Bachelor of Information Science
Communication Studies and Language - Information Studies
Purpose and Rationale
The qualification has the following purposes:
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To equip qualifiers with graduate-level knowledge, specific skills, and applied competence in various fields such as Culture and Arts, Communication Studies and Language, Human and Social Studies and Services. This will provide opportunities for personal intellectual growth, gainful economic activity, and meaningful contributions to society.
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To produce a significant number of graduates in information sciences within South Africa. This is aimed at expanding the local leadership base in innovative and knowledge-based economic and scholarly activities.
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To develop a cadre of information specialists across various domains of information sciences in South Africa. This includes expertise in designing information systems, managing information resources, understanding value-added processes of information products and services, and fostering entrepreneurship in information-related fields. Graduates will continuously grow in their understanding of information sciences, preparing them for specific postgraduate qualifications.
Additionally, each package within the program has its own distinct purpose and objectives.
Outcomes
- The learner will obtain knowledge of content and insight pertaining to the related factual knowledge, concepts and theories.
- The learner will acquire skills and proficiencies equipping him/her to: identify and solve problems related to the communication and information studies, and people/human-centred development### co-operate with others in achieving and/or creating specific end products related to the information 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.
- The learner will develop appropriate attitudes, dispositions and/or values concerning various information practices qualifying him/her for a professional career in his/her field of expertise. Critical cross-field outcomes: Critical cross-field outcomes for the programme in information sciences include but are not limited to various competencies and applied competencies such as: 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 intersectorally 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 from an ecological approach by understanding social 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 information 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 skills in 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 economical independence and opportunities for personal development.
Assessment Criteria
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, the following:
- Utilization of norm-based and criteria-based modalities
- Reliability ensured via internal and external moderation
- Meeting the standards and levels of achievement required for "pegging" the qualification at NQF Level 6
Integrated assessment modalities include:
- Portfolios
- Simulations
- Work-place assessment through practical application
- Written examinations
- Oral examinations
- Other methods as deemed necessary
The modalities for integrated assessment allow the learner to demonstrate applied competence through a wide range of formative and summative methods set according to specific guidelines for developing particular assessment tasks. This permits 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.
Additionally, modalities such as group discussions, presentations, peer group evaluations, observation/experiential learning, and live application of competency in practical settings are also utilized in the assessment process.
Qualification Details
- Type
- National First Degree
- NQF Level
- 07
- Min. Credits
- 360
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.