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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Inclusive Education 
SAQA QUAL ID QUALIFICATION TITLE
117854  Bachelor of Education Honours in Inclusive Education 
ORIGINATOR
Stadio (Pty) Ltd 
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
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Bachelor of Education Honours in Inclusive Education intends to address the continuing professional development needs of teachers with a focus on researcher development in the field of inclusive education. The qualification will provide future leaders and educators in the field of inclusive education with the capacity to develop research-based responses to challenges. The qualification will deepen the expertise of educators and broaden the leadership base in the field of inclusive education, training and development. It will also familiarise educators with national priorities and policy issues relevant to the South African context and develop their theoretical understanding of the field across the full spectrum of contexts. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution's approach is to manage each application for Recognition of Prior Learning on a case by case basis. The institution's RPL guidelines are detailed in the RPL Approval Process of the Recognition of Prior Learning Policy. The Recognition of Prior Learning (RPL) Policy is designed to grant access to a qualification or advanced standing/exemption from modules to learners who have gained qualification-related knowledge and skills through informal and experiential learning. It recognises forms of prior learning and experience as similar to the prescribed formal minimum admission requirements, or the award of advanced standing in the qualification through exemption from modules. An application for access to the Bachelor of Education Honours in Inclusive Education via the RPL route will be evaluated against the entry requirements of the qualification. Further, an application for Recognition of Prior Learning and experience for the award of advanced standing will be considered against the required NQF Level, content, learning outcomes and assessment of specific modules, as well as the overall qualification's Exit Level Outcomes.

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

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    EXIT LEVEL OUTCOMES 
    1. Demonstrate sound knowledge of and critical understanding of education in general, including educational issues and debates, theory of knowledge, teaching and learning; schooling and curriculum (in general and South Africa specifically), professional practices, institutions and systems of education.
    2. Demonstrate competence in the field of inclusive education as a field of specialisation.
    3. Critically analyse and evaluate knowledge in the field of inclusive education.
    4. Contribute to knowledge in the field of inclusive education.
    5. Demonstrate skills and knowledge to conduct independent inquiry and report on research and independent inquiry in the field of inclusive education.
    6. Develop 21st Century skills and research skills that will one to pursue life-long learning and further post-graduate studies in education and intellectual independence.
    7. Show respect for and commitment to the educator profession and capacity to function ethically, responsibly and professionally within the education system, an institution, and the school community.
    8. Communicate accurately, coherently and effectively using appropriate academic conventions and rules. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Understand educational policies and the South African education landscape.
  • Exhibit a familiarity with key lines of debate in the extensive field of education.
  • Provide well-founded interpretations of teaching and learning, schooling and curriculum, and concise and accurate blends of written material.
  • Use specialist and applied knowledge appropriately in an area of professional practices.
  • Demonstrate an awareness of the variety of educational contexts in which knowledge might apply.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Understand the principles and concepts underpinning the field of Inclusive Education including its boundaries and limitations.
  • Analyse educational situations with a view to identifying situations where inclusive education practices can be implemented.
  • Assess the various theories in the field of inclusive education.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Develop and present a set of systematic arguments.
  • Make sound theoretical judgements and evaluations based on evidence.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and solve educational problems by using critical and creative thinking.
  • Demonstrate the manner in which inclusive education practices can be used to solve educational problems.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Complete papers and major assignments in demonstrating knowledge of different research approaches and methodology.
  • Collect, analyse, organise and critically evaluate educational and related information from primary and secondary sources.
  • Plan, and conduct, an elementary piece of research, using basic research techniques.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Develop 21st Century skills that can add value to lifelong learning.
  • Demonstrate the use of 21st Century skills when producing research reports.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate sincerity towards the opinions of others and display an aspiration to initiate or facilitate discussion in a perceptive, sensitive and thought-provoking manner.
  • Balance rights and responsibilities, as well as constructive criticism and commitment to service, in the wider interests of all those represented in the school or wider educational environment.
  • Demonstrate educational leadership skills.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Apply technological skills to communicate effectively within the education profession.
  • Apply academic conventions and rules in written and oral communication.

