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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Philosophy of Education 
SAQA QUAL ID QUALIFICATION TITLE
115435  Bachelor of Education Honours in Philosophy of 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  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  2019-12-17  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 Philosophy of Education is the first Postgraduate qualification in education. The qualification prepares the learner for research-based postgraduate studies in comparative education. The qualification consolidates and deepens the learner' knowledge of Philosophy of Education and develops research capacity in its methodology and techniques. The curriculum package includes modules on theories and content of Philosophy of Education, research methods and a research project. This qualification, therefore, demands the learner to develop a high level of theoretical engagement and intellectual independence in research. The Bachelor of Education Honours in Philosophy of Education empowers and enables the learner 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 learner' expertise in Educational Philosophy of Education.

The qualification will serve to consolidate and deepen learner' knowledge 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 qualification provides opportunities for the learner who wants to develop capability in Philosophy of Education and research. It, therefore, includes learner with comparative education knowledge and skills about methodology and techniques in Philosophy of Education, and education in general at NQF Level 8. The Bachelor of Education Honours in Philosophy of 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 the learner with necessary relevant knowledge 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.

Learners who qualify from this qualification may enrol for the Master's qualification and further into a Doctoral qualification. 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 qualification admits learner with a four-year professional teaching degree or an appropriate Bachelor's degree 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 professional teaching qualification.
    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:
  • Modern Philosophies of Education, 18 Credits.
  • African Educational Thought and Practice, 18 Credits.
  • Sociology of the School, 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 major subject.
  • Explains convincingly why the research is relevant.
  • Formulate the research problem, aim, questions, 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 and Knowledge.
  • 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:
  • 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:
    The 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:
    Assessment of mini-dissertation, by at least three examiners, two internal and one external. For other modules, the assessment is through examination. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares favourably with similar qualifications internationally.

    University London College in the UK:
    This qualification enables learners to explore further the relevance of ethics, political philosophy, philosophy of mind and epistemology to contemporary educational issues and to bring philosophical thinking to bear on their own educational concerns including professional practice.

    New York University in the United States of America:
    The Master of Arts in philosophy of education offers learners an overview of philosophical issues as they pertain to education and the other human service fields represented in the School of Education. Course work examines theories of society, morality, and knowledge as they relate to education and allied fields. This qualification is oriented toward a critical understanding of broad conceptual and normative issues in education and the human service professions. Course offerings apply traditional humanistic modes of inquiry to the professions, focusing on philosophical questions not raised in specialised departments and qualifications.. Classes focus on topics such as the role of values in education; philosophies of science and applied science; feminist philosophies and their relevance to education and the human services; 20th-century philosophic movements; and ideas of nature.

    University of Winchester:
    The Philosophy of Education at this institution enables develops learners' knowledge of educational philosophy. Leaners explore theory, policy, and practice as they relate to your intellectual curiosity and/or your current and future professional roles.

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

    University of Zimbabwe (UZ):
    This institution offers a Postgraduate Diploma in Foundations of Education with specialisation in Educational Philosophy. It has both coursework and research project, which is similar to the this qualification. T the entry requirements is a Bachelor's degree in Education. The qualification is offered by the Department of Educational Foundations where learners can choose to specialise in Psychology of Education, Sociology of Education, Philosophy of Education or Special Needs Education. The South African institution also has Department of Foundations of Education which offer similar qualifications in Psychology, Philosophy, Sociology, Comparative, Inclusive and Guidance and Counselling education. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for vertical articulation.

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

    Vertical Articulation:
  • Master of Education in Comparative 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 


    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.