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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Sociology of Education 
SAQA QUAL ID QUALIFICATION TITLE
115452  Bachelor of Education Honours in Sociology 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 Sociology of Education is the first Postgraduate qualification in education. The qualification prepares learners for research-based postgraduate studies in Sociology of Education. It serves to consolidate and deepen a learner's knowledge of Sociology of Education and to develop research capacity in its methodology and techniques of Sociology of Education. The curriculum package for the qualification, therefore, includes modules on theories of sociology of education, research methods and a research project. This qualification, therefore, demands learners to develop a high level of 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 Sociology of Education or another relevant Degree in education.
  • Consolidating specialised and theoretical knowledge in Sociology of Education.
  • Developing research capacity in the methodology and techniques of Sociology of Education.
  • Providing learners with a high level of academic engagement and intellectual enhancement in the sociology of education.
  • Developing a systematic survey of current thinking, practice and research methods in Sociology of Education as well as their application to educational settings.
  • Ability to use research projects to conduct and report on research under the supervision of a competent and qualified academic staff.

    The qualification meets the national requirements for NQF Level 8 as per the NQF Level Descriptors. Thus, the qualification provides learners with the knowledge and skills about methodology and techniques in Sociology of Education, and education in general. It will serve to consolidate and deepen learners' knowledge in the field of Sociology of Education 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. Therefore, the qualification will provide an opportunity for learners to develop their capacity in research knowledge and skills in the sociology of education. Learners will be able to investigate and apply to a variety of socio-cultural and socio-economic challenges that confront the education sector and society in general.

    Learners who qualify from 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 BED (Sociology of Education) qualification, learners will also contribute to society as educators, educational analysts, educational sociologists 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:
  • Sociological Perspectives on Education, 18 Credits.
  • Culture, Socialisation and Education, 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. Demonstrate specialist knowledge to enable engagement with and critique of current literature on practices in the field, discipline or practice of sociology of education.
    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 sociology of education.
  • Identify the scope of knowledge in sociology of education.
  • Explain the knowledge of current arguments and views on sociology of education.
  • Conceptualise the current literature on the broad field of sociology of education.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Critique abstract landscape in the sociology of education to practical settings.
  • Apply specialised knowledge of the sociology of education to different educational settings such as related social challenges that educators and learners face.
  • Justify arguments using specialised knowledge in the field of sociology of education and discussions that provide situations to education stakeholders.

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

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify characteristics of a suitable interviewing atmosphere and environment within parameters of sociology of education for use in research.
  • Identify and use of research instruments relevant to research in the sociology of education.
  • Explain and justify the methodological approaches on a chosen research project on the sociology of education.
  • 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 research 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 sociology of education.
  • 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, in which the design improves the quality of teaching and learning and provides just and accurate analysis of the learner's achievements.

    For the formative coursework assessment, the assessment of all the modules consists of at 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 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 with at least a Master's Degree in the field.

    Formative and summative assessment:
    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 learner has passed a module or not. The internal formative assessment comprises tests, assignments and oral presentations. The formative assessment is a formative strategy to inform lecturers and learners about the level of understanding and achievement of teaching objectives. Thus, helping 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's policy. 50% of the final mark is for formatively assessed coursework and 50% for final summative assessment or the written exam mark. The research project will be an exception since there is only the final summative assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares favourably with the following international qualification:

    University of Lagos in Nigeria:
    This institution offers a Bachelor of Education with a specialisation component in the sociology of education. The National Open University in Nigeria also offers full modules in the sociology of education. These are components of teacher education at a Bachelor of Education level, with modules ranging from theory, training and socialisation, social class and education since it is not honours qualification. It has no research component.

    University of Zimbabwe (UZ):
    This institution offers a Postgraduate Diploma in Foundations of Education with specialisation in Educational Sociology. It has both coursework and research project, which is similar to the proposed qualification in terms of the entry requirements. The Postgraduate Diploma at UZ is offered by the Department of Educational Foundations where students can choose to specialise in Psychology of Education, Sociology of Education, Philosophy of Education or Special Needs Education. The University of Venda also has Department of Foundations of Education which offer similar qualification in Psychology, Philosophy, Sociology, Comparative, Inclusive and Guidance and Counselling education.

    University College London in England:
    The Sociology of Education MA guides learners through the latest theories, concepts and research in the sociology of education, exploring the wider political, social and cultural contexts of policy and practice in education. It encourages students to use sociological research to reflect on their current and future roles in education and provide them with a grounding for evaluating education practice.

    Columbia University in the United States of America:
    The program faculty for the Sociology and Education Program includes sociologists from several other programs at the College. Faculty strengths are in sociology of education generally, but also in organisational studies, the sociology of teachers and teaching, stratification, racial inequality, critical race theory and urban sociology. They are actively engaged in the analysis and evaluation of educational policies and programs designed to serve educationally disadvantaged populations.

    The University of British Columbia in Canada:
    The Master of Arts and Master of Education concentration in Society, Culture and Politics in Education (SCPE) addresses the history of education, sociology of education, politics of education, philosophy of education, and cultural aspects of education. The institution defines education very broadly to include formal school contexts, as well as non-formal education and informal learning at all levels and life stages. The SCPE concentration examines the meaning and outcomes of critical theories of education, policies, and practices for public life in Canada and across the world. Scholars working within and across many disciplines, view education as a central field within the arts, social sciences, and humanities. Students and faculty associated with the SCPE concentration share interests in the part played by education in developing socially, ecologically, politically and culturally just societies.

    Though at Masters Level, some of these qualifications are similar in some respects, especially with regards to coursework and research components as is done in the B.Ed (Hons) in Sociology of Education offered by the University of Venda. This makes the proposed qualification to be comparable and relevant for vertical articulation internationally.

    London Global University (United Kingdom):
    They provide a similar qualification which they call Social Justice Education at Masters and Doctoral studies.

    Leeds University, United Kingdom:
    This institution offers sociology of education as a component of teacher education. 

    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 Sociology of Education, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    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.