    Integrated Assessment:
    The qualification demands a high level of theoretical engagement and intellectual independence and enables teachers to develop independent and collaborative research capacity, and the methodological foundations and tools to effectively plan, execute and report on educational research. Teachers will also develop the capacity to identify educational challenges and employ various research methods, qualitative or quantitative enquiries and critical thinking to address challenges in practice. Further, the qualification contributes to both the development of leadership in the field and the competences required for independent and collaborative research at higher levels. The Bachelor of Education Honours (BEdHons) (Inclusive Education) will enable the learner to acquire knowledge in the field of inclusive education and analysis, be able to apply, synthesise and evaluate new information. The qualification is furthermore underpinned by an acute awareness of the variety of school contexts in the South African society. The qualification aims to develop a teacher's adaptive expertise, resilience, understanding of education and their application to practice within the national education system and a critical awareness of the key issues and trends within education. 
    		•

    INTERNATIONAL COMPARABILITY 
    The structures and standards frameworks of a number of countries were studied for the purposes of comparison, including the United Kingdom, Australia and Hong Kong. All countries specify the requirements of initial teacher education in terms of a core component and a prerequisite to postgraduate studies.

    The Bachelor of Education Honours in Inclusive Education qualification is internationally comparable with:
  • University of Tasmania, Tasmania in Australia which offers a Bachelor of Education with Professional Honours (Inclusive Education).

    Whilst interrogating the curriculum, purpose and structure of qualifications from these institutions, it was established that the qualification compares favourably with the cited international qualifications in terms of purpose, content and outcomes. The qualifications provide graduates with invaluable transferable knowledge relevant to a teaching career working with children and young people, helping them with cognitive, social, emotional and behavioural difficulties, as well as a career in social research. More specifically, the Bachelor of Education in Inclusive Education qualification is similar to the qualification offered by the University of Tasmania in that it is taught over a one-year period, and creates a pathway to a Masters qualification. It also offers two core modules that focus on educational research in order to strengthen the link between research and practice. Further to this, there is an option of a minimum of four modules from a choice of eight that focuses on a specialisation in inclusive education.
  • Kingston University London, South West London in the United Kingdom which offers a Special Educational Needs and Inclusive Practice Bachelor of Arts (Honours).
    The Bachelor of Education Honours in Inclusive Education qualification is similar to the qualification offered by Kingston University London in that it is a one-year qualification intended to enable teachers and other educational professionals to extend and update their knowledge and to lay a foundation for further professional development in both the theory and practice of inclusive education. The qualification consists of four modules and three of these focus on inclusive education learning environments and practices. The fourth module is a dissertation module which focuses on introducing teachers to a range of methodologies, which will enable them to design and manage the implementation of a small-scale enquiry, which is pertinent to their interest and work place.
  • University of Winchester, Hampshire in the United Kingdom which offers a Bachelor of Arts (Honours) Education Studies (Special and Inclusive Education).
    It is similar to the qualification offered by the University of Winchester, in that the qualification prepares learners for research-based postgraduate study in the field of inclusive Education. For example, in Year 1, a teacher engages thoroughly with issues at the heart of special needs, disability and inclusion in education, bringing them into focus through their own experiences. In Year 2, teachers learn about theories that illuminate key issues in disability, impairments, exclusion and inclusion in schooling and society. In Year 3, a teacher draws upon their own experiences and knowledge to critically evaluate policy, practice and theory in special and inclusive education. They also complete a dissertation or independent study project.

    An overarching similar outcome offered by all three institutions is the competence in critically analysing, evaluating, transforming information and reflecting on professional and personal experience to improve inclusive educational practices and research. The institution's qualification differs from the cited international qualifications in that the balance between core knowledge in inclusive education, general educational theory and the research project is varied. The qualification is research-based with a disciplinary emphasis on inclusive education and there are no electives. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for vertical articulation.

    Vertical Articulation:
  • Masters of Education, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    This qualification is now offered by Stadio (Pty) Ltd, and no longer by Embury Institute for Higher Education (Pty) Ltd - effective 16 September 2020 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Stadio (Pty) Ltd 


    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.