Course Outline HECO232 1 Jan Jun2024 RJK v.1 02022024

BOSTON CITY CAMPUS
COURSE OUTLINE
Economics 2B
(HECO232-1)
Assessment Strategy: AS4
January - June 2024
About the Institution

Boston City Campus (Pty) Ltd, Reg. No. 1996/013220/07, is registered with the Department of Higher
Education and Training (DHET), as a private higher education institution, No. 2003/HE07/002, in terms
of Section 54(1)(c) of the Higher Education Act, 1997 (Act No 101 of 1997), and Regulation 16(4)(a) of
the Regulations for the Registration of Private Higher Education Institutions, 2002.
Disclaimer
This Course Outline forms part of the ‘Boston Student Rules and Regulations’ and is accurate at the
time of publication. Boston City Campus (Pty) Ltd reserves the right to alter any of the content due to
changes in regulations, market requirements and other reasons.
Website: www.boston.co.za
1 Course Outline-HECO232-1-Jan-Jun2024-RJK-V.1-02022024
CONTENTS
1. COURSE INTRODUCTION 4
1.1 Overview
1.2 The Module
1.3 Notional Hours
1.4 Introduction to SAQA, QCs and the NQF
2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 8
3. TEACHING, LEARNING AND ASSESSMENT 11

3.1 Learning Philosophy
3.2 Learning Methodology
3.3 Assessment Strategies and Types of Assessments
3.3.1 Self-Assessment and Recommended Reading
3.3.2 Report Writing
3.3.3 True-False Tests
3.3.4 Open-Book Test/Assignment
3.3.5 Multiple-Choice Question Examination
3.3.6 Student-Centred Interaction
3.3.7 Sample Assignment and Examination Papers and Memoranda
3.4 Feedback to Students
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 16

4.1 Distance Learners and Support Centres
4.2 Hours of Operation
4.3 Head Office Resource Centre
5. COMMUNICATION AND SUPPORT 18

5.1 Student Support
5.2 General and Administrative Support (Administrative – Not course related)
5.3 Academic Support (Course related – Not administrative)
5.4 Student Wellness
5.5 Summary of Contact Procedure
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

6.1 General
6.2 Comments on the Study Guide and/or Prescribed Textbook
6.3 Prescribed Course Material
6.4 Recommended Reading
6.5 Additional Teaching and Learning Activities
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 25

7.1 Module Structure
7.2 Formative Assessments
7.3 Summative Assessments
8. GRADE REQUIREMENTS 28
8.1 General
8.2 Summative Assessment (Examination) Entry Requirements
8.3 Requirements for Promotion and Distinction
8.4 Supplementary Assessments
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 29
10. PLAGIARISM 30
10.1 Copyleaks
11. CONCLUSION 32
ANNEXURES:
A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 33
B. PROPOSED STUDY PROGRAMME 34
C. ACADEMIC CALENDAR FOR 2024 44
D. PLAGIARISM INFORMATION SHEET 62
E. BREAKDOWN OF PROPOSED COURSE MATERIAL 67
F. FORMATIVE ASSESSMENT 1 69
G. SAMPLE FORMATIVE ASSESSMENT 1 74
H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 76
I. FORMATIVE ASSESSMENT 2 84
J. SUMMATIVE ASSESSMENT 2 105
K. SAMPLE SUMMATIVE ASSESSMENT 1 113
L. SAMPLE SUMMATIVE ASSESSMENT 1: MEMORANDUM 116
1. COURSE INTRODUCTION
1.1 Overview
Welcome to the Economics 2B (HECO232-1) module. This Course Outline is intended to assist
students by providing a detailed support document to help you with navigating this specific
module.
Students are regarded as adult learners who are self-motivated and are treated as such.
Boston places students at the centre of the learning process, emphasising learning as an
“individual act”, thus students take full responsibility for their own learning. Educators will
facilitate learning to enable students to achieve the learning outcomes required in each
module.
The purpose of HECO232-1 is for students to adopt critical thinking and engage with
economic theories. Students are exposed to economics as a holistic study of how people
make choices, in the face of scarcity, about the totality of their resources, whether as
individuals or organisations within the global society. Building on Economics I, the module
amplifies the varied approaches to economic theory and considers how each offers valuable
and differentiated insight into the complex role economics plays in society. The module
seeks to empower students to engage with and confront - from an economic perspective -
the many problems and challenges faced by modern society, encouraging creative and
critical solutions within the spheres of government, business, and civil society. The scope of
this module in Semester B will focus on New Environmental Economics, Social Economics,
Economics of Social Issues, etc.
1.2 The Module
This module is part of a learning programme or qualification that is registered by the South
African Qualifications Authority (SAQA) on the Higher Education Qualifications Sub-
Framework (HEQSF), which is a sub-framework of the National Qualifications Framework
(NQF) and is structured as follows.
• Module name: Economics 2B (HECO232-1)

• Learning type: Core
• Course level: 6
• Module credits: 15
• Notional hours: 150
1.3 Notional Hours
The South African Qualifications Authority (SAQA) introduced the model of credits related to
notional hours as part of Outcomes-Based Education (OBE). Notional hours are defined as the
amount of time it takes the average student to achieve the learning outcomes as defined for
each course. The model of notional hours prescribes for this 15 credit module, the notional
hours will be 150.
Notional hours can consist of any combination of the following activities: reading, tasks or
self-evaluation exercises, listening or viewing of tapes and videos, attendance of tutorial or
lecture sessions, participation in discussions or online forums, undertaking experiential or
collaborative learning, completing assignments and research work, conducting interviews,
and preparing for and sitting of examinations. It is important to note that this model considers
workload from a student’s perspective and how much time it would take the average student
to comprehend the knowledge, skills, attitudes and values that are embodied in a particular
course (Kilfoil, 2009)1.
Within Annexure B of each Course Outline is a detailed Proposed Study Programme to assist
students with the planning of their studies according to a specific academic workload model,
to ensure success in meeting the required learning objectives and activities within the
required timelines as stipulated in the Academic Calendar (Annexure C).
1.4 Introduction to SAQA, QCs and the NQF
Who is the South African Qualifications Authority (SAQA)?
In terms of the NQF Act 67 of 2008, the South African Qualifications Authority (SAQA) is a
juristic person, given a legal personality by law. SAQA has a Board, whose members are
appointed by the Minister of Higher Education and Training. Identified stakeholders in
education, training and related support practices, nominate these members. SAQA's role is
to:
• Advance the objective and oversee the further development of the NQF;
• Coordinate with the Quality Councils, three sub-frameworks of the NQF; and
• Regulate professional bodies.
In terms of qualifications and professional bodies, SAQA must:

• Develop and implement policy and criteria, after consultation with the QCs, for the
development, registration and publication of qualifications and part-qualifications.
• Develop policy and criteria, after consultation with the QCs, for assessment,
recognition of prior learning and credit accumulation and transfer.
• Develop and implement policy and criteria for recognising a professional body and
registering a professional designation.
What are Quality Councils (QCs)?
Quality Councils (QCs) are sector-based structures responsible for the development and
quality assurance of qualifications on the NQF. There are three QCs for the three main sectors,
namely:
• General and Further Education and Training;
• Higher Education; and
• Trades and Occupations.
The three QCs are:

• UMALUSI, the QC for General and Further Education and Training, which encompasses
schools, and public and private TVET Colleges.
1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].
• The Council on Higher Education (CHE), the QC for Higher Education and concerns
itself with universities and private higher education institutions.
• The Quality Council for Trades and Occupations (QCTO), the QC for occupations, which
deals with workplace learning and skills development. Such an example is a
learnership.
What is the National Qualifications Framework?
The National Qualifications Framework (NQF) is a comprehensive system for the

classification, registration, publication and articulation of quality assured national
qualifications. The NQF is the set of principles and guidelines that enables national recognition
of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-
long learning.
NQF Objectives
The objectives of the NQF, as outlined in the NQF Act 67 of 2008, are as follows:
• To create an integrated national framework for learning achievements;
• To facilitate access to, and mobility and progression within, education, training and
career paths;
• To enhance the quality of education and training;
• To accelerate the redress of past unfair discrimination in education, training and
employment opportunities; and
• To contribute to the full personal development of each citizen/learner and the socio-
economic development of the nation at large.
What Does the NQF Look Like?
The NQF is organised as a series of levels of learning achievement, arranged in ascending
order from one to ten. A statement of learning achievement, known as a level descriptor,
describes each level on the NQF. A level descriptor provides a broad indication of learning
achievements or outcomes that are appropriate to a qualification at that level. The content
of the level descriptors are developed and determined by SAQA, in agreement with the three
QCs.
2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME
The generic, cross-curricular outcomes of a programme supports all aspects of the learning
process, and a disciplinary specialist within Boston’s Faculty formulates them.
The table below provides information about the critical cross-field outcomes, an explanation
thereof, the associated assessment criteria, and their alignment with the appropriate NQF
standards, which inform all of the teaching and learning within this module.
This ensures that the intended purpose of the qualification is realised with the intended type
of graduate by providing:
• A well-rounded, broad education.
• Knowledge that emphasises the theory and methodology of disciplines in the
professional context.
• Principles and theory that are emphasised as a basis for entry into professional
practice, in a wide career range.
NQF LEVEL DESCRIPTORS:
Description NQF 5 NQF 6 NQF 7 NQF 8

SCOPE OF KNOWLEDGE Demonstrate an informed Detailed knowledge of main areas in Integrated knowledge of the central areas Demonstrate knowledge of and
understanding of the core areas of one or more fields. An of one or more fields. The ability to apply engagement in an area at the forefront of
one or more fields… an informed understanding and the ability to and evaluate the key terms, concepts, a field. An understanding of the theories,
understanding of the key terms, apply the key terms, concepts, facts, facts, principles, rules and theories of that research methodologies, methods and
concepts, facts, general principles, principles, rules and theories to field. techniques relevant to the field, discipline
rules and theories of that field. unfamiliar but relevant contexts. or practice. Understand how to apply such
knowledge in a particular context.
KNOWLEDGE LITERACY Demonstrate awareness of how Demonstrate an understanding of Demonstrate an understanding of Demonstrate the ability to interrogate
knowledge or a knowledge system different forms of knowledge, knowledge as contested and the ability to multiple sources of knowledge in an area
develops and evolves within the schools of thought and forms of evaluate types of knowledge and of specialisation and to evaluate
area of study or operation explanation within a specific study explanations typical within the area of knowledge and processes of knowledge
area, and an awareness of study. production.
knowledge production processes.
METHOD AND PROCEDURE Demonstrate the ability to select Demonstrate an ability to evaluate, Understanding of range of methods of Understanding of the complexities and
and apply standard methods, select and apply appropriate enquiry in a field, and their suitability to uncertainties of selecting, applying or
procedures and techniques to a methods, procedures and specific investigations, and the ability to transferring appropriate standard
particular field, and to plan and techniques in investigation or select and apply a range of methods to procedures, processes or techniques to
manage such implementation. application of processes within a resolve problems or introduce change unfamiliar problems in a specialised field.
defined context. within a practice.
PROBLEM SOLVING Ability to identify, evaluate and Ability to identify, analyse and solve Ability to identify, analyse, evaluate, Ability to use a range of specialised skills
solve defined, routine and new problems in unfamiliar contexts, critically reflect on and address complex to identify, analyse and address complex
problems within a familiar context. gathering evidence and applying problems, applying evidence-based or abstract problems drawing
Ability to apply solutions based on solutions based on evidence. solutions and theory-driven arguments. systematically on the body of knowledge
relevant evidence, demonstrating and methods appropriate to a field.
an understanding of the
consequences.
ETHICS AND PROFESSIONAL PRACTICE Ability to take account of, and act Demonstrate an understanding of Ability to take decisions and act ethically Ability to identify and address ethical
in accordance with, prescribed the ethical implications of decisions and professionally and the ability to justify issues based on critical reflection on the
organisational and professional and actions within an organizational those decisions drawing on appropriate suitability of different ethical value
ethical codes of conduct. or professional context. ethical values. systems to specific contexts.
ACCESSING, PROCESSING, MANAGING Ability to gather information from Ability to evaluate different sources Ability to develop appropriate processes of Ability to critically review information
INFORMATION a range of sources and to select of information and to select information gathering for a given context gathering, synthesis of data, evaluation
information appropriate for the information appropriate for the of use, and the ability to independently and management processes in specialised
task. task and to apply well-developed validate the sources of information and contexts in order to develop creative
processes of analysis, synthesis and evaluate and manage information. responses to problems and issues.
evaluation of that information.
PRODUCING AND COMMUNICATING Ability to communicate Ability to present and communicate Ability to develop and communicate his or Ability to present and communicate
INFORMATION information reliably, accurately complex information reliably and her ideas and opinions in well- formed academic, professional or occupational
and coherently, using conventions coherently using appropriate arguments, using appropriate academic, ideas and texts effectively to a range of
appropriate to the context… an academic and professional or professional and occupational discourse. audiences, offering creative insights,
understanding of and respect for occupational conventions. rigorous interpretations and solutions to
the conventions around problems and issues appropriate to the
intellectual property, copyright context.
and plagiarism
CONTEXT AND SYSTEMS Ability to operate in a range of Ability to make decisions and act Ability to manage processes in unfamiliar Ability to operate effectively within a system,
familiar and new contexts, appropriately in familiar and new and variable contexts, recognising that or manage a system based on an
demonstrating an understanding contexts, demonstrating an problem solving is context and system understanding of the roles and
of different systems, their parts understanding of the relationship bound relationships between elements within
and the relationships between between systems and how one the system.
these parts. impacts on another.
MANAGEMENT OF LEARNING Ability to evaluate his or her Ability to evaluate performance Ability to identify, evaluate and address his Ability to apply, in a self-critical manner,
performance and the performance against given criteria, and or her learning needs in a self-directed learning strategies which effectively
of others; and to take appropriate accurately identify and address his manner and to facilitate a collaborative address his or her professional and
actions where necessary and to or her task- specific learning needs learning process. ongoing learning needs and the
take responsibility for his learning in a given context. And to provide professional and ongoing learning needs
within a structured learning support for others where of others.
process. appropriate.
ACCOUNTABILITY Ability to take account for his or Ability to work effectively in a team Ability to take full responsibility for his or Ability to take full responsibility for his or
her actions, to work effectively or group and take responsibility for her work, decision making and use of her work, decision-making and use of
with and respect others and to his or her decisions and the actions resources… and limited accountability for resources, and full accountability for the
take supervisory responsibility in a of others in well-defined contexts. the decisions of others in varied or ill- decisions and actions of others where
well- defined context. defined contexts. appropriate.
3. TEACHING, LEARNING AND ASSESSMENT
3.1 Learning Philosophy
As an accredited and registered private higher education institution, Boston is committed to

the implementation of Outcomes-Based Education (OBE), and as such the learning and
assessment approach and methodology that facilitate the appropriate execution thereof.
Boston views learning as a complex interaction between students’ personal purpose, which
is to improve their knowledge and ability, their prior knowledge and disposition, and
requirements for specific subject matter enquiry. Therefore, Boston subscribes to an
approach that learning:
• Should be action-orientated and communicative

• Is not transferred but constructed
• Is the making of meaning and could be propositional or presentational
• Is a process shaped by learning perspectives and learning schemes
• Occurs through refinement and elaboration
• Should be authentic and true, instrumental, communicative and reflective
• Should be active and based on a reflective decision to act
• Should result in an acquisition of instrumental and communicative competence via
critical reflection and self-reflection on assumptions.
3.2 Learning Methodology
Teaching and learning at Boston is integrated into every aspect of the development,
evaluation and delivery of each module and learning programme.
Boston has moved from the traditional presentation of learning support materials i.e.
textbook and study handbook based only, which has a traditional instructor-centred
curriculum, to a student-centred approach that mandates the faculty and academic support
staff to:
• Encourage students to develop the ability to think critically and solve problems
creatively.
• Promote an understanding of the relevance of the intended learning outcomes.
• Encourage students to develop enquiring minds and to investigate relevant topics
further in order to enrich their learning experiences.
• Provide students with the opportunity to experience the demands of the working
world.
• Promote a positive and supportive learning environment where students, faculty and
support staff work towards common objectives.
• Encourage students to grasp the practical application behind the theory.
• Promote a sense of responsibility for learning and assessment.
Teaching at Boston consists of:

• Faculty and information, communication and technology (ICT) equipment
• Describing and unpacking of specific knowledge components
• Discussing examples within industry and/or the workplace
• Relating these with the purpose and objectives of the module and learning
programme
• Interaction with students
• Outcomes-based learning materials, filmed lectures on TMS 2, online assessments,
course outlines, prescribed textbooks, study guides/workbooks, study plans and
sample assessments and memoranda
• Evaluation and feedback.
Learning consists of:

• Student access to information, communication and technology (ICT)
equipment/programme
• Readings, discussions and participation sessions of knowledge components and
practical application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• Experiential, peer and collaborative learning, self-evaluation exercises and learning
activities
• Outcomes-based learning materials, prescribed and recommended readings,
assessments and feedback.
3.3 Assessment Strategies and Types of Assessments
The following are examples of assessment strategies used:
Assessment Strategy C (ASC): Formative Assessments (FA1 and FA2), also known as quizzes,
will count fifty percent (50%) – twenty five percent (25%) each - towards the overall mark. A
summative assessment in the form of a final exam (SA1), will count fifty percent (50%) towards
the overall mark.
Due Performance (DP): These modules are not weighted nor credit-bearing. However, the
minimum hours required in continuous professional and career development must be
completed before progressing to the next year of study or certification. It is vital that students
in degree programmes develop greater breadth of understanding of interrelated disciplines
and practices as mimicked in the world of work, and therefore participation in opportunities
provided in this module is compulsory. A summative assessment in the form of reflective essay
is required.
Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

