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SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Laws 
SAQA QUAL ID QUALIFICATION TITLE
22993  Bachelor of Laws 
ORIGINATOR
SGB Legal Education and Training 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 08 - Law, Military Science and Security  Justice in Society 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 7  NQF Level 08  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2030-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of this generic LLB qualification is to assist employers, professional associations, curriculum developers and learning-programme providers, education and training bodies, accrediting bodies and moderators, and students and their families, to understand factors determining the level and nature of the LLB qualification.

The term 'generic' is not synonymous with 'general'. The term generic means that the essential minimum-required outcomes and their assessment criteria have been identified in an abstract way, and are not linked to a preconceived curriculum (content). The qualification, therefore, sets a minimum standard of outcomes with which all LLB qualifications of at least 480 credits within the 'career-focused track' of the NQF would have to comply for accreditation.

This qualification does not seek to make all LLB degrees identical but rather to provide a framework within which providers can be innovative and stakeholder-driven in a liberated way.

Further aims of the qualifications are:
To produce law graduates who have a systematic and coherent body of knowledge and an understanding of relevant concepts and principles; a high level of cognitive and other generic skills including problem-solving and the practical application of principles; written and spoken communication, numeracy and computer literacy; and competence in applying knowledge through basic research methods and practice.

To provide law graduates with sufficient depth of knowledge and skills for continued and lifelong personal intellectual growth, including postgraduate study.

To provide suitably qualified law graduates having initiative, responsibility, and the requisite ethical standards to participate in promoting the administration of justice and the development of legal institutions in South African society.

To provide the South African community with lawyers who are empowered to accept their responsibility towards the realisation of a just society based on a constitutional democracy and the rule of law within an international legal order.

Rationale
There is a crucial need in South Africa for capacity building in the sub-field of Justice in Society to promote the principles contained in the Bill of Rights in the Constitution with a view to addressing past and current injustices and to ensure the sustained development of a just and democratic society based on the rule of law. The generation of a generic LLB qualification will provide an opportunity to promote the establishment of curricula with an innovative approach to legal education in order to achieve the aims of not only inculcating knowledge in a learner, but also imparting skill and values essential for lawyers living in a democratic society. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification must:
  • Possess or have sufficient potential to develop good communication skills, both orally and in writing;
  • Be able to learn from predominantly written material and have basic information-gathering, analysis and presentation skills;
  • Be able to communicate what they have learned coherently, accurately, and comprehensively in the required medium of instruction;
  • Be able to take responsibility for their own learning and its progress within a well-structured and managed learning environment;
  • Have some ability to evaluate their own performance against given criteria.


    Recognition of prior learning (RPL)

    Formal prior learning

    Prior accredited learning of a learner at the FET or HET level in relevant domains which constitute credit-bearing units or modules should be recognised if evidence can be produced that shows that the learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for the Bachelor of Laws and, if appropriate, allow the recognition of prior learning for the achievement of the qualification in part or in full.

    Non-formal and informal prior experiential learning

    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) which has taken the learner to a level equivalent to a qualification specified under the heading: Learning Assumed to be in Place, 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 programmes prior to admission or to parallel programmes after admission.

    NOTE: THE NATURE OF RPL IS BOTH A LEARNING-PROGRAMME ISSUE AND ONE WHICH MUST BE APPLIED TO POTENTIAL LEARNERS AS INDIVIDUALS. THIS QUALIFICATION PROMOTES THE FLEXIBLE USE OF RPL WHERE IT REFLECTS THE PRINCIPLES OF THE NQF AND IS TO THE BENEFIT OF THE LEARNER. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    Note:

    An LLB graduate is a well-rounded, educated person who is prepared for further study or the professional work environment. Key attributes of an LLB graduate can be defined in terms of both specific outcomes and critical cross-field outcomes. Both these types of outcomes describe the meaning of the achievement of becoming a law graduate and include discipline knowledge, skills and values, and general personal developmental outcomes that should be integrated into the LLB qualification. In this qualification the critical cross-field outcomes and the specific outcomes are integrated and designated as exit-level outcomes. However, some specific outcomes are mentioned so as to distinguish the qualification from other generic qualifications. These exit-level outcomes are contextualised in terms of this qualification by their associated assessment criteria. Providers of programmes leading to this qualification should ensure that all critical cross-field outcomes are appropriately embedded in the modules, which constitute those programmes.

    These exit level outcomes will be measured by the performance of tasks such as written and oral assignments, tutorials, projects, case studies moot courts, examinations, role plays, mock trials, client counselling exercises, observation of work in live client clinics, assessment of written work done in live client clinics, all with an emphasis on problem solving.

    1. The learner will have acquired a coherent understanding of, and ability to analyse fundamental legal and related concepts, principles, theories and their relationship to values critically.

    Supporting specific outcomes
  • The learner has acquired knowledge and understanding of the law.
  • The learner has acquired the ability to analyse and comment upon the law critically.
  • The learner has acquired knowledge and understanding of, and ability to critically analyse and comment upon current and controversial legal issues.
  • The learner has developed an understanding of how legal principles operate in practice.
  • The learner has developed the ability to explain, critically analyse and comment upon the relationship between law and society.

