SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Science Honours in Life Sciences Education

SAQA QUAL ID	QUALIFICATION TITLE
101052	Bachelor of Science Honours in Life Sciences Education
ORIGINATOR
University of South Africa
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 05 - Education, Training and Development		Higher Education and Training
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 0513/23	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2024-12-31

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

This qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
6085	Bachelor of Science Honours	Level 7	NQF Level 08	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The qualification provides an opportunity for educators to develop their Maths, Science, and Technology content knowledge and their ability to apply the innovative teaching strategies which is needed for the 21st century.

In essence, the purpose of this qualification is to equip educators with relevant, appropriate and applicable skills, knowledge and competencies through the philosophy of Ubuntu to analyse literature with the aim of understanding the challenges faced by learners in learning mathematics, science and technology (MST) and educators in mediating science meaningfully. In this exploration, educators will also analyse teaching and learning theories applicable to MST education and gain knowledge and insights on the philosophies and histories behind MST reasoning. The qualification's purpose is also to enable educators to become researchers who can demonstrate an understanding of methodologies and their implications in investigating MST education in different contexts for different objectives. A further purpose of this qualification is to develop knowledge and skills amongst educators to enable them to demonstrate an understanding of how to conduct MST educational research through ethical conduct, how to analyse empirical data and how to document MST educational research academically.

Rationale:
The Institute for Maths, Science, and Technology (ISTE) vigorously promotes mathematics and science technology within a multi-inter and transdisciplinary approach as three interrelated disciplines within the institution. Hence, ISTE observed a huge gap in the labour market both in industry, schools, and universities where educators of training and development within the disciplines of science, maths and technology are either underprepared or lack knowledge about the interrelatedness of these three disciplines and how they function seamlessly to advance maths, science, and technology agendas. It is common knowledge that South Africans fare poorly in mathematics, science and technology education and hence this qualification will address the poor performance in these three related fields through the philosophy of Ubuntu.

A report published by the World Economic Forum (WEF) has ranked the quality of South Africa's mathematics, and science education last out of 148 countries. At the school system level, the pool of Grade 12 learners passing mathematics is low hence, the gateway into the Sciences is also low. Moreover, the low learner enrolment and high attrition rates in the sciences are also major challenges in higher education. Furthermore, South Africa faces major skills shortages in technical fields such as such information communication technology (ICT). The lack of skills and engagement in science and technology to meet the needs of society will ultimately erode the quality of life of all South Africans both economically and environmentally.

It is clear that the current state of Science Education in South Africa is a current challenge and furthermore attracting learners and retaining learners in the sciences should be a concern to all stakeholders in education, especially in higher education. It has been established that low retention and underperformance can be resolved by how scientific inquiry skills, such as problem-solving, are taught. Focusing on science thinking skills in the science curriculum is clearly one way of helping learners to become independent thinkers and problem solvers. Consequently, the aim of this qualification is to engage learners to leverage scientific process skills to solve problems in Information Communication Technology (ICT).

This qualification responds to societal, governmental and industrial needs in so far as skills development is concerned. Furthermore this qualification responds directly to the South African national skills development strategy with particular focus on developing maths, science and technology skills in South Africa.

The qualification offers the following overarching benefits:

Over the years, the number of SA nationals enrolled in Master in Science in Mathematics, Science and Technology Education and Doctor of Philosophy in Mathematics, Science and Technology Education has been alarmingly low. Partly, this is because most international learners come with a four-year undergraduate qualification that simply articulates into a Masters qualification, while their SA counterparts who graduate with a three-year qualification are required to have a Honours qualification or Postgraduate Diploma before they can register for a Masters qualification. Therefore, if a Bachelor of Science Honours in Computing Education is not offered, the SA nationals will remain disadvantaged and will not have an avenue to progress to a Masters qualification.

According to Trends in International Mathematics and Science Study (TIMSS) (2015), research in MST Education needs to inform practices and bring about solutions to improve the level of learner performance, particularly in developing countries. Against this background, the qualification is a research-based qualification that will deepen and consolidate the science background of the science educators, introduce them to the science education discipline, and develop them into science education researchers.

The qualification will improve the academic literacies of learners where they will further develop their academic writing and reading abilities.

This qualification aims to create opportunities for access for educators from the sciences who have potential and interest in conducting rigorous research in Mathematics and Technology (MT) education. This qualification also provides access to science educators who are interested in Mathematics Science and Technology (MST) education research as a career.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Guided by the institution's RPL policy, Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification, provide an opportunity to learners to gain credits towards the qualification or it may be used as a career development tool. Admission through RPL must be in accordance with the principles laid down in the institution's RPL Policy. Various skills, competencies, and experiences acquired outside of formal education during the course of employment and training, maybe measured against the Exit Level Outcomes of this qualification and may receive resultant credits. Admission by means of RPL will be applied in accordance with the institution's RPL policy.

