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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Comparative Education 
SAQA QUAL ID QUALIFICATION TITLE
115396  Bachelor of Education Honours in Comparative Education 
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
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  2019-12-17  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 Comparative Education is the first Postgraduate qualification in education. The qualification prepares learners for research-based Postgraduate studies in comparative education. The qualification consolidates and deepens the learners' knowledge of Comparative Education and develops research capacity in its methodology and techniques. The curriculum for the Bachelor of Education (Hons), includes modules on theories and content of Comparative Education, research methods and a research project. This qualification enables learners to develop a high level of theoretical engagement and intellectual independence in research. The qualification empowers and enables learners to have research skills, knowledge, and values needed to lead and manage schools effectively and efficiently. It promotes teamwork in communities of practice and improves the quality of curriculum delivery across the school system. The qualification consolidates and deepens the learners' expertise in Educational Comparative Education.

The qualification provides opportunities for learners who want to develop capabilities in Comparative Education and research. It, therefore, provides learners with comparative education knowledge and skills about methodology and techniques in Comparative Education, and education in general at NQF Level 8. It will serve to consolidate and deepen learners' understanding in the field of and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under supervision.

Rationale:
The Bachelor of Education Honours in Comparative Education provides a structured professional learning pathway for current and aspirant learners who want to do a comparative study of education systems of the world. The qualification will equip learners with necessary of relevant education knowledge in alignment with national goals to promote professional and academic development such that the learner can use systems of education worldwide. The qualification encourages research ability complementing teaching and learning by focusing on supporting the valid comparison of education systems to better the South African education system. The Bachelor of Education (Hon) emphasises that comparative education is there to better own education system.

Learners who qualify from this qualification may enrol for a Master's qualification and further into Doctoral qualifications, where they will be able to contribute to the research capacity in higher education, and also respond to societal needs in the field of education. The qualification meets the national requirements for NQF Level 8 as per the NQF Level Descriptors. The B Ed Hons (Comparative Education) qualification admits learners with a four-year professional teaching Degree or an appropriate Bachelor's qualification and a recognised professional teaching qualification, or a four-year professional teaching qualification as well as a relevant Advanced Diploma in education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In line with the institution's policy, recognition of prior learning will be for deserving, experienced learners. Learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence. This evidence will be in the form of a compiled portfolio to demonstrate that they can cope with the qualification expectations if enrolled.

Learners eligible for RPL need to provide relevant evidence for consideration and verification by the Institution. They should be in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission. Status may be granted with or without conditions. Learners who are not in possession of an accredited qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions.

For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route may be explored. Credits may be obtained through RPL. In line with RPL Policy, credits shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • A four-year Bachelor of Education, NQF Level 7.
    Or
  • An appropriate Bachelor's qualification and a recognised professional teaching qualification.
    Or
  • A four-year professional teaching qualification as well as an Advanced Diploma in a cognate sub-field of Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 126 Credits.

    Compulsory Modules, 126 Credits:
  • Education Systems: Structure and Functions, 18 Credits.
  • Contemporary Education Issues: Comparative Perspectives, 18 Credits.
  • Modern Education System, 18 Credits.
  • Social Philosophy of Education, 18 Credits.
  • Introduction to Educational Research, 12 Credits.
  • Educational Research, 12 Credits.
  • Research Project, 30 Credits. 
    		•

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

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Prepare a topic related to the significant subject.
  • Explain to convincingly why the research is relevant.
  • Formulate the research problem, aim, questions and hypotheses (where applicable).
  • 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.
  • 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 knowledge 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 the field in 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:
  • 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: For research purposes: proposal development workshops and seminars, drafts, submission to SHDC, submission to UHDC, ethical clearance, data collection procedures, data collection, and production of mini-dissertation. For other modules, assessment is through projects, presentations and tests.

    Summative: For research purposes: Assessment of mini-dissertation, by at least three examiners, two internal and one external. For other modules: assessment is through examination, where moderation of question paper and examination scripts are external after internal moderation. 
    		•

    INTERNATIONAL COMPARABILITY 
    Internationally, it is noted that B.Ed. (Hons) in Comparative Education is not offered by other universities. However, some institutions offer M.Ed in Comparative Education in course work and a mini-dissertation, which is structurally similar to this qualification . The institution offers this qualification in course work and mini dissertation. Some modules are the same, but they differ in credits. This qualification will therefore give the learners an advantage to enroll for the M.Ed in Comparative Education which is offered by other universities internationally. The following institutions offer qualification at Master level but whose structural design is similar to this qualification in that there is both coursework and a dissertation at the end of the study:

    Stockholm University in Sweden- Program Goals are to:
  • Demonstrate broad knowledge and understanding of international and comparative education as a scientific field.
  • Demonstrate relevant in-depth knowledge and understanding within a certain area of international and comparative education.
  • Demonstrate in-depth knowledge and understanding about relevant scientific methods within international and comparative education.
  • Demonstrate in-depth insights into the recent research and development work within international and comparative education.

    University of Oxford in England - The MSc Education (Comparative and International Education) offers learners an understanding of the factors that shape the development and trajectories of educational systems in different parts of the world and the research skills to compare policy choices and critically evaluate the major debates in the delivery of public and private education.

    Loyola University in the US - The degree is particularly appropriate for those wishing to break into or professionally advance within the area of international higher education, for example working with study abroad, international learners and/or at colleges and universities around the globe.

    Though at Masters Level, these qualifications are similar in some respects to this qualification, which makes the qualification comparable and relevant for vertical articulation internationally. 
    		•

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

    Horizontal Articulation:
  • Postgraduate Diploma in Education, NQF Level 8.
  • Bachelor of Arts Honours, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Comparative Education, NQF Level 9.
  • Master of Education degree in another cognate field, 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 


    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.