SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education Honours in Language Education

SAQA QUAL ID	QUALIFICATION TITLE
119201	Bachelor of Education Honours in Language Education
ORIGINATOR
North West University
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 129/22	2022-06-21	2025-06-21
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-21		2029-06-21

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 Honours in Language Education is to deepen learners' theoretical and pedagogical knowledge of Language Education.

The qualification is intended for teachers, academics and other practitioners in the social sciences practising in the field of Language Education. The qualification demands a high level of theoretical engagement and intellectual independence. The focus of the qualification is on the relationship between theory and practice and how each informs and enriches the other expanding, strengthening and consolidating learners' knowledge of teaching, learning and assessment in Language Education. It also seeks to develop the learner's competence in conducting and reporting research under supervision.

The purpose of the language education specialisation qualification is three-fold:
1. To prepare learners for research-based postgraduate study in language education through the development of research capacity.
2. To equip learners with specialised and integrated knowledge of the theory and practice of language teaching and learning applied to one of seven languages (Afrikaans, English, isiXhosa, isiZulu, Sepedi, Sesotho, and Setswana) and to deepen learners' knowledge of the linguistic structure of the chosen language.
3. To consolidate and deepen learners' expertise in a component of their language of choice which could entail either the literature or linguistics or a relevant actual aspect of language teaching and learning in general.

Upon completion of the qualification, qualifying learners will be able to:

Demonstrate an understanding of the theoretical underpinnings of language education.

Develop research capacity in the methodology and techniques of language education.

Promote progressive thinking in the field of language education by developing a cadre of language educators with a wider and deeper understanding of the transformation of language education.

Develop professional expertise in an aspect of the practices or study of language education.

Demonstrate a deeper understanding of some aspects of the professional practices, institutions and/or systems of language education.

Rationale :
Within South Africa's multilingual context, language and language teaching involve very complex and problematic issues, including the lack of well-qualified language teachers who can act as leaders in terms of the teaching, learning and assessment of languages in a multilingual society. Currently, there is a shortage of teachers who have a postgraduate qualification specialising in the teaching of languages, especially indigenous languages, and there is a need at the provincial and school district level to support in-service language teachers to address the problematic issue of teaching languages within multilingual classrooms. To take a leadership role in this regard, a language teacher needs to have in-depth knowledge of one or more of these languages, specialised skills to teach any language in a multicultural classroom, as well as high regard for the importance of the development of all the country's official languages as curriculum subjects.

Language practitioners have an essential fundamental role to play in both teaching and learning environments and in communicating with people from diverse cultural backgrounds. The qualification seeks to contribute to the development of excellence in teaching given the national concern with the poor quality of schooling. In a multilingual country like South Africa, there is a need for Language teachers who are, not only knowledgeable in the languages but are well-grounded in language teaching methodologies. The qualification will contribute to the enhancement of learners' theoretical and pedagogical knowledge of major languages spoken in the province where the institution is situated. The need is greater now with the elevation of the African languages to official language status., a language teacher needs to have in-depth knowledge of one or more of these languages, specialised skills to teach any language in a multicultural classroom, as well as high regard for the importance of the development of all the country's official languages as curriculum subjects. To optimally realise this purpose both in-service and pre-service teachers who majored in one or more language(s) would have access to this qualification. Therefore, this qualification will be offered in contact mode on a full-time and part-time basis.

The qualification has been developed to be in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 34467, 15 July 2011) and the South African Standards for Principalship (18 March 2016).
The qualification will therefore produce experts in all African Languages who will also be engaged in research to contribute to the body of knowledge in their specific language(s). This should result in more effective teaching and learning of African languages and assist learners to meet the demands associated with passing their Home Language.
The qualification will grant learners in possession of a Bachelor of Education access to a postgraduate degree in Language Education, which could articulate into a Master of Education in Language Education. This will promote research in and through the medium of the indigenous languages and in future provide lecturers in the field of African languages education the opportunity to supervise Masters and Doctoral learners.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy applicable 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 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:

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

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 formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules:

Learners may apply for RPL to be exempted from 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 formal, 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 Arts in Language Education plus Postgraduate Certificate in Education, NQF Level 7.
or

Bachelor of Education, NQF Level 7.
or

Diploma in Language Practice plus Advanced Diploma in Education, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 126 Credits.

Compulsory Modules, Level 8,102 Credits:

Language Education Research Methodology, 16 credits

Language Education Research Project, 30 credits.

Curriculum and Assessment, 16 credits.