(FA2), formative assessment 3 (FA3) and summative assessment 1 (SA1), all in the form of
practical assessments, will each count twenty five percent (25%) towards the overall mark.
Assessment Strategy 2 (AS2): The formative assessment (FA1), also known as an assignment
or test, will count fifty percent (50%) towards the overall mark. The summative assessment in
the form of a final exam or capstone project (SA1), will count fifty percent (50%).
Assessment Strategy 3 (AS3): The formative assessment (FA1), also known as an assignment
or test, will count forty percent (40%) towards the overall mark. Summative assessments in
2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
the form of a final exam or capstone project (SA1), will count fifty percent (50%), and a
research or reflective essay (SA2) will count ten percent (10%) towards the overall mark.
Assessment Strategy 4 (AS4): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count forty percent (40%) - twenty percent (20%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count fifty percent (50%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.
Assessment Strategy 5 (AS5): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count thirty percent (30%) - fifteen percent (15%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count sixty percent (60%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.
Assessment Strategy 6 (AS6): Formative Assessments (FA1 & FA2), which may take the form
of assignments, research essays or tests will count forty percent (40%) – twenty percent (20%)
each – towards the overall mark. Summative Assessments (SA1 & SA2), which may take the
form of capstone projects, tasks, presentations, written or oral exams, or a research proposal
will count sixty percent (60%) – thirty percent (30%) each – towards the overall mark.
Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

final examination will count 100% towards the overall mark.
Assessment Strategy Research Report (ASRR): Formative Assessments (FA1, FA2, FA3, FA4
and FA5) are a series of critical reviews of Units 1, 2, 3, 4 and 5 of a sample Research Report
and will count twenty five percent (25%) – five percent (5%) each - towards the overall mark.
Formative Assessment 6 (FA6), includes the candidate’s original Research Proposal carried
forward from the module Research Methods, the Literature Review, the Research Instrument,
and the application for Ethical Clearance thereon, which will count twenty five percent (25%)
– towards the overall mark. Summative Assessment 1 (SA1) – in the form of the final submitted
Research Report (SA1) – will count forty percent (40%) towards the overall mark. Summative
Assessment 2 (SA2), in which the candidate presents the findings and recommendations from
the written Research Report, will count ten percent (10%) towards the overall mark.
Assessment Strategy W (ASW): Formative Assessments (FA1 and FA2), also known as
assignments, will count forty percent (40%) - twenty percent (20%) each - towards the overall
mark. Summative assessments in the form of a practicum, will count forty percent (40%), and
a research or reflective essay (SA2) will count twenty percent (20%) towards the overall mark.
There are a number of assessment types appropriate to the distance-learning environment,

of which the most common are report writing, true-false tests and multiple-choice
examinations (Foltz, 1990) 3.
Distance learning is reliant on independent study. For this reason, most formative
assessments are considered open-book assessments, while summative assessments are
Invigilated Assessment Events. They all aim at assessing a student's mastery of certain or
specific subject matter.
3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
Regardless of the assessment type, any formative assessment in this environment should
have three main aims, which are:
• To encourage students to review

• To enable students to monitor their comprehension of the knowledge areas
• To reinforce the learning outcomes of a study unit or series of units.
Measured by these aims, outlined below are the various types of assessments utilised in the
module and the learning programme.
3.3.1 Self-Assessment and Recommended Reading
Students are guided by the course outlines and contents within study units to complete
specific self-assessment exercises, such as, self-evaluation questionnaires, activities or
practices, which appear in the prescribed textbooks and/or study guides. In addition, students
are encouraged to make use of the institution’s library, or any resource centre, to access the
recommended reading list which includes self-assessment exercises.
Students are also informed of the importance and relevance of self-assessment exercises, and
are encouraged to keep records of it to assist with reflection, examination preparation and
student-centred interaction.
3.3.2 Report Writing
With some study units or courses, writing and composition might be the only practical
method of assessment. Report writing requires a student to demonstrate their knowledge of
a particular subject through composing a written representation that communicates
understanding and insight.
3.3.3 True-False Test
Carefully constructed true-false questions can measure higher mental processes such as
understanding, application and interpretation. They are particularly suitable for testing
attitudes and beliefs, and can be adapted to most content areas, although they work best in
testing elementary subject matter. True-false tests do have the advantage of making it
possible to ask many questions on a larger number of knowledge areas in a limited amount
of time.
3.3.4 Open-Book Test/Assignment
Open-book testing is used to:

• Stimulate review
• Reinforce learning objectives
• Communicate goals
• Furnish feedback on misunderstood knowledge areas
• Separate those students who have reached a specific set of objectives from those who
have not, indicating further specific interventions by the Faculty.
Suitable open-book questions should require that students review the learning material
continuously. This assessment type should be thought of as context-dependent. If questions
are properly prepared, students have to demonstrate their ability to extrapolate and infer key
concepts from a specific knowledge area, rather than simply find an answer in the text and
“parrot” it back. Therefore, the emphasis is on repetition and inference, as students review
and re-review the learning materials in an effort to recognise, understand, synthesize and
select appropriate responses. Questions that can be answered on the basis of rote memory
should be kept to a minimum as students can simply "cram" to prepare for such testing and
little, if any, learning takes place.
3.3.5 Multiple-Choice Question Examination
Multiple-choice examinations, consisting of questions in the form of a stem and four or five
options (the correct answer along with distracters, or incorrect alternatives) have many
advantages. The greatest of these is perhaps their versatility: multiple-choice questions can
measure factual recall, as well as the students' ability to reason, exercise judgment, and
express themselves correctly and effectively. Students find them less ambiguous and
generally prefer them to true-false tests. This type of assessment can also be scored
accurately and provide immense per-item reliability.
3.3.6 Student-Centred Interaction
By encouraging students to continually ask questions and be comfortable with the

questioning of concepts and engaging in self-reflection, students are given ample opportunity
to assess and improve their knowledge and understanding by means of effective
communication with distance learning faculty and peers.
3.3.7 Sample Assignment and Examination Papers and Memoranda
Students receive a sample assignment and memorandum, as well as a sample examination

paper and memorandum, so as to familiarise themselves with the various assessment formats
and duration. This further enables them to determine their overall progress and level of
preparedness for the final summative assessment.
3.4 Feedback to Students
Boston’s approach to teaching, learning and assessment is strongly influenced by the belief
that students are entitled to feedback and a discussion on their performance. This is
interwoven into the teaching strategies. There are many sound educational reasons for doing
this in a comprehensive manner. Students are encouraged to contact Educators for personal
feedback on their assessments.
Where the formative assessment format makes this possible, graded scripts and the relevant
memorandum (with the correct responses and/or examples of model answers) accompany
the release of marks/grades for formal formative assessments.
This provides an opportunity to repeat important learning objectives and knowledge areas,
considering that repetition is a powerful element in learning.
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES
4.1 Distance Learners and Support Centres
Essential to the effectiveness of the Boston network of Support Centres is granting distance
learners localised access to technology, library and the service support resources that are
provided to students by the Boston Head Office.
As guiding principles, it must be re-emphasised that Boston Support Centres do not form part
of the programme other than the centres being conveniently located throughout South Africa
which assist them in serving as a point of contact and access to provide support services for
students who:
• do not have access to resource rich infrastructure at home, an office or elsewhere in
a relative close proximity
• Experience difficulty with taking control of their study environments, for example,
mitigating excessive distractions, exercising sufficient self-discipline, implementing a
routine, and managing time
• Relate better to auditory and kinaesthetic learning styles.
In other words, every learner is registered with Head Office as a unique distance learner, and
the teaching, learning and assessment remains at a distance with appropriate quality assured
materials and services to complete their studies independently. No student accessing services
at a Support Centre will be placed at a discernible advantage over a student that elects not to
access services at a Support Centre. Support Centres will be utilised as examination venues
for invigilated sittings.
In considering all of the above information, the support services accessible at Boston Support
Centres may be delineated in the following manner by classifying them as:
• Venues for accessing the range of important career, study and motivational
counselling services, and the completing and submitting of an online Application for
Admission, or other administrative documents i.e. change of module, submitting
request for deferral, handing in ID etc.
• Venues for accessing Information Technology and Communication resources, to pre-
book 4 time to utilise computers for accessing filmed lectures on TMS , typing
assessments, submitting assessments online, emailing Head Office re: Academic,
Assessment, and Administrative queries etc.
• Venues for facilitating logistical support i.e. a reliable address to receive and send
study guides, prescribed textbooks, assignments, feedback reports, certificates etc.
• Venues for facilitating the sitting of Invigilated Assessment Events.
4.2 Hours of Operation
Normal hours of operation within Boston for telephonic, email or access to premises are
Monday to Thursday 08:00 to 17:00 and on Friday from 08:00 to 13:00. An extension hereof
will be reviewed periodically in accordance with students’ needs.
4
It is important to pre-book and confirm bookings with the selected Support Centre for attendance of video
(TMS/LMS) sessions, assessment uploading and submission and sitting of tests within formative assessment weeks.
4.3 Head Office Resource Centre
Boston established a Resource Centre (RC) for students and staff at its Head Office in Orange
Grove. The RC provides students and Support Centres with access to national and
international databases for all its information searches. All research and information material
not available in the RC may be obtained for students, faculty, support staff and Support
Centres through inter-library lending or purchasing and disseminating of e-publications.
Head of Library Services Contact details

Nolubabalo Ncoko 087-255-4243
[email protected]
5. COMMUNICATION AND SUPPORT
5.1 Student Support
Students are encouraged to engage with Educators as and when they have academic queries
- as indicated in section 5.3 below. Educators will provide support during the semester within
office hours, Monday to Thursday.
PLEASE NOTE:
There will be no student support:
• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.
5.2 General and Administrative Support (Administrative – NOT Course Related)
When you communicate with Boston, or when you submit your assignments, it is important
that you provide your:
• Surname and initials
• Student number
• ID number
• Correct postal address and/or email address
• Cellular phone number and/or telephone numbers at home and/or work
• Name of Support Centre selected
Please note that all written communication such as emails, and all queries must be addressed
under specific topics. Please address your queries in writing to the relevant section at the
College i.e. the Administrative Coordinators deal with registrations, student accounts,
timetables, results, etc., the Educators deal with academic content matters such as a query
about a particular theory or concept.
When phoning the Institution please identify your specific query to the switchboard operator
to enable them to put you through to the relevant department and person who can address
your inquiry effectively.
Registrar: Administration Contact details

Ruan Venter 087-255-4290
[email protected]
Assessment Manager Contact details
Roman Adams 087-255-4292
[email protected]
Student Accounts Consultant Contact details
Your selected Support Centre Available on website
5.3 Academic Support (Course Related – Not Administrative)
An Educator who is a qualified and experienced subject specialist is appointed for each
module to support students throughout their studies. Academic matters should be addressed
directly with the Educator (see contact details below).
Educator support does not provide support for queries of an administrative nature, such as
due dates or late submissions. Educators deal only with academic content or subject matter-
related queries such as: “... please help clarify the distinction between a debit and a credit, as
appears on page 15 of my Study Guide for Fundamentals of Accounting.”
At least one Educator will be assigned to each module of study. The Educator will be available
to assist students with academic queries related to subject-matter content. They will also be
available to offer assistance and feedback on assessments upon request.
Educators are unable to provide students with answers to questions taken directly from
assignment/s which have not yet been marked. Your Educator may help you with any
topics/content of the prescribed courseware/module content however, your Educator will
not provide you with a direct answer or scrutinise/review your answer to any assignment
question before said assignment has been graded and marks have been released to all
students.
Support Centres are not staffed with Educators and students cannot expect to have their
academic queries addressed by Support Centre staff.
Registrar: Academic Contact details

Nadine Botha 087-255-4277
[email protected]
Academic & Quality Manager (AQM)
Kevin Perumal 087-255-4259
[email protected]
Educator Contact details
Reuben Kisten 087-153-7679
[email protected]
Providing quality academic support is of the utmost importance to Boston. In order to ensure
this quality is maintained, Boston has undertaken to ensure the process of engaging with
Educators is as transparent as possible.
Students are able to contact an Educator by means of:

1. E-mail
2. Telephone
3. Face-to-face consultation
4. Video conferencing, such as Microsoft Teams, Zoom or Skype.
1. E-mail queries must be directed to the Educator for a particular module. The Educator will
reply directly to the student and will copy in the Academic Quality Manager.
2. Telephonic consultations will take place by appointment only. Firstly, this ensures that the
most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure that a
firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly with
the subject matter concerned. Thirdly, the Educator will call the student on the agreed
number at the agreed time. Confirmation of the agreed number and time will be
communicated to the student beforehand. To book a telephonic appointment, students
can either call or e-mail the Educator or Academic Quality Manager.
3. Face-to-face consultations will take place by appointment only. Face-to-face

appointments will take place exclusively at the Head Office in Orange Grove,
Johannesburg. Confirmation of the agreed time will be communicated to the student
beforehand. To request a face-to-face appointment, students can either call or e-mail the
Educator or Academic Quality Manager.
4. Video conferencing consultations will take place by appointment only. Firstly, this ensures
that the most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure
that a firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly
with the subject matter concerned. Thirdly, the Educator will video conference the
student at the agreed time. Confirmation of the agreed time will be communicated to the
student beforehand. To book a video conference appointment, students can either call or
e-mail the Educator or Academic Quality Manager.
Students must take note that any further or subsequent communication must be directed to
the Educator or Academic Quality Manager, who in turn will repeat the process described
above.
5.4 Student Wellness
Embarking on higher education studies is an exciting journey. It can also be a time of change
and pressure that may lead to unexpected challenges that affect your academic performance
and/or personal life. Student Wellness is an initiative that offers limited personal support to
our students for assistance and referrals due to personal, social or career issues/concerns.
A dedicated Student Wellness Module is available to all registered students on ColCampus.

The purpose of the module is to provide Boston’s students with information and guidance
regarding a variety of interpersonal, study, and wellness topics, with the aim of making the
transition to college and distance learning as seamless as possible.
Head of Institution/Academic Head Contact details

Dr. Hendrik Botha 087-255-4254
[email protected]
Registrar: Academic Contact details
Nadine Botha 087-255-4277
[email protected]
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
[email protected]
5.5 Summary of Contact Procedure:
Forward your query or questions to the Academic Quality Manager or your Educator via e-
mail, or phone to request an appointment to speak with an Educator.
When contacting your Educator or the Academic Quality Manager, please be specific about
the support you require by providing the following information, together with your personal
information:
• Learning programme name and module code
• Page number and query or question
• Name and Surname
• Student or ID number
• Correct postal address and/or email address
• Correct cellular phone number and/or telephone numbers at home and work
Within two (2) business days (weekends and public holidays are excluded), an Educator will
respond or make direct contact with you. The Educator’s response will also be copied to the
Academic Quality Manager’s e-mail address for record keeping and quality control purposes.
PLEASE NOTE:
There will be no student support:

• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY
6.1 General
This is an examined module. To enable students to complete this module successfully

students must have the following:
• Access to TMS and the LMS
• A Course Outline, available on the LMS
• Prescribed textbook(s) and/or study guide, and, where applicable, recommended
textbooks and journal readings
• A file to keep printouts of own sourced additional readings, records, copies of
submitted formative assessments (assignments and/or reports) and any other
materials not stored electronically for reference purposes
• Completion of the learning activities in the LMS, and that appear throughout each unit
in the study guide and/or prescribed textbook; as well as the self-evaluation section
that appears at the end of each study unit, referencing the aligned chapter(s), which
should then be filed for reflective and preparation of summative assessment
(Invigilated Assessment Event (examination))
• Submission of the formative assessments (assignments and/or participation in the
tests) and summative assessments (Invigilated Assessment Events (examinations)
and/or assignments) within the LMS or at the Support Centre
• Commitment to viewing filmed lectures hosted in the LMS or available on TMS at the
Support Centres, especially those learners who study better through audio and/or
visual means
• Commitment in re-viewing filmed lectures when the sub-minima has not been
obtained in formal formative assessments
• Commitment in re-viewing specific sections of the filmed lectures when a topic and/or
specific unit is not yet completely mastered.
6.2 Comments on the Study Guide and/or Prescribed Textbook
• The point of departure is the module specific study guide and/or prescribed textbook.
• It is the core component of the learning material and guides the student structurally
through each module.
• The learning activities contained within the study guide and/or prescribed textbook
and the referencing to the self-assessment activities are of utmost importance to
ensure and assess understanding of the learning content.
• All the study material required for examination purposes is contained in the study
guide and/or prescribed textbook.
• Please note that students may have to consult additional sources to complete the
various formative or summative assessments such as academic or business journal
articles or a site visitation.
• Content in the study guide and/or prescribed textbook is presented in such a manner
that students will be able to master the study material through self-study.
• The formative assessment (assignment) is presented in such a manner that students
will be able to master completion through both self-study, and use of the study guide
and/or prescribed textbook.
• At the end of each unit in the study guide and/or prescribed textbook are a selection
of questions or self-evaluation tests and/or activities, through which students can
assess their ability to master the study material and make their own meaning of the
work covered in the unit.
• Above average results/marks will be allocated to answers in formative assessments
(assignments and/or tests) and in the summative assessments (Invigilated Assessment
Events (examinations)), if the examiner notes that the selected content was studied
thoroughly. Some questions may be aimed at assessing the insight students acquired
into the study material with application-based questions.
6.3 Prescribed Course Material
• Laurent, E. 2020. The new environmental economics: sustainability and justice. 1st
Edition. UK. Polity Press. (Online resource).
6.4 Recommended Reading
Reading 1: Sabinet via HE Library on ColCampus

• Nkambule, N.P. and Blignaut, J.N., 2017. Externality costs of the coal-fuel cycle: The case of
Kusile Power Station. South African Journal of Science, 113(9-10), pp.1-9.
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Nkambule%2C+N.P.+a
nd+Blignaut%2C+J.N.%2C+2017.+Externality+costs+of+the+coal-
fuel+cycle%3A+The+case+of+Kusile+Power+Station.+South+African+Journal+of+Scie
nce%2C+113%289-10%29%2C+pp.1-9&btnG= [Accessed 02 February 2024].

• Setswe, G., Nyasulu, P. and Witthuhn, J., 2014. Do South Africans really understand
the National Health Insurance scheme? A survey of adults in three provinces:
understand the National Health Insurance Scheme. African Journal for Physical
Health Education, Recreation and Dance, 20(Supplement 1), pp.221-233.
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Setswe%2C+G.%2C+N
yasulu%2C+P.+and+Witthuhn%2C+J.%2C+2014.+Do+South+Africans+really+understa
nd+the+National+Health+Insurance+scheme%3F+A+survey+of+adults+in+three+pro
vinces%3A+understand+the+National+Health+Insurance+Scheme.+African+Journal+f
or+Physical+Health+Education%2C+Recreation+and+Dance%2C+20%28Supplement+
1%29%2C+pp.221-233&btnG= [Accessed 02 February 2024].

