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 Inclusive Education

SAQA QUAL ID	QUALIFICATION TITLE
118410	Bachelor of Education Honours in Inclusive Education
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	2021-11-18	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 qualification is to provide a stimulating qualification that will contribute to an enhancement of the learner's theoretical and strategic insights into Inclusive Education. It is intended to prepare learners for research-based postgraduate studies in a particular field of education. It serves to consolidate and deepen a learner's knowledge of the field and to develop research capacity in the methodology and techniques of that field. The qualification has a research project that will include conducting and reporting on research under supervision. It will strengthen professional teachers to support teaching and learning processes in a diverse and complex schooling environment. This will help to contribute to improving the delivery of quality education to all learners, especially those experiencing barriers to learning, thereby making the schools and education districts more effective in producing top results.

Qualifying learners will be able to:

Identify learning needs and support strategies for a diverse range of learners within the inclusive setting.

Plan, implement and assess programs that incorporate effective teaching interventions for an inclusive setting.

Lead and manage schools, other education institutions and education districts effectively in the implementation of IE policies.

Conduct independent inquiry in a specialised field of education, training or development, and report their findings in academically appropriate ways.

Rationale:
The qualification will prepare learners to understand discourses around issues of inclusivity, ethics in working in an inclusive environment, legislative and policy imperatives as related to educational provision for learners within an inclusive setting. It will also prepare learners to offer pedagogic practices and understand support strategies for a diverse range of learners within an inclusive setting. It will further provide qualified educators and post-graduate learners with a distinct understanding of inclusive theories and theoretical frameworks which endorse education systems.

The South African Constitution states that all learners have a right to equal education. In addition to the Constitution, the Department of Basic Education published the Education White Paper 6 that specifically caters for learners who have learning barriers. The qualification has been designed to equip teachers with inclusive education strategies and interventions to address learners with special needs. It seeks to address the needs of the Department of Basic Education (DBE) to contribute to the satisfaction of the national need to empower/enable educators, education leaders and managers to develop the skills, knowledge, and values needed for Inclusive Education.

Furthermore, the qualification has been designed as per the requirement of the Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ) Guidelines; Government Gazette, 19 February 2015. The qualification is intended for teachers/educators, office-based departmental officials, school managers, university academics and curriculum designers. It is therefore aimed at providing candidates with a deeper understanding of some aspect of the professional practices within an inclusive setting, institutions and/or systems of inclusive education, and cultivating the development of research abilities explicitly in the area of Inclusive Education.

Qualifying learners will teach in mainstream and special schools, and may also be involved in policy implementation, and guide and monitor the curriculum implementation. The qualification will benefit schools, communities, society and the economy in which the qualifying learners are employed and will enhance learning and teaching as well as the development of educational policies related to the chosen topics of their research projects, due to the advanced knowledge and research skills that the qualification will offer. Society at large will benefit from the awareness and advocacy of inclusive education. Qualifying learners will assist in promoting inclusivity in schools and reduce the failure and drop-out rates.

The qualification includes independent research in Inclusive Education and prepares learners for further post-graduate studies in Inclusive Education. With respect to different stages of training offered to educators, it could, therefore, serve as a critical connection between pre-service professional education and advanced studies at a Master's Degree in Inclusive Education and beyond.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
This qualification may be achieved in part through the recognition of relevant prior knowledge and/or experience.
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to higher education learning qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

In case candidates do not meet the minimum admission requirements, access to the qualification from legacy teacher qualifications will be considered according to national RPL and institutional RPL policy.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

Advanced standing may be granted.

RPL for exemption of modules:

Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Education, NQF Level 7.
Or

Postgraduate Certificate in Education at NQF Level 7.
Or

Advanced Diploma in a cognate specialisation, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, Level 8,120 Credits:

Research Methods in Education, 18 Credits.

Inclusive Education, 18 Credits.

Teaching and Learning within Inclusive setting, 18 Credits.

Assessment for Inclusive Education, 18 Credits.

Educational Psychology, 18 Credits.

Research Project in Inclusive Education, 30 Credits.

EXIT LEVEL OUTCOMES

1. Evaluate and apply ethical, legislative and policy imperatives as related to educational provision for learners with diverse learning needs.
2. Identify learning needs and support strategies for a diverse range of learners within the inclusive setting.
3. Plan, implement and assess programs that incorporate effective teaching interventions for an inclusive setting.
4. Analyse and apply concepts and principles of classroom management that address the impact of an inclusive classroom.
5. Engage in meaningful collaborative strategies with parents, caregivers, and professionals that contribute to the development of an inclusive learning community.
6. Conduct independent inquiry in a specialized field of education, training or development, and report their findings in academically appropriate ways.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse and apply contemporary educational policies (e.g., WP6 and SASA) against the backdrop of the socio-historical development in Southern Africa.

