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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Guidance and Counselling 
SAQA QUAL ID QUALIFICATION TITLE
115431  Bachelor of Education Honours in Guidance and Counselling 
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 Guidance and Counselling is the first postgraduate qualification in education. The qualification intends to prepare learners for research-based Postgraduate studies in Guidance and Counselling. It serves to consolidate and deepen a learner's knowledge of Guidance and Counselling and to develop research capacity in its methodology and techniques of Guidance and Counselling. The curriculum package for the qualification, therefore, includes modules on theories of Guidance and Counselling, research methods and a research project. This qualification, therefore, demands learners to develop theoretical engagement and intellectual independence in research with the support of qualified academic staff.

The following are the NQF Level 8 Exit Level Outcomes for the qualification:
  • Preparing learners for research knowledge and skills for further Postgraduate studies in Masters in education in Guidance and Counselling or another relevant degree in education.
  • Consolidating specialised and theoretical knowledge in Guidance and Counselling.
  • Developing research capacity in the methodology and techniques of Guidance and Counselling.
  • Providing learners with a high level of academic engagement and intellectual enhancement in Guidance and Counselling.
  • The qualification develops a systematic survey of current thinking, practice and research methods in Guidance and Counselling as well as their application to educational settings.
  • Using research projects to conduct and report on research under the supervision of academic staff.

    The qualification meets the national requirements for NQF Level 8 to provide learners with the knowledge and skills about methodology and techniques in Guidance and Counselling, and education in general at NQF Level 8. It will serve to consolidate and deepen the learner's knowledge in the field of Guidance and Counselling and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under supervision.

    Rationale:
    South Africa and the Southern African region needs highly qualified and professionally grounded educators in both the essential and higher education sectors. The qualification will, therefore, provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Guidance and Counselling. Learners will be able to investigate and apply to a variety of challenges that require counselling services. Schools in South Africa do not have professional counsellors for learners and teachers. However, there are situations such as bullying, bereavements, school violence and career choices that take place in schools.

    Learners who qualify with this qualification may enrol in a Master's qualification and further into Doctoral qualifications. Thus, they will be able to further contribute to the research capacity in higher education, and also respond to societal needs in the field of education. With the qualification, learners will also contribute to society as educators, educational analysts, school counsellors, Heads of Department and school managers. 
    		•

    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, NQF Level 7 plus a recognised professional teaching qualification.
    Or
  • A four-year professional teaching Diploma plus 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:
  • Counselling Theory and Practice, 18 Credits.
  • Developing and Managing Schools Guidance Programs, 18 Credits.
  • Counselling Orphans and Vulnerable Children, 18 Credits.
  • Human Growth and Development, 18 Credits.
  • Introduction to Educational Research, 12 Credits.
  • Educational Research, 12 Credits.
  • Research Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate specialist knowledge to enable engagement with and critique of current literature on practices in the field, discipline or practice of guidance and counselling.
    2. Use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within a field, discipline or practise; and an understanding of the consequences of any solutions or insights generated within a specific context.
    3. Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
    4. Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a variety of audiences with different levels of knowledge or expertise.
    5. Develop his or her learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the teaching or professional group as a means of enhancing knowledge. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify relevant and appropriate terminologies in Guidance and Counselling.
  • Identify the scope of knowledge in Guidance and Counselling.
  • Explain knowledge of current arguments and views on guidance and counselling.
  • Conceptualise current literature on the broad field of Guidance and Counselling.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Critique abstract landscape in Guidance and Counselling to practical settings.
  • Apply specialised knowledge of guidance and counselling to different educational settings such as challenges that educators and learners face, mainly where one teaches.
  • Justify arguments using specialised knowledge in the field of guidance and counselling and arguments that provide situations to education stakeholders.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify a research problem and topic in the area of guidance and counselling.
  • Design a logical research proposal that relates to the application of guidance and counselling to research problems.
  • Develop research objectives that utilise knowledge of guidance and counselling.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify characteristics of a suitable interviewing atmosphere and environment within parameters of guidance and counselling for use in research.
  • Identify and use of research instruments relevant for research in guidance and counselling
  • Explain and justify the methodological approaches on a chosen research project on guidance and advice.
  • Report and explain research approach or process and findings and disseminate research knowledge in a logically structured manner in a written form.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Read researches such as journals, e-books, other research findings and present a logical argument from own research for compiling a valid research argument into a mini-dissertation.
  • Communicate research findings into a mini-dissertation using a given format, to nominated examiners in the field of guidance and counselling.
  • Understand the comments of examiners and satisfactorily correct mini- dissertation with minimum support from supervisors.

    Integrated Assessment:
    Assessment is as an integral part of teaching and learning. The institution designed the assessment to improve the quality of teaching and learning and to provide just and accurate analysis of the learners' achievements.

    For the formative coursework, the assessment of all the modules includes least two tests and two assignments. One of the assignments is in groups and presented and discussed in class.

    Secondly, learners will work on a topic of their own choice leading to their research project, which they will submit in the form of a mini-dissertation in the second semester. The report of the research project will be assessed internally and externally by nominated and approved academic experts.

    Formative and summative assessment:
    The assessment of the first semester modules is both formative and summative. Formative assessments provide feedback on the teaching and learning, while summative assessment provides final judgement on whether a student has passed a module or not. The internal assessment comprises tests, assignments and oral presentations. This assessment is a formative strategy to inform lecturers and learners about the level of understanding and achievement of teaching objectives. Thereby helping them to identify areas which need improvement for both learners and lecturers.

    Awarding of the final mark per module will be in tandem with the University policy 50% of the final mark is for formatively assessed course work and 50% for final summative assessment or the written exam mark. The research project will be an exception since it is the final summative assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification compares favourably with similar qualifications internationally.

    Babcock University in Nigeria:
    This institution offers the Bachelor of Education in Guidance and Counselling over a period of four years. This qualification has two components, of coursework and a research project which is done in the final year. This is similar in approach to BED Hons Guidance and Counselling at the institution as there is both coursework and a mini-dissertation, though this is done in two years only.

    James Cook University in Australia:
    This Institution offers the Master of Guidance and Counselling degree designed for educators who are interested in qualifying as school guidance counsellors, and others with experience in the human resource sector who wish to work in non-school areas.

    University of Houston in the United States of America:
    This Institution offers the Master of Education in counseling. The aim of this qualification is to prepare masters level counselors in training for excellence in professional skill development, theoretical knowledge, personal disposition growth and cross-cultural awareness.

    Though at Masters Level, these qualifications are similar in some respects to the B.Ed (Hons) in Guidance and Counselling offered by the this institution, which makes the qualification comparable and relevant for vertical articulation internationally. 

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

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

    Vertical Articulation:
  • Master of Education in Guidance and Counselling, 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.