• McDonald, D.A. and Ruiters, G., 2005. The age of commodity: Water privatization in
Southern Africa. Earthscan.
• Any topical or related articles students may access, such as academic, newspapers,
trade magazines or through the Internet.
• References made to journals and other articles and websites in the bibliographies
contained in the e-prescribed textbook and recommended textbooks.
6.5 Additional Teaching and Learning Activities
• During the course of the semester, the Educators will provide students with additional
teaching and learning activities. These activities are aimed at enriching students’
learning experience and ensuring that students are exposed to a variety of resources.
• These learning activities are neither compulsory nor weighted, but it will be to the
students’ benefit to participate in these activities. These activities can also be helpful
to send to your Educator when you have a question related to a topic covered within
a relevant Additional Teaching and Learning Activity, as it will assist the Educator in
evaluating your current understanding of the topic.
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS
7.1 Module Structure
Two different types of assessments are used in the module:

• Formative assessments (such as individual assignments and tests)
• Summative assessments (such as Invigilated Assessment Events (examinations) and
assignments).
In support hereof, the academic year is divided into two (2) semesters, each consisting of a
twenty (20) week cycle 5 with provision for the following:
o Ten (10) weeks dedicated to teaching and learning of study units and prescribed texts
o Additionally, structured throughout, four (4) weeks dedicated to formative
assessment and feedback opportunities for semester marks
o Finally, four (4) weeks, depending on examination dates, are dedicated to preparation,
sitting and submission of summative assessments, plus two (2) weeks for the
finalisation and release of overall module results.
This module makes use of the: AS4 Assessment Strategy
o Two (2) Formative Assessment (FA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o FA1 is in the form of an assignment
o FA2 is in the form of a quiz
o Two (2) Summative Assessment (SA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o SA1 is an Invigilated Assessment Event in the form of a Paper Based Exam
Invigilated Assessment Event (examination)
o SA2 is in the form of an assignment (research essay)
7.2 Formative Assessments
The purpose of formative assessments is to determine where students are in relation to where
they should be in terms of the specific outcomes for each module. Formative assessments assist
students and Educators with making a determination as to what work will have to be revisited.
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).
Formative assessments, excluding Invigilated Assessment Events which follow the protocols of
examination sittings (see also section 7.3 below), must be submitted for marking by uploading
to the LMS (refer to Annexure C) which can be accessed at the Support Centre or from home.
5
For a detailed breakdown of the 20 week cycle, in table format, pertaining to this module, see Annexure B.
To complete your formative assessment, please take note of the following:
Formative Assessment (FA1)

• Read the instructions for the assessment carefully before commencing with the
assessment.
• Remember to provide your:
o initials
o surname
o student number
o ID number
o email address
• In cases of assignments, essays, research papers or reports remember the following:
o Provide your student number at the top of each page of your assignment.
o Make sure that pages are numbered correctly.
• Complete and submit your assessment well ahead of the due date.
• Every formative assessment must be submitted from the correct module page on the
LMS. If a student submits their assessment incorrectly (for example, submitting a
Company Law 1 assignment in the Business Management 1 module page), the student
forfeits the grade for the assignment and will be awarded 0%. Boston does not assume
responsibility for ensuring that a student’s assignment reaches the correct
Educator/grader. Students have to ensure that they submit their assignment correctly
in order for a mark to be awarded.
Formative Assessment 2 (FA2):

• For Formative Assessment 2 assignments in the format of an MCQ quiz: Formative
Assessments 2 MCQ quizzes consists of 50 multiple choice questions. The questions
can be found, along with Formative Assessment 1 and Summative Assessment 2, in
the Course Outline for this module. Use the assessment as provided in your Course
Outline to prepare your answers.
• It is important to note, however, that a Formative Assessment 2 MCQ quiz is not
submitted in document form online. Rather, it is an online quiz to be completed on
ColCampus. The online quiz will be open for student attempts at the start of the
semester, and students can attempt the quiz an unlimited amount of times.
• The quiz must be completed and submitted by the due date for the Formative
Assessment 2 as per the Academic Calendar. Failure to complete the quiz by that
date will cause a mark of 0% to be awarded for the Formative Assessment 2 event.
7.3 Summative Assessments
Summative Assessment 1 (SA1):

Students are required to sit for a final integrative summative assessment (Invigilated Assessment
Event) for the module at the end of the semester. This will be completed under invigilated
conditions as this is an Invigilated Assessment Event (examination).6
To prepare for the examinations, please take note of the following:

• Study all the content as outlined in the study guide and/or prescribed textbook.
• Do not take unnecessary risks and ensure that all module content is studied thoroughly.
• Identify themes and refer to the specific outcomes and assessment criteria of each unit
or chapter.
6
See inter alia HE Invigilated Assessment Event Rules
• Answer the learning activities questions provided at the end of each unit or referenced
self-assessment questions per chapter in the study guide and/or prescribed textbook. This
will provide an indication of the level of mastery of study material.
• Plan your studies according to the examination dates and the due date set for your
assessment in Annexure C: Academic Calendar.
Summative Assessment 2 (SA2):

In addition to SA1, students are required to complete and submit a final integrative summative
assessment (assignment) for the module per the HE Academic Calendar. This will be in the form
of a research essay. It must be in typed format and uploaded on the LMS.
8. GRADE REQUIREMENTS
The Formative and Summative assessments are weighted according to the following
guidelines:
• Formative assessment is weighted forty percent (40%) of the final module mark
• Summative assessment is weighted sixty percent (60%) of the final module mark
8.1 General
The combination of type of assessment, weighting per assessment, sub-minimum per

assessment, and overall module pass requirements are detailed in the Table below.
Assessment/Type Weight
Due Date: Formative 20%
Refer: Academic Calendar Assessment 1
Due Date: Formative 20%
Due Date: Summative 50%
Due Date: Summative 10%
8.2 Summative Assessment Entry Requirements
There are no entry requirements for the Summative Assessments, however the overall mark
will be calculated from the student’s performance on the formative assessment (FA) and
summative assessment (SA).
The two FAs will count forty percent (40%) – twenty percent (20%) each – towards the overall
mark. The two SA’s, in the form of a final exam will count fifty percent (50%) and a research
or reflective essay will count ten percent (10%) towards the overall mark.
8.3 Requirements for Promotion and Distinction
In order to obtain a pass result for a module and be awarded the module credits (promoted),
students must obtain a module average of fifty percent (50%) or higher. The average is
calculated according to the weightings as indicated in the table above. For a student intending
to be promoted with “Distinction”, a module average of seventy-five percent (75%) or higher
is required.
8.4 Supplementary Assessments
There are no supplementary opportunities available for the Formative Assessments. Students
who do not qualify for promotion (i.e. have not obtained a module average of 50%), are
eligible to participate in supplementary summative assessment/s.
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS
• Study the content of each unit and/or chapter before proceeding to the next unit
and/or chapter.
• Complete the learning activities within each unit and self-assessment questions at
the end of each unit and/or chapter.
• Complete and submit your assessments as soon as possible.
• Students must keep in mind that although all Educators are professional
academics, they are also human. A well-presented answer, in typed or printed
format, will make it easier for the examiner to read answers and to evaluate the
student’s knowledge.
• Answers must be neat, well organised and grammatically edited.
• Formative Assessment questions may also be used as Summative Assessment
questions.
10. PLAGIARISM
Plagiarism (copying) is a serious offence and is a contravention of the Copyright Act (98 of
1978) of South Africa. Students are guilty of plagiarism when they appropriate the ideas and
work of others without due recognition. For detailed information about the nature of
plagiarism, as well as how to avoid committing plagiarism, refer to Annexure D.
It is important to note that plagiarism has been committed when two or more students
submit identical, verbatim copies of the same assessment and/or examination answers. The
Academic Committee reserves the right to take appropriate action in cases where plagiarism
is found. Should it be found that a student copied an assessment or examination answer from
a fellow student, both students involved will not receive their result for that particular
assessment.
10.1 Copyleaks
10.1.1 What is Copyleaks?
Copyleaks is a comprehensive anti-plagiarism software that is utilised by Boston to prevent
plagiarism and detect academic dishonesty and/or unethical behaviour where students
attempt to cheat or “fool” the anti-plagiarism software by making use of hidden characters
or software. Copyleaks also identifies AI-generated text.
10.1.2 How does Copyleaks work?

Copyleaks is an artificial intelligence platform that is able to compare text from online and
other sources and detect plagiarism and/or academic dishonesty. After submitting your
assignment, you will receive a comprehensive report with results, an aggregate similarity
percentage, and the ability to compare results against your original text. A Copyleaks Cheat
Detection Report (see below) will also indicate possible suspected cheating whereby
Copyleaks has identified attempts to cheat or “fool” the anti-plagiarism software by making
use of hidden characters or AI-generated text.
To ensure that students abide by ethical practices when completing and submitting
assignments, the plagiarism verification system, Copyleaks, has been implemented. This tool
will verify the levels of similarities between a student’s submitted assignment and other
original sources as well as suspected cheating (see below). With each FA1 and SA2 submission
that a student uploads onto ColCampus, a Copyleaks report will be issued, indicating a
similarity percentage. This report will serve as a plagiarism indicator to both the student, as
well as the grader. As students can submit assignments multiple times before the due date, a
Copyleaks report will be issued for the final submission.
For a Copyleaks report to be issued, students are required to take the following steps when
uploading FA1 and SA2 assignments onto ColCampus:
• No scanned PDF assignments are allowed to be submitted. Assignments MUST be directly

converted from MS Word to PDF format.
• For assignments with multiple file type submissions, as instructed in the specific
assignment, the required PDF document must be uploaded LAST.
• For HECO232-1 – Formative Assessment 1 (FA1): You should be working towards a
similarity rating of 30% or less. If the incorrect document is uploaded, or if no Copyleaks
Report is issued, a mark of zero (0) will be awarded. If the Copyleaks Report indicates
that a 30% similarity rating has been exceeded, 25% of the assessment total will be
deducted from the final grade. Where a Copyleaks Cheat Detection Report is issued,
your submission will automatically be treated as if you received a similarity rating in
excess of 30% and 25% of the assessment total will be deducted from the final grade.
• For HECO232-1 - Summative Assessment 2 (SA2): If the incorrect document is uploaded,

or if no Copyleaks Report is issued, or if the Copyleaks Report indicates that a 30%
similarity rating has been exceeded, a mark of zero (0) will be awarded. Where a
Copyleaks Cheat Detection Report is issued, your submission will automatically be
treated as if you received a similarity rating in excess of 30% and a mark of zero (0) will
be awarded.
• Delays in viewing the similarity report might intermittently be experienced, especially

in the last few hours before the cut-off time. Students should allow for at least 24 hours
for a report to be generated. Time management is thus critically important - uploading
and checking similarity scores should NOT be left until the last minute.
Please refer to the Copyleaks Guide for Students in the HE Library module (on ColCampus) for
a basic “how-to” guide to the system.
Suspected Cheating
A Cheat Detection Report will appear in the similarity report when a scan has detected an
abnormality in a submitted document. These abnormalities are usually present due to a
student’s efforts to cheat or “fool” the plagiarism scan. Certain software when utilised may
also result in a Cheat Detection Report being issued. In order to avoid this, please ensure that
you follow the abovementioned requirement whereby assignments must be directly
converted from MS Word to PDF before being submitted. Please refer to your relevant
Induction Letter wherein details are provided how to access inter alia the Microsoft Office
Suite, which includes access to MS Word.
Where a Cheat Detection Report is issued, the student’s submission will automatically be
treated as if it received a similarity rating in excess of 30%.
11. CONCLUSION
The best way to prepare for an assessment is to work methodically and continuously
throughout the semester. This requires students to:
• Plan and programme their studies, and the writing of assessments by taking into account
their personal and work schedules and other commitments.
• Make a habit of planning well ahead, and noting in advance those dates and events that
could affect their studies.
• Arrange study leave and study blocks well in advance.
We wish you every success in your studies!
ANNEXURE A:
EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS
Action verb Description

Analyse Describe the different parts of a topic and explain how they work
together or not. Give arguments for and against each situation. A
reasonable amount of insight must be shown in terms of knowledge
already gained in this regard.
Apply Show the application of acquired knowledge or given information in
practice or in relation to what is asked. Use knowledge to find an
answer to the question.
Comment Give your own opinion regarding the subject matter and illustrate it
through examples. Interpret and evaluate.
Compare Contrast facts, events or problems and indicate the similarities and
differences, or analyse the similarities and differences between
statements, ideas, etc.
Contrast Point out the differences between certain objects, facts, events or
characteristics.
Criticise Point out the good and bad characteristics or viewpoints and give your
own opinion after taking into account all the facts.
Define Give a clear, to the point, systematic explanation or description of
concepts; to reflect the precise meaning thereof.
Describe Give the characteristics, basic facts or results in a logical, systematic
and well-structured manner. Comments and your own interpretation
are not necessary.
Discuss Give terminology and concepts in your own words with comments or
your own interpretation. Compare, contrast and debate.
Design Create and plan. Portray by means of illustrations or concrete objects.
Create a model with a specific objective in mind and indicate the
planning phase.
Evaluate Make an assessment of values based on specific points of reference or
criteria and give your own opinion. Do not describe. Personal
viewpoints may be given.
Explain Clarify the term, concept or topic by presenting it with your own
knowledge and words. If required you can use illustrations, descriptions
or simple logical layout of the facts.
Illustrate Use a sketch, picture, diagram, graph or concrete item to explain a
concept or solve a problem. This can also mean to give examples in
well-chosen, descriptive words.
Motivate Provide reasons and comment.
Summarise State the key or most important aspects of a topic without detail,
illustrations, critical analysis and discussion.
ANNEXURE B:
PROPOSED STUDY PROGRAMME
Each semester has a 14-week duration from the last day of Registrations to the start of the
Examination Period. We strongly recommend that students follow the study programme for
the course outlined below closely. It is important not to fall behind. Students are expected
to apply a great deal of self-discipline otherwise they may be unprepared for the examination.
See Table overleaf.
ANNEXURE B: PROPOSED STUDY PROGRAMME
Economics 2B (HECO232-1)
WEEK LEARNING OUTCOMES SUMMATI
FORMATIVE
PRESCRIBED RECOMMEND TMS VE
After studying the prescribed and recommended material for ASSESSMENT OTHER
COURSEWARE ED BOOK(S) (VIDEO) ASSESSME
the week, you should be able to: (FA)
NT (SA)
• Discuss the history of economic thought and its
connection to the relationship between humans and
nature, including the works of Malthus, Ricardo, and Mill.
• Understanding the link between natural resources and
political power, and the role of economics in governing
societies.
• Discuss the historical significance of the physiocrats and
their influence on economic policy and public discourse.
Unit 1
• Understanding the historical development of human
Chapter 1
population growth and well-being and analyse the
What the Complete Self- Take note
environmental consequences of this growth.
classics know Assessment of
• Discuss the challenges posed by the current Relevant
about our Activities and important
desynchronization of population and well-being growth Chapter(s)
1 world; what 180 mins Learning N/A dates in
with environmental degradation.
twentieth- Activities your
• Understanding the work of David Ricardo by discussing 90 mins
century Academic
concepts such as ‘planetary boundaries’ and ‘differential
economics 360 mins Calendar
rent’, and their implications for human development and
forgot
the environment.
270 mins
• Understanding the work of John Stuart Mill’s by
discussing the concept of ‘stationary state’ within
economic theory.
• Understand how twentieth-century neo-classical
economics abandoned the principles of justice and ethics
at the center of the political economy.
• Awareness of inequality economics by drawing on the
work of Amartya Sen and Anthony Atkinson.
35 HECO232-1-Jan-June2024-Proposed Study Programme-RJK-V.1-02022024

FORMATIVE
NT (SA)
• Discuss the paradox of domination and dependence
that defines our geological time.
• Understanding the interconnection between human
activities, social and individual time, and its impact on
Unit 2
the natural world.
Chapter 2 –
• Understand the interdependence of humans and the
Humans within Complete Self-
natural world, and the role of ecosystems in
the biosphere: Assessment
2 maintaining balance in the biosphere. Relevant
The paradox of Activities and N/A
• Analyse the interdependence between the biosphere, Chapter(s) 180 mins
domination and Learning
energy, and material resources, and their impact on
dependence Activities
human production and the economy. 90 mins
135 mins
• Explain the theory of co-evolution and the 360 mins
importance of combining ecological resilience with
social resilience.

FORMATIVE
NT (SA)
• Understanding Ostrom’s framework for analysing
complex social-ecological systems.
• Understanding the social, political, and economic
factors shaping the human relationship with the
natural world.
• Appreciate the evolution of environmental
governance through examining the attitudes and
actions towards the land and the environment.
Unit 2
• Discuss the differences and political implications of
Chapter 3 –
preservationism and conservationsim in the history of
Governing the
the environmental movement.
commons fairly
• Discuss the role of government regulation and inter-
135 mins
generational equity in ensuring sustainable use of
natural resources.
• Understand the difference between tragedy of the
commons and the tragedy of free access resources.
• Evaluate arguments of Garrett Hardin’s theory of the
tragedy of the commons and Elinor Ostrom’s
counterargument

FORMATIVE
NT (SA)
• Understanding the Marxist approach towards
Relevant
environmental justice
3 Unit 3 Chapter(s) Complete Self-
• Evaluate the connection between the exploitation of
Chapter 4 – Assessment N/A
nature and the exploitation of women.
Spheres of 90 mins Activities and
• Discuss the rediscovery of Indigenous environmentalism
environmental 180 mins Learning
and its relevancy in the 20th century.
justice Activities
• Analyse and evaluate the different environmental
inequality categories present and how they can be 270 mins 360 mins
mitigated.
Unit 3
• Understanding the criteria used to classify the economic Chapter 5 -
nature of environmental goods. Natural Complete Self-
• Discuss the general framework used to analyse the resources, Relevant Assessment
economic valuation of natural resources. externalities, Chapter(s) Activities and
4 180 mins N/A
• Understanding the implications of social costs and its and Learning
imperfect solutions, incurred through the under- sustainability: A 90 mins Activities
valuation of environmental issues. critical toolbox 360 mins
270 mins
Estimated
Submit
View/study preparation
FA1
5&6 Sample time: 6 hours
DUE: FORMATIVE ASSESSMENT 1 Review Review N/A online on
Formative Refer to
ColCampu
Assessments Academic
s
Calendar

FORMATIVE
NT (SA)
• Discuss the impact of human activity on biodiversity and
its accompanying anthropogenic factors.
• Understanding the critical role key ecosystem services,
such as seas and oceans, can play towards humanity.
Unit 4
• Analyse the need for fresh water and the key drivers
Chapter 6 –
towards sustainable distribution and preservation
Biodiversity and
methods.
ecosystems
• Discuss the impact of forest degradation and the
under growing
economic severity of unsustainable management.
and unequal Complete Self-
• Discuss the major ways through which land degradation
pressure Assessment
is worsened through human activities. Relevant
135 mins Activities and
• Understanding the impact of Agriculture and analysing Chapter(s)
7 180 mins Learning N/A
this counter-productive human activity on the economy.
Activities
• Discuss the sustainability of the energy provision 90 mins
methods implemented globally.
360 mins
• Evaluate the expansion and domestication of physical
Unit 5
trade on the environmental economy.
Chapter 7 –
• Discuss the contamination of the physical and biological
Beyond
components of the earth systems due to the adverse
EXPOWA
effects of pollution and waste.
(extraction,
• Evaluate the most effective ways to reduce the economic
pollution, and
impacts on the environment, due to human activity.
waste)
• Understanding the limitations of the circular and perma-
135 mins
circular models of economic activity.

FORMATIVE
NT (SA)
• Understanding the impact of fossil fuels on the
environment due to increased human activity.
Complete Self-
• Evaluate the two essential and complementary climate Unit 6
Assessment
policies implemented to mitigate climate change. Chapter 8 – Relevant
Activities and
8 • Discuss the theory surrounding the Kyoto protocol and its Energy, climate, Chapter(s) N/A
Learning
impact on future decision making. and justice 90 mins 180 mins
Activities
• Evaluate whether the different policies aimed towards 270 mins
360 mins
climate justice are fair and efficient.
• Understanding the need for economic systems to move

from a logic of trade-offs to a logic of synergies between
Unit 7
our environment and our well-being.
Chapter 9 -
• Discuss the concept of health-environment and the Complete Self-
Well-being and
beneficial effect of environmental regulations on physical Assessment
our Relevant
9 and mental well-being. Activities and N/A
environment: Chapter(s) 180 mins
• Discuss the link between energy transition and job Learning
From trade-offs
creation. Activities
to synergies 90 mins
• Evaluate the implementation of the Paris Agreement and 360 mins
270 mins
discuss the well-being, resilience, and sustainability
towards the nation.