Theories of learning and methods of teaching and assessment of language, 24 credits.

Linguistics for Educators, 16 credits.

Electives Modules, Level 8, 24 Credits (Select two modules from the following options):
Electives with focus on an aspect of language education:

Technology Assisted Language Learning, 12 Credits.

Reading Assessment, 12 Credits.
OR
Electives with a focus on linguistics

Sentence, Text, and Context in Afrikaans Language Teaching, 12 Credits.

Language and Society, 12 Credits.

Text Study and Text Linguistics, 12 Credits.

Afrikaans Corpus Linguistics, 12 Credits.

Linguistic Analysis and Corpus Linguistics, 12 Credits.

English Sociolinguistics, 12 Credits.

Comparative African Linguist, 12 Credits.

Setswana Linguistic Theory, 12 Credits.

Setswana: Morphology and Phonology, 12 Credits.

Setswana: Syntax, 12 Credits.

Setswana: Semantics, 12 Credits.

Setswana: Corpus linguistics, 12 Credits.

Setswana Sociolinguistics, 12 Credits.
OR
Electives with a focus on literature:

Infants', Children's, and Youth Literature for Education, 12 Credits.

Afrikaans Poetry: Poetry and Intertext, 12 Credits.

Afrikaans Narrative Texts, 12 Credits.

From Text to Performance: a Study of Drama and Theatre Science, 12 Credits.

Narratology: Novel and Film, 12 Credits.

EXIT LEVEL OUTCOMES

1. Apply the methodology and techniques of the field of language education research and perform research under supervision aimed at actual and relevant problems within the field of language education applying adhering to sound ethical practices.
2. Apply extensive and deepened knowledge of internationally acclaimed theories of language acquisition and language education as well as specialised knowledge of language education in practice with the emphasis on self-directed learning, problem -solving and the utilisation of technology within the multicultural and multilingual context of the South African education system.
3. Demonstrate knowledge of the linguistic structure of the chosen language to diagnose and address problems in learners' language usage.
4. Demonstrate consolidated and deepened expertise as well as the critical understanding of a component of the language of choice which entails critical interrogation and synthesis of applicable academic literature regarding the linguistics or literature of one of seven languages and an awareness of the crucial role of these in language teaching practice or a relevant actual aspect of language teaching and learning in general.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Identify a researchable problem in the field of Language Education, relevant to the complex language teaching context of South Africa and state the identified problem in the context of existing literature and research.

Situate and justify different research designs/research strategies used in research articles on research continua associated with applied language research methodology such as qualitative-quantitative, confirmatory-exploratory, and basic-applied.

Analyse and evaluate the appropriateness and effectiveness of different research approaches and qualitative and quantitative research methods applied within the field of Language Education by researchers to answer their research questions.

Identify and analyse scenarios about the teaching, learning and assessment of language and investigate the applicability of different sub-sets of methods for conducting research related to specific scenarios.

Select an appropriate design, applicable methods, and a suitable strategy to collect, analyse and interpret data needed to investigate the problem.

Prepare an approved proposal for a project to investigate the identified problem.

Successfully conduct the proposed research by applying appropriate research techniques and related technological tools under supervision.

Write an appropriate report on the project in a scientifically sound manner in an acceptable format, inclusive of a problem statement, an appropriate research design and methods and a suitable strategy to collect, analyse and interpret data needed to investigate the problem that will enable the learner to come to scientifically sound and justifiable findings and conclusions.

Describe the applicable legal requirements associated with the ethics of research, especially involving human subjects.

Adhere to basic legal requirements of ethics in participant selection and ethical practices in the planning of a research project.

Associated Assessment Criteria for Exit Level Outcome 2:

Interrogate and integrate the most recent internationally acclaimed theories and research on relevant aspects of language acquisition and language education.

Apply in-depth knowledge of the teaching of a range of relevant language skills to enhance the language competencies of learners.

Access, process, manage, evaluate, and present information of theories and practices of language teaching as derived from various sources to solve problems within a language teaching context according to the South African national curriculum and other relevant language policy and planning documents, taking the specific phase into account.

Collect, analyse, organize, and critically evaluate information from research sources to develop highly skilled ways of reading and interpreting, furthering self-directed learning and developing intellectual independence, as well as the skill to effectively communicate in a variety of formats (oral, written, visual and electronic) to diverse audiences for various purposes, through individual and group assignments

Analyse and interrogate provided scenarios about the teaching, learning and assessment of language in linguistically complex classrooms and provide possible solutions to challenges posed by these scenarios.