Review and apply well-founded interpretations of legislative literature in the area of inclusive education, and succinct and accurate syntheses of written material.

Engage in ethical, legislative and policy-related debate in special and inclusive education.

Evaluate and apply specialist and applied knowledge appropriately in the area of special and inclusive educational study or practice.

Interpret ethical knowledge as a source of meaning and as a guide to reflection, choice and action.

Associated Assessment Criteria for Exit Level Outcome 2:

Analyse educational situations to identify learners with special needs.

Identify and manage learners' educational needs by using creative strategies to arrive at responsible decisions.

Evaluate and apply a range of support strategies and educational contexts in which knowledge might apply.

Associated Assessment Criteria for Exit Level Outcome 3:

Evaluate principles and concepts underpinning the planning, implementation and inclusive education programs.

Plan and implement programs that incorporate effective teaching interventions for all learners.

Develop assessment strategies to implement programs that incorporate effective teaching intervention for all learners.

Make sound theoretical and practical judgements and evaluate programs that incorporate effective teaching interventions based on evidence.

Associated Assessment Criteria for Exit Level Outcome 4:

Interpret educational principles and concepts in a range of institutional contexts.

Participate effectively in interpreting concepts and principles in an inclusive classroom.

Engage in disciplined thinking about inclusive education;

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.

Associated Assessment Criteria for Exit Level Outcome 5:

Communicate effectively with professional colleagues and collaborate with others in addressing educational problems.

Advocate for support of learners within an inclusive setting.

Associated Assessment Criteria for Exit Level Outcome 6:

Complete and present papers, major assignments and/or project reports are completed in a way that shows knowledge of different research approaches and methodology.

Write with fluency in an academic mode.

Collect, analyse, organize and critically evaluate educational and related information from primary and secondary sources.

Apply appropriate resources for academic work, including information and communications technology.

Plan and conduct an elementary piece of research on current educational issues using basic research techniques.

Communicate accurately and reliably research results by way of written reports and oral presentation.

Examine and apply basic knowledge of different research approaches in the field of education.

Manage learning and learning strategies in a self-critical manner to address professional and ongoing learning needs.

INTERNATIONAL COMPARABILITY

The qualifications structures and standards frameworks of several countries were studied for comparison.

Country: Australia
Institution: Sydney University
Qualification Title: Graduate Diploma in Educational Studies (Special and Inclusive Education)
Duration:
1 year full time for Domestic and International learners
2 years part time for Domestic learners / Not available to International learners

Entry requirements:
Admission to candidature requires:

a Bachelor of Education from the University of Sydney or equivalent qualification and either the completion of postgraduate studies, or professional experience equivalent to one year full-time in a field considered by the Faculty to be appropriate to the program of study;
Or

a bachelor's degree and either the Graduate Diploma in Education or Bachelor of Teaching or Master of Teaching from the University of Sydney or equivalent qualification;
or

a bachelor's degree from the University of Sydney or equivalent qualification and either the completion of postgraduate studies in Education,
or

a professional experience equivalent to two years full-time in a field considered by the Faculty to be appropriate to the program of study.

Purpose/Rationale:
The special education specialisation of the Graduate Diploma in Educational Studies is designed to help learners develop the skills, knowledge and values needed to specialise in the teaching of children with special-education needs, or to qualify for appointments as leaders.

Learners will tackle the challenges of learners with special education needs, early language and learning issues, preventing disruptive behaviour, and teaching learners with learning difficulties. Learners will continue onto the Master of Education (Special and Inclusive Education). The Master of Education (Special and Inclusive Education) is recognised by the NSW Department of Education and Training as a formal qualification in special education. Subject to meeting progression requirements in the graduate diploma, learners may apply to transfer to the Master of Education (Special and Inclusive Education).

Participants in the qualification come from a broad range of backgrounds, including early childhood, primary, secondary, and post-secondary education; public and private schools; mainstream, support and specialist school teachers; and allied health and support agencies.

The qualification will equip the learner with skills sought by graduate employers include teamwork, communication, planning and organising, problem solving, and so forth. Some skills overlap with one another. Leadership, for example, encompasses a number of other skills including decision making, verbal communication, planning, organising, and collaboration. Personal attributes that contribute to overall employability include commitment, adaptability, honesty and integrity, reliability, ability to deal with pressure, motivation, and cultural fit with the employing organisation.

The qualification has been designed to further the careers of teaching professionals, educational administrators, researchers and policymakers within specific areas of education practice. Graduates will have the skills and knowledge to further their careers as teaching professionals, educational administrators, researchers and policymakers within specific areas of education practice.

Exit Level Outcomes:
Upon completion of the qualification, learners will be able to:

Understand current Australian legislation and articulate the implications for the provision of education programs for learners with disabilities.