FORMATIVE
NT (SA)
• Discuss the social-ecological approach towards a more
precise and reciprocal relationship between social and
Unit 8
ecological issues. Complete Self-
Chapter 10 –
• Evaluate the impact of environmental degradation and Assessment
Social-ecology: Relevant
the rise of environmental inequality. Activities and
Connecting the Chapter(s)
10 • Understanding the severity of Risk, Noise, and Chemical 180 mins Learning
inequality and
Pollution towards growing economies. Activities
ecological crises 90 mins N/A
• Discuss the exposure of global economies towards social-
ecological disasters. 360 mins
270 mins
• Understanding the history of the modern welfare state
and its progression towards the social ecological state.
Review
Estimated
Submit
preparation
Review the FA2
11&12 time: 0 hours
DUE: FORMATIVE ASSESSMENT 2 Review relevant N/A online on
Refer to
chapters ColCampu
Academic
s
Calendar

FORMATIVE
NT (SA)
Unit 9
Chapter 11 -
• Understanding the history of transition points to the role The social-
Complete Self-
of institutions as drivers of social change. ecological
Assessment
• Evaluate the impact of a democratic governance towards transition in Relevant
Activities and
environmental sustainability. context: Chapter(s)
13 Learning N/A
• Discuss the impact of globalization and its environmental Capitalism, 180 mins
Activities
discontent. democracy, 90 mins
• Evaluate whether a digital and ecological transition can globalization,
360 mins
lead to a more efficient use of natural resources. and
digitalization
270 mins
• Understanding the theory and components of what
makes up a city.
• Discuss the origin and the rise of cities.
Unit 10
• Evaluate the theories of justice that can be translated into
theories of spatial justice. Complete Self-
Chapter 12 -
• Understanding the local and global ecological impact of Assessment
Urban Relevant
cities Activities and
14 sustainability Chapter(s) N/A
• Discuss the methods created to readdress the way cities 180 mins Learning
and polycentric
and human settlements are planned, designed and Activities
transition 90 mins
developed to help reduce inequalities and promote
economic growth. 360 mins
270 mins
• Discuss the method of fostering the polycentric transition
to address the ecological crises advocated by Elinor
Ostrom

FORMATIVE
NT (SA)
Examinati Submit
View all on: SA1 and
Review the
previous FA’s Due: SA2
15 - 17 EXAM WEEKS Review relevant Review
with suggested Refer to online on
chapters
solutions Academic ColCampu
Calendar s

Annexure C – Academic Calendar 2024
Academic Calendar Sem A 2024
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
February 16 17:00 Applications Close
February 17 13:00 Registrations Close
1 February 19 Studies Commence - Week 1
HPRM441-1 FA 1 – Assignment Due
Submit online via ColCampus no later than
1 February 25 23:59 25 February 2024 23:59. Feedback given in Week 2
2 March 3 23:59 3 March 2024 23:59. Feedback given in Week 3
FA 1 – Assignment Due
6 March 28 23:59 28 March 2024 23:59
HACP130-1, HADC401-1, HADC402-1, HADE400-1,
HADF400-1, HADL400-1, HADR1181, HADR230-1,
HADR400-1, HADV100-1, HADV1181, HADV200-1,
HADV300-1, HALL130-1, HALP1181, HALT130-1,
HANT130-1, HAPR300-1, HAPS1181, HASD200-1,
HAUD200-1, HAUD230-1, HAUD331-1, HAUD332-1,
HBFB1181, HBLE300-1, HBMN100-1, HBMN102-1,
HBMN1181, HBMN130-1, HBMN200-1, HBMN201-1,
HBMN230-1, HBMN231-1, HBMN232-1, HBMN233-1,
HBMN333-2, HBMN334-1, HBMT1181, HBRD1181,
HBRD300-1, HBRD330-1, HBTB1181, HCBB1181,
HCGA232-1, HCGE130-1, HCGE231-1, HCGE232-1,
HCHR1181, HCLT106-1, HCLT107-1, HCLT108-1,
HCML330-1, HCMLW230-1, HCNM1181,
HCONL330-1, HCOU1181, HCYLW230-1, HDBP200-1,
HECM1181, HECO130-1, HECO231-1, HECO232-1,
HEFA1181, HEMK1181, HENT100-1, HENT1181,
HENT130-1, HENT200-1, HENT230-1, HENT300-1,
HENT330-1, HEPSFA1181, HERL230-1, HERL330-1,
HETA231-1, HEVM100-1, HEVM1181, HEVM200-1,
HEVM300-1, HFAC130-1, HFAC131-1, HFAC132-1,
HFAC201-1, HFAC231-1, HFAC232-1, HFAC301-1,
HFAC334-1, HFMN230-1, HFMN233-1, HFMN300-1,
HFMN301-1, HFMN302-1, HFMN330-1, HFMN331-1,
HFOA100-1, HGOP330-1, HGPLC230-1, HGPLD230-1,
HHIVC1181, HHM1181, HHMP1181, HHP1181,
HHRD100-1, HHRD130-1, HHRD200-1, HHRD230-1,
HHRD300-1, HHRF1181, HHRM100-1, HHRM130-1,
44 AcademicCalendar2024-V11-04012024

HHRM200-1, HHRM230-1, HHRM300-1, HHRM331-1,
HHRM332-1, HHRM333-1, HHS1181, HHTD1181,
HHWPT1181, HIAI1181, HIAP1181, HICMA1181,
HIFSE1181, HIIR1181, HILFA1181, HIMC300-1,
HIND1181, HINT1181, HIPLW130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HIT1181, HITFA1181, HLAA130-1, HLGE330-1,
HLLW330-1, HLTX330-1, HLWC1181, HLWC130-1,
HLWC200-1, HLWC230-1, HLWE230-1, HLWH1181,
HLWI230-1, HLWL200-1, HLWL300-1, HLWM200-1,
HLWP130-1, HLWS130-1, HMAC200-1, HMAC202-1,
HMAC230-1, HMAC300-1, HMAC330-1, HMKR1181,
HMKT100-1, HMKT1181, HMKT130-1, HMKT200-1,
HMKT230-1, HMKT300-1, HMKT330-1, HMLW1181,
HNTS300-1, HODV1181, HPAA200-1, HPAD1181,
HPBM440-1, HPBM441-1, HPBM442-1, HPBM443-1,
HPBM444-1, HPCP440-1, HPDL230-1, HPFM440-1,
HPI1181, HPLM1181, HPLW230-1, HPLW440-1,
HPMK440-1, HPMK442-1, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPRM440-1, HPSW200-1, HPSW230-1, HPSY131-1,
HPSY132-1, HPSY231-1, HPSY232-1, HPSY331-1,
HPSY332-1, HPX100-1, HPXN200-1, HPXS200-1,
HRDC1181, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1, HRMS331-1, HRP1181, HSAD300-1,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEC200-1, HSEM1181, HSFT300-1, HSHE1181,
HSMB1181, HSMS1181, HSOC131-1, HSOC132-1,
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1,
HSOS1181, HSPM300-1, HSPS1181, HSYD100-1,
HSYD201-1, HSYD202-1, HSYD300-1, HTAX201-1,
HTAX202-1, HTAX230-1, HTAX331-1, HTAX332-1,
HTCP300-1, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTSS100-1, HTTM1181, HWADE1181,
HWBAC230-1, HWBHR330-1, HWBLW330-1,
HWBMM330-1, HWBSS330-1, HWCACP1171,
HWCBMP1171, HWCGMT1181, HWCHAP1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCMDM1181, HWCMP1171, HWCMSM1181,
HWCMSP1181, HWCMTM1181, HWCPLP1181,
HWCTTMP1181, HWDBM300-1, HWDEM300-1,
HWDFA300-1, HWDHR300-1, HWDMM300-1,
HWFM300-1, HYFT1181
FA 1 – Online Quiz Due
Complete online via ColCampus no later than
6 March 28 23:59 28 March 2024 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HNTS221-1, HNTS222-1, HPXN301-1, HPXS301-1
9 April 18 17:00 FA 1 - Results Release


10 April 25 13:00 FA 1 - Results Appeal Close and Release
10 April 26 23:59 26 April 2024 23:59. Feedback given in Week 12
FA 2 - Assignment Due
12 May 10 23:59 10 May 2024 23:59
HACP130-1, HALL130-1, HALT130-1, HAUD230-1,
HAUD331-1, HAUD332-1, HBMN130-1, HBMN233-1,
HBMN330-1, HCGA232-1, HCGE231-1, HCGE232-1,
HCLT104-1, HCLT107-1, HCLT108-1, HECO130-1,
HEFA1181, HENT130-1, HETA231-1, HFAC130-1,
HFMN230-1, HFMN330-1, HFMN331-1, HGOP330-1,
HHRD130-1, HHRM130-1, HHRM332-1, HHRM333-1,
HISL130-1, HLAA130-1, HLGE330-1, HLWC130-1,
HLWP130-1, HMAC230-1, HMAC330-1, HMKT130-1,
HMKT330-1, HPBM440-1, HPBM441-1, HPBM442-1,
HPBM443-1, HPBM444-1, HPCP440-1, HPFM440-1,
HPI1181, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, HSYD100-1, HSYD201-1, HTAX230-1,
HTAX331-1, HTAX332-1, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1
12 May 10 23:59 10 May 2024 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR230-1, HADR400-1, HANT130-1,
HBMN333-2, HBMN334-1, HBRD330-1, HCGE130-1,
HCLT101-1, HCLT105-1, HCML330-1, HCMLW230-1,
HCONL330-1, HCYLW230-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HEPSFA1181, HERL230-1,
HERL330-1, HFAC201-1, HFMN233-1, HGPLC230-1,
HGPLD230-1, HHRD230-1, HHRM230-1, HHRM331-1,
HIFSE1181, HILFA1181, HIPLW130-1, HLLW330-1,
HLTX330-1, HLWC230-1, HLWE230-1, HLWI230-1,
HLWS130-1, HMAC200-1, HMKT230-1, HPDL230-1,
HPLW230-1, HPSW230-1, HPSY131-1, HPSY132-1,
HRMB330-1, HRML330-1, HRMM330-1, HRMS230-1,

HRMS331-1, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1
HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
12 May 10 23:59 ColCampus no later than 10 May 2024 23:59.
HPXS302-1 FA 1 – Online Quiz Due
12 May 10 23:59 10 May 2024 23:59.
13 May 17 13:00 FA 2 - Results Release
14 May 23 17:00 FA 2 - Results Appeal Close and Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1,
FA 3 – Assignment Due. Submit online via
15 May 27 23:59 ColCampus no later than 27 May 2024 23:59.
SA 1 Time Table for PAPER BASED EXAM
INVIGILATED ASSESSMENT EVENTS only (with SA 2).
Remember: SA 2’s to be submitted online via
15 to 17 May – June 27 - 10 ColCampus as per due date on SA 2 cover page.
15 May 27 09:00-12:00 HFAC132-1, HFAC232-1, HTAX332-1
09:00-11:00 HANT130-1, HBMN201-1, HIFSE1181
12:00-14:00 HBMN230-1, HLWC200-1
15:00-17:00 HCMLW230-1, HHRM331-1
15 May 28 09:00-12:00 HFAC130-1, HFAC231-1, HFAC332-1
09:00-11:00 HADV300-1, HCGE130-1, HHRM200-1, HMAC300-1
12:00-14:00 HBMN200-1, HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
15 May 29 09:00-12:00 HAUD332-1
09:00-11:00 HBMN231-1, HEVM100-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1, HPI1181
15:00-17:00 HENT200-1, HFMN330-1
15 May 30 09:00-12:00 HTAX230-1, HTAX331-1
09:00-11:00 HHRD200-1, HHRD300-1, HTAX201-1, HTAX202-1
12:00-14:00 HEVM200-1, HEVM300-1, HFMN301-1, HPSY132-1
15:00-17:00 HECO231-1, HECO232-1
15 May 31 09:00-12:00 HETA231-1, HFAC333-1
09:00-11:00 HGPLC230-1, HGPLD230-1, HLWC130-1, HPSW200-1
12:00-14:00 HBMN331-1, HERL230-1, HIMC300-1, HLWC230-1
15:00-17:00 HAUD200-1, HBLE300-1, HGOP330-1
16 June 3 09:00-12:00 HBMN233-1, HFAC302-1, HFAC331-1
09:00-11:00 HBMN333-2, HHRM230-1
12:00-14:00 HLWM200-1, HPSY231-1, HPSY331-1
15:00-17:00 HADR230-1, HENT230-1, HENT330-1, HFMN233-1
16 June 4 09:00-12:00 HFAC131-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPSY131-1
12:00-14:00 HAPR300-1, HCONL330-1, HEPSFA1181
15:00-17:00 HERL330-1, HPR200-1
16 June 5 09:00-12:00 HFAC334-1, HMAC230-1, HMAC330-1
09:00-11:00 HMAC200-1, HMAC202-1, HPSY332-1
12:00-14:00 HLWL300-1, HPDL230-1

15:00-17:00 HRMM330-1, HPSY232-1
16 June 6 09:00-12:00 HAUD230-1

09:00-11:00 HBMN301-1, HFMN300-1, HILFA1181, HSOC131-1
12:00-14:00 HHRD230-1, HLLW330-1
15:00-17:00 HLWE230-1, HRMB330-1, HSEC200-1
16 June 7 09:00-12:00 HCGA232-1, HFMN331-1
09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1, HSOC132-1
12:00-14:00 HMKT200-1, HMKT230-1, HLWL200-1
15:00-17:00 HBMN334-1, HPAA200-1
17 June 10 09:00-12:00 HAUD331-1
09:00-11:00 HBMN232-1, HLTX330-1, HSOC231-1, HSOC232-1
12:00-14:00 HBMN300-1, HPSW230-1, HSOC331-1
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENT which are open book and with
SA 2’s to submit. These exams must be completed
on the stipulated dates as indicated below, and be
invigilated. Remember: SA 2’s to be submitted
online via ColCampus as per due date on SA 2 cover
page.
16 June 3 09:00-12:00 HPBM440-1
16 June 6 09:00-12:00 HPMK440-1
17 June 10 09:00-12:00 HPBM443-1
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 May – June 27 - 10 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHP1181, HHRF1181, HHS1181, HHTD1181,
HIIR1181, HIND1181, HINT1181, HIT1181,
HITFA1181, HLWC1181, HLWH1181, HMKR1181,
HMKT1181, HMLW1181, HODV1181, HPAD1181,
HPLM1181, HPPC1181, HPPR1181, HPPS1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HWADE1181,
HYFT1181
ASSESSMENT EVENTS with SA 2’s to submit. These
15 to 17 May – June 27 - 10 exams must be completed within the exam period.

ColCampus as per due date on SA 2 cover page.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HBMN100-1, HBMN102-1, HBMN130-1, HDBP200-1,
HECO130-1, HEFA1181, HENT100-1, HENT130-1,
HFOA100-1, HHRD100-1, HHRD130-1, HHRM100-1,
HHRM130-1, HIPLW130-1, HIPM300-1, HISL130-1,
HISM100-1, HISM200-1, HISM300-1, HLAA130-1,
HLWP130-1, HLWS130-1, HMKT100-1, HMKT130-1,
HNTS221-1, HNTS222-1, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSFT300-1, HSPM300-1,
HSYD202-1, HTCP300-1, HTSS100-1, HWFM300-1
SA 1 & SA 2 Time Table for projects / internship /
assignments only. Submit online via ColCampus no
15 to 17 May – June 27 - 10 23:59 later than 10 June 2024 23:59
HADL400-1, HADR400-1, HASD200-1, HBMN330-1,
HCGE231-1, HENT300-1, HHRM300-1, HHRM332-1,
HHRM333-1, HLGE330-1, HMKT300-1, HMKT330-1,
HPBM441-1, HPBM442-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK442-1, HPRM440-1,
HPRM441-1, HPX100-1, HPXN302-1, HPXS200-1,
HPXS302-1, HRML330-1, HRMS331-1, HSAD300-1,
HSYD300-1, HWBAC230-1, HWBHR330-1,
HWDMM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HSYD100-1,
HSYD201-1
SA 1 – Assignment Due. Submit online via
17 June 10 23:59 ColCampus no later than 10 June 2024 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER BASED EXAM INVIGILATED
17 June 14 09:00-12:30 ASSESSMENT EVENTS
19 June 25 13:00 SA 1 & 2 Results Release
19 June 28 17:00 SA 1 & 2 Results Appeal Close and Release
Supplementary SA 1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only (with
Supplementary SA2). Remember: Supplementary SA
2’s to be submitted online via ColCampus as per due
20 to 21 July 4 - 10 date on Supplementary SA 2 cover page.
HFAC132-1, HTAX230-1, HFAC232-1, HTAX331-1,
09:00-12:00
20 July 4 HFAC334-1

HANT130-1, HBMN230-1, HBMN300-1, HEVM100-1,
09:00-11:00
HGPLD230-1, HPSY332-1
HBMN200-1, HBMN334-1, HIFSE1181, HLWC200-1,
12:00-14:00
HLWC230-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HLWC130-1, HPAA200-1, HPSW230-1
20 July 5 09:00-12:00 HFAC231-1, HETA231-1, HAUD331-1, HFMN331-1
HADV300-1, HENT200-1, HENT230-1, HEPSFA1181,
09:00-11:00
HFMN330-1, HHRM230-1, HMAC300-1
HBMN231-1, HBMN333-2, HCGE130-1, HCYLW230-1,
12:00-14:00
HFAC201-1, HFAC301-1, HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HLWI230-1, HPSW200-1
HFAC131-1, HMAC230-1, HFMN230-1, HFAC331-1,
09:00-12:00
21 July 8 HTAX332-1, HFAC130-1, HFAC302-1
09:00-11:00 HAPR300-1, HGOP330-1, HPSY131-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HSOC132-1
HAUD200-1, HGPLC230-1, HHRM200-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
21 July 9 09:00-12:00 HBMN233-1, HCGA232-1, HMAC330-1, HFAC333-1
HBMN201-1, HLWE230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HPSY132-1, HRMB330-1, HSOC332-1
HBLE300-1, HCML330-1, HHRD200-1, HHRD300-1,
12:00-14:00
HIMC300-1, HPI1181, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
21 July 10 09:00-12:00 HAUD230-1, HFAC332-1, HAUD332-1
HADR230-1, HBMN232-1, HHRD230-1, HILFA1181,
09:00-11:00 HLTX330-1, HSEC200-1, HSOC131-1, HTAX201-1,
HTAX202-1
HBRD330-1, HCONL330-1, HLLW330-1, HLWL200-1,
12:00-14:00
HLWL300-1, HSOC231-1, HSOC232-1, HSOC331-1
Supplementary SA 1 Time Table for open book
ONLINE EXAM INVIGILATED ASSESSMENT EVENTS
with Supplementary SA 2’s to submit. These exams
must be completed on the stipulated dates as
indicated below, and be invigilated. Remember:
Supplementary SA 2’s to be submitted online via
ColCampus as per due date on Supplementary SA 2
cover page.
20 July 4 09:00-12:00 HPBM440-1
21 July 8 09:00-12:00 HPMK440-1
21 July 10 09:00-12:00 HPBM443-1
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
20 to 21 July 4 - 10 completed within the exam period.

