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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Educational Management and Leadership 
SAQA QUAL ID QUALIFICATION TITLE
103125  Bachelor of Education Honours in Educational Management and Leadership 
ORIGINATOR
Cape Peninsula University of Technology 
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 0427/24  2024-10-03  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:
The purpose of the qualification is to develop research capacity in the methodology and techniques in order to prepare students for advanced post-graduate studies in this field. The qualification aims to equip students with a high level of theoretical engagement and intellectual independence relevant to the field of management and leadership in education. It also aims to instil an appreciation of the important role of research and specialised skills during the exploration of key issues within this field. Students will plan, conduct and report on a research project under supervision which will address contemporary and critical issues related to the management and leadership within the field of education.

Students will be provided with sufficient depth of knowledge and skills to enable their continued professional and personal intellectual development, and the opportunity for further postgraduate study at Level 9 and higher.

Rationale:
This qualification has been designed to consolidate and deepen the students' knowledge of education management and leadership and to develop research capacity in the methodology and techniques of this field.

This qualification consists of a generic component and a specialisation component. The generic component comprises current relevant educational themes and perspectives related to educational management and leadership (offered in the module Education 5) as well as research methods and techniques (offered in the modules Introduction to Research in Education and Research Methods in Education). The generic component serves as an essential, contextual underpinning for the specialisation component, the latter containing five modules which comprise specialised themes pertaining to educational management and leadership as well as a research project conducted within this field. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The Recognition of Prior Learning (RPL) process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

The institution has an RPL policy in place, in line with relevant government policies and legislation, as well as relevant institutional policies, requirements and regulations. This policy describes in detail the RPL procedure to be followed by both the applicant and the institution.

RPL for access:
Admission into the BEd Honours qualification will be based on formal learning (i.e. formal education qualifications) combined with experiential learning. The policy on Minimum Requirements for Teacher Education Qualifications regulates pathways into BEd Honours qualifications, i.e. prerequisite formal educational qualifications. In exceptional cases, however, the institution might consider a candidate with a qualification at a lower level, but who has acquired substantial experiential learning through his/her involvement in the education sector. The competence of such an applicant will be assessed against the outcomes of the entire prerequisite (preceding) formal qualification to determine the candidate's eligibility for admission into the BEd Honours qualification.

RPL for advanced standing:
Alternatively, an applicant may apply for recognition of (a) particular subject(s) or module(s), again based on (a) acquired formal qualification(s) combined with experiential learning. In such a case, the competence of the applicant will be assessed against the outcomes of the module(s) or subject(s), and exemption may be awarded for that module(s) or subject(s) if outcomes are met. A maximum of 50% of the credit value of the qualification can be exempted in this way.

Entry Requirements
The minimum requirements for admission to a Bachelors of Education Honours in Educational Management and Leadership are:
  • A four-year professional teaching Degree.
    Or
  • An appropriate Bachelor's Degree and a recognised professional teaching qualification.
    Or
  • An appropriate 360 Credits National Diploma and a recognised professional teaching qualification.
    Or
  • A four-year professional teaching qualification as well as an Advanced Diploma in a cognate sub-field of Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Level 8 totalling 125 Credits.

