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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Geography Education 
SAQA QUAL ID QUALIFICATION TITLE
111017  Bachelor of Education Honours in Geography 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  2019-08-16  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 Bachelor of Education Honours in Geography Education 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 qualification demands a high level of theoretical engagement and intellectual independence.

This Bachelor of Education Honours in Geography Education qualification focuses primarily on continuing professional development for teachers with emphasis on critical thinking and responsiveness to educational challenges.

Rationale:
The Bachelor of Education Honours in Geography at the university is a long-established qualification that 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 and in South Africa to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. This 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):
Learners may apply for RPL for informal, non-formal and experiential learning for access to the qualification. This application will need to be accompanied by a portfolio of evidence of competence in teaching geography. This may provide access for professionally qualified Intermediate and Senior Phase teachers who have experience in teaching geography as part of the Social Science Learning Area but have no specialisation in teaching such in their initial teacher education qualification.

The University recognises prior learning relevant to the cognate modules obtained from other universities and from other qualifications at the same level at this university, for credit bearing purposes. Once the learners have been accepted and registered for the qualification, they may obtain credits through the assessment of registered modules of the qualification.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • A four-year professional teaching Degree.
    Or
  • An appropriate Bachelor's Degree with a recognised professional teaching qualification.
    Or
  • An Advanced Diploma in Education, National Qualifications Framework (NQF) Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework 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):
  • Adult Education Processes, 25 Credits.
  • Quality Teaching and Learning in Primary Education, 25 Credits.
  • Bilingual Education for Diversity and Access, 25 Credits.
  • Educational Leadership and Management, 25 Credits.
  • English Language Teaching 25 Credits.
  • Environment and Sustainability Education, 25 Credits.
  • Mathematics Education 'A' 25 Credits.
  • Science Education 'A', 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Acquire a sound knowledge base and critical understanding of education in general, and of the area(s) of specialisation in particular.
    2. Source, analyse and evaluate knowledge critically in their area(s) of specialisation.
    3. Conduct independent inquiry in a specialised area of education, training or development, and report their findings in academically appropriate ways.
    4. Exhibit the potential 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 applied in an integrated manner across the Exit Level Outcomes:
  • Demonstrate critically informed understanding of national and international policy context of education in general, and of his/her area(s) of specialisation in particular.
  • Demonstrate critically and empirically informed understanding of the sociocultural, historical and material contexts of education in general, and of his/her area(s) 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(s) 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 in this qualification is guided by the university'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 teachers 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 teachers and encourages the use of multiple forms of assessment.

    The assessment of the teacher's achievements is compared 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 the Department (HOD) of the Education Department who consults with lecturers if there are borderline cases or situations where teachers could not sit for the examination due to ill health.

    The assessment practices of these modules differ slightly and are not itemised here. However, all these modules conduct formative assessment in the form of individual and group assignments, and summative assessment takes 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 Bachelor of Education Honours in Geography Education is an unusual qualification in that it is not offered, or considered to be a career path in most countries. An internet search of a number of countries indicate that this qualification is unique to South Africa.

    The initial teacher education qualification in most countries is referred to as a Bachelor of Education (BEd) Degree or a Bachelor's Degree capped with a Postgraduate Certificate/Diploma in Education (PGCE/PGDE). After a four-year initial teacher education qualification, teachers enter a Master of Education qualification. In other words, the career path in the countries highlighted above is BEd or Bachelor's Degree plus a PGCE/PGDE to a Masters level and then to a Doctor of Philosophy (PhD). The Bachelor of Education Honours in Geography Education Degree is modelled to the Master of Education at Cambridge University which enables PGCE graduates to deepen their practice through more engagement with theory and research.

    Master of Education (Researching Practice) PGCE entry at Cambridge University.
    The route seeks to introduce teachers into the debates and ideas surrounding the development of teachers as researchers: to understand international and national policy and practices, engage with examples of teacher research in schools in the United Kingdom (UK) and beyond and to take part in their own school-based research activities. Teachers will take part in a research methods modules which will support their research activities and develop knowledge in this area.

    This central aim can be broken down into eight component objectives. The objectives of the route are to enable teachers to:
  • Understand and be able to discuss with confidence the debates surrounding teachers as researchers.
  • Become familiar with an appropriate range of intellectual and methodological traditions within educational research.
  • Become skilled and critical readers of educational research.
  • Develop knowledge in depth of some substantive area of education and educational research.
  • Develop their capacity to frame research questions and devise appropriate research designs.
  • Develop confidence and competence in using a range of both qualitative and quantitative approaches to gathering, analysing and interpreting evidence.
  • Develop their skills in presenting research-based evidence and argument.
  • Gain practical experience of educational research through conducting a small-scale investigation.

    The Learning Outcomes of the Master of Education (MEd) Degree are:
  • A comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain.
  • Demonstrate originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field.
  • Abilities in the critical evaluation of current research and research techniques and methodologies.
  • Demonstrate self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

    The purpose of the Master of Arts (MA) is to introduce teachers to the demands and challenges of graduate research, to acquaint teachers with major evolution and current status of theoretical and methodological debates in geography, and to have teachers develop and refine research questions as well as operationalise these questions in a thoughtfully designed research project. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for vertical articulation.

    Horizontal Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Bachelor of Education Honours in Bilingual Education for Diversity and Access, NQF Level 8.
  • Bachelor of Education Honours in Curriculum Studies, NQF Level 8.
  • Bachelor of Education Honours in Education Leadership and Management, NQF Level 8.
  • Bachelor of Education Honours in English Language Teaching, NQF Level 8.
  • Bachelor of Education Honours in Information Communications Technology, NQF Level 8.
  • Bachelor of Education Honours in Mathematics Education, NQF Level 8.
  • Bachelor of Education Honours in Primary Education, NQF Level 8.
  • Bachelor of Education Honours in Science Education, NQF Level 8.

    Vertical Articulation:
  • Master of Education, NQF 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.
     
    1. Rhodes University 


    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.