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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Psychology of Education 
SAQA QUAL ID QUALIFICATION TITLE
118642  Bachelor of Education Honours in Psychology of Education 
ORIGINATOR
University of Venda 
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
Registered  SAQA 137/22  2022-02-03  2025-02-03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-02-03   2029-02-03  

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 Psychology of Education is intended to prepare learners for research-based postgraduate studies in Psychology of Education. It serves to consolidate and deepen a learner's knowledge of Psychology of Education and to develop research capacity in its methodology and techniques. The curriculum package for the qualification, therefore, includes modules on theories of Psychology 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. High-level educational knowledge and research skills are important for national, regional, and international needs as educators with postgraduate qualifications are in high demand due to their specialisation.

Upon completion of the qualification, the qualifying learners will develop the following competencies:
  • Identify complex problems and offer solutions through critical and innovative thinking, responsible and independent problem-solving, and the application of basic and advanced scientific methods.
  • Evaluate and apply research knowledge, specialised and theoretical knowledge and skills to address complex and challenging problems within the Psychology of Education field.
  • Develop research capacity in the methodology and techniques of Psychology of Education.
  • Engage critically with a high level of theoretical engagement and intellectual enhancement in Psychology of Education.
  • Develop systematic survey of current thinking, practice, and research methods in Psychology of Education as well as their application to educational settings.
  • Conduct research projects and report on research under the supervision of a competent and qualified academic staff.

    Rationale:
    South Africa and the Southern African region need highly qualified and professionally grounded educators in both the basic and higher education sectors. The qualification will therefore provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Psychology of Education for investigation and application to a variety of challenges that require counselling services. Schools in South Africa do not have professionally qualified counsellors for learners and teachers yet there are situations such as bullying, bereavements, school violence and career choices in schools. This qualification will fill in the existing gap in these areas.

    The qualification meets the national requirements to provide enrolled learners with the knowledge and skills about methodology and techniques in Psychology of Education, and education in general at NQF Level 8. It will serve to consolidate and deepen learners' knowledge in the field of Guidance and Counselling and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under supervision.

    The qualification is aligned with the National Framework for Human Resources for Health in South Africa and is responsive to the psychological needs and care of the South African population in diverse contexts. The qualification is aimed at producing competent, ethical, and professional practitioners who will meet the needs of South Africa to make primary psychological services available in diverse settings thereby enhancing the psychological well-being of the public. Learners will develop an ethos of care to support learners who experience difficulties in their schooling, and their parents and teachers within diverse educational contexts, in a socio-culturally appropriate manner. Graduates with this qualification will have developed sufficient academic understanding and the skills to provide career guidance in the school community.

    The Professional Board for Psychology of the Health Professions Council of South Africa (HPCSA) introduced the registration category of Registered Counsellors in 1999. The qualification provides learners with the requisite knowledge and skills to render psychological services that are focused on prevention and primary intervention for psychological difficulties in diverse community contexts as well as the promotion of psychosocial health, within the scope of practice for Registered Counsellors which is defined according to the Health Professions Act, 1974 (Act 56 of 1974), as amended. The aim of the qualification is consequently to train educational-psychological counsellors who comply with the academic and practical requirements of the HPCSA in the registration category of Registered Generic Counsellor within a school context.

    Qualifying learners may enrol for Master's Degrees and further into Doctoral Degrees, where they will be able to further contribute to the research capacity in higher education and respond to societal needs in the field of education. Graduates will also contribute to society as educators, educational analysts, school counsellors, Heads of departments, and school managers. Learners who earn a Bachelor of Honours degree in Psychology of Education are qualified for careers in education research, administration, and instruction. Graduates can work directly with young learners with learning barriers. Popular career options include School Education Specialists/Supervisors, Educators at various levels, Learning Assessment Researchers / Developers, Heads of Departments and school principals in mainstream/service schools. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be achieved in part or completely through the Recognition of Prior Learning (RPL), which includes formal, informal, and non-formal learning and work experience. RPL applicants need to provide significant evidence of prior learning before their applications can be considered. RPL will allow a learner to gain access, advanced placement, or recognition of status. The learner needs to apply formally for RPL.

