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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: 

Bachelor of Science in Agriculture in Animal Science 
SAQA QUAL ID QUALIFICATION TITLE
125598  Bachelor of Science in Agriculture in Animal Science 
ORIGINATOR
University of Fort Hare 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 01 - Agriculture and Nature Conservation  Primary Agriculture 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0739/26  2026-04-16  2029-04-16 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-04-16   2036-04-16  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
100996  Bachelor of Science in Agriculture in Animal Production  Not Applicable  NQF Level 08  542  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The qualification is designed to produce learners who possess strong analytical, critical thinking, computer, and communication skills, with day-one competency to solve problems and address challenges in both small-scale and commercial farming systems. Qualifying learners will be able to access, evaluate, and apply scientific information, understand how scientific knowledge is generated, and demonstrate high-level cognitive abilities that enable the effective transfer of scientific skills into practice. The qualification provides sufficient depth of knowledge and practical skills to support continued intellectual growth, including opportunities for postgraduate study and gainful economic activity across diverse domains of livestock practice.

Furthermore, it aims to contribute to society by producing animal science-qualified learners who are professional, ethical, responsible, and proactive, capable of demonstrating initiative and serving as intellectual leaders within the economy and their broader communities.

Upon successful completion, qualifying learners will be able to:
  • Demonstrate an understanding of fundamental scientific concepts and principles through a variety of methods, such as projects, discussions, and presentations.
  • Identify, evaluate, and synthesise scientific information using diverse media, including digital resources, journals, and community input.
  • Develop essential scientific reasoning skills through collaborative problem-solving tasks and individual reflections that illustrate logical thinking.
  • Communicate scientific understanding through written, oral, and visual representations that reflect personal or community contexts and ensure inclusivity.

    Rationale
    The need for this qualification focuses on the scientific aspects of domestic livestock production and its products. Globally, this aligns with the United Nations Sustainable Development Goal Number Two (UN SDG 2), which aims for "zero hunger" by ending hunger, achieving food security, improving nutrition, and promoting sustainable agriculture. This need emphasises the importance of enhancing animal husbandry practices to ensure adequate production and availability of livestock and products such as meat, milk, wool, hides, and skins. In South Africa, animal agriculture constitutes a major sector within the agricultural industry and has a significant impact on the country's economy. Research indicates that meat consumption in South Africa is notably high, ranking as the second-largest in Africa.

    Additionally, the country boasts the world's second-largest dairy cattle population. The Bachelor of Science in Agriculture in Animal Science is essential for higher education institutions to develop science curricula that meet these demands. Given the rising global population, farmers in South Africa and elsewhere have increasingly pursued livestock intensification to satisfy the growing need for animal protein sources. In response, the South African government has initiated programs designed to support small-scale farmers while facilitating their transition to medium and large-scale operations. Both governmental and private sectors recognise the urgent need to cultivate animal science professionals equipped with contemporary knowledge and skills to sustain current farming systems.

    This qualification provides an opportunity to promote the establishment of curricula emphasising innovation and the science of observation, problem-solving, effective communication, analysis, and critical thinking. It will produce animal scientists who will produce animals and animal byproducts.

    This qualification provides clear statements of the outcomes of BSc qualifications to employers and clarifies the competencies their potential employees can expect. Thus, a qualification of learning that meets this qualification has specified exit-level outcomes that can be both directly related to the aspirations of learners seeking careers in animal science and to related competencies required in different employment sectors (industry and business, research and development, local and national government, development and planning, management, and education). With the qualification, a qualifying learner can follow a career as an animal nutritionist, breeder, geneticist, animal physiologist, researcher, research associate in a research institute or academic institution, food technologist, or biomedical scientist. Furthermore, a qualifying learner can work in the pharmaceutical industry, nature conservation institutions, the feed industry, animal products industry, banking industry, and agricultural development institutions such as the Department of Agriculture.

    The qualification has been designed to enable learners to transition into other qualifications through their studies and into workplaces/industries. The pathway for the BSc qualification is a Postgraduate Diploma or MSc qualification in related fields.

    The qualification provides learners with day-one competencies in animal breeding, nutrition, genetics, animal health, etc. Learners can be able to provide animal husbandry advisory services to individual/private farmers, government, banks and other commercial entities. Learners, through their animal science skills, can assist South Africa and other institutions, whether local or international, with developing efficient livestock production policy documents and manuals. Such policy documents and materials could transform the livestock agricultural sector, enhancing productivity and profitability and growing the economy. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The institution has an approved Recognition of Prior Learning (RPL) policy, which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for Access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to Bachelor's studies.
    Or
  • Diploma in Animal Science, NQF Level 6.
    Or
  • Senior Certificate, NQF Level 4, with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework, Level 5, 6, 7, & 8, totalling 544/548 Credits.