    Compulsory Modules Level 8, 125 Credits:
  • Education 5, 30 Credits.
  • Introduction to Research in Education, 5 Credits.
  • Research Methods in Education, 20 Credits.
  • Research project, 30 Credits.
  • Management of Education Institutions, 40 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate advanced reflective and applied competence regarding integrated knowledge and critical understanding of subject matter relevant to management and leadership in education, theories and methods of research within this field, and how to evaluate and apply such knowledge and skills within the context of management and leadership in education.
    2. Engage with and address ethical issues related to knowledge application and research related to management and leadership in education.
    3. Use a range of specialised skills to identify, investigate, critically analyse and understand, evaluate, address and solve complex real-life educational management and leadership problems in a creative and coherent manner.
    4. Demonstrate the ability to verbally and in writing formulate, present and communicate insightful and creative academic and professional discourse, offering creative insights, rigorous interpretations and solutions to education management and leadership issues, using appropriate media and communication and information technology as well as other appropriate research methods.
    5. Effectively operate as a member of a team to solve problems and address challenges related to management and leadership in education, and to assume responsibility for task-specific objectives, appropriately using relevant and multiple resources.
    6. Apply, in a self-critical manner, assessment strategies which effectively address personal, professional and lifelong learning as well as on-going learning needs of others. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • Demonstrate awareness and understanding of crucial theoretical paradigms, concepts, ideas, issues, problems and trends locally as well as globally in the field of management and leadership in education.
  • Demonstrate appropriate research paradigms, approaches, designs and methodologies applicable in the field of education in general, and of the field of management and leadership in particular.
  • Access and report research done and reports published on the current status of management and leadership in education, nationally and internationally.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • Demonstrate an appropriate level of expertise in academic and writing skills.
  • Apply critical skills to conduct, analyse and interpret research in the field of management and leadership in education.
  • Make responsible, ethically based and professional decisions in the execution of research.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Demonstrate an understanding of ethical issues and the responsibilities of managers and leaders.
  • Critically reflect own and peers' management and leadership skills on to constantly improve management and leadership practices.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • Demonstrate real-world application of knowledge and skills.
  • Analyse and evaluate given scenarios, and real-life problems in order to design and develop integrated solutions.
  • Discuss concepts related to management and leadership in education in relation to current real-world contexts.

    Associated Assessment Criteria for Exit Level Outcomes 5:
  • Critically analyse, synthesise and evaluate the nature and issues regarding management and leadership in education, both nationally and internationally, in groups, taking co-responsibility for the outcome of the group.
  • Review and conduct research on education management and leadership issues related to the South African and other education systems, individually or as part of a group.

    Associated Assessment Criteria for Exit Level Outcomes 6:
  • Discuss and apply philosophies, theories and issues regarding management and leadership in education, nationally and internationally.
  • Demonstrate evidence of knowledge and understanding are provided through comprehensive and critical analysis of educational policy documents relevant to teaching, learning, assessment and the management and leadership of education.
  • Apply critical judgment and practical problem solving abilities to address and evaluate the nature and issues regarding teaching, learning, assessment and the management and leadership of education, both nationally and internationally.
  • Suggest, plan, design and apply the various management and leadership theories related to quality assurance in education.

    Integrated Assessment:
    This qualification makes use of continuous assessment where both formative and summative assessments are utilised.

    Assessment in the individual modules adheres to this; however, the wide variety of modules offered requires discipline-specific and focused assessments reflecting the outcomes rationale procedures and conventions relevant to the discipline. Assessment tasks will also reflect the unique needs of each module and these will inform the number as well as the relative weightings of the assessment tasks.

    A variety of assessment techniques are used to evaluate various types of knowledge and to provide students with various learning styles opportunities to be successful. Assessment techniques include on and offline tests, on and offline assignments, individual and group assignments, integrated assignments, portfolios, reflective journals, presentations, critical discussions, reports and research assignments. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared internationally with international qualifications. In the international comparison exercise for three universities in Africa (Cairo University, the American University in Cairo and the University of Dares Salaam), two universities from SADC countries (Universities of Botswana and Namibia), three Australian universities (Melbourne University, Australian National University and Griffiths University) as well as one of the few international Universities of Technology that offer teaching qualifications (Sydney University of Technology) were included. In addition, as exemplars of best practice, the Universities of Harvard, Oxford and Stanford were investigated.

    The following variables were used for comparing: purpose of qualification, core modules, admission requirements, "NQF" levels, assessment and research component of the qualification. Comparison activities included content analysis of faculty handbooks, websites, email correspondence with academics and study guides.

    Although universities in the United States of America and United Kingdome seldom offer an Honours qualification (this is usually incorporated into undergraduate qualifications, after which students can continue to what is called a "Master of Teaching" qualification), given the variety of institutions investigated, a very good overall impression of national and international qualifications against which this qualification was compared, had been constructed.

    In conclusion, this qualification compares favourably with the qualifications referred to in this comparability study. 

    ARTICULATION OPTIONS 
    This qualification allows for vertical and horizontal articulation possibilities.
    Horizontal Articulation:
  • Postgraduate studies in Education Management and Leadership, Level 8.

    Vertical Articulation:
  • Master in Education Degree, 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.