Apply theoretical and practical knowledge attained in the different modules of this qualification in an integrated manner to plan and present language lessons to address identified problems within a multilingual and multicultural context and to assess the lessons planned and presented by their peers.

Analyse and critique the existing standards for language usage in a multilingual society with reference to language acquisition and proficiency in the language of learning and teaching.

Apply integrated knowledge of available language teaching, enhancing technological resources and effectively utilising technology in a multilingual and multicultural language classroom in accordance with the principles of self-directed learning.

Critically discuss and distinguish between different models and typologies of language policy and planning in terms of maintaining and promoting indigenous languages versus the demands of socio-political contexts.

Work in group discussions across different language groups and present to a linguistically diverse group, displaying knowledge of sensitivity to and respect for the cultural and linguistic diversity within South Africa and other global societies.

Identify and professionally address ethical issues relating to teaching, teaching material selection and the assessment practices in diverse language classrooms to foster respect for linguistic and cultural diversity.

Associated Assessment Criteria for Exit Level Outcome 3:

Apply integrated knowledge of the linguistic structure of the language of choice to identify inappropriate language usage within a specific context.

Apply the linguistic concepts in the analysis of the level of linguistic mastery displayed by learners at various levels of language acquisition and make use of applicable technology and software (e.g., Wordsmith) to diagnose problems in learner language.

Apply knowledge to investigate probable causes for inappropriate learner language usage and develop remedial strategies for a specific learner scenario within the context of the South African language teaching system.

Associated Assessment Criteria for Exit Level Outcome 4:

Analyse the linguistic nature and structure of a language.

Analyse various literary, linguistic and language acquisition theories critically and assess the applicability of these theories to teaching practice.

Apply integrated knowledge of the structure of the language of specialisation to identify and evaluate appropriate and inappropriate language usage within specific texts and contexts.
In the case of deepening knowledge of literature:

Exhibit an understanding of the complex existence of the cultural worlds that shaped authors and characters/content/texts in selected literature to implement appropriate analyses and approaches in unfamiliar texts in the language classroom.

Contextualize, critically analyse, and describe selected texts, authors or phenomena in the literature of the language of specialisation from a literary-historical as well as a genre-specific perspective.

Analyse and critique the selection of prescribed literature for learners in a multilingual society.

Critically interrogate multiple sources of knowledge related to a relevant actual aspect of language teaching and learning in general.

Apply integrated and specialised knowledge and skills regarding reading assessment or technology-assisted language learning (being the two available electives on aspects of language teaching in general) in order to responsibly inform the teaching decision-making process.

Design, teaching and learning materials to address identified problems within South African schools concerning the specific aspect of language teaching and learning.

Demonstrate the competence to build on existing research in the selected field of language teaching and learning and conduct related research.

INTEGRATED ASSESSMENT
Opportunities for both continuous formative and summative assessments are embedded in the learning design of the qualification throughout the year of study, in the form of written and practical assignments, portfolios and practical assessments and written and practical examinations.

The forms of assessment that will be used for Language Education Research Methodology (LERM) and Language Education Research Project (LERP) are as follows:

Formative Assessment:
The 16-credit module on research methodology (LERM) will formatively assess learners using at least three assignments that will prepare them to write a research proposal.
The 30-credit module on the research project (LERP) will be informally assessed in the form of supervision, with no formative participation mark involved and the final module mark entails the summative assessment of the final research project report.

Summative Assessment:
Formal participation marks will be awarded for all modules in the proposed programme except for the module on the Language Education Research Project (LERP). All the modules will be summatively assessed in the form of an examination paper or an examination assignment, except for Language Education Research Methodology (LERM) where only the research proposal will be summatively assessed and Language Education Research Project (LERP) where the research report itself will count for summative assessment.

INTERNATIONAL COMPARABILITY

International comparison for this qualification in language teaching is quite complex as a number of international teaching qualifications do not offer Honours Degrees because learners can enrol directly for a Master's degree after completing their undergraduate study. Some universities offer an alternative postgraduate qualification, similar to the Postgraduate Certificate in Education in South Africa, but it is not a degree and not compulsory for admission to a master's degree.

Country: United Kingdom
Institution: University of Edinburgh
Qualification Title: Postgraduate Diploma in Language Teaching English to Speakers of Other Languages (TESOL)
Duration: Nine Months, Full-time
Entry Requirements:
To apply, the candidate should have:

A first degree from a recognised university with minimum grades between 80-85%.

