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 Education Leadership and Management

SAQA QUAL ID	QUALIFICATION TITLE
108904	Bachelor of Education Honours in Education Leadership and Management
ORIGINATOR
University of KwaZulu-Natal
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		Adult Learning
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		EXCO 0733/25	2024-06-30	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2027-06-30		2029-06-30

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 Bachelor of Education Honours in Education Leadership and Management equips learners as leaders and managers with the ability to critically analyse theories, current debates, educational policies, and research on educational leadership and management. This qualification strengthens and deepens the knowledge base of educational leaders at different levels, preparing them to understand and address complex educational challenges in modern-day educational institutions. By developing the necessary knowledge, skills, and values, graduates will be empowered to effectively lead and manage educational institutions in diverse settings.

The qualification develops critical thinking, analytical, and problem-solving skills, essential for tackling complex issues in education leadership, management, and policy. The qualification equips learners with the ability to blend international insights with local contexts, making them valuable assets in both global and local settings. Completing the qualification opens pathways to career advancement in education leadership and management, policy analysis, and administration. It caters to both new graduates and seasoned professionals looking to elevate their career trajectories.

Learners will have a comprehensive understanding of the key issues, debates, and literature from international and local perspectives in the field of educational leadership, management, and policy, as well as how these elements interact with societal development. Learners will be adept at applying theories, research methodologies, and analytical skills to real-world education leadership, management, and development challenges, demonstrating the ability to develop innovative solutions.

Learners will be capable of conducting independent research, demonstrating proficiency in various research methodologies, and critically evaluating information from diverse sources to contribute meaningfully to the field.

Typical Graduate Attributes:

Graduates will display intellectual independence, critical thinking, and the ability to engage in self-directed learning, preparing them for lifelong learning and contribution to their field.

Graduates will be ethically aware and capable of identifying and addressing ethical issues in education leadership, management, and policy with a strong sense of social responsibility towards communities and the environment.

Graduates will possess strong communication skills and be able to present and communicate complex ideas effectively to a range of audiences. They will also be able to collaborate effectively with peers, stakeholders, and communities.

Graduates will demonstrate innovative thinking and the ability to adapt to changing circumstances and challenges in the field of education leadership, management and policy, contributing creative solutions to global and local problems.

Rationale:
The Bachelor of Education Honours in Education Leadership and Management stands as a crucial intervention in South African education, addressing a longstanding gap in effective leadership. Historically, educational leadership in the country has lacked the necessary emphasis, leaving many school and district managers reliant on experiential learning rather than structured knowledge. Recognising this deficiency, national initiatives have introduced skills-based programmes aimed at leadership development, albeit with a notable absence of research-based academic grounding. This is where the Bachelor of Education Honours degree steps in, bridging the divide by offering a comprehensive curriculum that integrates theoretical knowledge with practical skills. Learners engage with three core areas: educational leadership and management, systems management, and educational research, equipping them to navigate the complexities of school administration and drive meaningful change.

Drawing on international educational leadership literature while grounding the learning experience in the South African context ensures that graduates are adept at applying global best practices to local challenges. Ultimately, the qualification fosters a cohort of leaders and managers armed with the tools and insights needed to enact positive transformations within the South African education system, addressing critical needs and propelling progress forward.

The Bachelor of Education Honours in Education Leadership and Management holds profound benefits for the education sector, society, and the economy of South Africa. Firstly, within the education sector, this qualification fills a significant void in leadership preparation and professional development by capacitating learners with both theoretical understanding and practical skills. By addressing this gap, the program enhances the quality of educational leadership, leading to improved school management practices, better student outcomes, and overall educational excellence. In broader society, the qualification catalyses the development a future cohort of skilled educational leaders, while simultaneously equipping current leaders with the necessary skills, knowledge, values, and attitudes to lead effectively. By fostering a cadre of skilled educational leaders, the qualification not only enhances societal stability and cohesion but also cultivates the development of future leaders across various sectors. Economically, the qualification boosts the skill level and competitiveness of the workforce. Moreover, enhanced leadership directly influences student outcomes, thus contributing to the creation of an effective education system. Overall, the Bachelor of Education Honours in Education Leadership and Management catalyses positive change, benefiting the education sector, society, and the economy of South Africa in profound and multifaceted ways..

The profile of learners enrolling in this programme is diverse in terms of sectors, positions, age, employment status, prior educational backgrounds, and experience. Learner composition includes lecturers and leaders in higher education, district officials, TVET lecturers and leaders, school teachers and school leaders, other professionals from different educational organizations, as well as individuals from non-educational backgrounds with a keen interest in understanding educational leadership, management, and policy.

