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 Life Sciences Education 
SAQA QUAL ID QUALIFICATION TITLE
116377  Bachelor of Education Honours in Life Sciences 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  2020-02-28  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 Life Sciences Education is intended to prepare learners for research-based post-graduate studies in Life Sciences education. The qualification will provide learners with the knowledge and skills on theoretical and methodological techniques in Life Sciences Education. The qualification serves to consolidate and deepen the learner's understanding of Life Sciences education and to develop research capacity in the methodology and techniques of Life Sciences education. This qualification demands a high level of theoretical engagement through coursework or taught modules in life sciences and research methods and intellectual independence through the compulsory research project.

Given the research focus on the qualification, the primary purpose is therefore to educate researchers and professionals who can independently or collectively contribute to the knowledge base in Life Sciences Education. The qualification will introduce the learners to the knowledge and skills in research on issues that need Life Sciences Education interventions in society and schools in particular. The qualification will provide learners with scientific knowledge that should add value to the existing status quo in the nature of Life Sciences Education. The knowledge and skills acquired in this qualification should enable candidates to develop Life Sciences education to a higher level in terms of its practical application to conditions and situations in society. Hence, in terms of research capacity development, the qualification is a preparatory process for learners who wish to proceed to Masters level studies and therefore will motivate its learners to aspire and be motivated for further studies in their specialisation.

The purpose of the qualification and capacity building, the expected outcomes on the learners will include analytical skills as they unpack issues around Life Sciences and its education. The learner will develop the ability to plan and implement research and write research reports. The research results can contribute to solutions of national, regional and international social, political, cultural, linguistic, and any other challenges that can influence access to and achievement in education.

Rationale:
South Africa and the Southern African region require highly qualified and professionally trained researchers in higher education sectors. The qualification will, provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Life Sciences Education for investigation and application to a variety of challenges that require researchers and practitioners. There is a need for professionals in Life Sciences Education for the schools with developed levels of analysis in the areas of STEM who could improve the learning of Life Sciences.

As a national requirement, the qualification meets the national requirements for NQF level 8 as per SAQA level descriptors to provide learners with the knowledge and skills on theoretical and methodological techniques as well as research in Life Sciences Education. It will serve to consolidate and deepen the learners' understanding in the field of Life Sciences Education and to develop research capacity in its methodology and techniques. The qualification includes course work and research components where learners are grounded in the theory and methodology of Life Sciences education, and conduct and report on research under supervision by highly qualified academics/researchers.

Qualifying learners from this qualification may enrol for Masters qualifications or take up employment as educators in their Life Sciences and other related fields and practice in the country. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution's Recognition of Prior Learning (RPL) requirements will apply. Three types of application for admission may apply. These are status recognition, equivalence, and advanced standing.

Status Recognition:
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. Thus, there will be granting of the status with or without conditions.

Equivalence:
Learners who apply for this type of RPL must have an accredited qualification which is at the same NQF level, have similar minimum weighting and is at least 70% comparable (in terms of curriculum/outcomes) to the qualification required for admission. Granting of Equivalence with or without conditions.

Advanced standing:
Learners who apply for this type of RPL may not hold an accredited qualification which is at the same NQF level as the qualification required for admission. Thus, there will be granting of Advanced standing with or without conditions.

Entry Requirements:
The minimum entry requirement for this qualification is a:
  • Bachelor of Science in Life Sciences, NQF Level 7.
    Or
  • A four-year professional teaching qualification as well as an Advanced Diploma in Education in Further Education and Training Life Sciences Teaching, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

    Compulsory Modules, NQF Level 8, 102 Credits:
  • History, Philosophy and Nature of Science, 12 Credits.
  • Science, Technology and Society, 12 Credits.
  • Cell Biology and Genetics, 12 Credits.
  • Biodiversity and Evolution, 12 Credits.
  • Introduction to Educational Research, 12 Credits.
  • Advanced Research in Science Education, 12 Credits.
  • Research Project, 30 Credits.