HHP1181, HHRF1181, HHS1181, HHTD1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HYFT1181
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA 2’s to submit. These exams must
be completed within the exam period. Remember:
20 to 21 July 4 - 10 cover page.
Supplementary SA 1 & Supplementary SA 2 Time
Table for projects / internship / assignments only.
20 to 21 July 4 - 10 23:59 10 July 2024 23:59

HWDMM300-1
HSYD201-1
Supplementary SA 1 – Assignment Due. Submit
20 to 21 July 4 - 10 23:59 online via ColCampus no later than 23:59.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER BASED EXAM INVIGILATED ASSESSMENT
22 July 15 09:00-12:30 EVENTS
22 July 17 17:00 Supplementary SA 1 & 2 Results Release
Supplementary SA 1 & 2 Results Appeal Close and
23 July 22 13:00 Release
HE OFFICE CLOSED FROM 23 JULY – 26 JULY 2024
Academic Calendar Sem B 2024

SEMESTER: JULY - DECEMBER
August 2 17:00 Applications Close
August 3 13:00 Registrations Close
1 August 5 Studies Commence - Week 1
1 August 11 23:59 11 August 2024 23:59. Feedback given in Week 2
4 September 1 23:59 1 September 2024 23:59. Feedback given in Week 5
5 September 8 23:59 8 September 2024 23:59. Feedback given in Week 6
FA 1 – Assignment Due
6 September 13 23:59 13 September 2024 23:59
HACP130-1, HADC401-1, HADC402-1, HADE400-1,
HADF400-1, HADL400-1, HADR1181, HADR230-1,
HADR400-1, HADV100-1, HADV1181, HADV200-1,
HADV300-1, HALL130-1, HALP1181, HALT130-1,
HANT130-1, HAPR300-1, HAPS1181, HASD200-1,
HAUD200-1, HAUD230-1, HAUD331-1, HAUD332-1,
HBFB1181, HBLE300-1, HBMN100-1, HBMN102-1,
HBMN1181, HBMN130-1, HBMN200-1, HBMN201-1,
HBMN333-2, HBMN334-1, HBMT1181, HBRD1181,
HBRD300-1, HBRD330-1, HBTB1181, HCBB1181,
HCGA232-1, HCGE130-1, HCGE231-1, HCGE232-1,
HCHR1181, HCLT106-1, HCLT107-1, HCLT108-1,
HCML330-1, HCMLW230-1, HCNM1181,
HCONL330-1, HCOU1181, HCYLW230-1, HDBP200-1,
HECM1181, HECO130-1, HECO231-1, HECO232-1,
HEFA1181, HEMK1181, HENT100-1, HENT1181,
HENT130-1, HENT200-1, HENT230-1, HENT300-1,
HENT330-1, HEPSFA1181, HERL230-1, HERL330-1,
HETA231-1, HEVM100-1, HEVM1181, HEVM200-1,
HEVM300-1, HFAC130-1, HFAC131-1, HFAC132-1,
HFAC334-1, HFMN230-1, HFMN233-1, HFMN300-1,
HFMN301-1, HFMN302-1, HFMN330-1, HFMN331-1,
HFOA100-1, HGOP330-1, HGPLC230-1, HGPLD230-1,
HHIVC1181, HHM1181, HHMP1181, HHP1181,
HHRD100-1, HHRD130-1, HHRD200-1, HHRD230-1,

HHRD300-1, HHRF1181, HHRM100-1, HHRM130-1,
HHRM200-1, HHRM230-1, HHRM300-1, HHRM331-1,
HHRM332-1, HHRM333-1, HHS1181, HHTD1181,
HIFSE1181, HIIR1181, HILFA1181, HIMC300-1,
HIND1181, HINT1181, HIPLW130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HIT1181, HITFA1181, HLAA130-1, HLGE330-1,
HLLW330-1, HLTX330-1, HLWC1181, HLWC130-1,
HLWC200-1, HLWC230-1, HLWE230-1, HLWH1181,
HLWI230-1, HLWL200-1, HLWL300-1, HLWM200-1,
HLWP130-1, HLWS130-1, HMAC200-1, HMAC202-1,
HMAC230-1, HMAC300-1, HMAC330-1, HMKR1181,
HMKT100-1, HMKT1181, HMKT130-1, HMKT200-1,
HMKT230-1, HMKT300-1, HMKT330-1, HMLW1181,
HNTS300-1, HODV1181, HPAA200-1, HPAD1181,
HPBM440-1, HPBM441-1, HPBM442-1, HPBM443-1,
HPBM444-1, HPCP440-1, HPDL230-1, HPFM440-1,
HPI1181, HPLM1181, HPLW230-1, HPLW440-1,
HPMK440-1, HPMK442-1, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPRM440-1, HPSW200-1, HPSW230-1, HPSY131-1,
HPSY332-1, HPX100-1, HPXN200-1, HPXS200-1,
HRDC1181, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1, HRMS331-1, HRP1181, HSAD300-1,
HSEC200-1, HSEM1181, HSFT300-1, HSHE1181,
HSMB1181, HSMS1181, HSOC131-1, HSOC132-1,
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1,
HSOS1181, HSPM300-1, HSPS1181, HSYD100-1,
HSYD201-1, HSYD202-1, HSYD300-1, HTAX201-1,
HTAX202-1, HTAX230-1, HTAX331-1, HTAX332-1,
HTCP300-1, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTSS100-1, HTTM1181, HWADE1181,
HWBAC230-1, HWBHR330-1, HWBLW330-1,
HWBMM330-1, HWBSS330-1, HWCACP1171,
HWCBMP1171, HWCGMT1181, HWCHAP1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCMDM1181, HWCMP1171, HWCMSM1181,
HWCMSP1181, HWCMTM1181, HWCPLP1181,
HWCTTMP1181, HWDBM300-1, HWDEM300-1,
HWDFA300-1, HWDHR300-1, HWDMM300-1,
HWFM300-1, HYFT1181
6 September 13 23:59 13 September 2024 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HNTS221-1, HNTS222-1, HPXN301-1, HPXS301-1

9 October 4 17:00 FA 1 - Results Release
10 October 11 13:00 FA 1 - Results Appeal Close and Release
10 October 11 23:59 11 October 2024 23:59. Feedback given in Week 12
FA 2 - Assignment Due
12 October 25 23:59 25 October 2024 23:59
HACP130-1, HALL130-1, HALT130-1, HAUD230-1,
HAUD331-1, HAUD332-1, HBMN130-1, HBMN233-1,
HBMN330-1, HCGA232-1, HCGE231-1, HCGE232-1,
HCLT104-1, HCLT107-1, HCLT108-1, HECO130-1,
HEFA1181, HENT130-1, HETA231-1, HFAC130-1,
HFMN230-1, HFMN330-1, HFMN331-1, HGOP330-1,
HHRD130-1, HHRM130-1, HHRM332-1, HHRM333-1,
HISL130-1, HLAA130-1, HLGE330-1, HLWC130-1,
HLWP130-1, HMAC230-1, HMAC330-1, HMKT130-1,
HMKT330-1, HPBM440-1, HPBM441-1, HPBM442-1,
HPBM443-1, HPBM444-1, HPCP440-1, HPFM440-1,
HPI1181, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, HSYD100-1, HSYD201-1, HTAX230-1,
HTAX331-1, HTAX332-1, HWBAC230-1, HWBHR330-1,
HWDMM300-1
12 October 25 23:59 25 October 2024 23:59
HADL400-1, HADR230-1, HADR400-1, HANT130-1,
HBMN333-2, HBMN334-1, HBRD330-1, HCGE130-1,
HCLT101-1, HCLT105-1, HCML330-1, HCMLW230-1,
HCONL330-1, HCYLW230-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HEPSFA1181, HERL230-1,
HERL330-1, HFAC201-1, HFMN233-1, HGPLC230-1,
HGPLD230-1, HHRD230-1, HHRM230-1, HHRM331-1,
HIFSE1181, HILFA1181, HIPLW130-1, HLLW330-1,
HLTX330-1, HLWC230-1, HLWE230-1, HLWI230-1,
HLWS130-1, HMAC200-1, HMKT230-1, HPDL230-1,
HPLW230-1, HPSW230-1, HPSY131-1, HPSY132-1,
HRMB330-1, HRML330-1, HRMM330-1, HRMS230-1,

HRMS331-1, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1
HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
12 October 25 23:59 ColCampus no later than 25 October 2024 23:59.
HPXS302-1 FA 1 – Online Quiz Due
12 October 25 23:59 25 October 2024 23:59.
13 November 1 13:00 FA 2 - Results Release
14 November 7 17:00 FA 2 - Results Appeal Close and Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1,
FA 3 – Assignment Due. Submit online via
15 November 11 23:59 ColCampus no later than 11 November 2024 23:59.
SA 1 Time Table for PAPER BASED EXAM
INVIGILATED ASSESSMENT EVENTS only (with SA 2).
15 to 17 November 11 - 25 ColCampus as per due date on SA 2 cover page.
15 November 11 09:00-12:00 HFAC132-1, HFAC232-1, HTAX332-1
09:00-11:00 HANT130-1, HBMN201-1, HIFSE1181
12:00-14:00 HBMN230-1, HLWC200-1
15:00-17:00 HCMLW230-1, HHRM331-1
15 November 12 09:00-12:00 HFAC130-1, HFAC231-1, HFAC332-1
09:00-11:00 HADV300-1, HCGE130-1, HHRM200-1, HMAC300-1
12:00-14:00 HBMN200-1, HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
15 November 13 09:00-12:00 HAUD332-1
09:00-11:00 HBMN231-1, HEVM100-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1, HPI1181
15:00-17:00 HENT200-1, HFMN330-1
15 November 14 09:00-12:00 HTAX230-1, HTAX331-1
09:00-11:00 HHRD200-1, HHRD300-1, HTAX201-1, HTAX202-1
12:00-14:00 HEVM200-1, HEVM300-1, HFMN301-1, HPSY132-1
15:00-17:00 HECO231-1, HECO232-1
15 November 15 09:00-12:00 HETA231-1, HFAC333-1
09:00-11:00 HGPLC230-1, HGPLD230-1, HLWC130-1, HPSW200-1
12:00-14:00 HBMN331-1, HERL230-1, HIMC300-1, HLWC230-1
15:00-17:00 HAUD200-1, HBLE300-1, HGOP330-1
16 November 18 09:00-12:00 HBMN233-1, HFAC302-1, HFAC331-1
09:00-11:00 HBMN333-2, HHRM230-1
12:00-14:00 HLWM200-1, HPSY231-1, HPSY331-1
15:00-17:00 HADR230-1, HENT230-1, HENT330-1, HFMN233-1
16 November 19 09:00-12:00 HFAC131-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPSY131-1
12:00-14:00 HAPR300-1, HCONL330-1, HEPSFA1181
15:00-17:00 HERL330-1, HPR200-1
16 November 20 09:00-12:00 HFAC334-1, HMAC230-1, HMAC330-1
09:00-11:00 HMAC200-1, HMAC202-1, HPSY332-1
12:00-14:00 HLWL300-1, HPDL230-1

15:00-17:00 HRMM330-1, HPSY232-1
16 November 21 09:00-12:00 HAUD230-1

09:00-11:00 HBMN301-1, HFMN300-1, HILFA1181, HSOC131-1
12:00-14:00 HHRD230-1, HLLW330-1
15:00-17:00 HLWE230-1, HRMB330-1, HSEC200-1
16 November 22 09:00-12:00 HCGA232-1, HFMN331-1
09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1, HSOC132-1
12:00-14:00 HMKT200-1, HMKT230-1, HLWL200-1
15:00-17:00 HBMN334-1, HPAA200-1
17 November 25 09:00-12:00 HAUD331-1
09:00-11:00 HBMN232-1, HLTX330-1, HSOC231-1, HSOC232-1
12:00-14:00 HBMN300-1, HPSW230-1, HSOC331-1
ASSESSMENT EVENT which are open book and with
SA 2’s to submit. These exams must be completed
on the stipulated dates as indicated below, and be
invigilated. Remember: SA 2’s to be submitted
online via ColCampus as per due date on SA 2 cover
page.
16 November 18 09:00-12:00 HPBM440-1
16 November 21 09:00-12:00 HPMK440-1
17 November 25 09:00-12:00 HPBM443-1
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 November 11 - 25 completed within the exam period.
HHP1181, HHRF1181, HHS1181, HHTD1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HYFT1181
ASSESSMENT EVENTS with SA 2’s to submit. These
15 to 17 November 11 - 25 exams must be completed within the exam period.

ColCampus as per due date on SA 2 cover page.
SA 1 & SA 2 Time Table for projects / internship /
assignments only. Submit online via ColCampus no
15 to 17 November 11 - 25 23:59 later than 25 November 2024 23:59
HWDMM300-1
HSYD201-1
SA 1 – Assignment Due. Submit online via
17 November 25 23:59 ColCampus no later than 25 November 2024 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER BASED EXAM INVIGILATED
17 November 29 09:00-12:30 ASSESSMENT EVENTS
19 December 9 13:00 SA 1 & 2 Results Release
19 December 12 17:00 SA 1 & 2 Results Appeal Close and Release
HE OFFICE CLOSED FROM 15:00 ON 13 DEC 2024. WILL RE-OPEN 2 JAN 2025

Supplementary SA 1 Time Table for PAPER BASED

EXAM INVIGILATED ASSESSMENT EVENTS only (with
Supplementary SA2). Remember: Supplementary SA
2’s to be submitted online via ColCampus as per due
21 January 2025 13 - 17 date on Supplementary SA 2 cover page.
HFAC132-1, HTAX230-1, HFAC232-1, HTAX331-1,
09:00-12:00
21 January 2025 13 HFAC334-1
HANT130-1, HBMN230-1, HBMN300-1, HEVM100-1,
09:00-11:00
HGPLD230-1, HPSY332-1
HBMN200-1, HBMN334-1, HIFSE1181, HLWC200-1,
12:00-14:00
HLWC230-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HLWC130-1, HPAA200-1, HPSW230-1
21 January 14 09:00-12:00 HFAC231-1, HETA231-1, HAUD331-1, HFMN331-1
HADV300-1, HENT200-1, HENT230-1, HEPSFA1181,
09:00-11:00
HFMN330-1, HHRM230-1, HMAC300-1
HBMN231-1, HBMN333-2, HCGE130-1, HCYLW230-1,
12:00-14:00
HFAC201-1, HFAC301-1, HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HLWI230-1, HPSW200-1
HFAC131-1, HMAC230-1, HFMN230-1, HFAC331-1,
09:00-12:00
21 January 15 HTAX332-1, HFAC130-1, HFAC302-1
09:00-11:00 HAPR300-1, HGOP330-1, HPSY131-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HSOC132-1
HAUD200-1, HGPLC230-1, HHRM200-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
21 January 16 09:00-12:00 HBMN233-1, HCGA232-1, HMAC330-1, HFAC333-1
HBMN201-1, HLWE230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HPSY132-1, HRMB330-1, HSOC332-1
HBLE300-1, HCML330-1, HHRD200-1, HHRD300-1,
12:00-14:00
HIMC300-1, HPI1181, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
21 January 17 09:00-12:00 HAUD230-1, HFAC332-1, HAUD332-1
HADR230-1, HBMN232-1, HHRD230-1, HILFA1181,
09:00-11:00 HLTX330-1, HSEC200-1, HSOC131-1, HTAX201-1,
HTAX202-1
HBRD330-1, HCONL330-1, HLLW330-1, HLWL200-1,
12:00-14:00
HLWL300-1, HSOC231-1, HSOC232-1, HSOC331-1
Supplementary SA 1 Time Table for open book
ONLINE EXAM INVIGILATED ASSESSMENT EVENTS
with Supplementary SA 2’s to submit. These exams
must be completed on the stipulated dates as
indicated below, and be invigilated. Remember:

cover page.
21 January 13 09:00-12:00 HPBM440-1
21 January 15 09:00-12:00 HPMK440-1
21 January 17 09:00-12:00 HPBM443-1
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
21 January 2025 13 - 17 completed within the exam period.
HHP1181, HHRF1181, HHS1181, HHTD1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HYFT1181
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA 2’s to submit. These exams must
be completed within the exam period. Remember:
21 January 2025 13 - 17 cover page.
Supplementary SA 1 & Supplementary SA 2 Time
Table for projects / internship / assignments only.
21 January 2025 13 - 17 23:59 17 January 2025 23:59

