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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Education Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
109567  Bachelor of Education Honours in Education Leadership and Management 
ORIGINATOR
MANCOSA Pty (Ltd) 
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  Higher Education and Training 
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  2019-05-29  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 Bachelor of Education Honours in Educational Leadership and Management is to prepare learners for research-based postgraduate studies in educational leadership and management. It serves to consolidate and deepen the knowledge base in educational leadership and management. It further aims to develop research capacity in the research methodologies and techniques required to research issues on educational leadership and management. The qualification focuses on developing critical engagement on issues related to educational leadership and management facilitated through a deep theoretical insights and individual intellectualism. Additionally, the qualification seeks to encourage progressive thinking in the field of educational leadership and management by developing educators who can contribute to the transformation of educational practice and prepare educators for further Postgraduate studies by providing the competences required for further research at higher levels.

Qualifying learners will be able to:
  • Apply research methods and techniques relating to educational issues.
  • Apply ethical conduct as an educational leader or manager.
  • Apply educational leadership and management skills.
  • Synthesise, analyse, and apply theories and principles of education.
  • Engage critically on issues related to educational leadership and management.

    Rationale:
    A national research from Wedekind and Harley (2004) on effective schools found that schools that were efficiently run were led by school leaders who were well qualified in educational leadership and management. The vast terrain of educational leadership and management globally points to the need for education leaders to have leadership and management training. Drawing from such literature, the South African Department of Basic Education saw the value of having qualified, appropriately skill educational leaders for the school education system and has intervened by recommending qualifications for school education managers to take with a view to having appropriately qualified school leaders to take leadership positions in schools. Hence, over the years, several institutions of higher education have developed in-service qualifications; some have expanded their Postgraduate qualification offerings to include greater emphasis on educational leadership and management offerings. While these efforts are commendable, the programmatic reach to the schools across the country stills remains a huge challenge.

    There are approximately 40 000 schools across South Africa, suggesting that approximately between 120 000 to 150 000 school leaders need education and training in education leadership and management. The public higher education systems cannot cope with this demand. Hence, this qualification can contribute significantly to addressing this educational need for the school education system.

    There are few opportunities for promotions within the school education system. Most promotional positions are in the area of school leadership and management. Hence, the potential to be promoted to these leadership positions require teachers to shift their focus of professional development from their subject teaching to education leadership and management. The opportunities for these teachers to skill themselves in educational leadership and management need to be created. Most public higher education institutions are urban based. This qualification is suitable for distance learning and provides teachers in far reaching parts of South Africa opportunities to obtain qualifications in Education leadership and management.

    Knowledge in the field of leadership and management is expanding continually. New challenges are emerging that needs research for resolution and insights. This means that researchers in the field of education leadership and management need to be developed. The academic Postgraduate qualifications develop research capacity through its qualification purpose and design. Learners that progress through the academic post-graduate qualifications in education develop different levels of research knowledge and skills. This qualification focuses on developing knowledge and skills in conducting education research that will lead onto further research development in the Masters and Doctoral qualifications. It includes theoretical engagements in education leadership and management, located within historical and current literature, to provide learners will a well-rounded knowledge base to identify potential areas of educational research and to conduct such research agendas with a small scale doable and feasible time frame and scope. The competence derived from such research activities will enable the learner to progress into a Master's qualification to further develop their research knowledge and skills that will all them to contribute to further development in educational leadership and management. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of a portfolio of evidence. Such 'non-standard' learners will be selected on the recommendation of a senior manager/principal from the learners' organisation.

    Where appropriate, interviews will also be conducted to assess learners for selection purposes. Learners will have to submit a portfolio of evidence that will be assessed against the learning outcomes and assessment criteria of the qualification or modules. Learners have the right to appeal against an assessment outcome.

    Entry Requirements:
    The admission requirements for this qualification is one of the following.
  • A four year teaching Degree.
  • An appropriate Degree and a professional teaching qualification.
  • A professional teaching qualification and an Advanced Diploma in Education in Educational Leadership and Management (or equivalent) will also be considered for admission into the. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules (100 Credits):
  • Academic Literacy, Educational Research and Research Methodology, 30 Credits.
  • Theories, Models and Practices of Educational Leadership 1, 20 Credits.
  • Theories, Models and Practices of Educational Management 2, 20 Credits.
  • Research Project, 30 Credits.

    Elective Modules (20 Credits):
  • Leading and Managing School Education, 20 Credits.
  • Leading and Managing Higher Education, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply graduate research methods and techniques to research issues on educational leadership and management.
    2. Synthesise the concepts associated with ethical behaviour and social responsibility that will engage learners in a meaningful effort to effect social change and promote social justice.
    3. Evaluate leadership and management qualities and analyse the rule of law in educational procedures, as well as diverse roles in effective decision making in education.
    4. Display sound management and leadership skills in the formal workplace.
    5. Evaluate the process of planning for change and the various means of production in the educational sector, leading to ways to maximise efficiency and effectiveness.
    6. Synthesise, analyse, and apply theories and principles of education.
    7. Demonstrate knowledge of the theory, principles and practice of educational leadership and management.
    8. Engage critically on issues related to educational leadership and management.
    9. Consolidate and deepen his/her knowledge in educational leadership and management. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associate Assessment Criteria for Exit Level Outcome 1:
  • Apply advanced research methods and techniques to investigate challenges faced in educational leadership and management.
  • Critically appraise research methods and techniques for suitability to study educational leadership and management.

