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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Science Education 
SAQA QUAL ID QUALIFICATION TITLE
110819  Bachelor of Education Honours in Science Education 
ORIGINATOR
University of Fort Hare 
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  2019-08-08  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:
This Bachelor of Education Honours in Science Education will satisfy the needs of offering high level theoretical knowledge in Science Education, as well as providing opportunity to develop skills and competences by means of a sustained research project, accompanied by the appropriate use of advanced research methodologies. Collecting scientific data in Science education in the form of an independent sustained research project, allows for the establishment of best practices that teachers and learners should use to improve teaching and learning outcomes. It will also enable learners to make conclusions and predictions that are based upon research evidence; preventing them from running the risk of producing evidence based on one or more of the following: dogma, theory, ideology, convenience and prejudice.

Rationale:
The qualification aims to attract and prepare learners who wish to proceed to a Master's Degree within a structured qualification framework, whilst conducting further research. It is intended to prepare learners for research based postgraduate study in a particular field. A sustained research project is therefore required.

The faculty has in its undergraduate teacher education qualifications identified and included science education as one of its fundamental qualifications in the teacher education. This is because science education is one of the core and critical skills qualification being flagged by not only the Department of basic Education but the country as a whole.

The Faculty believes that Science Education since South African education system demonstrated an interest in a specific type of knowledge from Science Education and the possibility of a career in science or science education is to inspire and engage young developing minds.
This qualification aims to enable teachers to develop, apply, integrate and generate scientific knowledge in professional contexts to analyse challenges and to develop effective solutions and to demonstrate technical skills for enhancing employability outcomes. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):

Entry Requirements:
The minimum entry requirement for this qualification is:
  • A four-year professional teaching Degree, such as a Bachelor of Education at Level 7, with a minimum of 480 Credits.
    Or
  • An appropriate Bachelor's Degree at level 7, such as Bachelor of Science or Bachelor of Commerce, plus a recognised professional teaching qualification (such as PGCE).
    Or
  • A four-year professional teaching qualification, as well as a cognate Advanced Diploma in Education at Level 7 with a minimum of 120 Credits. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at Level 8 totalling 120 Credits.

    Compulsory Modules, 120 Credits:
  • Psychology of Education, 10 Credits.
  • Philosophy of Education, 10 Credits.
  • Sociology of Education, 10 Credits.
  • Introduction to Educational Research, 12 Credits.
  • Science Curriculum, 24 Credits.
  • Issues in Science Education, 24 Credits.
  • Research Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrated the ability to conduct research at postgraduate studies in Science Education.
    2. Reflect and develop a systematic survey of current thinking, practice and research methods in Science Education.
    3. Demonstrate the ability to take full responsibility for his/her work, decision-making and the use of resources.
    4. Critical review information gathering, synthesis of data, evaluation and management processes in specialised contexts in order to develop creative responses to problems and issues.
    5. Research capacity in the techniques and methodology to conduct research in the field of Science Education is developed.
    6. Develop a high level of theoretical engagement and intellectual independence to become competent researchers in the field of Science Education.
    7. Demonstrate competency to conduct research, solve problems, identify outcomes, make predictions and establish cause-and-effect relationships based on research findings.
    8. Demonstrate the competency to develop research projects independently.
    9. Build a repertoire to deal with the unexpected, identify problems and find solutions that inform improvement.
    10. Familiar with research debates and scientific outcomes.
    11. Understand the cultural context of schools that embody justice and reduce prejudice and inequality.
    12. Knowledge and expertise in Science Education is consolidated and deepened.
    13. Enhance critical awareness and an understanding of issues in Science Education especially the nature of learning difficulties of learners from socio-economically deprived backgrounds. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria are applied in an integrated manner to the Exit Level Outcomes
  • Demonstrate sound knowledge and engagement in Science Education, and an understanding of the theories, research methodologies, methods and techniques, relevant to Science Education.
  • Conduct Independent research under supervision in the form of a research project.
  • Develop the ability to think and reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues on their own practice in order to constantly improve.
  • Demonstrate knowledge literacy, in respect of which a learner is able to demonstrate the ability to interrogate multiple sources of knowledge in the area of Science Education and to evaluate knowledge.

    Integrated Assessment:
    The following methods of assessment shall be integrated for this module:

    All first and second year modules will run over a period of 12 months, and during this period learners will be expected to do assignments; write tests; take part in discussions and do oral presentations on a continuous basis. Assignments and tests will be marked on an ongoing basis.

    Introduction to Educational Research is a prerequisite for the Research Project in year two. Learners will have to show competence in all areas of research: statement of the research problem; formulation of research questions; research aims and objectives; literature review; methodology; data collection; data analysis; and presentation and discussion of findings. Learners will be assessed on their research competence on an ongoing basis.

    During the first third of the year, learners will be introduced to theories underpinning these modules. Learners will thereafter be expected to undertake independent research in the area of specialization, where they apply their reading, critical thinking skills and knowledge of a topic to its manifestation and dynamics in a local or regional context.

    The marks for the continuous assessment component and a 3-hour examination at the end of each academic year will be combined to get a final mark for the learner.

    The examination of research component in year two will consist of a research project on an educational topic in the area of Science Education. 
    		•

    INTERNATIONAL COMPARABILITY 
    Monash University, Australia offers a Bachelor of Education Honours and Bachelor of Science. The similarity is that the qualifications are the same but the only difference is that Monash University offers it as double qualification which offers a high quality education in science and the possibility of a career in science or science education to inspire and engage young developing minds.

    At The Education University of Hong Kong offers a Bachelor of Education (Honours) Science. This Bachelor of Education (Honours) Science from The Education University of Hong Kong (EdUHK) aims to prepare qualified, competent, professional secondary science teachers capable of satisfying the educational needs of learners with different abilities within a community that values multiple aspects of intelligence which is in line with that of this qualification. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for vertical and horizontal articulation.

    Horizontal Articulation:
  • Postgraduate Diploma in Education, Level 8.

    Vertical Articulation:
  • 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.