    Elective Modules, 18 Credits (Choose/Select one):
  • Teaching, Learning and Assessment Strategies, 18 Credits.
  • Curriculum Design and Development, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a comprehensive and systematic knowledge base in Life Sciences Education and a depth of knowledge of Life Sciences; a coherent and critical understanding of the principles and theories of Life Sciences.
    2. Critique current research and advanced scholarship in Life Sciences Education; make sound theoretical judgements based on evidence and think epistemologically.
    3. Demonstrate an understanding of a range of research methods, techniques and technologies and select these appropriately for a particular research problem in Life Sciences Education.
    4. Identify, analyse and deal with complex and real-world problems and issues using evidence-based solutions and theory-driven arguments.
    5. Engage with current research and scholarly or professional literature in a discipline/field.
    6. Present and communicate academic/ professional work effectively, catering for a range of audiences by using a range of different genres appropriate to the context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Critically analyse the history, philosophy and nature of science.
  • Determine a distinction between scientific theory and non-scientific theory.
  • Identify and describe Interactions between science, technology and society.
  • Analyse and evaluate scientific and technological events and their impact on society.
  • Analyse the application of genetics in biotechnology.
  • Demonstrate the scientific relevance of the principles of genetics and biotechnology to society and everyday lives.
  • Engage in debates and arguments regarding the use of science and technology in everyday life.
  • Participate in decision-making about scientific and technological advancements and problem-solving processes in society.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse and critique current research and advanced scholarship in Life Sciences Education.
  • Theoretical judgements are made based on evidence.
  • Make theoretical judgements based on thinking epistemologically.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Evaluate a range of research methods, techniques and technologies.
  • Select and apply appropriate strategies to analyse and solve real-life problems in Life Sciences Education to solve research problems.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Craft a research problem and a topic/title in Life Sciences Education.
  • Identify challenges in the education system to come up with scientific solutions to identify challenges.
  • Assess what role research in education should play in promoting the aims and purposes of education in South Africa.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate the relevance and importance of research in education in the new democratic South Africa.
  • Analyse data in educational research using relevant methods.
  • Critically analyse and review current research and professional literature in Life Sciences Education.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Report on research: presentations and dissertation.
  • Write Plausible research reports.
  • Apply appropriate communication skills in disseminating research findings effectively.
  • Use appropriate language and relevant strategies to communicate effectively to particular contexts.

    Integrated Assessment:
    Description of the number and types of tests/assignments/projects/case studies.

    The University has policies and procedures which guide internal and external assessment procedures moderation. The policy, therefore, emphasises the design of assessment to promote learner learning. Furthermore, assessment is an integral part of teaching and learning, in which the design is in such a way that it improves the quality of teaching and learning, while also giving judgements on learners' achievements

    The assessment of all the modules is two tests and two assignments. One of the assignments are in groups and presented and discussed in class. Secondly, individuals will work on a project on a topic of their own choice leading to their research project in the second semester. Thus, the assessment of the report of the research project is internally and externally.

    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 enables judgement on whether a learner has passed a module or not. The internal assessment offered through tests, assignments and presentations is used as a formative strategy to inform lecturers and learners about understanding and achievement of teaching objectives, thereby helping to identify areas which need improvement.

    Awarding of marks per module will follow the University policy, where 60% of the final mark is for formative assessed course work and 40% for final summative assessment. The research project will be an exception since there is only the final summative assessment.
  • Internal and external moderation/examination. 
    		•

    INTERNATIONAL COMPARABILITY 
    Internationally, Bachelor of Education Honours in Life Sciences Education is not offered in the same way as the South African qualification. However, comparability has been found with some institution described below.

    The Education University of Hong Kong is selected based as they have a five-year degree which has honours. The BED Honours in Science Education from the University of Hong Kong offers majors in science such as Biology (Life Sciences in South Africa). It requires a research project and a module for research. This provides the comparability with the South African qualification, which also has the same. There are modules in their first, second and other years which are to assist in the teaching of subjects. The equivalent courses in the fourth year are the research project. The content of Biology (Life Sciences in South Africa) is enhanced right through the five years. The five years on the one hand is equivalent to the 4 year BED degree with an extra year for the Honours in South Africa, hence the comparability.

    Sheffield Hallan University in the United Kingdom has a BSc Hons Science with Education. It has a project and research methods instilled in its final year, which compares with our BEd Hons in Life Sciences Education. This course is a three-year degree taken after A levels. Learners study the pedagogical content knowledge and submit a project in the final year. The reason for choosing this University is its focus on Science education which enables learners to specialise in one scientific area such as Life Sciences, and inclusion of a research project. Similar to the BEd Hons in Life Science Education, this BSc Hons Science with Education prepares learners for careers, including research via masters.

    Some institutions offer similar qualifications at Masters level. For instance, the University of Maryland, Baltimore County (UMBC) offers a Master of Arts in Education qualification which combines the study of education and the academic disciplines of mathematics, science or STEM (Science, Technology, Engineering and Mathematics). Similar to our BEd Hons in Life Science education, this UMBC Masters qualification is designed for certified school teachers to expand content knowledge, pedagogical content knowledge and teacher leadership skills in mathematics, science or STEM to apply in their classroom practice. Because this qualification caters for STEM subjects, Life Sciences, as one of the sciences is provided. The UMBC masters qualification is ideal for teachers who view critical inquiry as a significant part of teachers' work and value mentoring other teaching professionals as part of their professional development. The UMBC qualification has an emphasis on teacher leadership, and it is designed for those who aspire to become leading teachers in their content area, which is what the BEd Hons in Life Sciences Education aims to do, while also giving learners an advantage of enrolling for MEd in Life Sciences education and other MEd qualifications offered at South African universities. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for vertical articulation.

    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Postgraduate Diploma in Education, NQF Level 8

    Vertical Articulation:
  • Master of Education in Life Sciences 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.