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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Life Sciences 
SAQA QUAL ID QUALIFICATION TITLE
101229  Bachelor of Education Honours in Life Sciences 
ORIGINATOR
North West University 
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  Schooling 
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
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Education Honours in Life Sciences qualification is to empower learners with an understanding of the theoretical underpinnings of Life Sciences education and thus develop their professional and critical expertise in certain aspects of the more modern practices or study of Life Sciences and Life Sciences Education. This qualification fosters progressive thinking in the field of Life Sciences and Life Sciences education. It develops a cadre of educators with a broader and more in-depth understanding of the transformation of Life Sciences education.

This qualification will deepen the expertise of Life Sciences educators and broaden the leadership base in the field of education, training and development as well as in subject-specific content knowledge. The curriculum includes an introduction to independent research and prepares learners for further Postgraduate studies.

Rationale:
The Bachelor of Education Honours in Life Sciences qualification provides professional Life Sciences educators and leaders at a Postgraduate level with a clear understanding of theories and theoretical frameworks, which underwrite education systems and Life Sciences content. Given the different levels of preparation offered to Life Sciences educators, it could, therefore, serve as a critical bridge between pre-service professional Life Sciences education and advanced studies at the Master's level and beyond. Consequently, a primary function of this qualification is to ensure that Life Sciences educators have the competence required for independent research at higher levels. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The University accepts the principle underlying outcomes-based, source-based- and life-long learning For the Recognition of Prior Learning, whether acquired by formal education curricula or informally (by experience). These types of learning are indispensable elements in deciding on admission to and awarding credits.

Formal prior learning:
Prior accredited learning at the Further Education and Training or at Higher Education level in relevant domains which constitute credit-bearing modules is recognisable. The learner needs to produce evidence that shows that they have achieved at a satisfactory level, the Exit Level Outcomes and Associated Assessment Criteria specified for modules of this qualification and, if appropriate, allow the Recognition of Prior Learning for the achievement of the qualification in part or in full.

Non-formal and informal prior experiential learning:
A learner who does not have a formal qualification or has a non-formal qualification may apply for RPL. There will be a consideration for those learners if they can demonstrate (through the production of substantial and satisfactory evidence) experiential, or work-based learning for admission or the recognition of prior learning for the achievement of the qualification in part or in full. An applicant who, after such assessment, is deemed to have sufficient potential but needs further academic development, must be directed to other suitable qualifications before admission or to qualifications after admission.

Entry Requirements:

The minimum entry requirement for this qualification is:
  • Bachelor of Education, NQF Level 7.
    Or
  • Bachelors qualification and a Postgraduate Certificate in Education, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 128 Credits.

    Compulsory Modules, 128 Credits:
  • Teaching, Learning and Assessment, 16 Credits.
  • Research Project, 32 Credits.
  • Conservation Ecology, 16 Credits.
  • Environmental Education for Life Sciences Teaching, 16 Credits.
  • Interdisciplinary Perspectives on Core Aspects in Bioethics, 16 Credits.
  • Foundations of Education Research, 16 Credits.
  • Curriculum Development, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a sound knowledge base and critical understanding of Life Sciences and Life Sciences education;
    2. Critically analyse and evaluate knowledge and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to Life Sciences education;
    3. Conduct independent inquiry (under supervision) in Life Sciences education and to report their findings in academically appropriate ways;
    4. Demonstrate the potential to act as academic leaders and experts in the field of education, training and development;
    5. Make responsible decisions and solve salient problems in respect of crucial educational matters;
    6. Work effectively with others as a team, with the staff and the learners of the school as a teaching-learning organisation and in other relevant contexts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Integrated Assessment:
    As stipulated in the Assessment and Moderation Policy of the institution, assessment criteria are formulated according to the national Level Descriptors and correctly communicated to learners as a guiding principle for assessment practices at the institution. Formative assessment occurs regularly in the form of class tests, homework assignments and integrated semester tests. Integrated summative assessment, where there is an assessment of the main purpose and key outcomes of the qualification, is included in the assessment activities for this qualification. Competence is when learners can demonstrate a deep understanding of the theories and practices of the teaching, learning and assessment of the Life Sciences and can apply such in diverse social and cultural contexts critically while evaluating best practices of teaching. Formative assessment: Class tests, homework, written assignments, report writing, practicals, class discussions, semester tests. Summative assessment: Written exam papers and oral presentations. 

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with qualifications form the following countries the United Kingdom, the Netherlands, Belgium and New Zealand. While all these countries specify the requirements of initial teacher education/training in terms of standards/criteria, only one - New Zealand - has developed level descriptors for postgraduate qualifications. All four countries specify required learning for initial teacher qualifications in terms of core curricula/components but not for postgraduate work. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Education Honours, NQF Level 8.

    Vertical Articulation:
  • Master of Education, 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. North West University 


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