SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education Honours in Social Sciences Education

SAQA QUAL ID	QUALIFICATION TITLE
119285	Bachelor of Education Honours in Social Sciences 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
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 Bachelor of Education Honours in Social Sciences Education will orientate and prepare learners for research-based studies in the field of Social Sciences Education. This qualification will also develop appropriate research capacity for Social Sciences Education learners in various specialisations.

The qualification aims at producing individuals who can specialise in Geography Education and History Education. This qualification will reinforce, deepen, and develop knowledge as well as skills to strengthen the learners' expertise in Social Sciences Education.

The qualification will contribute towards achieving the intended outcomes such as engaging at an advanced level with theories in education, pedagogy and both professional and research ethics, demonstrating consolidated and deepened knowledge in a particular specialisation of Social Sciences Education. These outcomes will be achieved by engaging learners in reading and analysing academic as well as professional texts critically, integrating and using the knowledge in their specialisations. Furthermore, learners will be expected to review the literature and apply findings to real-life situations and experiences.

Furthermore, this qualification aims to capacitate the learners with expertise to undertake Social Sciences studies and prepare them for further postgraduate studies.

Rationale:
The qualification responds to the need for disciplinary, pedagogical, and professional knowledge in an entry postgraduate context that will articulate to further postgraduate studies. It offers varieties of specialisations in Geography Education and History Education. The qualification endeavours to meet the demands of employers within South Africa, for example, the Departments of Education regionally, provincially, and nationally, and internationally. Therefore, the qualification will consolidate and deepen learners' expertise and theoretical engagement related to Social Sciences Education.

The specialisations will enable learners to focus on the need to further studies on current and critical challenges facing Social Sciences Education in South Africa and beyond. Learners who have completed this qualification will be able to conduct research at the postgraduate level thus strengthening their research capacity in Social Sciences Education.
This qualification enables qualifying learners to fit in professionally in schools and the management of the various subjects, for example, they can be subject advisers, district, provincial and national officers, among others in related fields.

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 which is 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 should they be allowed entrance into the qualification.

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 Education (BEd), NQF Level 7.
Or

A general Bachelor's Degree at NQF Level 7 capped by a Postgraduate Certificate in Education (PGCE), NQF Level 7.
Or

Advanced Diploma in Education in a related specialisation, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory module, Level 8, 102 Credits:

Curriculum Development, 18 Credits

Educational Management and Leadership, 18 Credits

Nature and history of Social Sciences Education, 18 Credits

Research Methods in Education, 18 Credits

Research Project in Social Sciences (depending on chosen Specialisation), 30 Credits

Elective Modules, Level 8, 18 Credits (Choose one module)

Geography Education, 18 Credits

History Education 18 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate a sound knowledge of engaging with social sciences education issues.
2. Analyse and evaluate knowledge in social sciences education and contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to social Sciences Education.
3. Conduct independent research projects in social sciences education and report their findings in academically appropriate ways.
4. Exhibit the potential to act as academic leaders and experts in the field of social sciences education.
5. Engage in a high level of theoretical and intellectual independence in curriculum development.
6. Acquire necessary theoretical foundation associated with administrative, management and leadership responsibilities in educational institutions.
7. Analyse appropriate foundations in the specialised area of social sciences education (History or Geography) to aid further learning and to breach the gap between undergraduate and postgraduate learning and knowledge of these specialised areas.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Explore contemporary educational issues against the backdrop of the socio-historical development in Southern Africa.

Analyse and participate in major debates in the broad field of social sciences education.

Locate particular studies in a relevant and coherent theoretical framework.

Use specialist and applied knowledge appropriately in an area of social sciences education.

Show sensitivity for and understanding of the relative and contextual nature of thought and knowledge of social sciences education.

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

Grasp dialectical relationship between theoretical and practical knowledge.

Apply awareness of the variety of educational contexts in which social sciences knowledge.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply fundamental and specialised knowledge by bringing sociological, philosophical knowledge of social sciences education into the discourse.

Examine the principles and concepts underpinning the field of social sciences education, and its boundaries and limitations.

Undertake academic writing with fluency in an academic mode and professionalism.

Analyse educational situations in social sciences education to identify problems.

Assess various kinds of evidence for claims and theories in the field of social sciences education.

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.

Associated Assessment Criteria for Exit Level Outcome 3:

Initiate independent academic investigation, develop credible proposals and papers, and complete major assignments and/or project reports by drawing from multidisciplinary approaches, and knowledge of different research frameworks and methodology.

Engage research approaches to guide data collection and analyse and organise related information from primary and secondary sources.

Use appropriate resources for research purposes, including the use of information and communications technology in social sciences education.

Plan and conduct an elementary piece of research using basic research techniques in a particular context.

Communicate research results accurately and reliably by way of written reports and oral presentations to a range of audiences, offering creative insights and solutions to the social sciences education problems and issues.