HWDMM300-1
HSYD201-1
Supplementary SA 1 – Assignment Due. Submit
21 January 2025 17 23:59 online via ColCampus no later than 23:59.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER BASED EXAM INVIGILATED ASSESSMENT
22 January 2025 22 09:00-12:30 EVENTS
22 January 2025 24 17:00 Supplementary SA 1 & 2 Results Release
Supplementary SA 1 & 2 Results Appeal Close and
23 January 2025 31 13:00 Release
ANNEXURE D: PLAGIARISM INFORMATION SHEET
INFORMATION SHEET: PLAGIARISM
This document serves as a source of information regarding the nature of plagiarism, why it is
important to avoid, and how to ensure that you do not commit plagiarism.
Definition
Plagiarism is the reproduction of somebody else’s work or ideas, and presenting it as your own
without giving recognition to that person (Larney, 2012:5). Any piece of work that you present
under your own name must indeed be your own. If you used someone else’s ideas or words
without citing that person’s work, you have committed plagiarism.
Importance
If you have used someone else’s words or ideas in your work without giving them due credit, that
amounts to you presenting that person’s ideas as your own (AAUP, 2015:6). This affects the
academic integrity of your work, and can also be considered an infringement on the copyright of
the author whose work you used. It is therefore very important to avoid plagiarism when you
present academic work.
Examples
Plagiarism comes in many forms and is not limited to the direct quotation of another person’s
work without giving him credit. The most important cases of plagiarism are set out below:
Plagiarism of Ideas
Definition: Appropriating an idea (e.g. an explanation, a theory, a conclusion, a

hypothesis, a metaphor) in whole or in part, or with superficial modifications, without
giving credit to its originator (Roig, 2011:4)
Example: Original text: “Customer involvement is a fairly novel phenomenon in the

marketplace. By involving customers in the service delivery process, innovation and
productivity is improved.” (Axcell et al, 2015:217)
62 PlagiarismInfo-Jan-June2024-HECO232-1-V.1-RJK-02022024
Plagiarism of idea: “If one involves customers in the process of service delivery, this
generally increases innovation and productivity – even though this idea is still a relatively
new and foreign one in the marketplace.”
This is plagiarism because the idea of Axcell et al was taken directly without providing a
reference to their work. The plagiariser only changed “novel idea” to “a relatively new
and foreign idea” to his own version – but this does not represent his own thoughts. It is
the idea of Axcell et al written in a slightly different way.
This can be corrected by adding a reference to the source into work. For example: “If one
involves customers in the process of service delivery, this generally increases innovation
and productivity – even though this idea is still a relatively new and foreign one in the
marketplace (Axcell et al, 2015:217).
Plagiarism of Text
Definition: Copying a portion of text from another source without giving credit to its
author and without enclosing the borrowed text in quotation marks (Roig, 2011:6).
Example: Original text: “The period from 1652 to 1870 was characterized by colonial
settlement and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited
trade unionism, industrialization and oppression of black workers. From 1924-1956 the
Industrial Conciliation Act was promulgated which created dispute settlement
mechanisms through establishing industrial councils.” (Thompson, 2015: 94).
Plagiarism of text: The period from 1652 to 1870 was characterized by colonial settlement
and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited trade
unionism, industrialization and oppression of black workers.
This is plagiarism because you are quoting the work of Thompson directly without putting
it in between quotation marks, and without providing a reference to his work.
This can be corrected by adding a reference to the source into the text and placing the
sentence in between quotation marks. For example: “The period from 1652 to 1870 was
characterized by colonial settlement and slavery. 1870 – 1924 bought the discovery of
gold and diamonds, limited trade unionism, industrialization and oppression of black
workers” (Thompson, 2015: 94).
Plagiarism by Improper Paraphrasing
Definition: Taking portions of text from one or more sources, paraphrasing what was said,
and then adding some of your own ideas to that text to pass the entire thought off as your
own. (Roig, 2011:7).
Example: Original text: “The entrepreneur has to be sensitive to opportunities or

problems arising in the business or outside. This awareness is the stimulus for creative
ideas. It is also important that one should have clarity concerning the nature of the
problem in order to develop a creative solution. Therefore, it is of utmost importance to
define the problem clearly.” (De Beer et al., 2008, 168)
Plagiarism by improper paraphrasing: It is important for an entrepreneur to be sensitive

to opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas. Therefore it is important to
pursue the continuous generation of creative ideas.
This is plagiarism because you merely rephrasing the idea of De Beer et al. and then
adding your own sentence to that, without giving reference to the authors for the first
part of your text.
This can be corrected by adding a reference to the source after the first part of this
paragraph. For example: “It is important for an entrepreneur to be sensitive to
opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas” (De Beer et al., 2008: 168).
Therefore it is important to pursue the continuous generation of creative ideas.
Tips to avoid plagiarism:
1) Ensure that you understand the source that you are using and the ideas that it is trying to
convey. A good rule of thumb is that if you can repeat what you have read in your own
words, you most likely have a good understanding of that work. And if you can do that –
you can be sure that you are writing your own ideas.
2) Refer to a few sources (or at least more than one) before starting to write your own work.
This allows you to develop your own thoughts and opinions on the subject matter.
3) Be sure to cite every source that you use. When you are collecting sources, ensure that
you have all the relevant detail for the source that you need to cite it correctly – refer to
the referencing guide in this regard
4) Use quotation marks around text that you have taken directly from an original source.
5) Always include a list of references at the end of your work, with the relevant detail of all
the sources you referred to in your text.
6) Read and edit your work to make sure that you can confidently present it as your own
words and ideas.
Useful sources if you want more information on plagiarism
UT-Austin Academic Integrity “A Brief Guide to Avoiding Plagiarism” (2012) Available at:
[http://www.utexas.edu/cola/cwgs/_files/pdf-4/ai2012.pdf]
The Harvard Method of Referencing: A Beginner’s Guide is available in the Library Module on
ColCampus.
LIST OF REFERENCES:
AAUP 2015. Policy Documents and Reports 11ed. Baltimore: Johns Hopkins University Press.
Axcell S., Benedict E., Pria S.D., Kharsany K., Meyer S., Williams S.J. 2015. Marketing
Management 3. Cape Town: EDGE Learning Media.
De Beer A.A., Zeelie D., Groenewald H., Watson H., Rossouw D., Jacobs H. 2008.
Entrepreneurial Skills. Cape Town: Juta and Co Ltd.
Larney, T. 2012 NWU Referencing Guide. Potchefstroom: North-West University Library

Services.
Roig, A. 2011. Avoiding Plagiarism, Self-Plagiarism, and Other Questionable Writing Practices:
A Guide to Ethical Writing. ORI. Avaialble at: [http://ori.hhs.gov/avoiding-plagiarism-self-
plagiarism-and-other-questionable-writing-practices-guide-ethical-writing. Last accessed:
9/11/2015]
Thompson, D. 2015 Company Law 2. Cape Town: EDGE Learning Media.
Annexure E: Breakdown of Prescribed Material
The prescribed book for this module is:

• Laurent, E. 2020. The new environmental economics: sustainability and justice. 1st
Edition. UK. Polity Press. (Online resource).
Please note that all the units are prescribed. The course material is divided into 10 study
units. These 10 units should be studied according to your proposed study programme
(Annexure B). Below, you can find a detailed breakdown of the units in the prescribed textbook
that make up the respective units in your study programme.
STUDY WEEK CHAPTERS IN PRESCRIBED TEXTBOOK
UNITS
Unit 1 Chapter 1 – What the classics know about our world; what twentieth-
1 century economics forgot
Unit 2 Chapter 2 – Humans within the biosphere: The paradox of domination

2 and dependence
Chapter 3 – Governing the commons fairly
Unit 3 Chapter 4 – Spheres of environmental justice
3
Unit 4 Chapter 5 - Natural resources, externalities, and sustainability: A critical
4 toolbox
5&6 Formative Assessment 1 covers Units 1 – 4 (Chapter 1 to 5)
Unit 7 Chapter 6 – Biodiversity and ecosystems under growing and unequal

5 pressure
Chapter 7 – Beyond EXPOWA (extraction, pollution, and waste)
Unit 8 Chapter 8 – Energy, climate, and justice
6
Chapter 9 - Well-being and our environment: From trade-offs to

Unit 9 synergies
7
67 Breakdown of prescribed material-Jan-June2024-RJK-V.1-02022024

Annexure E: Breakdown of Prescribed Material
Unit Chapter 10 – Social-ecology: Connecting the inequality and ecological

10
8 crises
11&12 Formative Assessment 2 covers Units 5, 6, 7 and 8; or Week 7 to 10
Unit Chapter 11 - The social-ecological transition in context: Capitalism,

13
9 democracy, globalization, and digitalization
Unit
14 Chapter 12 - Urban sustainability and polycentric transition
10
15 to 17 Summative Assessment 1 & 2 cover Units 1 - 10
68 Breakdown of prescribed material-Jan-June2024-RJK-V.1-02022024

Annexure F – Formative Assessment 1 (FA1)
HIGHER EDUCATION PROGRAMMES
Academic Year 2024: January - June

Formative Assessment 1: Economics 2B (HECO232-1)
NQF Level, Credits: 6, 15
Weighting: 20%
Assessment Type: Essay Questions
Educator: R. Kisten
Examiner: R. Kisten
Due Date: 28 March 2024
Total: 100 Marks
Instructions:
• This paper consists of 5 questions.

• The questions are based on Units 1 - 3 (Chapter 1 to 5) of the prescribed textbook.
• All questions are compulsory.
• A Copyleaks report will be issued via ColCampus once the assignment is
submitted. Please ensure that you follow the correct steps when uploading your
assignment, to ensure that the verification report is correctly issued. If a student
does not abide by these instructions, and a Copylekas report is not issued/ issued
for the incorrect document, a mark of zero (0) will be awarded for the assessment.
For HECO232-1 – Formative Assessment 1 (FA1): You should be working towards
a similarity rating of 30% or less. For this assessment (FA1), if a 30% similarity
rating is exceeded, 25% will be deducted from the final grade. Please refer to the
Copyleaks Guide for Students in the HE Library module (on ColCampus) for a
basic "how-to" guide to the system.
69 HECO232-1-Jan-June2024-FA1-RJK-V.2-26012024
• This assessment should be presented in the format specified below:

o Font: Arial
o Font size: 12
o Line spacing: 1.5
QUESTION 1 [29 Marks]
1.1) The Malthusian Iron Law of Human Tragedy is a concept proposed by Thomas
Malthus, an economist and demographer, in the late 18th century which was
later disproved by economists.
Required:
i) Describe the theory of Malthusian Iron Law of Human Tragedy. (5 Marks)

ii) Discuss the developments which later disproved Thomas Malthus’s theory.
(5 Marks)
1.2) The law of diminishing returns was developed in the early 19th century by David
Ricardo as well as other English economists. Discuss the developments of
diminishing returns and what primarily lead to the adoption of this economic
theory. (4 Marks)
1.3) Planetary boundaries continue to develop and thrive causing severe

environmental changes. One of the core boundaries is Climate change.
Describe what is climate change and explain any four possible methods to
eliminate this core boundary.
(3+12=15 Marks)
QUESTION 2 (13 marks)
French historian Fernand Braudel makes the hypothesis that humans in their relations
with the environment which surrounds them, can be set apart from the economic and
social cycles and personal history.
2.1) In your own words, explain the reasoning behind Braudel’s hypothesis.
(5 Marks)
2.2) Identify the four main material resources which are abundant on Earth that are
used to help the economy grow and provide 1 example of each material resource.
(8 Marks)
3.1) Elinor Ostrom shared the Nobel Prize in Economics in 2009 for her lifetime of
scholarly work investigating how communities succeed or fail at managing common
pool (finite) resources such as grazing land, forests and irrigation waters. Based on
her extensive work, Ostrom offers principles for how commons can be governed
sustainably and equitably in a community.
Required:
Discuss how paying close attention to Ostrom’s core principles for the sustainable
management of common resources contribute towards having an effective sustainable
management programme? (12 Marks)
3.2) In your own words, explain what is meant by Tragedy of the Commons and
provide two examples with your explanation. (4+6=10Marks)
3.3) Conservation can be seen as a movement focused on protecting species from

extinction, maintaining and restoring habitats, enhancing ecosystem services, and
protecting biological diversity. Provide 2 examples of conservation practiced in South
Africa. (2+2=4Marks)
4.1) Environmental justice is the fair treatment and meaningful involvement of all
people regardless of race, color, national origin, or income, with respect to the
development, implementation, and enforcement of environmental laws, regulations,
and policies. Identify and briefly explain any 3 streams of environmental justice.
(3 x 4 =12 Marks)
5.1) The “economic value” of natural resources goes well beyond their immediate utility
for current generations. Using the Total Economic Value framework, discuss the many
values of plants. (8 Marks)
5.2) Apart from education and information, there are three major short-term economic
tools that can be used to reach a socially designed environmental goal such as social
carbon price in order to mitigate climate change. Identify and briefly discuss these
economic tools. (9 Marks)
5.3) Use the information below to calculate the social discount rate i.e. the social rate
of time preference.
R = social discount rate

p = 10 years (pure rate of time preference)
e = 1.2 (elasticity of the marginal utility of consumption)
g = 3.4 (growth rate of per capita consumption)
(3 Marks)
ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

Sample Formative Assessment 1: Economics 2B (HECO232-1)
Weighting: 20%
Educator: R. Kisten
Examiner: R. Kisten
Due Date: N/A
Total: 100 Marks
Instructions:
• A Copyleaks Report will be issued via ColCampus once the assignment is
assignment, to ensure that the Copyleaks Report is correctly issued. If the incorrect
document is uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will
be awarded. If the Copyleaks Report indicates that a 30% similarity rating has been
exceeded, 25% of the assessment total will be deducted from the final grade.
Where a Copyleaks Cheat Detection Report is issued, your submission will
automatically be treated as if you received a similarity rating in excess of 30% and
25% of the assessment total will be deducted from the final grade.
o Font: Arial
o Font size: 12
o Line spacing: 1.5
74 HECO232-1-JULY-DEC2023-SAMPLE FA1-RJK-V.1-17072023
ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1
The following Learning Outcomes are assessed in this assessment:

• Malthus and sustainability analysis
• Social and natural systems, standing and collapsing together.
• Governing the commons, from Garrett Hardin to Elinor Ostrom
• Indigenous environmentalism

Using a hypothetical graph, compare the three periods OR three ages of human
development over a century clearly explain the five fundamental indicators of human
development in each period.

In reference to Elinor Ostrom’ complex social-ecological systems, identify and explain
the four essential elements of such system and their subsystems.

a) Briefly explain Garrett Hardin commons framework theory. [3 Marks]
b) Identify and explain the eleven core principles for a sustainable management
of common resources. [22 Marks]
Refer to the below link and answer the question that follow: Source: Walsh B, 2009.
Do Rich Nations Owe Poor Ones a Climate Debt? Available at
http://content.time.com/time/specials/packages/article/0,28804,1929071_1929070
_1947076,00.html Accessed:02 February 2024
Required:
Using empirical evidence discuss the notion of ecological debt and determine whether
rich countries owe poor countries any ecological debt if any. [25 Marks]
75 HECO232-1-JULY-DEC2023-SAMPLE FA1-RJK-V.1-17072023
ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT 1 MEMORANDUM

MEMORANDUM

Sample Formative Assessment 1: Economics 2B (HECO232-1)
Weighting: 20%
Educator: R. Kisten
Examiner: G. Toringepi
Due Date: N/A
Total: 100 Marks
Instructions:

• A Copyleaks Report will be issued via ColCampus once the assignment is
assignment, to ensure that the Copyleaks Report is correctly issued. If the incorrect
document is uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will
be awarded. If the Copyleaks Report indicates that a 30% similarity rating has been
exceeded, 25% of the assessment total will be deducted from the final grade.
Where a Copyleaks Cheat Detection Report is issued, your submission will
automatically be treated as if you received a similarity rating in excess of 30% and
25% of the assessment total will be deducted from the final grade.
76 HECO232-1-JULY-DEC2023-SAMPLE FA1 MEMO-RJK-V.1-17072023


o Font: Arial
o Font size: 12
o Line spacing: 1.5

• Social and natural systems, standing and collapsing together.


Using a hypothetical graph, compare the three periods OR three ages of human
development over a century clearly explain the five fundamental indicators of human
development in each period:
ANSWER Unit 1, Page 14 [25 Marks]
Source: Laurent, E. 2020. The new environmental economics: sustainability and

justice. 1st Edition. UK. Polity Press
Note to the grader: Award 5 marks for graph showing 5 indicators of human
development and 20 marks for explanations.
In the first age, the first half of the twentieth century, population increases and human
development grows even faster . Malthusian pessimism is spectacularly
invalidated.: “More people on average experience greater well-being.. CO2
emissions are growing a little faster than human development., but at a slow pace.,
extraction of natural resources grows at the pace of human development .and Gross

Domestic Product (GDP) reflects, exaggerating a little, a new prosperity of the human
species., seemingly compatible with the preservation of its habitat, the biosphere.”
During the second period, between 1950 and 1980, the great desynchronization
begins:  While the growth of human development slows down and is gradually
caught up by that of the population, CO2 emissions and GDP are racing and natural
resources extraction is multiplied by 2.5. At the end of the period, in 1980, CO2
emissions and GDP grew by a factor of ten compared with the beginning of the
twentieth century, tripling the pace of population growth and human development.
The third age of human development is the time of illusion:  While population and
human development are stabilizing at the same rate of growth, CO2 emissions
continue to grow much faster than both, and natural resources extraction doubles
again,  while GDP, completely disconnected from human reality, masks the gravity
of the ecological crisis (in that period, biodiversity declines substantially). 
The following Learning Outcomes are assessed in this question(s):


In reference to Elinor Ostrom’ complex social-ecological systems, identify and explain
the four essential elements of such system and their subsystems.
ANSWER 2 Unit 2, Chapter 2, p27 [25 Marks]

Systems do not lend themselves to simplistic typologies and indeed suppose a certain
complexity of analysis. . They can be broken down into four essential elements:
resource systems., resource units., users., and governance systems.. Ostrom
takes the example of a protected park where there are forests., animal .and plant
species, . and water resources. . These include: resource systems. (the park
contains wooded areas, fauna and flora, water systems.); resource units. (for
example, trees, shrubs, plants in the park, different types of wildlife, volume and flow

of water.), users (who use park resources for recreational purposes, subsistence, or
commercial.); and finally, governance systems (a national government, NGOs
involved in park management, rules of use and exploitation of resources.).
Each of these four subsystems is itself composed of several second-level variables

(for example, the size of a resource system., the growth of a resource unit, . the
degree of user cooperation., or the level of governance.). Ostrom then defines two
additional notions: Interactions between users. (information sharing, deliberation
process, and their results. (economic and ecological outcomes.). This complex
social-ecological analysis must also take into account the social., economic. and
political context upstream. and the effect on other social-ecological systems., in
other words add to the four internal systems already described two external systems.
From this dynamic and complex framework, Ostrom has managed to derive novel
ways to govern the commons.

• Social and natural systems, standing and collapsing together

a) Briefly explain Garrett Hardin commons framework theory. [3 Marks]
ANSWER Chapter 3, p31
Biologist Garrett Hardin is credited for opening the way to the commons
framework. The theory shows that not only human arrangements could end up
promoting secession  and defection but that, moreover, they could lead to
collective ruin– according to which, in a market economy, individuals must be
concerned only about their personal interests without ever worrying about the
fate of others 
b) Identify and explain the eleven core principles for a sustainable management
of common resources. [22 Marks]

ANSWER Chapter 3, p33

• User boundaries: Clear and locally understood boundaries between
legitimate users and nonusers are present. 
• Resource boundaries: Clear boundaries that separate a specific common-
pool resource from a larger social-ecological system are present. 
• Congruence with local conditions: Appropriation and provision rules are
congruent with local social and environmental conditions. 
• Appropriation and provision:  Appropriation rules are congruent with provision
rules; the distribution of costs is proportional to the distribution of benefits. 
• Collective choice arrangements:  Most individuals affected by a resource
regime are authorized to participate in making and modifying its rules. 
• Monitoring users:  Individuals who are accountable to or are the users
monitor the appropriation and provision levels of the users. 
• Monitoring the resource: Individuals who are accountable to or are the users
monitor the condition of the resource. 
• Graduated sanctions: Sanctions for rule violations start very low but become
stronger if a user repeatedly violates a rule. 
• Conflict resolution mechanisms: Rapid, low cost, local arenas exist for
resolving conflicts among users or with officials. 
• Minimal recognition of rights: The rights of local users to make their own rules
are recognized by the government. 
• Nested enterprises: When a common-pool resource is closely connected to a
larger social-ecological system, governance activities are organized in multiple
nested layers.