    RPL for access:
    The qualification is governed by the institution policy on recognition of prior learning (RPL) which is extended to experienced applicants who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled.

    Learners who apply for this type of RPL should be in possession of an accredited qualification that 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. However, not more than 10% of all learners in the qualification can be enrolled into the qualification through RPL if they are in possession of an accredited qualification that is at the same NQF level and the same minimum weighting as the qualification required for admission.

    RPL for credits:
  • Credits may be obtained through RPL towards the qualification including a maximum of 50% credits at the exit level.
  • In line with RPL Policy, credit/s 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. RPL is applied to learning that occurred through informal and/or non-formal learning routes.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education, NQF Level 7.
    Or
  • General Bachelor's Degree, NQF Level 7 plus a Postgraduate Certificate in Education, NQF Level 7.
    Or
  • Four-year appropriate Education Degree at NQF Level 7. 
    		•

    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, Level 8,126 Credits:
  • Psychological Interventions in Education, 18 Credits.
  • Positive Behaviour Management in School settings, 18 Credits.
  • Human Growth and Development, 18 Credits.
  • Sociology of the School: Psycho-social approaches, 18 Credits.
  • Introduction to Educational Research, 12 Credits.
  • Educational Research, 12 Credits.
  • Research Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Ability to compile and demonstrate an understanding of specialist knowledge, engage with and critique current literature on practices in the field of specialisation.
    2. Ability to use a wide range of specialised skills in identifying, conceptualising, designing, and implementing methods of enquiry to address complex and challenging problems within the field of specialisation and an understanding of the consequences of any solutions or insights generated within a specialised context.
    3. Demonstrate the ability to design and implement strategies for the processing and management of information, to conduct a comprehensive review of current research in specialisation to produce significant insights that can be applied to teaching and learning settings.
    4. Ability to develop original or own learning strategies, through the compilation of a research project, which sustains independent learning, academic and professional development, interact effectively within the learning or professional group as a means of enhancing advanced knowledge and learning skills. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Investigate, identify, understand, and explain relevant and appropriate terms, concepts, theories, principles that inform, give background, and relate to a broad area of psychology of education.
  • Distinguish and demarcate the scope of knowledge in the discipline of the psychology of education, integrate and apply such knowledge to educational contexts.
  • Follow and explain knowledge of current theoretical arguments, developments, views, and literature in the discipline of the psychology of education.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Critically analyse theoretical arguments in the psychology of education and contextualise the analysis to practical education and school settings.
  • Apply gathered specialised knowledge in the psychology of education as interventions to different educational settings such as psychological and learning-related challenges that learners face in an ordinary school to cater for diverse psycho-social learning needs.
  • Ability to justify arguments using specialised knowledge in the psychology of education and raise arguments that provide solutions or interventions to education stakeholders on how to create an accommodating and conducive school environment.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Ability to search and identify a relevant research problem and topic through a literature search in relevant and varied sources in the psychology of education that are useful in initiating research skills.
  • Ability to search, process, organise, information using current literature and research into meaningful units in the psychology of education and come up with insightful suggestions to improve understanding by school-based education stakeholders in understanding practices that influence learning outcomes in school settings.
  • Demonstrate capacity to organise researched knowledge and information from a variety of sources to build a logical oral and written argument that can be applied in the field of inclusive education.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify a suitable and researchable research problem, design research objectives, questions, relevant and logical literature review, research process.
  • Ability to critically review varied sources such as journals, e-books, statistical data, present a logical argument from gathered data and compile a logical research argument into a mini dissertation in the psychology of education based on an outlined format. 
    		•

    INTERNATIONAL COMPARABILITY 
    Universities in the United Kingdom (UK) and Zimbabwe offer professional development qualifications at Honours level that compares with the new qualification. Whilst interrogating the curriculum, purpose, and structure of qualifications from these countries, it was established that similar qualifications are offered. However, the UK qualification is offered over four years with the Honours level learning done in the fourth year. Educational Psychology, or the study of Education, is the discipline that focuses on understanding how human beings acquire knowledge and how they are shaped by the learning environment. Professionals in the field study cognitive, behavioural, developmental, social, and emotional factors that influence the ability to learn, to improve educational practice for children, adults, and people with special learning needs.

