so doing, provide them with content that is practically linked to issues in the workplace and the community. In so doing, this qualification will increase the number of those appropriately qualified in the workforce and develop workers and community leaders.

In addition to familiarising learners with various aspects of work, labour organization, policy, and labour movements from a social sciences perspective, the overall qualification is structured to ensure that learners critically engage with broader social issues in the African context. The programme will attract learners from a marginalized sector and allow UKZN to position itself as a pioneer in this field in the South African context. In addition, this qualification will give learners access to an Honours degree, thus allowing for an increase in postgraduate enrolment and building research capacity and African scholarship in the social sciences.

Recognition of Prior Learning (RPL)

RPL offers an alternative access route into a learning program for those not meeting the specified qualification entry requirements. Qualifications, part-qualifications, and professional designations registered on the NQF may be awarded in whole or in part through RPL.

Recognition of Prior Learning (RPL) is an important consideration for this qualification. The University Recognition of Prior Learning Policy and rules and procedures will be considered when learners apply for RPL.

An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for postgraduate studies or research, may be admitted as a learner at the University.".

The South African Qualifications Authority (SAQA) National Policy and Criteria for the Implementation of the Recognition of Prior Learning (amended March 2019) and The Council of Higher Education, Recognition of Prior Learning, Credit Accumulation, and Transfer in Higher Education (2016) are relevant to this programme in terms of the implementation of RPL, which strives to respond to the socio-economic redress of historically disadvantaged communities.

Accordingly, RPL implementation in the programme will be an enabling mechanism for either

• Access to academic programmes.
• advanced standing for future higher-level qualifications.
• Award of full or partial credits where prior learning meets all the requisite exit-level outcomes of the respective qualification.

The RPL assessment recognises knowledge, skills, and professional competence achieved through alternative learning pathways such as informal, non-formal, and work-based experience and formal learning. A portfolio of evidence (POE) will form the basis of the RPL evaluation.

An RPL assessment committee will be set up to examine the POEs.

The RPL evaluation process is based on matching learning outcomes obtained via alternative learning pathways with the programme's exit-level outcomes. The RPL portfolio of evidence (POE) evaluation will use criterion-referenced rubrics to ensure consistency, fairness, and rigour in the RPL assessment. A maximum of 10% of admission in any year may be granted via RPL. Successful RPL applications are subsequently presented and considered by the School Teaching and Learning Committee, followed by a submission for approval at the College Academic Affairs Board meeting.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• National Certificate Vocational, NQF Level 4, granting access to Bachelor's studies

Or

• Higher Certificate in Labour Law, NQF Level 5.

Or

• Higher Certificate in a cognate field, NQF Level 5.

This qualification consists of the following compulsory and elective modules at the National Qualifications Framework Level 5, 6, and 7, totalling 384 Credits.

Compulsory Modules, NQF Level 5, 48 Credits

• Introduction to Sociology, 16 Credits
• Introduction to South African Society, 16 Credits
• Workers and Industrialisation in SA, 16 Credits

Elective Modules, NQF Level 5, 80 Credits (Select any five modules)

• Academic Literacy in English, 16 Credits
• Introduction to Political Science, 16 Credits
• Introduction to Global Politics, 16 Credits
• Political Economy of Food, 16 Credits
• Globalisation Then and Now 16 Credits

Compulsory Modules, NQF Level 6, 64 Credits

• Trade Unions in South Africa, 8 Credits.
• Globalisation and World Class Manufacturing 8 Credits.
• Organising Production, 8 Credits.
• Introduction to Labour Markets 8 Credits.
• Classical Sociology Theory, 16 Credits.
• Social Change, 16 Credits.

Elective Modules, NQF Level 6, 64 Credits (Select four modules)

• Issues in International Affairs, 16 Credits
• Contemporary African Politics and Development, 16 Credits.
• Capitalism and Development, 16 Credits
• Development in Southern Africa, 16 Credits

Compulsory Modules, NQF Level 7, 128 Credits

• Organisational Restructuring and Change, 16 Credits.
• Labour, Capital and State in Contemporary SA, 16 Credits.
• Economic Policy, Labour Markets and Jobs, 16 Credits.
• Diversity and Equity in the Workplace, 16 Credits.
• Contemporary Sociological Theory, 16 Credits.
• Contemporary Theory - Theorists, 16 Credits.
• Research Design - An Introduction, 16 Credits.
• Social Issues - Practice and Theory, 16 Credits.