Purpose/Rationale:
The Language Education qualification is for teachers of all languages interested in extending and deepening their knowledge of the latest research in the field of language education. The qualification is designed to develop the professional knowledge and skills of those with an interest in language and/or the teaching of languages.
The qualification will develop knowledge and critical awareness of how to teach languages, how to learn languages and how we use languages, and enable the learner to best teach the languages they know. This qualification will enable learners to become a 'future thinking' language educator, empowered to respond to transnational migration flows, digital developments, and various models of language education policy. The Language Education qualification is distinctive and positioned in the global world and seeks to develop Language Educators that are agents of change, ensuring their learners are equipped to become multilingual, plurilateral citizens.

Exit Level Outcomes
Graduates of the Diploma (PgDip) Language Education will be able to:

Apply seminal as well as recent concepts and theories in the field of language education.

Critically review and engage with key principles underlying the field of language education.

Plan and execute a significant piece of research of choice relevant to the field of language education.

Creatively apply theory to practice in a context-sensitive manner.

Career opportunities:
The qualification will develop the love of language and its teaching, giving learners the knowledge and professional skills, learners need to enter the challenging field of language education or to extend their current careers. Whether learners are newly qualified or experienced teachers or are involved in a related area of language teaching, such as curriculum development, learners will benefit from the blend of educational and linguistic foundations on offer.

This qualification will allow learners to pursue opportunities in foreign or second language teaching, either as a newly qualified teacher looking to enter the profession, an experienced practitioner seeking to diversify or reinforce the current career, or a non-qualified teacher with an interest in foreign language tuition. Learners will also gain a host of valuable transferable skills that they can carry into any career situation.

Qualification structure:
The qualification consists of compulsory modules focusing on language teaching and learning theory and methodology and some electives which include subjects such as:

Corpus Linguistics.

Applied Linguistics.

Text and Discourse in Language Teaching.

Compulsory Modules, 80 Credits:

Language and the Learner, 20 Credits.

Second Language Teaching Curriculum, 20 Credits.

The sources of knowledge: Understanding and analysing research literature, 10 Credits.

Conceptualising research: Foundations, assumptions, and praxis, 10 Credits.

TESOL Methodology, 20 Credits.

Elective Modules, 40 Credits: (Select any two modules of the following modules):

Language Testing, 20 Credits.

Theory and practice of second language learning, 20 Credits.

Teaching texts across borders - from picture books to teenage fiction and film, 20 Credits.

Online Language Learning, 20 Credits.

Text, Discourse and Language Teaching, 20 Credits.

Evaluation and Design of TESOL Materials, 20 Credits.

Investigating Individual Learner Differences, 20 Credits.

Language Awareness for Second Language Teachers, 20 Credits.

Second Language Teacher Education, 20 Credits.

Corpus Linguistics and Language Teaching, 20 Credits.

Language and Intercultural Communication Pedagogy, 20 Credits.

Similarities:

The University of Edinburgh (UE) share similar entry requirements with the South African (SA) qualification in that both qualifications require completion of the first degree.

Both the UE and SA qualifications comprise a combination of five compulsory and two elective modules. Learners can either acquire a Postgraduate Diploma in Language Teaching by electing several modules which compare well with the core and elective modules for the SA qualification.

The UE and SA qualification have the same total credits of 120.

Both qualifications articulate vertically into a master's degree in Language Teaching.

The UE and SA qualifications culminate in writing a dissertation.

Differences:

The UE qualification is offered over nine months of full-time study whereas the SA qualification takes one-year full time to complete

The UE qualification caters for current and future teachers of all languages including English as a foreign or additional language, European languages, Mandarin and other world languages, Sign Languages, as well as any heritage, community, or regional languages whereas the SA qualification caters for current and future teachers of the languages offered locally such as African languages, Afrikaans, and English.

Country: United Kingdom
Institution: University of Leeds
Qualification Title: Bachelor of Arts Honours in English, Language and Education
Qualification structure:
The institution offers Bachelor of Arts Honours in English, Language and Education or other modern languages in combination with education. The qualification does not focus entirely on the teaching of a specific language (or languages) but includes a variety of generic modules such as analysing learner language and research methodology similar to the proposed qualification with some electives on language teaching such as:

Language.

Learning and Technology.

Globalisation.

Identity and English Language Education and

Second Language Acquisition and Learning.

