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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Educational Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
101513  Bachelor of Education Honours in Educational Leadership and Management 
ORIGINATOR
Rhodes 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
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
In line with the Policy on the Minimum Requirements for Teacher Education Qualifications (2011), the Bachelor of Education Honours in Educational Leadership and Management qualification aims to prepare teachers for research-based Postgraduate studies in a field of Education. It serves to consolidate and deepen the teachers' knowledge of the field and develop research capacity in the methodology and techniques of that field. This qualification demands a high level of theoretical engagement and intellectual independence.

The curriculum takes a strong praxiological approach, with all assignments being closely related to professional practice and with Year 2 having research-based specialisms being framed as applied research. From Year 1, teachers are introduced to the multiple facets of qualitative educational research (purpose, orientations, as well as academic conventions in reading and writing about research). Teachers are required to engage critically and in theoretically-informed ways with current educational issues and must be able to consider the implications of these perspectives for their own educational practice.

Rationale:
The Bachelor of Education Honours in Educational Leadership and Management qualification focuses primarily on continuing professional development for teachers with an emphasis on critical thinking and responsiveness to educational challenges. There is also a long-term need in the Eastern Cape to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. This qualification focuses on laying not only a foundation of educational knowledge (the sociological, psychological and philosophical dimensions of education), but it also enables the teachers to develop applied research competence and reflexive practice and lays a foundation for future research at a Masters level. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Qualified teachers, holding a former Advanced Certificate in Education, a former undergraduate Higher Diploma in Education or a former Further Diploma in Education, who are currently practicing as educators, may apply for assessment of prior learning to gain entry into this continuing teacher professional development qualification. To be accepted into this qualification, applicants will be required to display a level of academic engagement and intellectual independence appropriate for Level 7. Applications shall be judged on a case by case basis.

Entry Requirements:
The minimum admission requirements for this qualification is a:
  • A four-year professional teaching Degree.
    Or
  • An appropriate Bachelor's Degree with a recognised professional teaching qualification.
    Or
  • An Advanced Diploma in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Level 8, totalling 120 Credits.

    Compulsory Modules, 70 Credits:
  • Educational Ideas and Issues, 40 Credits.
  • Educational Research I, 20 Credits.
  • Educational Research II, 10 Credits.

    Elective Modules, 50 Credits (Choose two):
  • Adult Education Processes, 25 Credits.
  • ELM Theory, Policy and Practice, 25 Credits.
  • Research in ELM, 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Acquire a sound knowledge base and critical understanding of education in general and of the area(s) of specialisation in particular.
    2. Source, analyse and evaluate knowledge critically in their area(s) of specialisation.
    3. Conduct independent inquiry in a specialised area of education, training or development, and report their findings in academically appropriate ways.
    4. Exhibit the potential to act as academic leaders and/or experts in the field of education, training and development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria is integrated to enable teachers to achieve the Exit Level Outcomes:
  • Demonstrate a critically informed understanding of national and international policy context of education in general and of area of specialisation in particular.
  • Demonstrate a critically and empirically informed understanding of the sociocultural, historical and material contexts of education in general, and of area(s) of specialisation in particular.
  • Identify and engage critically with a range of responses to key issues in education in general and of area(s) of specialisation in particular.
  • Engage critically with a range of academic texts relevant to the field of education.
  • Critically evaluate a range of theoretical responses to an area of educational specialisation.
  • Reflect critically on key educational issues from philosophical, sociological and psychological vantage points.
  • Consider a range of research design options and make decisions about appropriate use of research methods.
  • Reflexively apply relevant theories and concepts to data in a specified educational investigation.
  • Understand issues of rigour, validity and quality in educational research and demonstrate reflexive engagement with the ethics of conducting educational research.
  • Report on small-scale educational research in a systematic, professional and academically appropriate way.
  • Think independently and critically to formulate ethical and defensible responses to key educational issues in an area of specialisation.
  • Collaborate professionally with others in response to current educational issues.