It is acknowledged that all learning has value and the institution accepts the challenge to assess prior learning and award credit that is aligned to the institution's qualifications to promote lifelong learning. Therefore, recognition may be granted for non-formal prior experiential learning. The RPL process is guided by the institutional procedures laid out in the institution's RPL procedures policy. Evidence regarding the assessment of prior learning may include the submission of documentation with evidence of prior learning, examinations, interviews with assessment panels and portfolios. Certified copies of documents confirming the number of years and the nature of work experience, as well as certified copies of any qualifications obtained where applicable may be presented as evidence in the assessment process.

Entry Requirements:
The minimum entry requirement for this qualification is:

An appropriate Bachelor of Science, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises of compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, 72 Credits:

Report for Honour's Degree in Mathematics, Science and Technology Education, 36 Credits.

Contemporary Theories of Learning and Implications for Teaching, 12 Credits.

Research Methods in Mathematics, Science and Technology Education, 12 Credits.

Contributions from Cognitive Science to Teaching and Learning, 12 Credits.

Electives Modules, 48 Credits. (Choose two modules):

Advanced Plant Taxonomy and Nomenclature, 24 Credits.

Entomology: Insects and Arachnids, 24 Credits.

Advanced Animal Parasitology, 24 Credits.

Medicinal Plant use, 24 Credits.

EXIT LEVEL OUTCOMES

1. Analyse relevant learning theories applicable to Life Science.
2. Integrate technology in teaching and learning in Life Science.
3. Critique, present, and show applications of research in the field of Life Science.
4. Contribute to the scholarly debates around theories of knowledge and processes of knowledge production in Life Science.
5. Apply ethics and professional practices and manage the emergent ethical issues in mathematics, science, and technology research and practice.
6. Apply scientific knowledge and research to societal issues, taking into account ethical and cultural considerations.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse various learning theories relevant to Life Science from a wide variety of literature sources.

Identify and motivate the selection of relevant theories and how it contributes to the understanding of teaching and learning of computing.

Explain how selected learning theories aid and promote the understanding of how individuals learn to compute.

Apply knowledge of pedagogy and subject-related concepts (within mathematics, science, and technology), skills and values to create a learning environment that accommodates a diversity of learners; and communicate effectively in this context.

Select, justify and employ a range of teaching methodologies and assessment procedures appropriate to learners and contexts in the mathematics, science and technology realm.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate an understanding of emerging classroom technologies applicable to computing.

Plan, design and assess effective learning environments and experiences using technology applicable to computing.

Facilitate instruction in the new literacies that emerge within digital interactive learning environments.

Associated Assessment Criteria for Exit Level Outcome 3

Write reports for publication in the scientific literature independently.

Demonstrate a problem-solving approach that is suitably critically reflexive.

Collect, analyse, organise and critically evaluating information.

Communicate effectively using visual, mathematical, and language skills in the modes of oral and written persuasion.

Associated Assessment Criteria for Exit Level Outcome 4:

Demonstrate the ability to place his/her knowledge contributions within the context of existing scholarly debates on theory and knowledge production in the chosen area of research.

Associated Assessment Criteria for Exit Level Outcome 5:

Observe the policies and procedures regarding research ethics.

Show reported work that is free from plagiariaed materials and the inappropriate use of the intellectual property of others.

Associated Assessment Criteria for Exit Level Outcome 6:

Identify challenges in education that are relevant to current societal issues.

Demonstrate ethically and culturally sensitive decisions on the effects of scientifically based activities on society.

Apply scientific knowledge for the direct benefit of society.

Integrated Assessment:
The assessments for this qualification will follow the 20/80 weighted ratio. The formative assessments account for 20% and the summative assessments account for 80% of the final, for a learner's academic year of study. It is made up as follows:

Formative Assessments:
Formative assessments are necessary for the attainment of a year mark. It will be conducted via 2 assignments for each module as follows:

Assignment 1: Learners are required to read each study unit of the study guide/textbook together with the prescribed and recommended readings of the relevant module and answer the required questions in assignment 1. The assignment consists of information relevant to each module. It may include multiple-choice questions and essay type questions. The weight allocation is 10%.

Assignment 2: Learners are required to read their study guide/textbook and consult other sources such as journal articles, and sections extracted and uploaded by the lecturer. Learners are required to follow the criteria provided by the lecturer to complete this assignment. The weight allocation is 10%.

Summative Assessment:
Admission to examinations is granted to learners on the submission of an assignment for the specific tuition period within the given time frame, stipulated in the Academic Planning Schedule. The summative assessment consists of a three-hour venue-based examination, which is written at the end of each semester. This examination consists of a written paper with a section of questions and answers to test the learners' knowledge on their application of theory to practice from all the study units. This examination consists of information relevant to each module. It may include multiple-choice questions and essay type questions. The weight allocation is 80%.