Critically evaluate research, reports and policy documents related to education and associated fields.

Demonstrate an understanding of evidence-based instructional practices, and how they can be applied and adjusted to meet the needs of learners with special education.

Develop an understanding of universal design for learning and apply across planning, instruction, assessment and environment.

Draw on research and practice in special and inclusive education research in Australia and overseas, to inform and evaluate their practices.

Demonstrate a highly proficient set of problem-solving skills to address the learning needs of learners with special education needs within a range of contexts.

Critically examine learning and social contexts in reference to the principles of inclusion.

Demonstrate the key skills and knowledge of collaboration with and between teachers, parents, support personnel, learners, and community agencies to deliver a quality inclusive educational program.

Develop, justify and critique approaches to supporting behaviour within a range of learning contexts.

Demonstrate an understanding of how to promote literacy, numeracy and social capabilities to meet the personal needs of all learners.

Develop knowledge and leadership skills to support educational providers to develop inclusive educational environments.

Qualification structure:
Candidates are required to complete a total of 36 credit points (cp), including: 12 cp (2 units of study) of core units; minimum of 18 cp (3 units of study of elective units from the Special and Inclusive Education Units of Study
Similar to the South African qualification, this qualification comprises of the following compulsory and elective modules.

Compulsory Modules, 12 Credits:

Learners with Disability, 6 Credits.

Inclusive Education, 6 Credits.

Elective Modules 18 Credits (Select three modules from the following):

Understanding Challenging Behaviour, 6 Credits.

Communication for Learning, 6 Credits.

Principles of Positive Behaviour Support, 6 Credits.

Pedagogy and Learners with ASD, 6 Credits.

Inclusive Literacy and Numeracy Pedagogies, 6 Credits.

Designing for Access to the Curriculum, 6 Credits.

Collaboration and Consultation, 6 Credits.

Learners with Autism and Complex Needs, 6 Credits.

Country: United Kingdom
Institution: University of Glasgow
Qualification Title: Graduate Diploma in Educational Studies (Special and Inclusive Education)
Purpose/Rationale:
This qualification addresses contemporary issues in inclusion/special education. This qualification is designed to promote the understanding of the issues and practices relevant to policy maker, educator or teacher involved in inclusive education/special education at pre-school, school or tertiary level.

The research-informed modules will help learners to think about practice and policy in the light of current educational thinking and enable learners to consider how an inclusive/special education system might operate in schools and other educational institutions. Learners will discuss recent theories related to many of the conditions and labels associated with special educational needs/additional support needs and have the opportunity to develop practice that takes account of these within an inclusive framework. In particular learner can specialise in autism, behaviour, gifted and talented, dyslexia, English as an Additional Language and disability.

Learners can tailor research projects to provide the maximum relevance and benefit to the interests and work. They will explore how effective learning and teaching can support the Sustainable Development Goal 4 - to ensure inclusive and quality education for all and promote lifelong learning by 2030 (United Nations).

This qualification has continued to attract both national and international learners. The qualification brings together learners and researchers with an interest in inclusive/special education. The international community is seeking to develop inclusive, equitable and quality education for all by 2030.

Qualification structure:
Similar to the new qualification, this qualification consists of the following compulsory and elective modules.

Compulsory/Core Modules:

Practitioner enquiry; developing inclusive pedagogy.

The evolving concept of inclusion.

The learner and the curriculum.

Elective/optional Modules:

Developing literacy.

Highly able learners, raising attainment and achievement.

Identities, relationships and behaviours.

Inclusive classrooms, inclusive pedagogies.

Country: United States of America:
Institution: St John University
Qualification Title: Bachelor of Arts (Hons) Education Studies with Special Educational Needs and Inclusion.
Entry requirements for this qualification are:

96-112 UCAS Tariff points,

3 GCSE at grade C including English Language. Duration: The qualification is offered over 3-years full time. Part-time is only available on request.
Purpose:
The qualification aims at:

Giving teachers a broad and in-depth understanding of the current practice, policy and theoretical concepts in the field of Special Education Needs and Disabilities.

Developing the ability to understand the importance of educational research and to carry out own research.

Providing theoretical understanding and transferrable skills gained and lead to a range of career options, including teaching in either mainstream or Special Educational Needs and Inclusion settings.

The above international qualifications are similar to the institution's qualification in terms of the disciplinary knowledge with course work and research component.

Comparison:
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 post-graduate qualifications. The new qualification compares favourably with the international qualification structures standards frameworks. It will allow a candidate with mobility because the design and purposes are aligned with international standards and equivalence in terms of best practices.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation:

Postgraduate Diploma in Education, NQF Level 8.

Bachelor of Education Honours in Education Management, NQF Level 8.

Vertical Articulation:

Masters of Education, NQF Level 9.

Master's degree in Inclusive 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.

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