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

Bachelor of Education Honours in Mathematics Education 
SAQA QUAL ID QUALIFICATION TITLE
101932  Bachelor of Education Honours in Mathematics Education 
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), this qualification aims to prepare students for research-based postgraduate studies in a field of education. It serves to consolidate and deepen the students' 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.

Towards achieving these aims, this qualification takes a strong praxiological approach, with all assignments being closely related to professional practice, and the Year 2 research-based specialism being framed as applied research. From the very first session in Year 1, students are inducted into the multiple facets of qualitative educational research (purpose, orientations, as well as academic conventions in reading and writing about research). Through on-course activities and assignments, students are required to engage critically and in theoretically-informed ways with current educational issues, and to consider the implications of these perspectives for their own educational practice.

The Bachelor of Education Honours in Mathematics Education qualification focuses on laying not only a foundation of educational knowledge (the sociological, psychological and philosophical dimensions of education), but it also supports the development of applied research competence and reflexive practice for educators, and lays a foundation for future research at a Master's level.

Rationale:
This qualification offered by this institution that focuses primarily on continuing professional development for teachers (with an emphasis on critical thinking and responsiveness to educational challenges). There is a long-term need in the Eastern Cape to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The minimum admission requirements for the Bachelor of Education Honours Degree, is a four-year professional teaching degree or an appropriate Bachelor's Degree and a recognised professional teaching qualification or (a) four-year professional teaching qualification(s) as well as an Advanced Diploma in a cognate sub-field of Education. Because this is a professional development programme, students applying for access to this programme must be professionally qualified and thus satisfy the minimum admission requirements as stipulated in the Revised Policy on the Minimum Requirements for Teacher Education Qualifications (2015). The University recognizes prior learning relevant to the cognate subjects/phases obtained from other universities and from other programmes at the same level at this university, for credit bearing purposes. The RPL policy of the institution will be applied for this purpose, in that this qualification is one in which: "Limited use is made of RPL to award credits towards certain qualifications". If the applicant has previously been granted credits that are relevant to the qualification and are at the same level (level 8), and if the applicant has evidence for that, a Faculty RPL committee will follow due process to evaluate the prior learning of the student. The committee will assess the evidence provided by the applicant and a report will be submitted to the Faculty, which will decide on a ruling to be implemented, based on the report made by the committee.

Entry Requirements:
The minimum requirements for admission into the Honours Degree are:
  • A four-year professional teaching Degree at Level 7.
    Or
  • An appropriate Bachelor's Degree with a recognised professional teaching qualification at Level 7.
    Or
  • An Advanced Diploma in Education at Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises elective and compulsory modules at Level 8 totalling 120 Credits.

    Compulsory Modules Level 8, 70 Credits:
  • Educational Idea and Issues, 40 Credits.
  • Educational Research 1, 20 Credits.
  • Educational Research 2, 10 Credits.

    Elective Modules Level 8, 50 Credits:
  • Adult Education Process, 25 Credits.
  • Mathematics Education A, 25 Credits.
  • Mathematics Education B, 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:
  • Demonstrate a sound knowledge base and critical understanding of education in general and of tin the area(s) of specialisation in particular.
  • Demonstrate the ability critically to analyse and evaluate knowledge in their area(s) of specialisation, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of specialisation.
  • Demonstrate the ability to conduct independent inquiry in a specialised field of education, training or development, and to report findings in academically appropriate ways.
  • Exhibit the potential to act as academic leaders and experts in the field of education, training and development. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes.
  • Understand national and international policy context of education in general in a critically informed way, and in the area(s) of specialisation in particular.
  • Understand the sociocultural, historical and material contexts of education in general in a critically and informed way, and in the area(s) of specialisation in particular.
  • Demonstrate the ability to identify and engage critically with a range of responses to key issues in education in general, and in the area(s) of specialisation in particular.
  • Demonstrate an ability to engage critically with a range of academic texts relevant to the field of education.
  • Demonstrate an ability to critically evaluate a range of theoretical responses to an area of educational specialisation.
  • Demonstrate an ability to reflect critically on key educational issues from philosophical, sociological and psychological vantage points.
  • Demonstrate an ability to consider a range of research design options and make decisions about appropriate use of research methods.
  • Demonstrate an ability to reflexively apply relevant theories and concepts to data in a specified educational investigation.
  • Demonstrate an understanding of and reflexive engagement with the ethics of conducting educational research.
  • Demonstrate an understanding of and reflexive engagement with issues of rigour, validity and quality in educational research.
  • Demonstrate an ability to report on small-scale educational research in a systematic, professional and academically appropriate way.
  • Demonstrate an ability to think independently and critically to formulate ethical and defensible responses to key educational issues in an area of specialisation.
  • Demonstrate an ability to collaborate professionally with others in response to current educational issues.