    2. The learner will have acquired an understanding and application of the relevant methods, techniques and strategies involved in legal research and problem solving in theoretical and applied situations.

    Supporting specific outcomes
  • The learner can conduct research using different methods, such as comparative and historical research in a social context.
  • The learner can conduct research using appropriate techniques such as literature review, electronic information search and retrieval, statute and case analysis.
  • The learner can act responsibly and ethically as a researcher and scholar.
  • The learner can understand, interpret and apply relevant conventions and guidelines applicable to research and scholarship.

    3. The learner is able to collect, organise, analyse and critically evaluate information and evidence from a legal perspective.

    Supporting specific outcomes
  • The learner can use the library and learner support resources effectively.
  • The learner can analyse and critically evaluate all relevant material, sort and select relevant material applicable to the particular legal issues.
  • The learner can act responsibly and ethically, with due regard for applicable conventions.

    4. The learner will have acquired the ability to communicate effectively in a legal environment by means of written persuasive methods and sustained discourse.

    Supporting specific outcomes
  • The learner is able to demonstrate adequate legal writing skills to operate in a wide variety of legal environments.
  • The learner is able to handle numerical data appropriately and effectively.


    5. The learner can solve complex and diverse legal problems creatively, critically, ethically and innovatively.

    Supporting specific outcomes
  • Find the relevant sources and authorities to solve legal problems.
  • Select the most authoritative legal sources to solve problems.
  • Consider and critically evaluate different solutions to a problem having regard to practical considerations, legal policy, systems and the fact that problems do not exist in isolation.


    6. The learner is able to work effectively with colleagues and other role players in the legal process as a team or group and contribute significantly to the group output.

    Supporting specific outcomes
  • The learner will be able to use effective communication skills within the group.
  • The learner will have respect and tolerance for the legal opinion of others.
  • The learner will be able to communicate the deliberations of group work effectively.
  • The learner will be able to work effectively with members of other professions or disciplines.


    7. The learner will, where practicable, have acquired computer literacy to effectively communicate, retrieve and process relevant data in a legal environment.

    Supporting specific outcomes
  • Communicate by using electronic mail.
  • Search and retrieve information over the Internet using search engines and electronic facilities.


    8. The learner is able to manage and organise her/his professional activities in the legal field responsibly and effectively.

    Supporting specific outcomes
  • The learner is able to assess his/her own strengths and weaknesses and develop coping strategies.
  • The learner is able to use creatively various learning strategies, which suit his/her personal situations and contexts.
  • The learner is able to cope with a variety of different areas of law and to effectively integrate these areas.
  • The learner has acquired ethical standards and values to guide and assist him/ her to organize his/her life and professional conduct.
  • The learner is able to demonstrate the basic numeracy skills necessary for successful professional performance.


    9. The learner has sufficient skills and knowledge to participate as a responsible citizen in the promotion of a just society and a democratic and constitutional state under the rule of law.

    Supporting specific outcomes
  • The learner has understood that the law has to balance the competing interests of the state, individuals and groups in society.
  • The learner is able to promote the constitutional principles and values.
  • The learner is able to promote tolerance of diversity within his/her community and South Africa.
  • The learner is able to respect different opinions.
  • The learner is able to explain the functions of all the role players in the legal processes in a constitutional state.
  • The learner is able to accept his/her responsibility to take part in legal development at a local, provincial, national, regional and international sphere.

    10. The learner has acquired legal skills and knowledge, which enable him/her to solve problems responsibly and creatively in a given legal and social context.

    Supporting specific outcomes
  • The learner has the ability to identify the legal principles and its underlying values applicable to a given situation.
  • The learner has the ability to relate everyday situations to the law.
  • The learner is able to identify legal problems in real-life or simulated factual situations.
  • The learner is able to present different perspectives on the same legal problem.
  • The learner is able to use his/her knowledge base to evaluate critically different options in solving a practical legal problem.
  • The learner is able to appreciate problems at a community, national, regional and international spheres and is able to suggest a responsible course of action in order to solve the problems. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • The learner can demonstrate an integrated understanding of legal principles, concepts, theories and values also in relation to societal issues.

    2.
  • The learner can demonstrate an understanding and application of legal research responsibility and ethically using different research methods and techniques.

    3.
  • The learner can demonstrate the ability to research, analyse and evaluate information from a legal perspective.

    4.
  • The learner can demonstrate that he/she can effectively communicate by written means as required in the legal environment.

    5.
  • The learner demonstrates professional responsibility, creativity and innovation when providing appropriate legal advice.

    6.
  • The learner provides evidence of sufficient skills to interact successfully with colleagues, other role players in the legal process and members of other professions and disciplines.

    7.
  • Where practical, the learner can demonstrate the computer skills required in a legal environment.

    8.
  • Through successful completion of her/his studies, the learner demonstrates the successful use of different learning strategies, and the ability to integrate these strategies and organize his/ her own life.