Analyse complex issues in research is shown and research 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 wide range of institutional contexts.

Stimulate current debates that trigger critical engagement in the relevant area underpinned by social sciences education and interact productively within a learning or professional community.

Motivate and involve others to become engaged in disciplined thinking about education.

Improve communication skills with academic and professional colleagues and initiate collaborative partnerships with others in addressing educational problems.

Encourage objectivity and an openness towards the views of others and show a desire to initiate or facilitate discussion in a perceptive, sensitive, and thought-provoking manner.

Promote constructive criticism and civic awareness, the patriotism of all stakeholders represented in the school or wider educational environment.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply in-depth knowledge of the curriculum as a discipline in social sciences education.

Show a high level of theoretical engagement and intellectual independence in curriculum development.

Show advanced reflection and development through a systematic survey of current thinking, practice, and research methods in curriculum development.

Associated Assessment Criteria for Exit Level Outcome 6:

Act strategically, creatively, and insightfully and communicate effectively.

Ability to inspire, challenge and motivates others and is committed to the development, empowerment, and support of all within the school's community.

Encourage participative decision-making, teamwork, and team building.

Make professional and managerial decisions based on informed judgements and take decisive actions.

Conduct self-reflection as part of ongoing personal and professional self-development.

Associated Assessment Criteria for Exit Level Outcome 7:

Apply deepened expertise and knowledge in contemporary issues of social sciences education.

Show creative thinking and strategic acts in participative decision making, team building and teamwork.

Apply the advanced research methodology and techniques in social sciences education.

Analyse and apply concepts, ideas, principles, theories, and terminologies in the field of social sciences education.

Integrated Assessment:
Quality assessment is central to credible certification and recognition of learners' achievement. The institution will ensure credibility in assessment through the application of clear rigorous procedures and practices, in keeping with the principle of fairness, validity, reliability and practicability. Integrated assessment is used extensively across the qualification.

Formative assessment takes place in various ways in the face-to-face context including through classroom activities, assignments, and written work.

Summative assessments are integrated into the learning in that they take place at the end of each of the constituent modules of the qualification. The research paper is assessed through the examination of a final mini-dissertation or report that must be submitted by the end of semester two. The examination may also include components such as an oral presentation of the research and seminar presentations as outlined in the department's rules. The final mark is obtained by taking the average of taught modules and research modules.

INTERNATIONAL COMPARABILITY

This qualification was compared against the following international qualifications:

Country: New Zealand
Institution: University of Auckland
Qualification Title: Bachelor of Education Honours in Teaching

Similarities:
University of Auckland (UA) is comparable to the South African qualification in the following criteria.
Duration:
Both the AU and SA qualifications are offered for one-year full-time study.

Credits:
The AU and SA qualifications have a weighting of 120 Credit Points

Entry requirements:
Both the UA and SA qualifications require candidates or applicants who have completed an undergraduate degree from a recognised university, in a related subject area, with the required grade point equivalent (GPE)
Applicants must hold a Bachelor of Education (Teaching) with a GPA of 5.0 or higher in 45 points above stage II.

Upon the completion of both AU and SA qualifications, graduates will be able to pursue careers as:

Curriculum developer.

Education consultant.

Educational researcher.

Human resources adviser.

Human rights education coordinator.

Policy adviser.

Senior leadership position in a school.

Teacher.

Articulation:
Both the AU and SA qualification allows vertical articulation in:

Master of Education

Master of Social and Community Leadership

Master of Educational Leadership

Qualification structure:
The UA qualification consists of two options, namely

The Research Portfolio option: 60-point supervised research portfolio and 60 points in modules.
or

The Taught Course option: 30-point research project and 90 points in modules
Completion of an approved 30-point research methods course is a prerequisite to enrolling in a research portfolio or research project.

Taught Course Option, 120 points (pts)

Research Project I,15 pts.

Education and Empowerment, 30 pts.

Critical Research Methodologies in Education, 30 pts.

Project II:15 pts.

Digital Enhancement, 30 pts.

Research Portfolio Option, 120 points.

Educational Psychology, 30 pts.

Research Portfolio, 30 pts.

Researching Educational Settings, 30 pts.

Research Portfolio, 30 pts.

A similar qualification is offered at 120 points. The criteria for qualifying for the qualification are similar to that of the South African qualification. Furthermore, similar modules are offered in both qualifications as compulsory and electives respectively. The AU offers research methodology, research project, education, and empowerment, amongst others are similar modules across the two institutions.

Differences:
The SA qualifications do not allow a choice of teaching, and the research Portfolio options.

Country: Bangladesh
Institution: University of Dhaka
Qualification Title: Bachelor of Education Honours in Social Science
Duration: Four (4) Academic Years divided into eight semesters
Credit Hours: 180
Similarities:
The University of DHAKA (UD) is comparable to the South African (SA) qualification in the following criteria.