    Country: Zimbabwe
    Institution: Great Zimbabwe University
    Qualification Title: Bachelor of Education Honours in Psychology
    Qualification structure:
    The qualification consists of full time and part-time compulsory modules and most of the modules are similar to the South African qualification.
    Full-Time Qualification modules
    Part I Semester I
  • Introduction to Educational Psychology
  • Communication Studies
  • Psychological Issues in Cultural and Gender Studies
  • Special Needs Education
  • Social and Cultural Psychology
  • Culture and Heritage Studies

    Part I Semester II
  • Language Issues in Psychology
  • Psychology of Teaching and Learning
  • Information and Communication Technology
  • Evolutionary Psychology
  • Sociological Foundations of Education
    Or
  • Philosophical Foundations of Education

    Part II Semester I
  • Humanistic Psychology
  • Personality Development and Culture
  • Early Childhood Development
  • Community Psychology
  • Research Methods and Statistics

    Part II Semester II
  • Educational Guidance and Counselling
  • Abnormal Psychology
  • Cognitive Psychology
  • Educational Management
  • Research Project

    Part-Time Qualification Modules
    Part I Semester I
  • Introduction to Educational Psychology
  • Communication Studies
  • Psychological Issues in Cultural and Gender Studies
  • Special Needs Education
  • Culture and Heritage Studies

    Part I Semester II
  • Social and Cultural Psychology
  • Language Issues in Psychology
  • Psychology of Teaching and Learning
  • Information and Communication Technology

    Part II Semester I
  • Evolutionary Psychology
  • Personality Development and Culture
  • Early Childhood Development
  • Research Methods and Statistics

    Part II Semester II
  • Community Psychology
  • Abnormal Psychology
  • Cognitive Psychology.
  • Sociological Foundations of Education
    OR
  • Philosophical Foundations of Education

    Part III Semester I
  • Humanistic Psychology
  • Educational Management
  • Educational Guidance and Counselling
  • Research Project

    Comparison:
    The Great Zimbabwe University offers a Bachelor of Education Honours in Psychology. The qualification focuses on and covers aspects such as Psychology of Teaching and Learning, Psychological Issues in Cultural and Gender Studies, Early Childhood Development. The context of the country is similar to the South African qualification; therefore, it is expected that the qualification will cover similar issues.

    Country: United Kingdom
    Institution: University of Birmingham
    Qualification Title: Bachelor of Science (BSc) Honours in Psychology in Education
    Credits: 120
    Entry requirements:
  • The Levels: all subjects considered; Standard offer: Distinction overall with B in the Core Component.
  • Accepted subjects for the BTEC Extended and BTEC Diploma are Children's Play, Learning and Development, Health and Social Care.
  • All subjects are considered for the BTEC Subsidiary Diploma when offered in combination with two A levels.
  • BTEC Extended Diploma DDD; typical offers when offered in combination with A-Levels: A in A-Level plus DM in the >BTEC Diploma; or AB in A-Levels plus D in the BTEC Subsidiary Diploma.
  • International Baccalaureate Diploma: 655 at Higher Level (Plus 32 points overall).
  • Mathematics and English at GCSE grade C or above.
  • GCSE Science at grade C is preferred but not essential. (For learners wishing to pursue a career in Primary teaching, it is essential to hold a GCSE Science at grade C).
  • International Baccalaureate, international foundation qualifications and BTEC and CACHE.
  • Access to HE Diploma courses in Social Sciences or Humanities are considered.
  • Applicants with a wide range of qualifications and prior learning experiences (RPL) are encouraged to apply.

    Rationale:
    The BSc (Hons) Psychology in Education will give learners a theoretically rich and practical understanding of the contribution of psychology to the field of education. The qualification will prepare learners for a range of postgraduate training and career options, including educational psychology, teaching and research. Learners will be taught by world leaders in the field of Psychology of Education, with a distinctive social justice perspective. Learners will study psychological accounts of learning as a process of human development, that takes place in contexts that include the family, early years provision and schooling.