    Compulsory Modules, Level 5, 128 Credits:
  • Basic Chemistry, 32 Credits.
  • Physics, 32 Credits.
  • Biology, 32 Credits.
  • Statistics, 32 Credits.

    Compulsory Modules, Level 6, 148 Credits:
  • Introduction to Animal Science, 16 Credits.
  • Elements of Agro-meteorology, 16 Credits.
  • Introduction to Agricultural Economics, 16 Credits.
  • Introduction to Pasture Ecology, 12 Credits.
  • Introduction to Soil Science, 16 Credits.
  • Introduction to Biochemistry, 16 Credits.
  • Principles of Animal Nutrition, 16 Credits.
  • Introduction to Crop Science, 16 Credits.
  • Animal Anatomy and Physiology, 16 Credits.
  • Introduction to Computers, 8 Credits.

    Compulsory Modules, Level 7, 144 Credits:
  • Monogastric Nutrition, 12 Credits.
  • Principles of Genetics, 16 Credits.
  • Range Management, 12 Credits.
  • Smallstock Science, 16 Credits.
  • Introduction to Microbiology16 Credits.
  • Research Methods in Agriculture, 16 Credits.
  • Animal Breeding, 16 Credits.
  • Ruminant Nutrition, 16 Credits.
  • Planted Pastures, 8 Credits.
  • Animal Health, 16 Credits.

    Compulsory Modules, Level 8, 116 Credits:
  • Pig and Poultry Production, 16 Credits.
  • Dairy Science and Technology, 16 Credits.
  • Agricultural Biometry, 16 Credits.
  • Practical Agricultural Experience, 12 Credits.
  • Research Project, 32 Credits.
  • Meat Science, 12 Credits.
  • Beef Production and Game Farming, 12 Credits.

    Elective Modules, Level 8, 8/12 Credits:
  • Agriculture, 8 Credits.
    OR
  • Wildlife Ecology and Management, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of fundamental scientific concepts and principles through a variety of methods, such as projects, discussions, and presentations.
    2. Identify, evaluate, and synthesise scientific information using diverse media, including digital resources, journals, and community input.
    3. Develop essential scientific reasoning skills through collaborative problem-solving tasks and individual reflections that illustrate logical thinking.
    4. Communicate scientific understanding through written, oral, and visual representations that reflect personal or community contexts and ensure inclusivity.
    5. Apply systematic approaches to solving scientific problems by engaging in real-world applications that consider ethical implications and diverse perspectives.
    6. Demonstrate effective use of Information and Communication Technology (ICT) in gathering, analysing, and presenting scientific data, ensuring accessibility for all users.
    7. Work collaboratively in teams for scientific projects, valuing each member's input and promoting a sense of belonging and shared responsibility.
    8. Analyse and apply scientific knowledge to real-world societal issues, integrating ethical and cultural considerations, fostering empathy, and enhancing civic engagement.
    9. Manage and organise learning activities with a focus on personal agency and accountability, ensuring that all voices are heard and respected. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate mastery of key scientific concepts through the completion of a project that illustrates the application of these concepts in a real-world scenario.
  • Engage actively in discussions by asking relevant questions and providing informed responses that reflect an understanding of the topics covered.
  • Present scientific principles clearly, using appropriate terminology and visuals, to effectively communicate ideas to peers.

    Associated Assessment Criteria for Exit Level 2:
  • Identify and select relevant scientific sources that provide diverse perspectives on a chosen topic.
  • Assess the credibility and reliability of selected sources and summarise the key points effectively.
  • Create a synthesising report or presentation that integrates information from various media and reflects differing viewpoints.

    Associated Assessment Criteria for Exit Level 3:
  • Collaborate with peers to solve a scientific problem, demonstrating critical thinking in the formulation of hypotheses and experimental design.
  • Reflect individually on the collaborative process, noting personal contributions and areas for growth in reasoning skills.
  • Analyse problem-solving strategies used in the group and evaluate their effectiveness, providing justifications for alternative approaches.

    Associated Assessment Criteria for Exit Level 4:
  • Compose clear and coherent scientific reports that include definitions, explanations, and personal insights related to the topic.
  • Deliver oral presentations that engage the audience and incorporate visuals that enhance understanding and accessibility.
  • Utilise feedback from peers and instructors to refine communication strategies and representations for greater inclusivity.

    Associated Assessment Criteria for Exit Level 5:
  • Identify a scientific problem within a real-world context and outline a systematic approach to addressing it, incorporating ethical considerations.
  • Evaluate the impact of the proposed solutions on different stakeholders and communities.
  • Reflect on personal biases and how they influence the approach taken in problem-solving scenarios.

