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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Educational Management and Leadership 
SAQA QUAL ID QUALIFICATION TITLE
117917  Bachelor of Education Honours in Educational Management and Leadership 
ORIGINATOR
University of Zululand 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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  2020-11-20  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 purpose of the Bachelor of Education in Educational Management and Leadership is to prepare learners for research-based Postgraduate studies in the field of educational management and leadership in the school and school district context. It serves to consolidate and deepen a learner's knowledge of school management and leadership, to develop research capacity in the methodology and techniques in this field and write a research report under supervision. The qualification demands a high level of theoretical engagement and intellectual independence in the field of educational management and leadership.

As stipulated in Policy for Minimum Requirements for Teacher Education Qualifications (MRTEQ, February 2015), this qualification is the first Postgraduate degree in education. It is envisioned to prepare postgraduate learners for research-based studies. It aims at strengthening and intensifying learner's research capacity expertise in the field of Education, specifically in Educational Management and Leadership.

Rationale:
The qualification aims to facilitate the development of competent educational leaders and managers for the growing educational leadership and management market. Learners who enrol for the qualification could be School Principals, Deputy Principals, Head of Departments, Senior District Officials and Teachers.

There is a high demand for managers and leaders with specialised knowledge and skills. The qualification will enable school managers and district officials to develop professional skills, knowledge and attitudes that are necessary to become highly competent school and district managers and leaders. As far as the learner is concerned, the qualification will promote personal and professional growth; enable learners to assume leadership and management roles in the education sector; enhance learners' marketability and employability as leaders and managers, and enable learners to have access to further education and training. learners who complete this Honours Degree will benefit society by extending their critical thinking and problem-solving skills to their various workplaces, in building visionary educational communities. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Admission via RPL is possible. Learners for RPL admission will be required to demonstrate suitability either through work experience and/or other prior learning that has taken place. This institution makes provision for RPL admission in line with the policies of the institution.

This qualification may be achieved in part through the recognition of relevant prior knowledge and/or experience. Concerning the Recognition of Prior Learning, providers are required to develop structured means for the assessment of individual learners against the Exit Level Outcomes of the qualification on a case by case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors. The institution policy clearly outlines the process to follow when admitting learners through RPL.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • A four-year professional teaching Degree.
    Or
  • An appropriate 3 year Bachelor's Degree and a recognised professional teaching qualification, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, 102 Credits:
  • Research Methods in Education, 18 Credits.
  • Research Project in Educational Management and Leadership, 30 Credits.
  • Organisational Behaviour in Education, 18 Credits.
  • Educational Law and Policy, 18 Credits.
  • Educational Management and Leadership, 18 Credits.

    Elective Modules, 18 Credits (Choose/Select one):
  • Curriculum Development, 18 Credits.
  • Educational Psychology, 18 Credits.
  • Theories and Perspectives in Sociology of Education, 18 Credits.
  • Trends in Philosophy of Education, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Acquire a sound knowledge base and critical understanding of education in general, and management and leadership in particular.
    2. Critically analyse and evaluate knowledge in their area of educational management and leadership, and to contribute to systematic and disciplined thinking about educational matters and issues.
    3. Conduct independent inquiry in educational management and leadership and report findings in academically appropriate ways.
    4. Exhibit the potential to act as academic leaders and experts in the field of education, training and development and specifically in educational management and leadership. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Understand contemporary educational conditions and policies against the backdrop of the socio-historical development in Southern Africa.
  • Demonstrate familiarity with major lines of debate in the broad field of education.
  • Provide well-founded interpretations of literature in the area of study, and succinct and accurate syntheses of written material.
  • Locate studies in a relevant and coherent theoretical framework.
  • Appropriately use specialist and applied knowledge in an area of educational study or practice such as educational management and leadership.
  • 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 knowledge might apply.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Understand the principles and concepts underpinning the field of educational management and leadership, and its boundaries and limitations.
  • Show the ability to write with fluency in an academic mode.
  • Analyse educational situations in management and leadership to identify problems.
  • Assess the weight of various kinds of evidence for claims and theories in the field of educational management and leadership.
  • Justify conclusions with appropriate argument or evidence in theorising about education.
  • Identify and solve educational problems by using critical and creative thinking to arrive at responsible decisions.
  • Display some intellectual independence and analytical skill in the development of systematic arguments.
  • Make sound theoretical judgements and evaluations based on evidence.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Complete papers, major assignments and/or project reports in a way that shows knowledge of different research approaches and methodology.
  • Collect, analyse, organise and critically evaluate educational and related information from primary and secondary sources.
  • Use appropriate resources for academic work, including information and communications technology.
  • Plan, and conduct an elementary piece of research using basic research techniques.
  • Communicate research results accurately and reliably by way of written reports and oral presentation.
  • Demonstrate basic knowledge of different research approaches in the field of education.
  • Show the skills and disposition to undertake research and remain a lifelong learner.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Interpret educational principles and concepts in a range of institutional contexts.
  • Demonstrate the ability to participate effectively in debates in the relevant area of education, and interact productively within a learning or professional community.
  • Stimulate and encourage others to become engaged in disciplined thinking about education.
  • Display the ability to communicate effectively with academic and professional colleagues, and collaborate with others in addressing educational problems.
  • Show an openness towards the views of others and a desire to initiate or facilitate discussion in a perceptive, sensitive and thought-provoking manner.
  • Show that rights and responsibilities are balanced, 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 contextualised educational leadership skills.
  • Communicate effectively from a position of leadership within the education profession.
  • Foster recognition of educational rights and priorities in the context of educational management and leadership.