Country: Hong Kong
Institution: The Education University of Hong Kong
Qualification Title: Bachelor of Arts (Honours) in Language Studies and BEd (Honours) (English Language)
Duration: Five Years Full-time
Credits: 156
Entry requirements:
For acceptable international qualifications and general English language requirements

Purpose:
This qualification aims to prepare learners to become competent teachers of English for primary/secondary schools or other English language-related professionals. Graduates will obtain a high level of English proficiency and an ability to help pupils learn English effectively. Learners will learn the English language system in-depth, and the principles and theories of teaching and learning with special reference to the teaching and learning of English as a second/foreign language. Learners will conduct teaching practices in primary and secondary schools and join an immersion programme in an English-speaking country. This co-terminal double degree programme aims to prepare learners to become effective schoolteachers or other professionals who have a good command of the knowledge and skills in Language Studies and with a positive work attitude and good interpersonal skills.

The qualification is designed to provide students with the disciplinary and professional competency to teach in local primary and secondary schools. Majoring in English with in-depth academic and professional knowledge, graduates of the programme will have excellent career prospects. They will be ready to gain the following skills and qualifications:
1. Qualified Teacher Status in primary or secondary schools in Hong Kong subject to the decision of the Education Bureau (EDB).
2. Be able to apply for an exemption from the Language Proficiency Assessment for Teachers - English (LPATE) with a high level of English proficiency; and
3. Ability to help primary and secondary students learn English as a second language effectively.
In addition to the professional teaching career, as they will have been equipped with the necessary academic knowledge and intellectual skills, they can also embark on a wide variety of other careers, such as civil service, news organisations, publishing houses, etc.

Qualification structure:
The qualification consists of both compulsory and elective modules. There are two majors, namely, Education Major and Discipline Studies Major, in this qualification. Discipline Studies Major is about language studies. Education Major focuses on theories and practices in English language teaching. It will cover both primary and secondary school settings as BA (Lang Studies) and Bed (EL) programme is a cross-sectoral programmes.
Compulsory Modules, 75 Credits.

Discipline Studies (DS) Major, 45 Credits.

Education Major, 27 Credits.

Major Interdisciplinary Course, 3 Credits.
OR
Compulsory Modules, 81 Credits.
Education Studies, 30 Credits.
General Education, 16 Credits.
Final Year Project, 6 Credits.
Field Experience, 20 Credits.
Language Enhancement, 9 Credits.

Elective Modules, 15 Credits:
Overseas Immersion Programme credit points are shared by DS Major Electives and Education Major Electives (equivalent to 15 Credits.)

Applied English Studies.

Linguistics.

Literature and Culture.

Comparative Studies of Language.
Total: 156

Similarities:

Differences:
Country: Kenya
Institution: Laikipia University
Qualification Title: Applied linguistics or in Kiswahili na Mawasiliano
Comparison:
The Laikipia University in Kenya offers either Applied linguistics or Kiswahili na Mawasiliano, which is only one of the indigenous languages of Kenya. The qualification pays special attention to developing transferable communication and research skills to support teachers seeking in-depth knowledge in language education. The South African qualification finds expression in the independent research project incorporated.

The comparison within Africa regarding the development of indigenous languages and the utilization of these languages as media of instruction up to tertiary reveals a bleak picture. All endeavours to come to scientifically sound knowledge of multilingual education in Africa at the tertiary level delivered the same unfortunate conclusion: No indigenous language is used as a medium of instruction at the tertiary level in Africa. Indigenous languages are generally promoted as languages of instruction up to Grade 3. These indigenous languages can at most be studied as subjects at the tertiary level at very few institutions.

Considering the above challenge, United Nations Educational, Scientific and Cultural Organization (UNESCO) found it necessary to conduct a formal survey on the status of indigenous languages as languages of instruction. The recent articles deal with topics such as the advantages of mother tongue education and the economic impact associated with multilingual education and suggestions to change the current language teaching situation to the benefit of learners, but the official situation about the status of indigenous languages as media of instruction is regarded as a given. The uniqueness of and the need for the proposed qualification offering an opportunity to develop a number of indigenous languages is, therefore, evident from the international comparison exercise.

Conclusion:
Taking the above-mentioned comparison into account, expertise across seven different language subject groups, faculties and campuses was exploited in the conceptualisation and design of the proposed qualification will be presented institution-wide to ensure that the qualification is nationally and internationally recognised as a postgraduate degree of distinction.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Education Honours in Educational Management and Leadership, NQF Level 8.

Bachelor of Education Honours in Curriculum Studies, NQF Level 8.

Postgraduate Diploma in English Second Language Education, NQF Level 8.

Vertical Articulation:

Master of Education in Language Education, Level 9.

Master of Education in Curriculum Studies, NQF Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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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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