    Integrated Assessment:
    Integrated assessment is an interdisciplinary approach to assessment of learning. It is based on combining, interpreting and communicating knowledge in this field of study. In this qualification, integrated assessment is ensured by incorporating both formative and summative assessment strategies into the learning programme. Assessment strategies are underpinned by the Exit Level Outcomes and Associated Assessment Criteria, which are designed in articulation with the level descriptors and the scope of practice. As such, all elements are aligned with the purpose statement of the programme. Integrated assessment will take place within the context of an active learning environment, in adherence to: quality assurance policies, procedures and processes; a guided and supported learning environment.

    Formative assessment will thus mainly involve integrated types of assessment, used to inform students about their progress on a continuous basis throughout the semester. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Marks collected from this evidence may be recorded for promotional purposes or may be used for the sole purpose of student and lecturer reflection, growth and development. Formative assessment will be used to support the student developmentally and to provide feedback to all involved in the learning process of how teaching and learning can be improved. Throughout the qualification, formative assessment strategies will be used to ensure that Exit Level Outcomes are achieved, which include (but not limited to):
  • Assignments; demonstrations; presentations; and/or any other applicable methods required within a specific teaching and learning experience.

    Summative assessment will involve assessment opportunities that take place at the end of a learning experience. Information will be gathered about a student's level of competence upon completion of a unit, module or qualification. Results may be expressed in marks in terms of the level of competence achieved, with regard to level descriptors, specific outcomes and assessment standards. This type of assessment is used for promotional purposes and does take the form of (including, but not limited to):
  • Examinations (theoretical).
  • Portfolios.
  • Presentations.
  • Tests.
  • Research Report/Portfolio. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is an unusual qualification in that it is not offered as a separate qualification in most countries.

    The initial teacher education qualification in most countries is either a Bachelor of Education (BEd) Degree or a Postgraduate Certificate/Diploma in Education (PGCE/PGDE) following an initial Bachelor's Degree, or a Masters Degree with a coursework component (MEd, MSc, MA) with some professional specialisation in Education. After a four-year initial teacher education qualification, students may register for a research-oriented Masters in Education qualification, and/or a Doctor of Philosophy (PhD) in Education.

    In the United Kingdom (UK), a distinction is made between a Bachelor's Degree and an Honours Degree. But except for some universities in Scotland (some of which term this Degree an MEd Degree), this is not a qualification separate from an initial Bachelor's Degree. Rather, an Honours Degree is awarded to students who include an additional number of credits at the highest level possible for an undergraduate Degree and who demonstrate a high level of academic performance throughout their Degree. Such graduate with a first class, or upper second-class honours Degree. Students who do not attain an Honours Degree, graduate with a Bachelors Degree. Some universities in Scotland allow students to graduate with an initial Bachelor's Degree and then attend for an additional year to attain an Honours Degree. This is very similar to the manner in which the South African system is structured.

    The key distinction between a Bachelor's Degree and an Honours Degree in both systems is that the Honours Degree requires a higher level of academic performance and includes a deeper engagement with more complex academic work. This deeper and more complex engagement generates insight into the teaching and learning process that is beyond that displayed by a Bachelor's graduate. This improved insight deepens and improves the graduate's engagement in the professional process of teaching, as well as preparing the graduate for the postgraduate research in education.

    For this reason, this qualification is comparable to First Class or Upper Second-Class BEd (Honours) in the UK system. The increased academic complexity is aligned with the NQF Level 8 nature of the qualification for which this University students must register. The South African system acknowledges that it is difficult for most students to engage effectively with work of this academic complexity in their initial undergraduate education and for this reason; students are presented with the opportunity to study for an additional year in order to master this work.

    Two examples of these Degrees are MEd (Hons Primary Education with Mathematics through Edinburgh University BSc (Honours) Mathematics with Education through the University of Sheffield Hallam. It should be noted that this University's BEd Honours Degree in Mathematics spans all phases and thus is suitable for both primary education and secondary education.

    This qualification is further compared with the Education university of Hong Kong's five-year BEd (Honours) qualification in Mathematics education. The subjects offered for this qualification are similar to those which South African students would attend if they attained an initial BEd Degree qualifying them to teach mathematics and then register for this qualification. 

    ARTICULATION OPTIONS 
    Articulation with other Bachelor of Education (BEd) (honours) qualifications at other institutions in South Africa.

    No agreements have been put in place with other South African institutions offering the BEd (Honours) Degree.

    This qualification allows for vertical articulation possibilities.

    Vertical Articulation:
  • Master of Applied Science, Level 9.

    All of the Bachelor of Education (Honours) programmes at Rhodes University have a generic first year for part time students all of whom - irrespective of the specialism - register for: Educational Issues and Ideas (40 credits) and Research in Education (30 credits). This assumes that part time students (the majority of any intake) are only required to choose their specialisms for the second year. That being said, before the second year of the Bachelor of Education (Honours), students can choose any of the Bachelor of Education (Honours) specialisms on offer at Rhodes University. 
    		•

    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.
     
    NONE 


    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.