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 Educational Management

SAQA QUAL ID	QUALIFICATION TITLE
112606	Bachelor of Education Honours in Educational Management
ORIGINATOR
University of Venda
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree(Min 480)	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	2019-10-30	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2034-06-30

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 is intended to prepare learners for research-based postgraduate study in a particular field in school. It serves to consolidate and deepen a learner's expertise in a specific area in education, and to develop research capacity in the methodology and techniques of the area. This qualification demands a high level of theoretical engagement and intellectual independence. The qualification should include conducting and reporting research under supervision. South Africa and other countries require highly qualified, skilful and knowledgeable teachers and leaders in early childhood education. The purpose of the qualification is to produce highly qualified teachers, managers, curriculum designer who will be responsive to the developmental needs of educational management. These are teachers who are going to teach, to manage, prepare and design curriculum to meet the needs of education management.

The qualification equips qualified learners with the required subject content knowledge and educational theories. Also, enable qualified learners to demonstrate competence and responsibility as academically, professionally and researchers in the field of educational management and move forward into various leadership roles. It offers robust core foundation modules in educational administration and includes distinct specialist modules that deal with the unique characteristics of the educational management. The institution will support learners in their learning and development as professional educational management educators. The qualification serves to consolidate and deepen learner's expertise in educational administration.

Rationale:
The rationale provides a structured and professional learning pathway for current and aspirant school principals. The qualification will equip learners with the knowledge and competences to manage and lead their schools effectively and in alignment with national goals. The rationale promotes professional and academic development such that the qualified learner can lead and manage the school and promote quality education. The qualification empowers and enables school leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively and efficiently. To work together in communities of practice and to contribute to improving the quality of delivery of education across the school system. Schools exist to provide systematically, quality learning opportunities for children and therefore:

Effective leadership and management of teaching and learning is a critical role for the school principal;

Complement the leading and managing teaching and learning schools by focusing on supporting effective leadership and management of extra- and co-curricular activities as integral to the development of well-rounded individuals; and

Emphasise that principals are the critical resource of the school and reveals the need for both theoretical understanding and practical competences in leadership and management of people, to manage oneself and others in both the school and the wider school communities.

The rationale promotes life-long learning for learners in Master of Education and Doctorate of Education in Educational Management. The qualification will provide benefits to the learner, society and the economy. The qualified learners will:

Organise and manage themselves and their activities responsibly and effectively;

Collect, analyse, organise and critically evaluate information;

Communicate effectively using visual, symbolic and/or language skills in various modes;

Demonstrate an understanding of the world as a set of related systems by recognising that problem solving context do not exist in isolation;

Reflect on and explore a variety of strategies to learn more effectively;

Participate as responsible a citizen in the life of local, national, and global communities; and be culturally and aesthetically sensitive across a range of social context.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In line with the university's policy, the Recognition of Prior Learning will recognise experienced learners. These learners need to demonstrate evidence that despite not having the entry requirements, that they can cope with the qualification's expectations. All learners of RPL need to provide significant evidence of prior learning.

Evidence of prior learning needs to be verified by the University. Learners who apply for this type of RPL must have an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission.

For RPL, recognition of relevant knowledge, skills and competencies acquired through formal, non-formal and informal learning. Credits obtainable through RPL and CAT towards the qualification. The University's registry will verify the evidence of prior learning.

In line with RPL Policy, granting of credit/s for learning that occurred. Credit shall be appropriate to the context. RPL applies to the learning that occurred through informal and non-formal learning routes.

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

Bachelor of Education, NQF Level 7.

Advanced Diploma (a cognate subfield of Education), NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of modules totalling 120 Credits.

Modules, 120 Credits:

Curriculum Management and Evaluation, 18 Credits.

Law in Education, 18 Credits.

Financial Management in Education, 18 Credits.

Educational Leadership and Management, 18 Credits.

EDR 5521: Educational Research, 12 Credits.

EDR 5621: Educational Research, 12 Credits.

Research Project, 30 Credits.

EXIT LEVEL OUTCOMES

1. Conduct independent research and demonstrate competence in scholarly exposition in educational management.
2. Present information clearly, cohesively and in a scholarly style.
3. Show an understanding of current theories of educational management.
4. Contribute to the body of knowledge through research activities

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate by the preparation of a topic related to the significant subject;

Explain convincingly why the research is relevant;

Formulate the research problem, aim, questions, hypotheses (where applicable) clearly;

Demonstrate how and why paradigms, research designs and methodology are relevant to the study.

Associated Assessment Criteria for Exit Level Outcome 2:

Provide well-founded interpretations of literature in the area of study, and concise and accurate syntheses of written material;

Use specialist and applied knowledge appropriately in an area of educational research or practice;

Show sensitivity for and understanding of the relative and contextual nature of thought and experience;

Interpret knowledge as a source of meaning and as a guide to reflection, choice and action;

Grasp the dialectical relationship between theoretical and practical knowledge;

Demonstrate an awareness of the variety of educational contexts in which education might apply.

Associated Assessment Criteria for Exit Level Outcome 3:

Locate particular studies in a relevant and coherent theoretical framework;

Demonstrate a high level of competence in Educational Management;

Understand and contribute to the technical and professional literature in the field of Educational Management;

Criticise learned procedures in the light of historical trends and practices in this and other countries.

Associated Assessment Criteria for Exit Level Outcome 4:

Demonstrate the ability to address a professional or academic problem with originality and independent thought;

Discover new facts, principles, and connections to improve educational practice;

Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with colleagues in the field of Educational Management.

Integrated Assessment:
Assessment is both formative and summative. Formative includes proposal development workshops and seminars. Summative includes assessment of mini-dissertation, by at least three examiners, two internal and one external.

INTERNATIONAL COMPARABILITY

Internationally, B.Ed. (Hons) In Educational management is not offered. However, institutions offer M.Ed in Educational management in course work. The following institutions offer qualifications at Master level which is similar to this qualification:

The University of Wollongong in Australia offers The Master of Education (Educational Leadership). The Australian qualification targets learners who are currently in educational leadership roles. The qualification also targets those who wish to pursue leadership positions in educational settings such as schools, early childhood, higher education and vocational education. The qualification focuses on studying the fundamentals of educational leadership and management, and how to apply such in practice as an educator. It also focuses on enhancing skills in areas such as mentoring new educators, managing curricula and assessment, supporting staff development, and leading organisational change.

The University of Nottingham in the UK offers a qualification which is ideal in understanding how educational leadership influences the experiences of staff and learners. The design is for those who have experience of working in schools, colleges, universities and other educational providers, as well as those with an academic interest in studying educational leadership and management.

The University of Malaya in Malaysia offers a Master of Educational Leadership (MEL). The qualification targets educational professionals who aspire to be leaders or who occupy formal leadership roles within any sector of the education system. It is a contemporary, innovative qualification that draws upon cutting-edge research. It combines leadership theory with the most effective leadership practices. It produces learners who are creative, innovative, and entrepreneurial and who can demonstrate a wide range of leadership skills.

The choice of international universities is that they provide school leadership and management.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:
Bachelor of Education Honours, 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.	University of Venda