Assessment Plan for the Research Component:
Formative Assessments: formative assessments are necessary for the attainment of a year mark. It will be conducted via 2 assignments for this module as follows:

Assignment 1: Learners are required to read a number of articles and answer the required questions in assignment 1. The assignment consists of information relevant to each module. It may include multiple-choice questions and essay type questions. The weight allocation is 10%.

Assignment 2: Learners are required to consult number of sources such as journal articles, and sections extracted and uploaded by the lecturer. Learners are required to follow the criteria provided by the lecturer to complete this assignment which, will involve developing a proposal. The weight allocation is 10%.

Summative Assessment: Admission to examinations is granted to learners on the submission of an assignment for the specific tuition period within the given time frame, stipulated in the Academic Planning Schedule. The summative assessment for the research module will be portfolio based. The learner needs to produce a research report. The weight allocation is 80%.

INTERNATIONAL COMPARABILITY

The National Qualification Framework level of this qualification ensures recognition globally as a Postgraduate qualification. It is compatible with international qualification frameworks and ensures international comparability of standards on service delivery. This qualification also meets recognition requirements in eastern countries such as India (University of Peradeniya) and the United Kingdom (Durham University) as the qualification is comparable with the Bachelor of Science Honours in Science Education offered by these universities. This qualification is also comparable to the Degree offered by the University of Nebraska offers.

The University of Peradeniya offers a Master of Science in Science Education. This qualification takes into consideration the nature of the learner, the processes of learning and teaching and, the characteristics of the domain-Science and the entry requirements include: Bachelor's Degree in Science (B.Sc.) or Bachelor's Degree in Education (B.Ed.) with a strong science background.

The qualification structure is similar to the institutions offering in that it contains coursework and a research project. General Component (Science Education) - Learners choose among electives and compulsory modules: Science in the Past, Present and Future, Science Teaching and Learning, Qualitative Research Methods in Science Education , Quantitative Research Methods in Science Education, Science Curriculum, Science and Society, Science and Information Technology, Measurement and Evaluation, Philosophical Foundations of Education, Psychological Foundations of Education, Educational Management, Action Research, Energy and Environment, School, university and industry relationships. Special Component (Biology/Chemistry/Mathematics/Physics Education): Learners need to choose one of the following: Biology Education, Chemistry Education, Mathematics Education, or Physics Education. These contain three content knowledge modules within each domain and pedagogical aspects related to each specific subject domain.

The University of Durham offers a Master of Science in Science Education. This qualification is comparable to the qualification offered at the institution in that both qualifications aim to meet the demand to focus on teachers' professional learning in Science, Technology, Engineering, and Maths subject areas, particularly enhancing subject knowledge and pedagogical skills for science teachers working outside their specialist subjects.

The structure of the qualification is composed as follows: The qualification has four taught modules: two specialised core modules in science education (considering the challenges and implications of science education), a research method module and an optional module. Also, there is a supervised dissertation. Learners can choose either physics as an additional subject specialism or chemistry as an additional subject specialism. These modules provide the subject matter knowledge for a better understanding of science education research.

The Makerere University and the Muni University (Uganda) offers a Bachelor of Science with Education undergraduate qualification. This qualification is designed to generate science teachers who can contribute meaningfully in the production of scientists, science educators, and technicians to promote science and its applications to real-life situations to induce national development through science. The qualification is comparable with the focus on science content knowledge within an intersection of pedagogy in science education.

The structure of the Degree is composed as follows (Makerere):
The learner takes both Education Professional modules and modules in Science subjects in combinations. The available science subject combinations are Biology/Chemistry; Biology/Physical Education; Mathematics/Chemistry, Mathematics/Physics, and Mathematics/Economics. For example, a learner that majors in Biology and minors in Chemistry will choose the following combination of modules in the final year: Entomology and Parasitology; Microbiology, Immunology and Mycology; Food and Human Nutrition; Economic Theories and Practices in Education; Special Needs Education; Trends and Contemporary Issues in Science Education; Organometallic and Bioinorganic Chemistry; Evaluation of Teaching and Learning; Research Project; Fresh Water Biology; Instructional Resources and Laboratory Teaching in Science Education; Supervision and Guidance to School Practice; Philosophical Orientation to Education; Guidance and Counselling; one Chemistry course (select from Advanced Analytic Chemistry, Pesticide Chemistry) and one Biology course (select from Environmental and Conservation Education; Population and Family Life Education).

ARTICULATION OPTIONS

This qualification allows possibilities for vertical articulation.

Vertical Articulation:

Master of Science in Life Sciences, NQF Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	University of South Africa