Bachelor of Social Sciences Honours in Sociology

Purpose

The purpose of the Bachelor of Social Sciences Honours in Sociology is to deliver learners who have an advanced knowledge and understanding of politics that they can apply within a working environment, such as Non-Governmental Organisations, State Sector and Research Sector, to investigate, analyse and interpret political aspects and offer workable solutions to realistic problems. It further provides every learner with opportunities for continued personal intellectual growth, for gainful economic activity in a range of related careers, for rewarding and constructive contributions to society and gives admission to more advanced studies, such as a cognate Master's Qualification. It aims to provide learners with knowledge and understanding of selected fields in Sociology, which include basic methodological approaches and theoretical orientations applied to the South African context.

Rationale

The rationale behind the Bachelor of Social Sciences Honours in Sociology in Sociology is to be found in the composition of modules of relevance to some of the most challenging and real issues facing the present South African society. The knowledge and competencies acquired from this honours qualification will enable learners to contribute to solutions and interventions within a social and work contexts, and secondly to do qualitative social research in a number of specialised areas. Learners that are well equipped with a broad range of fundamental research and writing skills are essential to meeting this need.

Recognition of Prior Learning (RPL)

The institution endorses the view that Recognition of Prior Learning (RPL) constitutes an essential element in deciding on admission to and awarding credits to the qualification. RPL does not only imply assessment of the submitted portfolio to determine the level of skills and knowledge comparable to NQF Level 7 the learner already possesses, but also the skills and knowledge the learner has to master additionally prior to being accepted for the qualification.

The assessment processes involved with RPL are the same as those followed for awarding credits in the formal learner setting. An RPL learner seeking credits for previously acquired skills and knowledge, must still comply with all the requirements as stated for the modules and qualification. The difference lies in the route of the assessment, since RPL assessment may be holistic in nature taking the context of the qualification as well as the prior knowledge and experience of the person who is being assessed into account.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor's qualification with a major in Sociology or equivalent, NQF Level 7.

This qualification consists of compulsory modules at NQF Level 8 totalling 160 Credits.

Compulsory Modules, Level 8: 96 Credits

• Social Theories, 32 Credits.
• Research Methodology, 32 Credits.
• Research Project, 32 Credits.
• Specific Social Problems, 16 Credits.
• Social Policy, 16 Credits.
• Industrial Sociology, 16 Credits.
• Sociology, 16 Credits.

1. Demonstrate in-depth knowledge and advanced socio-analytical skills that would enable them to engage with advanced methodologies, including a basic knowledge of statistical methods,
2. Identify, formulate, investigate and offer a viable solution to a current sociological problem in South Africa;
3. Demonstrate a well-rounded and systematic knowledge of Sociology as well as a detailed knowledge of the specialisation fields of the Sociology of Development, Lesbian, Gay, Bisexual and Transgender Studies, Women Studies and the Sociology of South Africa;
4. Render a service with the acquired knowledge in order to analyse social questions in South African society and to show a well-founded knowledge in this regard;
5. Write a research report in accordance with accepted academic standards and communicate the findings to an audience of academic peers with the aid of suitable technology.

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

• Demonstrate a systematic and integrated knowledge and understanding of, and analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories;
• Apply appropriate discipline-related methods of scientific inquiry and independently, validate, evaluate and manage sources of information;
• Critically reflect on and apply appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within related practice;
• Demonstrate professional and ethical behavior within an academic and discipline-related environment, with sensitivity towards societal and cultural considerations;
• Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as technology;
• Function effectively as a member and/or leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.

Integrated Assessment

The Bachelor of Social Sciences Honours in Sociology employs continuous formative assessment strategies in the form of assignments, portfolios, tests etc., as well as integrated summative assessments in the form of formal examinations and a mini dissertation/project report. Oral presentations of smaller integrated research projects or seminars in individual as well as group context may also be employed.

Learners are continuously assessed on the application of integrated knowledge and advanced skills in order to assure that they are competent for the work place. These formative, summative and integrated assessments take place in the form of written as well as practical assignments, class tests and examinations in all the modules included in the qualification.

The learner skills at communicating orally and in written format, using appropriate technology, are also assessed, as well as her/his computer literacy. Assessment focuses particularly on a critical, creative and interpretative perspective of the various disciplines. These assessment procedures link the teaching and learning strategy directly to ensuring that specified learning outcomes are achieved as per associated assessment criteria.