    Associated Assessment Criteria for Exit Level 6:
  • Use appropriate digital tools to collect and organise scientific data, showcasing effective data management skills.
  • Analyse data using software or applications, interpreting results accurately to draw valid conclusions.
  • Present analysed data using accessible formats that accommodate the needs of diverse audiences.

    Associated Assessment Criteria for Exit Level 7:
  • Participate actively in team discussions, ensuring all voices are heard and valued during decision-making processes.
  • Contribute to teamwork by assuming specific roles and responsibilities while remaining flexible to assist others as needed.
  • Evaluate team dynamics and personal contributions through peer assessments or reflection journals, identifying key factors that enhance collaboration.

    Associated Assessment Criteria for Exit Level 8:
  • Conduct research that examines the intersection of science and societal issues, highlighting ethical implications and cultural dimensions.
  • Propose informed scientific solutions to societal challenges, reflecting understanding of local and global contexts.
  • Engage in community discussions or initiatives that demonstrate the application of scientific knowledge toward fostering civic responsibility.

    Associated Assessment Criteria for Exit Level 9:
  • Develop and maintain a personal learning plan that outlines goals, tasks, and strategies for achieving them.
  • Reflect on personal learning experiences and demonstrate accountability by tracking progress toward goals.
  • Facilitate inclusive group discussions that encourage participation and respect diverse opinions and learning styles.

    Integrated Assessment
    Learning and assessment should be integrated. Continual formative assessment is required to give learners feedback on their progress in achieving specific learning outcomes. Summative assessments are used to evaluate learner learning, skill acquisition, and academic achievement after a defined instructional period. Such must include 'integrated assessment(s)', which test the learner's ability to integrate the larger body of knowledge, skills, and attitudes represented by the exit-level outcomes.

    Integrated assessments are designed to achieve:
  • An integration of the achievement of exit-level outcomes in a way that demonstrates that the purpose of the qualification as a whole has been achieved.
  • The evaluation of learner performance, which can provide evidence of applied competence.
  • Criterion-referenced assessment is clearly explained to and understood by the learners and can be applied in recognising prior learning.
  • Work-integrated learning is carried out to expose learners to industry practices and assess their understanding, skill, and attitude representative of exit-level outcomes.

    Formative assessment:
    The main objective in the formative assessments is to provide feedback to the lecturer on how learners are coping with the learning process. Various strategies are used, including classroom discussion of concepts to gauge understanding. At the end of each unit, self-assessment exercises have been designed to help the learner gauge their understanding of the material covered. This is followed by quiz tests that are given to achieve the same purpose. Material found to be difficult to understand is often delivered in tutorials, and learners are encouraged to actively participate to further identify and resolve difficult concepts.

    Summative assessment:
    Diverse assessment strategies are used to establish a due performance mark (DP) that contributes to 50% of the semester mark for all undergraduate modules. This includes tests, assignments, and practical exercises. At the end of the semester, learners write 3-hour-long examination papers that will contribute 50% to their final mark. Learners must achieve 40% in their DP to qualify to sit for the final examination. They must achieve a minimum of 40% in the final examination to pass the module. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar international qualifications from the United Kingdom and the Netherlands.

    Country: United Kingdom
    Institution name: University of Reading (UR)
    Qualification title: BSc Agriculture
    Duration: Three (3) years
    Entry requirement:
  • A-levels in relevant subjects such as Biology and Chemistry, or equivalent qualifications.

    Purpose:
    The purpose of this qualification is to equip learners with a primary focus on the applied science underpinning agricultural production, and to learn how to use biology and technology to meet crop and animal production targets, and achieve environmental and business objectives.

    Qualification structure:
    Compulsory modules - Year 1:
  • Agricultural Production Systems.
  • Agricultural Research Skills.
  • Agriculture in Practice 1.
  • Animal Anatomy, Physiology and Nutrition 1.
  • Crop Physiology, Nutrition and Protection.
  • Global Sustainability: Challenges and Prospects.

    Compulsory modules - Year 2:
  • Agriculture in Practice 2.
  • Crop Agronomy.
  • Data Skills.
  • Farm Business Management.
  • Livestock Production, Nutrition and Welfare.

    Elective modules:
  • Animal Anatomy, Physiology and Nutrition 2.
  • Principles of Horticulture and Crop Production.
  • Veterinary Health and Disease.
  • Farmland and Woodland: Ecology and Management of Semi-Natural Habitats.

    Compulsory modules - Year 3
  • Agricultural Technology: Application, Adoption and Ethics.
  • Independent Research Project.