1. Demonstrate in-depth knowledge in one or more specialized areas within sociology and labour studies and understand how this specific knowledge interrelates with other sectors, disciplines, or practices.
2. Demonstrate an understanding of the different approaches, arguments, perspectives, and debates in Sociology and Labor studies. Assess and evaluate the different types of knowledge and explanations typical within the Sociology and Labor studies context.
3. Develop social science interdisciplinary techniques and research methods and demonstrate expertise by undertaking an independent and interdisciplinary research project that incorporates Sociology and/or Industrial, Organisational, and Labour Studies.
4. Develop and critically reflect on political systems, labour studies, social behaviour, traditions, and institutions that influence Industrial Working Life; Demonstrate theoretical knowledge from a range of empirical studies.
5. Demonstrate the ability to make decisions and act ethically and professionally in each context and act by drawing on appropriate ethical values within a diverse and interconnected environment.
6. Design suitable research approaches and methods for collecting information relevant to a given global context or issue. Verify and substantiate the sources of information and evaluate and assess the gathered information in the context of Sociology and Labour Studies.

Associated Assessment Criteria for Exit Level Outcome 1

• Describe the sociology and labour studies concepts, principles and theory. This includes factual knowledge and conceptual understanding.
• Apply critical thinking to analyze complex issues within the field
• Demonstrate analytical skills and ability to synthesize information.
• Present orally to demonstrate their understanding and display the ability to conduct a critical analysis in dialogue with their peers and instructors.
• Apply key terms and concepts to real-world scenarios and evaluate their relevance and implications
• Investigate specific topics or research issues through the application of theoretical knowledge
• Conduct analyses of case studies and current events
• Apply their knowledge and skills in one of the chosen specialized areas in sociology and labour studies.

Associated Assessment Criteria for Exit Level Outcome 2

• Analyse different types of knowledge in sociology and labour studies Describe the diverse theories, perspectives, and paradigms
• Demonstrate critical awareness through their knowledge of the different academic debates within the Sociology and Labor studies and familiarity with the scholarly literature
• Engage in debates about different paradigms of knowledge and evaluate contrasting explanations

Associated Assessment Criteria for Exit Level Outcome 3

• Evaluate different research methods commonly used in international studies Describe and differentiate between qualitative, quantitative, and mixed method approaches and apply them appropriately.
• Select and justify their choice of appropriate research methods for specific research questions.
• Identify the basic principles of research design.
• Demonstrate methodological competence and applied research skills.
• Apply research methods to analyze real-world issues.

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Associated Assessment Criteria for Exit Level Outcome 4

• Identify complex issues within industrial work life and demonstrate familiarity with global challenges and their political and economic context.
• Analyse complex issues using empirical evidence like case studies and policy briefs to demonstrate issue recognition Evaluate alternative solutions using theoretical frameworks from the field of international relations
• Describe and utilise key theoretical models and frameworks in the field. Conduct comparative analyses and make policy recommendations
• Construct well-reasoned arguments for proposed solutions, demonstrating logical reasoning and the ability to synthesise evidence
• Use theoretical and analytical frameworks appropriately.
• Engage in critical debates on complex issues

Associated Assessment Criteria for Exit Level Outcome 5

• Make informed decisions in complex contexts within sociology and labour studies.
• Apply ethical principles and display awareness of cultural diversity to demonstrate ethical reasoning when conducting research
• Substantiate decisions and actions using appropriate ethical values.
• Demonstrate ethical awareness through an understanding of different ethical theories, ethical dilemmas, and codes of conduct
• Explain ethical justifications for actions and substantiate those decisions and actions by drawing on appropriate ethical values and approaches.
• Act professionally in diverse and interconnected environments

Associated Assessment Criteria for Exit Level Outcome 6

• Display methodological competence by developing suitable methods for collecting information relevant to a given global context or issue
• Display information literacy by being able to verify and substantiate sources of information independently.
• Use their critical literacy and knowledge of source evaluation to conduct literature reviews and engage in source checking
• Conduct a critical analysis of global issues by gathering and then evaluating and assessing information gathered from a range of different sources
• Reflect on the reliability and relevance of gathered information after critically evaluating their sources.
• Evaluate and assess the gathered information.

INTEGRATED ASSESSMENT

The institution's Assessment Policy guides the assessment of modules. Assessment will combine formative and summative assessment. Formative assessment will ensure that the learning can be reflective, allowing for revision following feedback from the lecturers, and summative assessments include learner portfolios and examinations.

The online component will be offered via the Learning Management System Moodle and will be designed to be accessible on cell phones with low data usage requirements. Therefore, the online component will be designed to encourage interactivity and active participation (including, for example, interactive learning activities such as Multiple-Choice Questions, quizzes, True/False, fill-in-the-blanks, matching exercises, etc.) The online component could also include video lectures, podcasts, YouTube video clips, discussion forums where learners post answers to questions, case studies, etc. However, low-technology, low-data components will be emphasized to ensure no learner is disadvantaged. The use of technology in teaching is important as it provides creative and constructive ways to engage with learners in a modern world dictated by digital communication.

Specific learning materials will be developed for each of the modules.

Assessment of the taught component will be continuous and include written assignments, essays, tests, and exams. 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.

The assessments are made up of fifty percent formative and fifty percent summative.