    9.
  • The learner can demonstrate an understanding of how the law balances competing interests in society and the functions of all the role players in the legal processes in a constitutional state.

    10.
    The learner demonstrates the ability to:
  • Identify legal problems in the South African context;
  • Apply their understanding of relevant South African legal principles and its underlying values to resolve these problems;
  • Compare and critically evaluate solutions in other legal systems, as well as international trends, in order to resolve the identified problems.

    Intergrated assessment

    Learning and assessment should be integrated. Ongoing formative assessment is required so that learners are given feedback on their progress in the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning in relation to the exit-level outcomes of the qualification. Such judgement must include 'integrated assessment(s)' which test the learners' ability to integrate the larger body of knowledge, skills and attitudes, which are represented by the exit-level outcomes as a whole. Integrated assessments must be designed to achieve the following:
  • An integration of the achievement of exit-level outcomes in a way which demonstrates a 'deep' approach to learning and shows that the purpose of the qualification as a whole has been achieved;
  • Judgement of learner performance which can provide evidence of applied competence or capability;
  • An emphasis on criterion-referenced assessment which is more transparent to the learners and which is capable of being applied to the recognition of prior learning.

    Note: The integration of knowledge, skills and attitudes happens most naturally in supervised simulated real-world live client contexts and in problem-based research situations. these, amongst others, would provide, under careful supervision, suitable vehicles for integrated assessments in the LLB qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Level Descriptors for NQF Level 7, which have been agreed by SAQA as internationally benchmarked criteria, were used for the initial phase of the design of this qualification standard. These Level Descriptors have been based upon published work of the National Quality Assurance bodies in England, Scotland, Northern Ireland, New Zealand and Australia. The Draft Level Descriptors in the NAP Document for NQF Level 8 PG1 have also been consulted.

    Attempts to date to locate comparable qualification standards for the LLB approved by foreign National Quality Assurance Bodies have been unsuccessful. Nevertheless, in drafting this standard, access requirements, duration and level of studies and credits required for the LLB qualification at reputable Australian, New Zealand and Scottish universities have been taken into account.

    There is extensive international experience in the South African university sector through, inter alia, many universities having specific formal agreements with reputable foreign universities which promote active staff and student exchange programmes in the field of legal studies. Student exchange includes credit accumulation and transfer where international students at South African universities are given credit by their 'home' university for the courses taken at South African universities. Furthermore, many of the academic staff in Law Faculties in South African universities have taught and worked in foreign universities. This collective experience of universities and individual South African academic lawyers has been used to produce this Qualification. 

    ARTICULATION OPTIONS 
    Working within the broad articulation goals of the NQF, articulation by learners who have commenced a programme for the LLB at one provider to the programme of another provider prior to obtaining the LLB qualification, and recognition of credits already obtained, will depend on the requirements for access and recognition of credits of the latter provide. In all cases a learner should be given relevant credit and exemption for equivalent courses already completed at other institutions.

    Learners with the LLB qualification will be able to articulate vertically to programmes for the LLM qualification and appropriate postgraduate diplomas.

    Entry into the legal profession in the private or public sector is subject to further entry requirements regarding practical legal training, which are set by the branch of the profession concerned. 

    MODERATION OPTIONS 
    The ETQA system for HET (the HEQC) is not fully developed but moderation procedures for learner achievement must be fully compatible with such national systems as they evolve. Moderation of learners' achievements and the overall award of the qualification at the exit level must be based on the well-established procedures of using registered external moderators (external to the provider). The external moderators should have appropriate qualifications. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    3403  Bachelor of Laws  Rand Afrikaans University  Level 7  Level TBA: Pre-2009 was L7  592  2009-06-30  CHE  HEQSF 
    3053  Bachelor of Laws  University of Durban Westville  Level 7  Level TBA: Pre-2009 was L7  512  2009-06-30  CHE  HEQSF 
    2863  Bachelor of Laws  University of Natal  Level 7  Level TBA: Pre-2009 was L7  512  2009-06-30  CHE  HEQSF 
    8385  Bachelor of Laws  University of North West  Level 7  Level TBA: Pre-2009 was L7  532  2009-06-30  CHE  HEQSF 
    4587  Bachelor of Laws  University of Port Elizabeth  Level 7  Level TBA: Pre-2009 was L7  480  2009-06-30  CHE  HEQSF 
    13794  Bachelor of Laws  University of Potchefstroom  Level 7  Level TBA: Pre-2009 was L7  512  2009-06-30  CHE  HEQSF 
    7755  Bachelor of Laws  University of the Western Cape  Level 7  NQF Level 08  480     CHE  HEQSF 
    59831  Bachelor of Laws  Walter Sisulu University  Level 7  NQF Level 08  480     CHE  HEQSF 
    6015  Bachelor of Laws: Old Curriculum  University of South Africa  Level 7  NQF Level 08  600     CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    LP ID Learning Programme Title Accredited Provider
    7755  Bachelor of Laws  University of the Western Cape  
    59831  Bachelor of Laws  Walter Sisulu University  
    6015  Bachelor of Laws: Old Curriculum  University of South Africa  


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.