    Plus at least one of:
  • Cereal Management and Marketing.
  • Advanced Livestock Production and Product Quality.

    Elective modules:
  • Advances in Bioveterinary Science.
  • Agricultural Systems in the Tropics.
  • Business Management and Entrepreneurship.
  • Climate Smart Agriculture.
  • Equine Science and Management.
  • Horticultural Crop Technology.
  • Principles of Integrated Pest Management.

    Similarities:
  • Both the Reading and the South African (SA) qualifications focus on agricultural and animal production systems.
  • Both include animal-related modules and practical exposure.
  • Both emphasise sustainability and environmentally responsible production.
  • Both offer specialisation pathways within the broader agricultural domain.
  • Both prepare qualifying learners for careers across the agricultural industry.

    Differences:
  • The Reading qualification is broader, while the SA qualification is more specialised.
  • The Reading qualification includes crop science and agribusiness as core components, offering a balanced crop-animal curriculum and business modules such as farm management. While the SA qualification is animal-centred, including monogastric/ruminant nutrition, animal health, breeding, and species-specific production (dairy, beef, pig, poultry, wildlife).
  • Reading qualification has a duration of 3 years or 4 years with the International Foundation Year (IFY). The South African qualification has a duration of 4 years.
  • Reading integrates both plant and animal production, allowing students to specialise only after Year 1. While the SA qualification emphasises multi-species livestock production, including cattle, sheep, poultry, ostriches, wildlife, aquaculture species, etc.

    Country: Netherlands
    Institution name: Wageningen University (WUR)
    Qualification title: Bachelor's in Animal Sciences
    Duration: Three (3) years
    Entry requirement:
  • Secondary school diploma with Biology and Chemistry.
  • Proof of English language proficiency.

    Purpose:
    This qualification aims to provide learners with a scientific understanding of how animals and humans coexist, and how this relationship can be made more sustainable and responsible. Learners will develop knowledge and skills to understand animal biology and to improve animal husbandry systems, with attention to welfare and the environment.

    Qualification structure:
    Compulsory modules - Year 1:
  • Cell biology.
  • Introduction Animal Math 3 Sciences (AS).
  • Biology of domestic animals.
  • Mathematics & Statistics.
  • Genetics.
  • Chemistry.
  • Math 2.
  • Zoology.
  • Dilemmas in AS
  • Chemistry 2.
  • Animal behaviour.
  • Math 3.
  • Internship.

    Compulsory modules - Year 2:
  • Human & Animal Physiology.
  • Animal Breeding & Genetics.
  • Epidemiology & Economics.
  • Immunology & Heatregulation.
  • Animal Nutrition.
  • Animal Production Systems.
  • Animal Ecology.

    Elective Modules:
  • Aquaculture.
  • Biology.
  • Infections and Disorders.

    Elective modules - Year 3:
  • Biodiversity.
  • Biotechnology
  • Sustainable agribusiness
  • Infectious diseases
  • The Role of Livestock in Future Food Systems.
  • BSc Thesis.

    Similarities:
  • Both the WU and the SA qualification focuses on the scientific study of animals and their role in society.
  • Both qualifications cover multiple animal species.
  • Both aim to produce qualifying learners who can contribute to sustainable animal husbandry systems.
  • Both include scientific foundation modules.

    Differences:
  • The WUR qualification emphasises understanding animal biology in relation to society, environmental impact, behaviour, welfare, and designing sustainable systems. It is globally oriented and multidisciplinary, covering human-animal interactions widely.
  • The SA qualification is more focused on livestock production science, including breeding, nutrition, physiology, and production efficiency for economic and food-security outcomes.
  • The WUR qualification has a duration of 3 years. While the SA qualification has a duration of 4 years.
  • The WUR qualification has a strong international orientation, qualifying learners to work in industry, research, public policy, NGOs, and can enter MSc qualifications worldwide. The SA qualification places a deeper focus on production physiology, monogastric/ruminant nutrition, breeding, product quality, and management of livestock systems for output efficiency. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides for the following articulation options.

    Horizontal Articulation:
  • Bachelor of Agriculture Honours in Agricultural Extension and Rural Resource Management, NQF Level 8.
  • Bachelor of Environmental Science, NQF Level 8.

    Vertical Articulation:
  • Master of Science in Animal Science, NQF Level 9.
  • Master of Agriculture in Animal Production Management, NQF Level 9.

    Diagonal Articulation:
  • Bachelor of Science in Agriculture in Agricultural Economics in Agribusiness Management, NQF Level 8.
  • Master of Veterinary Medicine in Veterinary Public Health, NQF Level 9.
  • Higher Occupational Certificate: Feed Miller, NQF Level 5. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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.
     
    1. University of Fort Hare 


    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.