    Associate Assessment Criteria for Exit Level Outcome 2:
  • Use knowledge of concepts to prompt learners to engage in effecting social change and promoting social justice.
  • Critically apply concepts on ethics and social responsibility to engage with social change to promote social justice.
  • Meaningfully synthesise concepts on ethics and social responsibility to engage learners in the comprehension of the need for social change.

    Associate Assessment Criteria for Exit Level Outcome 3:
  • Explain leadership and management qualities needed to suit one's personality and context.
  • Evaluate rule of law in educational procedures to effect meaningful change.
  • Use effective decision-making skills to demonstrate educational procedures.

    Associate Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate sound management and leadership skills in the formal workplace.
  • Effect comprehensive management and leadership skills to develop relevant knowledge in leading and managing an institution.

    Associate Assessment Criteria for Exit Level Outcome 5:
  • Utilise practices and procedures to effect the change process.
  • Evaluate production processes in the educational sector to maximise efficiency and effectiveness.

    Associate Assessment Criteria for Exit Level Outcome 6:
  • Understand and clarify theories and principles of education to deepen understanding of educational practices.
  • Apply theories and principles of education to develop a comprehensive knowledge base.

    Associate Assessment Criteria for Exit Level Outcome 7:
  • Apply sound knowledge of theory, principles and practice of educational leadership and management to enhance educational leadership and management.
  • Apply theory, principles and practices of educational leadership and management to the workplace.

    Associate Assessment Criteria for Exit Level Outcome 8:
  • Illustrate critical and meaningful engagement on issues relating to educational leadership and management.
  • Critically discuss issues related to educational leadership and management to formulate useful solutions.

    Associate Assessment Criteria for Exit Level Outcome 9:
  • Express an in-depth knowledge of educational leadership and management to enrich knowledge in educational leadership and management.
  • Consolidate and enhance knowledge in educational leadership and management to expand intellectual endeavours.

    Integrated Assessment:
    Formative and summative assessments are used to assess competence. Learning community assessments comprise 30% of the overall assessment weighting. Participation through posting comments and peer reviews requires learners to practice and demonstrate a number of higher-order skills, including the ability to articulate and defend positions, consider different points of view, and to evaluate and appropriately use evidence. The summative assessments carry a 70% weighting and comprise of module projects, which requires learners to demonstrate immediate connections between theories, concepts, and skills and their immediate utility in current or future career scenarios. It is envisaged that the 70% be distributed between two projects weighted at 30% and 40%. Completing module projects provides evidence of high-level cognitive skills (i.e. creation, application, analysis, and evaluation) and requires learners to strategise and plan how to approach complex problems that are relevant to a proposed scenario. These projects generally have a strong research focus geared towards preparing the learner for the Master's level study.

    Assessment Type, Method and Description:
    Formative Assessment: The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited number of outcomes. Formative Assessment consists of knowledge checks, reflective assessments and learning community assessment. Knowledge checks may comprise of matching columns, multiple choice questions, true and false and drag and drop assessment methods. Reflective assessments may consist of short essay, long essay/case studies and posting comments/peer review.

    Summative Assessment: Examinations or equivalent assessment such as a research essay or portfolio in order to determine a representative selection of the outcomes practised and assessed in the formative stage. Summative Assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. Summative Assessment consists of projects, pen/paper exam, portfolio of evidence and dissertation. 
    		•

    INTERNATIONAL COMPARABILITY 
    Institution One: Southern Cross University.

    Country: Australia.
    Name of Qualification: Bachelor of Education (Honours).
    Term: One year (full-time); two years (part-time).

    Purpose of Qualification:
    The purpose of the qualification is to extend the depth of their education Degree (as an expert educator), enhance their career pathways and develop a basis for gaining entry into further tertiary education.

    Learning Outcomes:
    The learners will be able to:
  • Demonstrate advanced knowledge of theoretical concepts of Education.
  • Demonstrate the ability to undertake research and scholarship under supervision.
  • Demonstrate the ability to identify and investigate solutions to complex.
  • Demonstrate and apply critical thinking and judgement in developing new understandings and creative responses to challenges in Education.
  • Demonstrate an appreciation of the value of a commitment to social justice, human rights, ethics and sustainability in scholarship, research and professional practice.
  • Adhere to the ethical issue(s) relevant to research questions and methodologies.
  • Demonstrate and apply an advanced mastery of a body of knowledge and of related theoretical concepts in an area of Education.
  • Demonstrate an ability to apply competently technical skills related to research.
  • Demonstrate an appreciation of the value of professional learning and reflective practice to ongoing personal and professional development.
  • Demonstrate an appreciation of the importance of autonomy, well developed judgement, adaptability, responsibility and accountability in educational settings.
  • Demonstrate an ability to present a lucid exposition of knowledge and ideas to various audiences, orally and in written format.
  • Apply educational practices that are informed by cultural awareness and cultural competence, global perspectives, inclusivity and respect for the rights of all persons.