Occupations/ Professions:

Educator, School Leadership (Departmental Head, Deputy Principal, Principal, Chief Education Specialist, District leadership)

Leadership in Higher Education

Policy Analyst

There are continuous discussions/engagements with the Department of Higher Education and Training (DHET), Department of Basic Education, Umalusi, and the South African Council of Educators (SACE). All education qualifications must be presented to the Teacher Education and Evaluation Committee. In addition, all qualifications should align with the Minimum Requirements for Teacher Education Qualification (MRTEQ) requirements.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):

RPL offers an alternative access route into a qualification to those who do not meet the specified qualification entry requirements. Qualifications, part-qualifications, and professional designations registered on the NQF may be awarded in whole or in part through RPL.

Recognition of Prior Learning (RPL) is an important consideration for this qualification. The University Recognition of Prior Learning Policy and rules, and procedures will be considered when learners apply for RPL.

The institution's General Rule 7b (GR7b) states: "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for postgraduate studies or research, may be admitted as a learner of the University".

The South African Qualifications Authority (SAQA) National Policy and Criteria for the Implementation of the Recognition of Prior Learning (amended March 2019) and The Council of Higher Education, Recognition of Prior Learning, Credit Accumulation and Transfer in Higher Education (2016) is relevant to this qualification, in terms of the implementation of RPL, which strives to respond to socio-economic redress of historically disadvantaged communities.

Accordingly, RPL implementation in the qualification will be an enabling mechanism for either/or:
ż Access to academic programmes.
ż Advanced standing for future higher-level qualifications.
ż Award of full or partial credits where prior learning meets all the requisite exit level outcomes of the respective qualification.

The RPL assessment recognises knowledge, skills, and professional competence achieved through alternative learning pathways such as informal, non-formal, work-based experience, as well as formal learning. A portfolio of evidence (POE) will form the basis of RPL evaluation.

An RPL assessment committee will be set up to examine the POEs.

The RPL evaluation process is based on the matching of learning outcomes, obtained via alternative learning pathways, with the exit-level outcomes of the qualification. The RPL portfolio of evidence (POE) evaluation will use criterion-referenced rubrics to ensure consistency, fairness and rigour of RPL assessment. A maximum of 10% of admissions in any one year may be granted via RPL.

Successful RPL applications are subsequently presented and considered by the School Teaching and Learning Committee, followed by a submission for approval at the College Academic Affairs Board meeting.

Entry Requirements:
The minimum entry requirement for this qualification is:

A four-year professional teaching Degree, NQF Level 7.
Or

An appropriate 3-year bachelor's degree and a recognised professional teaching qualification, NQF Level 7.
Or

Advanced Diploma in a cognate sub-field of Education,

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, NQF Level 8, 128 Credits:

Understanding Research, 16 Credits.

Understanding Academic Literacy, 16 Credits.

Independent Research Project, 32 Credits.

Introduction to Education Leadership and Management, 16 Credits.

Introduction to Education Law and Policy Planning, 16 Credits.

Leading and Managing Educational Change, 16 Credits.

Leading and Managing People in Education, 16 Credits

EXIT LEVEL OUTCOMES

1. Examine the vast knowledge base of education scholarship, with a specific focus on educational leadership, management, and policy
2. Conduct an independent research inquiry and report the findings
3. Develop skills to source, critically analyze, and evaluate relevant scholarships in educational leadership, management, and policy, and to contribute to systematic thinking about educational matters and issues
4. Apply ethical standards and practices"
5. Develop skills in intercultural communication and inclusivity
6. Evaluate education initiatives in the context of the Sustainable Development Goals, recognizing education's role in addressing global challenges and promoting environmental, economic, and social equity.
7. Critically analyse and compare issues related to education leadership, management and policy.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Discuss, debate, and critically evaluate key theories and concepts in educational leadership and management.

Critically apply theoretical knowledge to practical applications in diverse educational settings.

Associated Assessment Criteria for Exit Level Outcome 2:

Design and execute a research project that addresses a significant question in the field of educational leadership and management, using appropriate methodologies.

Collect, organize, and critically evaluate information from primary and secondary sources, demonstrating methodological rigour.

Associated Assessment Criteria for Exit Level Outcome 3:

Synthesize scholarly materials to demonstrate an understanding of global educational trends, policies, and practices, and evaluate their impact on both local and global education systems across diverse cultural, economic, and political contexts.

Associated Assessment Criteria for Exit Level Outcome 4:

Explain and apply ethical standards and practices.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply and use intercultural communication skills and inclusive practices in collaborative projects.

Associated Assessment Criteria for Exit Level Outcome 6:

Explain and evaluate education initiatives in the context of sustainable development goals.

Evaluate education-based solutions to global challenges, supported by research and aligned with sustainable development principles.

Associated Assessment Criteria for Exit Level Outcome 7:

Systematically evaluate different perspectives on education leadership, management and policy issues through research papers or projects.

Apply relevant theories to conduct detailed analyses of real-world case studies, highlighting meaningful comparisons and contrasts.

Use critical feedback from peers and instructors to present findings that reveal a comprehensive understanding of the complexities in education leadership, management and policy issues.