Refer to the below link and answer the question that follow: Source: Walsh B, 2009.
Do Rich Nations Owe Poor Ones a Climate Debt?. Available at
http://content.time.com/time/specials/packages/article/0,28804,1929071_1929070
_1947076,00.html Accessed: 02 February 2024
Required:
Using empirical evidence discuss the notion of ecological debt and determine whether
rich countries owe poor countries any ecological debt if any.
ANSWER 4 Chapter 4, Page 40 [25 Marks]

Note: to Grader:
Award a maximum of 20 marks from below explanations. Award 5 Marks for
application
At least two definitions of the concept of ecological debt co-exist. 

The first is the debt that we have collectively contracted toward the biosphere(in the
form, for example, of the destruction of certain species for which humankind is
responsible) , toward our fellow human beings (in the form, for example, of harmful
consequences of extreme events caused by climate change of human origin), and
toward future generations (for instance with respect to the scarcity of water resources
as a result of their over-exploitation) 
This definition of ecological debt is both the most accurate and the most difficult to
measure. 
But it is not the one that is generally used in international forums. 
Since the beginning of the 1990s, the idea has prevailed that rich countries, because
they have transferred part of the ecological cost of their development to the poor
countries, have been guilty of a misconduct that calls for compensation
But this ecological debt as a debt of rich countries suffers from a paradox: 

It claims justice and reparation but generally refuses to quantify the damages suffered
in the name of the moral impossibility of monetizing natural resources
The most interesting quantitative exercise related to this definition of the ecological
debt was carried out by a team led by Thara Srinivasan (University of Berkeley) and
published in 2008
12 Researchers involved in this publication endeavoured to evaluate the distribution
of environmental costs (resulting from deforestation, climate change, or over-fishing)
by distinguishing three types of countries according to their level of development. 
Their calculation, which is based on many debatable assumptions, nevertheless leads
to a very interesting result. 
It shows that poor countries bear the same “gross” share of global environmental costs
as rich countries (20%), while middle-income countries bear 60% of costs
But once these costs are weighted by the level of development of the countries that
assume them (what could be called the “net cost”), the distribution is radically
transformed: 45% for poor countries, 52% for intermediate countries, and only three
percent for rich countries
Another interesting result of the study is to show that more than half of these
environmental costs for poor countries come from the activity of two other categories
of countries, not just the rich ones but also the emerging economies
This empirical finding reflects the complex and changing reality of our rapidly changing
world, where the category “developing countries” is too general and can hardly
accurately encompass China or India
More than any other phenomenon, it is this dynamic that today completely blurs the
notion of ecological debt
This empirical assessment also leads to allocating more than 95% of the ecological
debt owed by rich and intermediate countries to poor countries to climate change
If there is ecological debt, it is therefore primarily a climate


Annexure I – Formative Assessment 2 (FA2)

Formative Assessment 2: Economics 2B (HECO232-1)
Weighting: 20%
Assessment Type: Multiple Choice Questions
Educator: R. Kisten
Examiner: R. Kisten
Due Date: 10 May 2024
Total: 50 Marks
Instructions:
• The questions are based on Units 5 - 8 (Chapters 6 to 10) of the prescribed textbook.
• Attempt ALL questions on ColCampus.
QUESTION 1 [1 Mark]
Which of the following statements best describes biodiversity?
A) Biodiversity refers to the unit of species in the ecosystem aspiring to survive for
oxygen.
B) Biodiversity refers to the wealth and variety of all living organisms, the total
variability of life.
C) Biodiversity refers to the climatic conditions in a certain community at a certain
point in time in desert and tropical regions.
D) Biodiversity refers to a species in a certain community at a certain point in time in
forest regions.
QUESTION 2 [1 Mark]
According to the NGO Conservational International, how many areas in the world qualify
as hotspots?
A) 8
B) 36
C) 20
D) 35
QUESTION 3 [1 Mark]
In the country of England, what does the Low Income High Costs (LIHC) indicator
measure?
A) Income inequality
B) Fuel poverty
C) Unemployment
D) Expense to income ratio
QUESTION 4 [1 Mark]
Which of the following negative externalities is closely related to urbanisation?
A) Crime
B) Poverty
C) Waste generation
D) Unemployment
Use the information below to calculate and answer questions 5 & 6
GDP GDP per capita Population Carbon intensity Energy Total primary CO2 emissions per Carbon
of growth intensity of energy supply unit of total intensity of
growth per unit of GDP primary energy energy
supply
4.1 1.2 2.6 -0.38 -0.21 1.85 1.44 -0.65
QUESTION 5 [1 Mark]
Calculate the Energy related CO2 emissions with just carbon intensity of growth.
A) 4.92
B) -1.558
C) -2.665
D) 3.6
QUESTION 6 [1 Mark]
Calculate the Energy related CO2 emissions with Energy intensity of growth and Carbon
intensity of energy.
A) -0.52
B) 0.81
C) 3.6
D) 0.56
QUESTION 7 [1 Mark]
Which of the following does not belong to the self-destructive vicious circle, in terms of
well-being and the biosphere?
A) Erosion of Biodiversity
B) Diminished Ecosystems services
C) Elimination of global environment
D) Biodiversity vitality
QUESTION 8 [1 Mark]
Which of the following is not part of the three horizons for humanity?
A) Resilience
B) Trust
C) Well-being
D) Sustainability
Use the table below and information provided to answer questions 9 & 10
Each quadrant represents a combined assessment of the social and environmental

outcome of a given situation or policy.
Environmental Environmental
degradation Improvement
Social degradation Fuel poverty Carbon taxation without
social compensation
Social improvement A B
QUESTION 9 [1 Mark]
A combination of Social improvement and Environmental degradation would result in

which trade off in quadrant A?
A) Environmentally damaging infrastructure projects.

B) Health damaging infrastructure.
C) Social compensation according to income level and location.
D) Using indicators of sustainable well-being to evaluate projects.
QUESTION 10 [1 Mark]
A combination of Social improvement and Environmental improvement would result in

which type of synergy in quadrant B?
A) Abundance of Fuel.
B) Thermal efficiency retrofit of homes.
C) Social compensation according to income level and location.
D) Using indicators of sustainable well-being to evaluate projects.
What was considered by many environmental experts to be the second biggest

environmental risk, behind air pollution in terms of its health impact?
A) Chemical pollution
B) Water pollution
C) Noise pollution
D) Land pollution
Oceans and seas play a critical role in key ecosystem services to humanity: climate
regulation, provisioning of food, livelihoods, cultural uses. What percentage do oceans
and seas represent, regarding the volume of the biosphere?
A) 90%
B) 70%
C) 65%
D) 12%
Which of the following categories of biodiversity is widely used in research?
A) Social diversity
B) Ecosystem diversity
C) Genetic diversity
D) Species diversity
Which of the following anthropogenic factors is regarded as the number one factor
responsible for accelerated loss of biodiversity?
A) The destruction of the habitat of the species

B) Pollution
C) Climate change
D) Invasion of foreign species
Forest degradation refers to the deterioration of forest ecosystems, characterised by the

loss of biodiversity, depletion of forest resources, and the decline in overall forest health
and productivity. Which of the following can be deemed as the primary cause of forest
degradation?
A) Pollution
B) Floods
C) Extensive Agriculture
D) Urbanization
Global environmental stewardship refers to the collective responsibility and actions taken
by individuals, communities, and nations to protect and sustainably manage the Earth's
natural resources and ecosystems for the benefit of present and future generations. In
order to strive towards Global environmental stewardship, other than social cooperation,
what else needs to be achieved?
A) Trade restrictions
B) Population control
C) Pollution control
D) Human well-being
How is the Growth rate of emissions calculated?
A) GDP × Carbon intensity of growth

B) GNP × Abatement cost growth
C) Sum of growth rate of 4 components
D) GDP × Population × Emissions growth rate
Which of the following scenarios best describes environmental sustainability?
A) Tom is able to plant and grow 3 trees for every 5 trees chopped for paper.
B) Tom is able to plant and grow 6 trees for every 5 trees chopped for paper.
C) For every tree chopped, Tom increases his employees wage by R50.
D) Tom is able to plant 5 trees for every 6 trees chopped for paper.
According to the Brundtland Report (1987), what happens when a system approaches its
ecological limits?
A) The level of Gross Domestic Product increases

B) Inequality consistently increases.
C) The level of Gross Domestic Product remains the same.
D) Inequality is eradicated completely.
Direct Material Input (DMI) consists of the total amount of raw materials and resources
extracted from the environment and used in the production of goods and services within
a specific time period. Which of the following variables make up the formula used to
calculate DMI?
A) Direct Material consumption (DMC) and Imports (IMP)

B) Exports (EXP) and Imports (IMP)
C) Domestic Extraction Consumption (DMC) and Exports (EXP)
D) Domestic Extraction Used (DEU) and Imports (IMP)
Which of the following curves below is a graphical representation showing the relationship
between economic development and income inequality, suggesting that inequality initially
increases and then decreases as a country progresses economically?
A) Phillips curve
B) Solow development curve
C) Indifference curve
D) Kuznets curve
Which of the following scenarios does not describe the Jevons paradox (rebound effect)?
A) An increase in energy efficiency leads to a decrease in overall energy

consumption, contrary to the principle that improved efficiency often results in
increased consumption.
B) The installation of energy-efficient appliances in households may lead to reduced
energy consumption per appliance, but the overall energy usage increases as
people tend to use more appliances or keep them running for longer periods.
C) When fuel-efficient vehicles are introduced, resulting in lower fuel consumption per
mile, but the overall fuel consumption increases as more people are encouraged
to drive or travel longer distances.
D) When energy-efficient technologies are introduced, leading to lower energy
consumption per unit, but overall energy usage increases due to increased
demand or expanded usage of the technology.
Health inequities are defined by the WHO as “avoidable inequalities in health between
groups of people within countries and between countries”. Which of the following below
would be classified as a Health Inequality?
A) Disproportionate distribution of wealth and income within societies.
B) Disproportionate exposure to environmental hazards and lack of access to clean air,

water, and green spaces based on socioeconomic status or race.
C) Rural populations often have limited access to healthcare facilities, including hospitals,
clinics, and specialized services.
D) Unequal access to technology and digital resources, limiting opportunities for those
without internet access or digital literacy.
An ecological collapse refers to a severe and rapid decline in the health and functioning
of an ecosystem, often resulting in the loss of biodiversity, disruption of ecological
processes, and the inability of the ecosystem to support life. Based on recent findings,
which driver will not prevent an ecological collapse?
A) Human industrial growth

B) Reduction in current social stratification levels
C) More equal distribution in the consumption of natural resources
D) Higher efficiency in the consumption of natural resources
Climate change refers to the long-term alteration of global weather patterns and average
temperatures, primarily caused by human activities. Which of the following is not one of
the four drivers that is used to solve climate change?
A) Control population.
B) Designing tax and social policies to share wealth more equally.
C) Reducing unemployment levels in urban areas
D) Increase energy efficiency and energy savings.
Which of the following is not a type of decoupling?
A) Decoupling well-being from natural resources consumption

B) Decoupling economic activity from production and emissions
C) Decoupling economic activity from environmental impact
D) Decoupling well-being from environmental impact
On a macro-ecological level where interactions between the rich and poor, and the
environmental outcome is considered, what was discovered to be behind environmental
degradation?
A) Domestic inequality
B) Household income
C) Political economy
D) Low Tax abatement costs
The social-ecological approach consists more precisely of considering the reciprocal

relationship between which two variables?
A) Sustainable development issues & Ecological issues

B) Environmental degradation issues & Sustainable development issues
C) Social issues & Sustainable development issues
D) Ecological issues & Social issues
A well-being transition refers to a process or period of change in an individual's overall

well-being. It involves a shift from one state or level of well-being to another. Which of the
following correctly explains why a well-being transition is needed?
A) Economic systems generally need to move from a logic of trade-offs to a logic of

synergies between our environment and our well-being in order to mitigate an
ecological crisis.
B) To allow for Increased government spending on luxury goods and extravagant
projects which would stimulate the economy and lead to a well-being transition.
C) In order to implement higher taxes on low-income individuals which would
incentivise them to work harder and improve their well-being.
D) To Ignoring social safety nets and welfare programs that would encourage
individuals to become self-reliant and achieve a well-being transition through
personal efforts alone.
Which of the following represents close to 75% of all greenhouse gases?
A) CO2
B) NH3
C) H2
D) O2
Reflections and work on the notion of decoupling between the economy and environment,
goes back to the ___________.
A) Environmental Lorenz curve

B) Environmental curve Kuznets
C) Lagrange curve
D) Environmental deficit curve
Identify three ways of human activities, in terms of worsening land degradation, that
undermine the well-being of humanity.
A) Wetland management, biodiversity degradation, and soil degradation
B) Biodiversity degradation, population control, and soil degradation
C) Soil degradation, biodiversity degradation, and sustainable cropland management
D) Biodiversity degradation, soil degradation, and land abandonment
Which of the following events led to the ‘yellow vests’ protests in France?
A) Increase in fuel prices
B) Increase in pollution
C) Increase in municipal rates
D) Increase in food prices
Which of the following statistical measures is used to measure the level of economic
inequality in a population?
A) Gross domestic product

B) Abatement measures
C) Gini index
D) Gross progress indicator
Which of the following frameworks used for climate negotiations best describes the Kyoto
protocol?
A) An international agreement that aims to combat climate change by limiting global

warming to well below 2 degrees Celsius and pursuing efforts to limit it to 1.5
degrees Celsius.
B) An international treaty that sets binding emission reduction targets for developed
countries, with the goal of mitigating greenhouse gas emissions and addressing
climate change.
C) The Protocol on Substances that Deplete the Ozone Layer aimed to strengthen
the Montreal Protocol by further reducing the production and consumption of
ozone-depleting substances.
D) An international agreement under the International Maritime Organization (IMO)
that regulates the dumping of wastes and other matter at sea, aiming to protect the
marine environment from pollution.
According to Althor (2016), climate free riders consist of countries with emissions in the
highest quintile and vulnerability in the lowest quintile. Which of the following examples is
a correct example of a climate free rider?
A) A country that actively participates in international climate agreements and takes

substantial actions to reduce greenhouse gas emissions.
B) An individual who voluntarily adopts sustainable practices and reduces their
carbon footprint.
C) A country that benefits from international climate agreements and the efforts of
other nations to reduce greenhouse gas emissions without making significant
contributions or taking actions to mitigate their own emissions.
D) A company that invests in renewable energy sources and implements
environmentally friendly practices to reduce emissions.
Well-being and sustainability go through a sequence of give and take. Based on the image
above, what type of circle do these components go through?
A) The self-destructive vicious circle

B) The self-promoting virtuous circle
C) The self-sustainable virtuous circle
D) The self-preserving vicious circle
Which of the following is a major benefit from mitigating an ecological crises?

A) Decrease in inflation.
B) Large health gains.
C) Decrease in imports.
D) Increase in production.
Based on the economic model EXPOWA, economic activity goes through which four (4)
phases?
A) Transformation, Waste, Use, Extraction

B) Use, Extraction, Waste, Transformation
C) Waste, Use, Extraction, Transformation
D) Extraction, Transformation, Use, Waste
Which of the following is the correct definition of environmental pollution?
A) the extraction of the physical and biological components of the Earth.
B) the contamination of the physical and biological components of the Earth.
C) the consumption of the physical and biological components of the atmosphere.

D) purification of the physical and biological components of the atmosphere.
What is generally considered the cause of domestic, external, and even global pollution,
of which the poor are the first victims?
A) Unemployment
B) Crime
C) Poverty
D) Inequality
Between 1970 and 2017, what happened to the quantity of traded materials?
A) Grew from 3.7 billion tonnes to 8.1 billion tonnes

B) Grew from 2.7 billion tonnes to 11.6 billion tonnes
C) Remained the same
D) Shrunk from 3.7 billion tonnes to 3.4 billion tonnes
Which of the following determines the pace of energy transition?

A) Market incentives and public policy
B) Deposits and market incentives
C) Nature and reserves
D) Consumption and public policy
Which combination of events would most likely contribute towards the growth of poverty?
A) Social Improvement and Environmental degradation

B) Social Degradation and Environmental degradation
C) Social Improvement and Environmental Improvement
D) Social Degradation and Environmental Improvement
In 2008, what has been called the biggest market failure the world has ever seen?
A) Inequality
B) Climate change
C) Cyber development
D) Increase in global debt levels
Which of the following can be one of the most effective ways to reduce economic impacts
on the environment?
A) Efficient use of natural resources
B) Imposing lower trade taxes per higher volumes
C) Increase manufacturing
D) Lesson regulations
What agreed-upon principle would make it difficult to set a single price for carbon?
A) Common but Differentiated Responsibilities

B) Choice of a Price Positioning
C) Value-based Principle pricing
D) None of the above
Using emissions and vulnerability metrics, climate free-riders can be defined as countries
with?
A) Emissions in the lowest quintile; Vulnerability in the lowest quintile

B) Vulnerability in the highest quintile; Emissions in the medium quintile
C) Vulnerability in the highest quintile; Emissions in the highest quintile
D) Emissions in the highest quintile; Vulnerability in the lowest quintile
Which of the following is an existing indicator for inequality (income and wealth)?
A) Life satisfaction
B) Employment rate
C) Percentiles share of national income and wealth
D) Household income
Which of the following energy transition pillars relates to sufficiency?