    Content:
  • Research Methods in Education.
  • Critical Literature Review.
  • Education Honours Thesis (Stage 1 of 3).
  • Education Honours Thesis (Stage 2 of 3).
  • Education Honours Thesis (Stage 3 of 3).

    Similarities:
    The institution also offers a year qualification. There is similarly a research report write up. Both qualifications are designed to allow for Vertical Articulation. Both are research based.

    Differences:
    The qualification offered at Southern Cross University is a general education Honours Degree whereas at the institution there is a specialisation in Educational Leadership and Management. There is also greater emphasis on the development on what they call a thesis while we refer to it as a research report/mini dissertation. While the institution offers a year qualification which is part time, Southern Cross University offers a full-time year qualification and a part-time two year qualification.

    Institution Two: University of Eswatini.
    Country: Swaziland.
    Name of Qualification: Bachelor of Education Honours.
    Term: 4½ years.

    Purpose of Qualification:
    The purpose of this qualification is to develop skills, knowledge and values that are critical in promoting excellence in teaching, learning and research.

    Learning Outcomes for Curriculum and teaching:
    The learners will be able to:
  • Train personnel in the areas of curriculum planning and development.
  • Evaluation in order to improve teacher performance.
  • Conduct research related to curriculum development and teaching to disseminate findings to relevant stakeholders.
  • Liaise with stakeholders - Ministry of Education, Curriculum Development Centre, Colleges and other.
  • Provide consulting services in the innovation and development.

    Content:
  • Qualifications of Honours specialisations.
  • Adult Education.
  • Curriculum and teaching.
  • Educational Foundations and management.
  • In-service.
  • Primary Education.

    Similarities:
    Both are Education Honours Degrees. Just like The institution, University of Eswatini offers specialisations. Both have a research component in the specialised field of study.

    Differences:
    The institution has a year qualification while University of Eswatini has a 4½ year Degree. It is a double degree combining the Bachelor of Education and Honours. The institution offers just one specialisation in Leadership and Management while University of Eswatini offers five areas of specialisation (Adult Education, Curriculum and teaching, Educational Foundations and management, In-service, Primary Education).

    Institution Three: University of Hong Kong.

    Country: China.
    Name of Qualification: Bachelor of Educations (Honours) (Science).
    Term: 2 years.

    Purpose of Qualification:
    The purpose of Honours in Science education is to help learners develop scientific understanding of the physical environment around them and beyond, but will also prepare them to pursue careers in science, technology, engineering and medicine fields, etc., as well as nurturing them to become citizens with enough scientific literacy to make informed decisions on science-related or socio-scientific issues.

    Learning Outcomes:
  • The qualification aims to prepare qualified, competent, professional secondary science teachers who are able to.
  • Demonstrate command and understanding of the subject matter and pedagogical content knowledge of two different science disciplines.
  • Apply science knowledge and skills together with appropriate pedagogies to teaching learners with diversified abilities and backgrounds, and in different school settings.
  • Exhibit professional competence and attitudes in teaching at least two senior secondary science subjects as well as the junior secondary science subject.
  • Utilise different generic skills (e.g. problem solving, critical thinking, and creativity) in teaching and learning, and life-wide and lifelong professional development.
  • Exhibit proficiency in bi-literacy and tri-lingualism in Chinese and English that facilitates effective communication in school and social contexts.
  • Critically and creatively analyse socio-scientific, technological, and environmental issues and concerns in the local, national, and global contexts.
  • Display commitment to teaching with a professional ethical attitude, and a global and multi-cultural perspective.

    Content:
    Major:
    1. Foundation Courses.
    2. Advanced Courses in the two prescribed majors (Biology and Chemistry/Chemistry and Physics).
    3. Interdisciplinary Course.
    4. Research Method.

    Education Studies:
    5. Generic.
    6. Pedagogy for Major.

    Field Study:
    7. General Education.
    8. Final Year Project (Honours Project/Capstone Project).
    9. Field Experience.
    10. Language Enhancement.

    Similarities:
    Both qualifications articulate vertically from the Bachelor of Education Honours. Both have a research component. Just like The institution, the University of Hong Kong has one specialisation.

    Differences:
    The institution specialises in the Bachelor of Education Honours in Leadership and Management while the University of Hong Kong specialises in Science Education. The University of Hong Kong offers a full-time two year qualification while The institution offers a one year part-time qualification making it accessible to those in the work-place. 
    		•

    ARTICULATION OPTIONS 
    This qualification has the following articulation possibilities.

    Vertical Articulation
  • Master in Business Administration, Level 9.
  • Master in Education, Level 9.

    Horizontal Articulation:
  • Postgraduate Diploma of Education Management (PGDEM), Level 8. 
    		•

    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. MANCOSA Pty (Ltd) 


    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.