    A University of Birmingham degree is highly sought after by employers as evidence of the ability to succeed in a demanding academic environment. Transferable skills from the qualification include:
  • Written communication developed through writing essays.
  • Oral communication skills gained through reasoned debates during seminars and presentations.
  • Ability to work as part of a team, through collaborative group work.
  • Research and analytical skills with the ability to judge and evaluate information.
  • Organisational and time management skills by prioritising tasks to ensure academic, social and work commitments are completed on time.
  • Negotiation, informally with peers and formally with staff.
  • Problem-solving.
  • Information Technology skills.

    Graduates are expected to use these skills in combination with subject knowledge gained throughout the degree to pursue successful careers in roles directly related to the qualification such as:
  • Educational Psychologist
  • Child Psychotherapist
  • Counsellor
  • Social Worker
  • Speech and Language Therapist
  • Primary of Secondary School Teacher
  • Special Educational Needs Teacher
  • Learning Mentor
  • Researcher

    Graduates can also continue into related postgraduate study at Masters and Doctoral levels.
  • World-class research: Learners will be taught in a school that is doing pioneering world-class research in diverse specialisms from character education and racial equality to innovative technology for children on the autistic spectrum.
  • Research methods training and developing an understanding of the contribution of psychological research to education, will be an important feature of this qualification.
  • A vocational placement - within the United Kingdom or overseas in an educational setting that will provide learners with valuable reflective practical learning.
  • Option to study overseas - learners will have the option to study overseas at one of our partner institutions for a year.

    Qualification structure:
    The qualification includes core and optional modules in a range of areas of psychology such as biological, cognitive, developmental and social psychology, with a specific focus on their application to education. The modules are regularly updated to include the newest research in the field and to reflect the changing role and influence of psychology in education. Learners can select additional modules from Bachelor of Arts Honours in Education to understand the role of psychology in the context of the contributions of sociology, history and philosophy of education.

    Compulsory Modules:
  • Biological Psychology.
  • Cognitive Psychology.
  • Individual Differences and Learning.
  • Social Psychology and Learning.
  • Quantitative Research Methods in Psychology I
  • Qualitative Research Methods in Psychology II
  • Placement.
  • Dissertation.

    Assessment Methods:
    Studying at degree-level is likely to be very different from your previous experience of learning and teaching. Learners will be expected to think, discuss, and engage critically with the subject and find things out for themselves.
    Learners are assessed not only based on the knowledge they have gained, but also the skills that they have acquired. They will be assessed in a variety of ways, and these may be different with each module that you take. Learners will be assessed through coursework which may take the form of essays, group or individual presentations, as well as formal exams. The assessment strategy does not just deliver grades but seeks to widen horizons and promote self-development so that our graduates are valued for their leadership and problem-solving capabilities.

    Comparison:
    The Bachelor of Education in Education and Psychology is offered by the University of Birmingham is a four-year honours degree qualification that prepares Teachers, and which also provides opportunities for graduates to pursue a career in Psychology. This qualification leads to both an academic and professional qualification recognised by the Teaching Council. The Bachelor of Education (BEd) in Education and Psychology learners study Psychology alongside their peers on the Bachelor of Arts in Psychology. This qualification equips learners to meet the many challenges of teaching in the context of societal change while also participating in a specifically Irish educational experience.

    The fourth year of study was used in the comparability exercise, and it was found that this qualification enables learners to examine their role as a learner, teachers, researchers, and leaders in the final year of study. In addition, learners will gain deep insights into teaching and learning early in the qualification.

    Conclusion:
    This qualification compares favourably with the above-cited international qualifications in terms of purpose, content, and outcomes. The qualifications provide graduates with invaluable specialist and transferable knowledge relevant to a career working with children and young people, helping them with cognitive, social, emotional, and behavioural difficulties, as well as in other careers such as Social Research or Teaching. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Bachelor of Education Honours in Inclusive of Education NQF Level 8
  • Bachelor of Education Honours in Guidance and Counselling NQF Level 8.
  • Postgraduate Diploma in Educational Psychology, NQF Level, 8.

    Vertical Articulation:
  • Master of Education in Psychology of Education, NQF Level 9.
  • Master of Arts in Counselling Psychology, NQF Level 9.
  • Master of Science: Counselling Psychology, 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.