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 Primary Education 
SAQA QUAL ID QUALIFICATION TITLE
101934  Bachelor of Education Honours in Primary 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), the Bachelor of Education Honours (B Ed Hons) 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. The B Ed Hons qualification demands a high level of theoretical engagement and intellectual independence.

Towards achieving these aims, the curriculum takes a strong praxiological approach, with all assignments being closely related to professional practice, and the Year 2 research-based specialisms being framed as applied research. From the very first session in Year 1, learners 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, learners 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.

Rationale:
The Bachelor of Education Honours in Primary Education [B Ed Hons] qualification 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. The 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 Master's level. 

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:
  • Approved Bachelor's Degree with a recognised professional teaching qualification.
    Or
  • A four-year professional teaching Degree.
    Or
  • Advanced Diploma in Education, Level 7. 
    		•

    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 modules):
  • Adult Education Processes, 25 Credits.
  • Quality Teaching and Learning in Primary Education, 25 Credits.
  • Bilingual Education for Diversity and Access, 25 Credits.
  • Science Education 'A', 25 Credits.
  • English Language Teaching, 25 Credits.
  • Environment and Sustainability Education, 25 Credits.
  • Mathematics Education 'A', 25 Credits.
  • Educational Leadership and Management, 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
  • Acquire a sound knowledge base and critical understanding of education in general and of the area of specialisation in particular.
  • Source, analyse and evaluate knowledge critically in the area of specialisation.
  • Conduct independent inquiry in a specialised area of education, training or development, and report the findings in academically appropriate ways.
  • Demonstrate the ability to act as academic leaders and/or experts in the field of education, training and development. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The following associated assessment criteria will be assessed in an integrated manner across all the Exit Level Outcomes:
  • Demonstrate a critically informed understanding of national and international policy context of education in general, and of his/her 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 his/her area of specialisation in particular.
  • Identify and engage critically with a range of responses to key issues in education in general, and of his/her area 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.
  • 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.
  • 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 on this qualification 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 learners 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 students and encourages the use of multiple forms of assessment.

    The institution 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 of the Education Department who consults with lecturers if there are borderline cases or situations where learner could not sit for the examination due to ill health. The Head of Department after finalisation of the results then forwards the mark sheets to the Registrar's office for processing.

    Electives:
    The assessment practices of these modules differ slightly and are not itemised here. However, all these modules have formative assessment in the form of individual and group assignments, and summative assessment take the form of either a written examination in November, or a Portfolio of Evidence which includes a research report (also submitted in November).

    For each module, the Final Mark will be constituted by the combined Class Mark (50%) and the Examination Mark (50%). 
    		•

    INTERNATIONAL COMPARABILITY 
    The B Ed (Honours) is an unusual qualification in that it is not offered, or considered to be a career path in most countries. A number of countries on each continent (e.g. Tanzania, Brazil, Japan, Singapore, United States, Netherlands, Hong Kong, England and Australia) indicated that the Bed (Honours) Degree appears unique to South Africa.

    The initial teacher education qualification in most countries is referred to as a Bachelor of Education (B Ed) Degree or a Postgraduate Certificate/Diploma in Education (PGCE/PGDE). After a four-year initial teacher education qualification, learners enter a Masters in Education qualification. In other words, the career path in the countries highlighted above is B Ed or PGCE/PGDE - Masters - Doctor of Philosophy (PhD).

    Masters in Primary Education is the only comparable qualification, yet, it should be noted, that these qualifications are of a higher status as they provide entry into a PhD.

    Below are three Master's qualifications that relate to Primary Education.

    Master's in Primary Education (University of Cambridge, Cambridge, United Kingdom):
    The Master's in Primary Education is intended for education professionals, policy makers and researchers at any stage of their career. Many learners have relevant international experience and interests. It is aimed to fuse research and theoretical understandings about primary or elementary education with current priorities in policy and practice.

    Learners will have the opportunity to enhance your educational understanding and practice through critical reflection, study and research critically engage with the best quality national and international educational research that has relevance to primary education and carry out individual and collaborative critical enquiry into significant educational issues and learners will develop their thinking in order to contribute to informed policy and practice analysis and improvement in the primary phase and their own work setting.
    Coursework modules:
  • Critical perspectives on primary education policy and practice.
  • Creative approaches to the curriculum.
  • Pedagogy, talk and learning.
  • The school as a community.
  • Dissertation.

    Master's in Education in Primary Education (University of Botswana, Gaborone, Botswana):
    The primary goal of the qualification is to build capacity building in Primary and Language Education in the Southern African region. It is geared towards the preparation of high calibre, professionally sound personnel for pedagogical and research careers in tertiary institutions as well as in allied institutions/bodies in the education sector of the economy in the region.
    Coursework modules
  • Planning and financing of infant and primary education.
  • Learning strategies in infant/primary education.
  • Trends and issues in early childhood education.
  • Education Diagnosis and assessment of pre-school exceptional children.
  • Socio-cultural context of early childhood education.
  • Dissertation, Educational research I and II, Research method and design in infant/primary education.

    Master of Education: Early Childhood National Institute of Education (Singapore):
    This specialisation makes an in-depth study of theories and practices in early childhood education. The focus is on knowledge and understanding of issues in the art of teaching children in their early years, appreciating their social contexts, early childhood curriculum and pedagogy, and meaning-making through linking related education theories and practices. Issues are addressed across varied paradigms and perspectives in contemporary ideas of teaching and learning. It extends the knowledge and expertise of early childhood professionals, enabling them to develop innovative teaching programmes for young children.

    Coursework modules:
  • Educational Inquiry.
  • Child Development (0-8 years).
  • Issues and Trends in Early Childhood Education.
  • Research Investigations in Early Childhood Education.
  • Assessment in Early Childhood Education.
  • Curriculum Design for Infants and Toddlers.
  • Curriculum Design for Nursery and Kindergarten Children.
  • Diversity in Early.
  • Early Intervention.
  • Professionalism in Early Childhood Education. 
    		•

    ARTICULATION OPTIONS 
    Articulation with other 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 articulates vertically with the following:

    Vertical Articulation:
  • An approved 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.
     
    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.