Purpose:
The purpose of UD and SA qualifications is to:

Develop competent education professionals who have in-depth knowledge, relevant skills and values with the necessary ethical and cultural orientation and can face national and global challenges emerging from social, political, economic, technological, cultural, and other perspectives of the 21st century.

Produce graduates with sound pedagogical and content knowledge of the subjects from selected streams (Language, Social Sciences, Science, Special Education, Primary Education, and proposed Business Education).

Produce graduates having practical experiences of performing professional responsibilities in actual situations through attachment programs in educational institutions.

Develop a strong foundation required for further professional study in Education leading to specialization in specific areas of Education

Develop intellectual, analytical, communication, decision making, ICT, interpersonal & teamwork, personal and professional skills aligned with 21st-century skills and Sustainable Development Goals (SDGs)

Facilitate learners in acquiring a range of transferable skills that will be of value in employment and self-employment.

Qualification structure:
The University of Dhaka qualification integrates education modules and specialisations such as arts and language, science, social science, and special education. The education modules are tagged as such because they involve all learners in the faculty, while the specialisation modules are offered at the departmental level. Similarly, the SA qualification would be a combination of education modules and specialisations. The education modules would include curriculum and research methodology which would be offered at the faculty level, while the specialisation modules in social science would be offered at the departmental level.

The UD qualification has similar features to the SA qualification: These features include basic educational course contents which serve as major courses, The qualified teachers trained in geography and history in Bangladesh qualify to enrol for BEd Honours degree whereas graduates from the SA qualification specialising in geography and history also qualify to enrol for Bachelor of Education honours.

The UD specialisation modules are offered at the departmental level same as in SA qualification. Similarly, at the SA qualification, the Bed Honours degree would be a combination of education modules and specialisations. The education modules would include core modules like curriculum and research methodology which will be offered at the faculty level, while the specialisation modules in social sciences will be offered at the departmental level. The social sciences module will further be split into specific areas which are Geography education and History education respectively.

Teaching and assessment:
Each academic year is divided into two semesters. During a semester each course will meet for three hours a week. The contact hours for each module are forty in a semester. Additional classes or sessions in the form of discussion sessions, seminars, workshops, practical and field work etc. may be scheduled.

The number of modules to be taken by a regular learner during a semester is five or six equivalent to 22 or 24 credit hours. The learner will also complete a Practicum module equivalent to 20 credit hours and a Simulation/Micro Teaching module equivalent to four credit hours.

Articulation:
Both the UD and SA qualifications articulate directly to Master in Education (MEd).

Differences:
The SA qualification requires the achievement of a Bachelor's degree in Social Sciences or a relevant field whereas the UD qualification requires candidates who have completed a Higher Secondary School Certificate (HSC) or equivalent qualification.
The duration for the UD qualification is four years of full-time study while the SA qualification takes one-year full-time to complete.
The UD qualification has 180 Credit Hours whereas the SA qualification is weighted 120 credits.

Country: Australia
Institution: Charles Sturt University.
Qualification Title: Bachelor of Arts and Social Science (Honours)

Similarities:
Both the Charles Sturt University (CSU) and the South African (SA) qualifications are offered over a period of one-year full-time or two years part-time equivalent)
The CSU and SA qualifications are registered at NQF Level 8 similar to the Australian Qualifications Framework (AQF) Level 8.

Entry Requirements:
The entry requirement for both the CSU and SA qualifications is a degree from an approved overseas university in arts or social science disciplines with a demonstrated distinction average or higher-Grade Point Average (GPA).

Exit Level Outcomes:
Upon successful completion of both the CSU and SA qualifications, learners will be able:

Employ time management and problem-solving skills to undertake a research project.

Define and refine a research question that can be feasibly addressed within the given time and practical constraints.

Demonstrate an understanding of concepts and theory central to an area of research.

Apply an appropriate research methodology and data collection methods to an area of research.

Reflect on research progress as part of regular supervision conversations.

Succinctly report on research progress in a way that demonstrates increasing independence as a novice researcher.

Qualification structure:
To graduate learners must satisfactorily complete 64 points

The qualification consists of four compulsory modules, 64 points:

Theory and Methods, 16 points.

Dissertation Proposal and Literature Review, 16 points.

Project/Dissertation 1, 16 points

Project/Dissertation 2, 16 points

Elective Honours Project/Dissertation 1, 16 points
Honours Project/Dissertation 2, 60 points

Articulation:
Learners graduate with the Honours degree into Master's Degree in Education and or Social Sciences.

Differences:
The CSU qualification carries a weight of 64 points whereas the SA qualification has 120 credits.

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 Curriculum Studies, NQF Level 8.

Bachelor of Social Science Honours, NQF Level 8.

Vertical Articulation:

Master of 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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