    Integrated Assessment:
    Assessment of learning is guided by the institution's Policy on Assessment which recognises that, although assessment functions to measure learning, it can also be used to guide and develop that learning. Both Formative and Summative Assessment is designed to create an opportunity for teachers to demonstrate through a variety of procedures how they have grown as professionals. Summative assessment consists of written examinations at the end of each year that comply with the university's Policy of Assessment, The Procedures and Practices. The policy stipulates that assessment should be open and transparent to teachers and encourages the use of multiple forms of assessment.

    The university has an external examining policy which formalises what is accepted as good practice. The assessment results are first examined internally. Once the results have been consolidated, scripts are sent to the external examiners. The assessment of learning achievements is benchmarked at the exit level of the qualification and is subjected then to external examination by appropriately qualified academics. Once the external examiners have completed the moderation of the results, they are sent to the Head of Department (HOD) of the Education Department who consults with lecturers if there are borderline cases or situations. The Head of Department after finalisation of the results then forwards the mark sheets to the Registrar's office for processing. 
    		•

    INTERNATIONAL COMPARABILITY 
    The BEd (Honours) is an unusual qualification in that it is not offered or considered to be a career path in most countries. An internet search of a number of countries indicates that the BEd (Honours) Degree appears to be unique to South Africa.

    The Bachelor of Education (BEd Degree) or a Postgraduate Certificate/ Diploma in Education (PGCE/PGDE) is the initial teacher education qualification in most countries. After this four-year initial teacher education qualification students in other countries enter a Master's in Education qualification. This reveals that there is no Honours in Education Degrees internationally, as offered in South Africa.

    The absence of an Honours programme internationally makes it extremely difficult to provide an international comparability. In fact, a review driven by the Higher Education Quality Commission (HEQC) in South Africa in 2010 focussed on ELM programmes. Although this report focussed on Masters in ELM programmes, the findings have relevance. One of these findings describe the difficulty of deciding what counts as valid knowledge in a field such as ELM (CHE Report, 2010). Furthermore, Oplatka (2007) writing in the international context identifies that a possible reason for the difficulty in determining what counts as valid knowledge is the several ontological orientations the field has. As a result, the field experiences a discontinuity in the development of a unified knowledge base. This accounts for the significant differences in the knowledge selected across ELM programmes in South Africa and internationally.

    Against this backdrop, and due to the absence of an Honours ELM qualification internationally, international comparability is impossible. However, for illustrative purposes two Masters programmes have been drawn, yet it must be noted that these qualifications are at a much higher level and status as they provide entry into a PHD. Hence the exit level outcomes would be more demanding. The two programmes are:
  • MPhil Educational leadership and school improvement- University of Cambridge.
  • MSc Educational Management- University of Bristol offered in Hong Kong.

    The University of Cambridge offers the programme to PGCE students. If the students have completed their PGCE at the same institution, the programme can be completed in 1 year or in a 2 -year period if the previous qualification is from another institution. The teaching follows a thematic route focussing on issues of Educational leadership and school improvement and then research training. The programme also draws on participants experiences- mention of some teaching experience and exposure to some form of leadership, formal or informal is made. Similarly, the Rhodes elective focusses on the theoretical perspectives and research- hence the strong focus on the inter-relationship between theory and practice in these programmes is valued.

    The University of Bristol's programme is offered in Hong Kong on a part- time basis (2-5 years). The programme adopts a modular approach and the topics cover research and other leadership -related aspects as depicted in their outline. (See web links/ appendices for further details). 
    		•

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

    Horizontal Articulation:
  • Postgraduate Diploma in Education, Level 8.
  • Bachelor of Education Honours in Information Communications Technology, Level 8.
  • Bachelor of Education Honours in Bilingual Education for Diversity and Access, Level 8.
  • Bachelor of Education Honours in Mathematics Education, Level 8.

    Vertical Articulation:
  • Master of Education, Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS 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. Rhodes 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.