A) Avoiding as much energy losses as possible all along the chain
B) Prioritizing green energies for supplying the remaining energy demand.
C) Reducing the overall need for energy-using services, through better sizing.
D) To envision a different energy future in which environmental risks are projected.
[50 Marks]
Annexure J – Summative Assessment 2 (SA2)
Academic Year 2024: January – June
Summative Assessment 2: Economics 2B (HECO232-1)
NQF Level, Credit: 6, 15
Weighting: 10%
Assessment Type: Research Essay
Educator: R. Kisten
Examiner: R. Kisten
Due Date 10 June 2024
Total 20 Marks
Instructions
1. The essay must be a minimum of 850 (eight hundred and fifty) words and should not
exceed 1 000 (one thousand) words.
2. The essay structure must be as follows:

• Cover Page:
o Name
o Surname
o Student Number
105 HECO232-1-Jan-June2024-SA2-RJK-V.2-15012023
o Name of your Support Centre (i.e. Boston, Braamfontein)

• Introduction: Tells the reader what the essay is about.
• Body / Main Content: Is based on research and relates to the essay question or topic
that has been set.
• Conclusion: Is a summary of what has been covered in the essay, it may also include
suggestions / recommendations.
• Reference list: (not included in the word count): the Harvard Referencing Method must
be adhered to with regards to in-text citations and the reference list. Please make sure
you have read and adhere to the Harvard Method of Referencing: A Beginner’s Guide,
available in the HE Library module on ColCampus, as well as The Beginners Guide
to Plagiarism, available in the HE Student Information module, also on ColCampus.
3. The essay must be typed, using the following type settings only:
Font: Arial
Font Size: 12
Line Spacing: 1.5
4. For this assessment the following must be adhered to:

● You have been provided with three academic sources (see below) this source is
compulsory and must be consulted and referenced when answering the research
question.
● The compulsory source(s) must be accessed using the HE Library module on
ColCampus unless otherwise stated e.g. through a hyperlink.
5. Academic sources and accessing credible e-Resources:

Not all sources / texts can be classified as academic sources. Wikipedia, for example, is
not a credible academic source since authors are not identifiable and editing an article
on this site is very easy. Also, blog posts often provide valuable information, but are not
academically sound. To judge whether a source is credible, consider the following
criteria:
● The author should be identifiable through author information, affiliations, and/or

qualifications.
● An academic source has usually been peer-reviewed.
● Academic textbooks or academic journals should be published by a recognised

authority/publisher like a university, an academic publishing house, research
organisation etc.
● A list of references should be present, that is, full citations for sources used. Thorough
reference to research is a crucial characteristic of legitimate academic work.
6. You must make use of the Harvard Method of Referencing. Refer to the examples of
referencing below:
Book, single author:
Holt, D.H. 2017. Management principles and practices. Sydney: Prentice-Hall.
Book, 2 or 3 authors:
McCarthey, E.J., William, D.P. & Pascale, G.Q. 2017. Basic marketing. Cape Town:
Juta.
Book, more than 3 authors:
Bond, W.R., Smith, J.T., Brown, K.L. & George, M. 2016. Management of small firms.
Sydney: McGraw-Hill.
Book, no author:
Anon. 2009. A history of Greece. Athens: Cengage.
eBook:
Case, J., Marshall, D. & McKenna, S. 2018. Going to university: The influence of
higher education on the lives of young South Africans [E-book]. Cape Town: African
Minds. Retrieved from https://www.africanminds.co.za/wp-
content/uploads/2017/06/9781928331698_web.pdf [Accessed 3 June 2019].
Academic journal article with one author:
Waghid, Y. 2019. On the polemic of academic integrity in higher education. South

African Journal of Higher Education, 33(1):1–5.
Academic journal with 2 or more authors:
Waghid, Y. & Davids, N. 2019. On the polemic of academic integrity in higher

education. South African Journal of Higher Education, 33(1):1–5.
Newspaper article from a webpage:
Motshwane, G. 2019. A missed opportunity: Shakes slams Bafana's Afcon plans.

Sowetan Live, 7 June. Retrieved from
https://www.sowetanlive.co.za/sport/soccer/2019-06-07-a-missed-opportunity-shakes-
slams-bafanas-afcon-plans/ [Accessed 8 June 2019].
Court case:
Gold Circle (Pty) Ltd v Maharaj (1313/17) [2019] ZASCA 93 (3 June 2019).
Web based images (figures, graphs, maps, artwork):
Boston City Campus & Business College. 2019. Welcome [Image]. Retrieved from
https://www.boston.co.za/ [Accessed 3 June 2019].
Music or recording:
Makeba, M. 1960. The Click Song [Recording]. YouTube. Retrieved from

https://www.youtube.com/watch?v=Qg4Fp-A7IRw [Accessed 8 June 2019].
Chapter in an edited book (collected work):
Velez, C. 1978. Youth and aging in central Mexico. In B. Myerhoff & A. Simic (eds.).
Life′s career-aging: Cultural variations. San Francisco, CA: Sage, 107–162.
7. Boston expects you to approach your work with honesty and integrity. Honesty is the
basis of respectable academic work. Whether you are working on a formative
assessment, a project, a paper (read at a conference), an article (published by a journal),
or a summative assessment essay, you should never engage in plagiarism, unauthorised
collaboration (collusion), cheating, or academic dishonesty.
Plagiarism occurs when a writer duplicates another writer's language or ideas, and then
calls the work their own. Simply put, plagiarism is academic fraud. This includes the ‘copy
and paste’ of work from textbooks, study guides, journal articles, etc. The Plagiarism
Declaration, included in this assessment brief, must be signed and attached to the front
of your essay. Refer to the Plagiarism Information Sheet in your Course Outline for further
information.
8. A Copyleaks Report will be issued via ColCampus once the assignment is submitted.
Please ensure that you follow the correct steps when uploading your assignment, to
ensure that the Copyleaks Report is correctly issued. If the incorrect document is
uploaded, or if no Copyleaks Report is issued, or if the Copyleaks Report indicates that
a 30% similarity rating has been exceeded, a mark of zero (0) will be awarded. Where a
Copyleaks Cheat Detection Report is issued, your submission will automatically be
treated as if you received a similarity rating in excess of 30% and a mark of zero (0) will
be awarded.
9. To obtain maximum results, please consult the rubric included in this brief to ensure that
you adhere to and meet all the given criteria.
Question 1 (20 Marks)
Urban areas are now home to over half of the world’s population. They are the drivers behind
much of the global CO2 emissions and resource demands, and they are highly modified
environments.
They are therefore at the heart of debates around climate change, resource security, nature
conservation, and human well-being. Given the diversity and complexity of change within urban
areas, there is a need to explore the ecological impact of urban areas.
Required:
In essay format, discuss the following: -
• Discuss the sustainability of Urban cities and its impact on the environment.
• Debate on the pros and cons of the ecological impact of Urban cities.
• Discuss how society can work towards a more sustainable and resilient urbanisation and thus
start reconnecting positively with the biosphere.
Compulsory sources to peruse:
Rees, W. and Wackernagel, M., 2008. Urban ecological footprints: why cities cannot be sustainable—and why they are
a key to sustainability. Urban ecology: an international perspective on the interaction between humans and nature,
pp.537-555.
https://www.researchgate.net/profile/William-Rees
6/publication/227127196_Urban_Ecological_Footprints_Why_Cities_Cannot_be_Sustainable-
and_Why_They_are_a_Key_to_Sustainability/links/5a451d2ea6fdcce1971a4f77/Urban-Ecological-Footprints-Why-
Cities-Cannot-be-Sustainable-and-Why-They-are-a-Key-to-Sustainability.pdf [Accessed 08 November 2023]
Newman, P., 2006. The environmental impact of cities. Environment and Urbanization, 18(2), pp.275-295.
https://journals.sagepub.com/doi/pdf/10.1177/0956247806069599 [Accessed 08 November 2023]
Jansson, Å., 2013. Reaching for a sustainable, resilient urban future using the lens of ecosystem services. Ecological
Economics, 86, pp.285-291.
https://www.urbangreentrain.mammutfilm.it/imgs/dwnld/18/1.2.3%20(2)%20Reaching%20for%20a%20sustainable,%2
0resilient%20urban%20future%20using%20the%20lens%20of%20ecosystem%20services.pdf
[Accessed 08 November 2023]
The following outcome is assessed in this question:

• Understanding the theory and components of what makes up a city.
• Understanding the local and global ecological impact of cities
• Discuss the methods created to readdress the way cities and human settlements are planned,
designed and developed to help reduce inequalities and promote economic growth.
Criteria Suggested mark allocation
10-15 7– 9 5–6 1-4 15
Assignment Topic understood Sufficient understanding of Limited understanding of Topic not understood at
Content comprehensively. the topic. topic. The learner provided an all. The learner
The learner demonstrated in- The learner attempted in- overview on the: - demonstrated limited /
depth knowledge of the depth research on the • The sustainability of poor knowledge on the: -
following: following: - Urban cities and its impact • The sustainability of
• The sustainability of • The sustainability of on the environment. Urban cities and its
Urban cities and its impact Urban cities and its • The pros and cons of the impact on the
on the environment. impact on the ecological impact of environment.
• The pros and cons of the environment. Urban cities. • The pros and cons of
ecological impact of • The pros and cons of the • How society can work the ecological impact
Urban cities. ecological impact of towards a more of Urban cities.
• How society can work Urban cities. sustainable and resilient • How society can
towards a more • How society can work urbanisation and start work towards a more
sustainable and resilient towards a more reconnecting to the sustainable and
urbanisation and start sustainable and resilient biosphere. resilient urbanisation
reconnecting to the urbanisation and start and start
biosphere. reconnecting to the reconnecting to the
biosphere. biosphere.
Intro, conclusion, 3 2 0-1 3

recommendations, Poorly structured essay
Essay provided introduction,
Essay provided introduction, main body, recommendations with no introduction,
authenticity of main body, conclusion and no
and conclusion conclusion and
work recommendations
recommendations
Correct resources 2 0-1 2
and referencing 3 Compulsory sources given has been used. Compulsory sources given have been used but incorrect
Correct Harvard referencing. Harvard referencing will be awarded 1 mark. Compulsory
source given has not been used and incorrect Harvard
referencing will be awarded 0 marks..
/20
TOTAL
ANNEXURE K: SAMPLE SUMMATIVE ASSESSMENT 1
Sample Summative Assessment 1: Economics 2B (HECO232-1)
Weighting: 50%
Educator: R. Kisten
Examiner: R. Kisten
Due Date: N/A
Total: 70 Marks
Instructions:
1. This script consists of 4 pages including the cover sheet. Ensure that you have
all the pages.
2. This examination consists of Section A: Essay Questions only.
3. Answer all questions.
4. No answers in pencil will be marked.
5. Ensure that you hand in the entire script.
6. Good Luck!
113 HECO232-1-JULY-DEC2023-SAMPLE SA1-RJK-V.1-17072023

• The ecological impact of cities

• Well-being and sustainability: From a vicious to a virtuous cycle
• The rise of environmental inequality
• Resource efficiency
Section A: Essay-Type Questions:
You are required to answer ALL questions for this section
The vision of the City of Cape Town is to: To enhance, protect and manage Cape
Town’s natural and cultural resources for long term prosperity, in a way that
promotes access and social well- being, and optimises economic opportunities.
Globally, moving towards or achieving sustainability is a highly complex and
challenging task. This challenge is much greater in Cape Town due to its historical
and current socio-economic inequalities, and the need for substantial economic
growth to uplift communities and create employment, all within a unique natural
environment of global importance. Historically, sustainability has been understood
as the need to balance environmental, social and economic concerns against each
other. Cape Town’s natural environment plays in this endeavor, and in the local
economy.
Source: Environmental strategy for the city of cape town. policy number 46612. Online
available:https://resource.capetown.gov.za/documentcentre/Documents/Bylaws%20
and%20policies/Environmental%20Strategy.pdf [Accessed 17 July 2023].
Required:
a) Provide advice to the City of Cape Town on the priority action for carbon
building strategy. (15 Marks)


a) Discuss how inequality increases the need for environmentally harmful and
socially unnecessary economic growth. (15 Marks)
b) Explain how resource efficiency can be used to mitigate the problem of pollution
and waste on the environment. (10 Marks)

a) Determine how inequality increases the ecological irresponsibility of the richest,
within each country and among nations. (15 Marks)
b) Discuss the role of man in sustaining human wellbeing and the biosphere
(15 Marks)

ANNEXURE L: SAMPLE SUMMATIVE ASSESSMENT 1: MEMORANDUM
Sample Summative Assessment 1: Economics 2B (HECO232-1)
Weighting: 20%
Educator: R. Kisten
Examiner: R. Kisten
Due Date: N/A
Total: 70 Marks
Instructions:
1. This script consists of 7 pages including the cover sheet. Ensure that you have
all the pages.
2. This examination consists of Section A: Essay Questions only.
3. Answer all questions.
4. No answers in pencil will be marked.
5. Ensure that you hand in the entire script.
6. Good Luck!
116 HECO232-1-JULY-DEC2023-SAMPLE SA1 MEMO-RJK-V.1-17072023


Section A: Essay-Type Questions:
You are required to answer ALL questions for this section
The vision of the City of Cape Town is to: To enhance, protect and manage Cape
Town’s natural and cultural resources for long term prosperity, in a way that
promotes access and social well- being, and optimises economic opportunities.
Globally, moving towards or achieving sustainability is a highly complex and
challenging task. This challenge is much greater in Cape Town due to its historical
and current socio-economic inequalities, and the need for substantial economic
growth to uplift communities and create employment, all within a unique natural
environment of global importance. Historically, sustainability has been understood
as the need to balance environmental, social and economic concerns against each
other. Cape Town’s natural environment plays in this endeavor, and in the local
economy.
Source: Environmental strategy for the city of cape town. policy number 46612. Online
available:https://resource.capetown.gov.za/documentcentre/Documents/Bylaws%20
and%20policies/Environmental%20Strategy.pdf [Accessed 17 July 2023].
Required:
a) Provide advice to the City of Cape Town on the priority action for carbon
building strategy. [15 Marks]

ANSWER 1 Unit 10/Chapter 12, Page 173 [15 Marks]

New building heating efficiency: . New buildings are constructed at passive heating
levels.: <30 kWh/m2 from 2020–2030. and 15 kWh/m2 from 2031–2050.
Heating retrofits: . Old buildings are upgraded at a rate of 1.4–3%. of the building
stock per year, such that all existing buildings are upgraded by 2040.. The retrofit
reduces building energy intensity by 30–40% .compared with the baseline scenario
and includes heat pumps in mid-latitude countries.
Appliances and lighting: . Efficient lighting .and appliances are aggressively
deployed, . based on the IEA’s 2DS scenario.
Solar PV: . Building-mounted solar PV is ambitiously installed, . based on the
assumption that half of the solar PV in IEA’s 2DS scenario is distributed PV deployed
in cities, in proportion to the regional urban population. .


a) Discuss how inequality increases the need for environmentally harmful and
socially unnecessary economic growth. (15 Marks)
ANSWER 2 Unit 8/Chapter 10 [25 Marks]
Inequality inflates the need for economic growth. If wealth accumulation in a given
country is increasingly captured by a small fraction of the population, the rest of the
population will need to compensate. with additional economic development. Paul
Virtually no country in the world has managed to decouple in absolute or net terms
economic growth from its negative environmental impact, for example carbon
emissions or waste. This means that more economic growth .currently means more
of such “bads,” whether locally or globally. The equalization of economic conditions
could, in fact, increase the ecological challenge .since the marginal increase of
environmental degradation. is higher at the bottom of the income distribution than at
the top. . Inequality would entail spreading the lifestyles., wasteful consumption,

. and ecological footprint of the richest. . The ecological pressure would indeed
become unbearable.
b) Explain how resource efficiency can be used to mitigate the problem of pollution
and waste on the environment. (10 Marks)
Answer Unit 5/Chapter 7, Page 90

(10 Marks)
Implementation of better and more efficient use of natural resources .can be one of
the most effective ways to reduce economic impacts on the environment and to
advance human well-being. . Resource efficiency means increasing human well-
being. while lowering the amount of resources required to do so .and the
environmental damage done in doing so. . Most economies of the world would
therefore need dematerialise the economic wealth .produced by consuming fewer
and fewer natural resources per unit output.. This means that the is need for the
occurrence of decoupling .between economic activity and the consumption of natural
resources to achieve efficiency. . The consumption has grown more slowly than the
rate of economic development, .


a) Determine how inequality increases the ecological irresponsibility of the richest,
within each country and among nations. [15 Marks]
Answer Unit 8/Chapter 10, Page 139

Widening inequality exacerbates the fundamental tendency of capitalist
enterprises to maximize profits. by externalizing cost and turning socially
deprived areas into pollution havens .within countries and across their borders..
The financialisation of the economy over the past three decades has exacerbated

this tendency by shortening time horizons and increasing indifference to

unsustainable natural assets management.. As the gap between rich and poor
grows, governments and businesses find it easier to transfer the environmental
damage of the activities of the rich to the neighborhoods of the poor. . Income
and power inequality, that tends to dissociate polluters from payers., This act as
a disincentive for ecological responsibility .or as an accelerator of ecological
irresponsibility.. On the consumption side, the richest consumers present a
paradox. . They declare in surveys that they care more about the environment
than the poor do., They are indeed, according to the same surveys, more likely
to adopt the best environmental practices .or to favor more ambitious
environmental policy. However, at the same time, they pollute more than the poor
in volume because of their higher incomes and more expensive lifestyles.. The
rich are also more able to protect themselves from the negative impacts of their
behavior as they become richer. . Widening inequality therefore increases not
only the demand for a better environment among the richest but also their ability to
acquire this good at a lower cost by transferring all .corresponding environmental
damages to the poorest. . For example, in Spain, water has increasingly been
diverted from small agricultural enterprises to large coastal tourist facilities..
Wealthy tourists enjoy water as a natural amenity. and are able to transfer the
cost of its abduction .and stress to growingly impoverished farmers who now face
structural droughts. .
b) Discuss the role of man in sustaining human well-being and the biosphere.
(15 Marks)
Answer: Unit 7/Chapter 9, Page 111

Man is both creature and molder of his environment. This gives him physical
sustenance and affords him the opportunity for intellectual,  moral, social,
and spiritual growth. In the long and tortuous evolution of the human race on
this planet a stage has been reached when, through the rapid acceleration of
science and technology,  man has acquired the power to transform his
environment in countless ways and on an unprecedented scale. Both aspects
of man’s environment, the natural and the man-made, are essential to his
well-being  and to the enjoyment of basic human rights, the right to life itself.

The protection and improvement  of the human environment is a major

issue which affects the well-being of peoples and economic development
throughout the world;  it is the urgent desire of the peoples of the whole world
and the duty of all governments. 


Course Outline HECO232 1 Jan Jun2024 RJK v.1 02022024

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BOSTON CITY CAMPUS

Assessment Strategy: AS4

January - June 2024

About the Institution

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 8

3. TEACHING, LEARNING AND ASSESSMENT 11

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 16

5. COMMUNICATION AND SUPPORT 18

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 25

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 29

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 33

B. PROPOSED STUDY PROGRAMME 34

C. ACADEMIC CALENDAR FOR 2024 44

D. PLAGIARISM INFORMATION SHEET 62

E. BREAKDOWN OF PROPOSED COURSE MATERIAL 67

G. SAMPLE FORMATIVE ASSESSMENT 1 74

H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 76

J. SUMMATIVE ASSESSMENT 2 105

K. SAMPLE SUMMATIVE ASSESSMENT 1 113

L. SAMPLE SUMMATIVE ASSESSMENT 1: MEMORANDUM 116

1.2 The Module

• Module name: Economics 2B (HECO232-1)

1.3 Notional Hours

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of qualifications and professional bodies, SAQA must:

What are Quality Councils (QCs)?

The three QCs are:

What is the National Qualifications Framework?

The National Qualifications Framework (NQF) is a comprehensive system for the

What Does the NQF Look Like?

Description NQF 5 NQF 6 NQF 7 NQF 8

3.1 Learning Philosophy

As an accredited and registered private higher education institution, Boston is committed to

• Should be action-orientated and communicative

3.2 Learning Methodology

Teaching at Boston consists of:

Learning consists of:

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

There are a number of assessment types appropriate to the distance-learning environment,

• To encourage students to review

3.3.1 Self-Assessment and Recommended Reading

3.3.2 Report Writing

3.3.3 True-False Test

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

3.3.5 Multiple-Choice Question Examination

3.3.6 Student-Centred Interaction

By encouraging students to continually ask questions and be comfortable with the

3.3.7 Sample Assignment and Examination Papers and Memoranda

Students receive a sample assignment and memorandum, as well as a sample examination

3.4 Feedback to Students

4.1 Distance Learners and Support Centres

4.2 Hours of Operation

Head of Library Services Contact details

5.1 Student Support