INTEGRATED ASSESSMENT
All modules in the qualification have a range of assessments, and these assessments are of a varying nature, including class tests, presentations, assignments, and essays. In some modules, continuous assessment collectively informs a final mark for that module, while in others, a formal summative assessment is written. In the modules with both formative and summative assessments, formative assessment counts for 50% and summative assessment counts for 50%.

Formative assessments ensure that learners get feedback on their progress towards the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning in relation to the exit-level outcomes of the qualification. Apart from the discipline-related outcomes of each module, the range of assessments and the demands made on learners ensure that the generic programme outcomes are achieved.

The Independent Research project, which is a thirty-two-credit mini dissertation, is a significant form of integrated assessment of programme outcomes. Through this aspect of assessment, learners are required to draw from disciplinary knowledge (theories and concepts) and research methods studied in the understanding research module to design a viable study.

This qualification allows learners to demonstrate their understanding of their field, research methods relevant to their fields, and specific topics, and how all these can be used to produce a mini dissertation. In short, the mini dissertation is an integrated form of assessment in that allows learners to draw from all modules they have done and use that knowledge to produce acceptable research.

INTERNATIONAL COMPARABILITY

Country: Australia
Institution: University of Tasmania
Qualification Title: Bachelor of Education with Professional Honours (Leadership)
Credits: 87.5C
Duration: 2 semesters full-time
Entry Requirements:

Diploma in education, a teaching degree, or any other relevant qualification.
And

Have completed at least two [2] years

Structure:
Compulsory Modules

Leading and Managing People comparable to Leading and Managing People in Education

Leading Teaching and Learning comparable to Leading and Managing Educational Change

Global Citizenship in Education

Issues in Global Education

Honours Project Planning and Development, comparable to Independent Research Project

Honours Dissertation

Assessment:

Assignments and development papers.

Continuous assessment is included.

Similarities

University of Tasmania (UT), the South African (SA) qualifications are offered in one year of full-time study.

Both qualifications require applicants who have completed an undergraduate qualification in education/

The UT and SA qualifications consist of compulsory modules such as the Research Project.

Both qualifications consist of formative and summative assessment.

Differences:

The UT qualification consists of 85,5 credits, whereas the SA qualification consists of 128 credits.

The UT qualification includes a Dissertation, while the SA qualification does not include the dissertation.

Country: New Zealand
Institution: University of Auckland
Qualification Title: Bachelor of Education (Teaching) (Honours)
Credits: 120
Duration: 2 semesters full-time

Entry Requirements:

Bachelor of Education (Teaching) with a GPA of 5.0 or higher in 45 points above stage II
Or

Postgraduate Certificate in Education with a GPA of 5 or higher.

Qualification structure:
The qualification consists of the following compulsory and elective modules.

Compulsory Modules, 60 Credits.

Research Methodologies, 30 Credits comparable to Understanding Research

Research Project A, 15 Credits comparable to Independent Research Project

Research Project B, 15 Credits comparable to Independent Research Project.

Elective Modules, 60 Credits (Select any two modules):

Teaching with Digital Pedagogies, 30 Credit points

Mental Health and Wellbeing in Schools, Credit 30 points

Educational Leadership, 30 Credit points comparable to Introduction to Education Leadership and Management

Education and Diversity, 30 points, comparable to Leading and Managing People in Education

Social Psychology of the Classroom, 30 Credit points

Special Topic: Inclusive Practices for Neurodiversity (30 Credit points

Innovation, Design, Evaluation, 30 Credit points comparable to Leading and Managing Educational Change

Similarities:

University of Auckland (UA) and the South African (SA) qualification take one year full-time to complete.

Both qualifications require applicants who have completed the Bachelor of Education or equivalent in a cognate field.

The UA and SA qualifications consist of a minimum of 120 credits.

The SA qualification integrates modules that offer a theoretical understanding of research principles and culminate in a research project. Notably, the research project carries significant credit weight in all programmes, with its credits being double that of individual modules.

Differences:

The UA qualification consists of compulsory and elective modules, whereas the SA qualification consists of compulsory modules and no electives.

Conclusion:
While content similarities exist across the qualifications, the number of modules and credits differ. The SA qualification comprises seven modules with 128 credits, the University of Tasmania has six modules with 87.5 credits, and the University of Auckland features eight modules with 120 credits. These comparisons highlight the rigorous and comprehensive nature of the Bachelor of Education Honours in Educational Leadership and Management, which stands alongside its international counterparts in delivering high-quality education and research opportunities in educational leadership and management.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Education Honours in Adult Continuing Education and Training, NQF Level 8.

Bachelor of Education Honours in Social Justice Education, NQF Level 8.

Bachelor of Education Honours in Curriculum Studies, NQF Level 8.

Vertical Articulation:

Master of Education in Educational Management, NQF Level 9.

Master of Education in Educational Leadership, NQF Level 9.

Master of Education in Educational Leadership, Management and Policy, NQF Level 9.

Diagonal Articulation:

Occupational Certificate: School Principal (School Manager), NQF Level 6.

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.	University of KwaZulu-Natal