    Integrated Assessment:
    A variety of assessments will be used in the compulsory/core modules and an elective/optional module of this qualification, including classroom presentations, assignments (formative/continuous assessment) and final written examinations (summative assessment). This means that the final marks will be based on learners' academic performance during the assessment opportunities throughout the presentation of the modules plus the examination final marks. This qualification is in line with specified standards such as the institutional assessment policy, the Faculty of Education's assessment procedures, as well as internal and external moderation procedures. Learners will be provided with a general qualification and module guide explaining the procedures and policies.

    In this qualification, several diverse assessment strategies will be integrated to assess the module outcomes. These might include group presentations, portfolios, essays, poster presentations, group or individual classroom activities, individual or group projects, reflective journals, case studies and written reports. Each module will specify details of assessment activities, the weight of each activity, specifications on what is expected, assessment criteria, as well as details of submission dates. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualifications structures and standards frameworks of several overseas countries were studied for comparison, including the United Kingdom, the Netherlands, Belgium and New Zealand. While all these countries specify the requirements of initial teacher education/training in terms of standards/criteria only one - New Zealand - has developed level descriptors for Postgraduate qualifications. All four countries specify required learning for initial teacher qualifications in terms of core curricula/components but not for Postgraduate studies.

    The University of Winchester (U.K) offers a BEd Hons Education Studies qualification. The latter relates to this qualification with regards to the purpose, compulsory module and specifically the elective modules which includes: Theories and Perspectives in Sociology of Education, and Trends in Philosophy of Education. It also aligns with the vision and mission of the Department of Education Foundations and Management at the South African institution that offers this qualification.

    The three-year Hons qualification at the University of Winchester (U.K) examines education and policy in historical, sociological, cultural, political and philosophical contexts. Learners gain a deep understanding of education's impact on gender, citizenship, childhood, family, technology and power. In Year 3, learners should write a dissertation or complete an independent study project on a topic of their choice. The qualification is both a rigorous academic degree and excellent preparation for those who wish to pursue MA qualifications, such as the MA Education Management. The dissertation is similar to the research project in this qualification.

    The University of Southern Queensland (Australia) offers a BEd Hons Primary where leadership and professional practice are one of their elective disciplines and it has enhanced opportunities to focus on research in education. To complete the Bachelor of Education Honours a learner must complete 32 units of study according to specialisation pattern of required courses. This qualification aims to prepare learners who have had the opportunity to develop in-depth knowledge and understanding of the work of educators. This qualification is pitched at Australian Qualification Framework Qualification Level 8. This qualification offers enhanced opportunities for students to focus on Research in Education, which is similar to this qualification. Learners at this level will have advanced knowledge and skills for professional work and further learning. 

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

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

    Vertical Articulation:
  • Master of Education in Educational Management and Leadership, 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.
     
    NONE 


    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.