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 Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
119808  Bachelor of Education Honours in Foundation Phase Teaching 
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  EXCO 1011/22  2022-10-04  2025-10-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-10-04   2029-10-04  

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 Foundation Phase Teaching serves to consolidate and deepen a learner's knowledge of the field of foundation phase education with a focus on child development, foundation phase teaching and learning, as well as assessment strategies that encourage inclusivity and address barriers to learning to accommodate learners' diversity and learning needs.

Upon completion of the qualification, the qualifying learner should have the capacity to do the following:
  • Problem-solving selection and application of problem-solving strategies to everyday educational problems as well as assessment and the application of the proposed solutions in a foundation phase context.
  • Research by collecting, recording, analysing data and evaluating research theory and findings on various topics associated with foundation phase teaching and learning.
  • Good teamwork and collaborative work in foundation phase school settings by applying relevant skills and knowledge.
  • Responsibility in performing assessments competently and with commitment by critically reflecting on the performance of foundation phase learners and teachers on an on-going basis.
  • Develop a macro vision and assess a shared vision for effective foundation phase classroom management, which is grounded in appropriate knowledge, values, skills, and attitudes.
  • Manage diversity and promote an inclusive foundation phase classroom culture, based on a multicultural society.
  • Advanced reflection on professional and personal development.
  • A commitment to high ethical standards in the practice of teaching in the foundation phase.

    Rationale:
    The qualification aims to facilitate the development of competent educational leaders, managers, and researchers for the foundation phase school context. Learners who enrol for the qualification can become
  • teachers
  • head of departments
  • foundation phase education specialist
  • subject advisors
  • district officials
  • leaders and managers in the foundation phase school context

    The proposed qualification has been developed 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).

    Qualifying learners will benefit society by extending their critical thinking and problem-solving skills to their workplaces, building visionary educational communities, specifically in the foundation phase teaching and learning field.

    The qualification will serve as a critical bridge between pre-service professional education and advanced studies at master's level and beyond. Consequently, a primary function of this qualification is to ensure that educators have the competence required for independent research at higher levels. The qualification will promote personal and professional growth and will give access to further education and training as it actuates to the NQF level 9 Master of Education in Foundation Phase Teaching. 
    		•

    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 in Foundation Phase Teaching, NQF Level 7.
    Or
  • Bachelor's Degree plus Postgraduate Certificate in Education in Foundation Phase Teaching, NQF Level 7.
    Or
  • Advanced Diploma in a cognate sub-field of Education, NQF Level 7.
    Or
  • A relevant qualification in the related field, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 8, 102 Credits:
  • Research Methods in Education, 18 Credits.
  • Research Project, 30 Credits.
  • Child development and learning,18 Credits.
  • Foundation phase teaching Strategies,18 Credits.
  • Assessment in childhood education,18 Credits.

    Elective Modules, Level 8, 18 Credits (Select one module):
  • Creative arts in the foundation phase, 18 Credits.
  • Environmental education for the foundation phase, 18 Credits.
  • Foundation phase mathematics, 18 Credits.
  • Foundation phase science and technology, 18 Credits.
  • Language development in the foundation phase, 18 Credits.
  • Physical education for the foundation phase, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a sound knowledge base and critical understanding of education and of their area(s) of Specialisation.
    2. Analyse knowledge in their area(s) of Specialisation and contribute to systematic and disciplined thinking about educational matters and issues.
    3. Communicate effectively with academic and professional colleagues and collaborate with others in addressing educational problems.
    4. Acquire a sound knowledge base and critical understanding of education in general, and of their area(s) of Specialisation in particular.
    5. Critically analyse and evaluate knowledge in their area(s) of Specialisation and contribute to systematic and disciplined thinking about educational matters and issues, with reference to the area(s) of Specialisation.
    6. Conduct independent inquiry in a specialised field of education, training, or development, and report the findings in academically appropriate ways.
    7. Exhibit the potential to act as academic leaders and experts in the field of education, training, and development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Understand contemporary educational conditions and policies against the backdrop of the socio-historical development in Southern Africa.
  • Demonstrate familiarity with major lines of debate in the broad field of education.
  • Produce well-founded interpretations of literature around study and succinct and accurate syntheses of written material.
  • Use specialist and applied knowledge appropriately in an area of educational study or practice.
  • Display sensitivity for and understanding of the relative and contextual nature of thought and knowledge.
  • Interpret knowledge as a source of meaning and as a guide to reflection, choice, and action.
  • Understand the dialectical relationship between theoretical and practical knowledge.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Understand the principles and concepts underpinning the field of study and what their boundaries and limitations are.
  • Demonstrate an ability to write in academic fluency.
  • Analyse educational situations with a view to identifying problems.
  • The weight of various kinds of evidence is assessed for claims and theories in the field of education.
  • Justify conclusions with appropriate arguments or evidence in theorising education.
  • Identify and solve educational problems by using critical and creative thinking to arrive at responsible decisions.
  • Display intellectual independence and analytical skill in the development of systematic arguments.
  • Produce sound theoretical judgements and evaluations that are based on evidence.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Interpret educational principles and concepts flexibly in a range of institutional contexts.
  • Participate effectively in debates in the relevant area of education and interact productively within learning or professional community.
  • Simulate and encourage others to become engaged in disciplined thinking about education.
  • Initiate or facilitate discussion in a perceptive, sensitive, and thought-provoking manner.
  • Display the ability to communicate effectively from a position of leadership within the education profession.
  • Recognise educational rights and priorities and foster the in the context of educational leadership.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Understand contemporary educational conditions and policies against the backdrop of the socio-historical development in Southern Africa.
  • Use specialist and applied knowledge appropriately in an area of educational study or practice.
  • Show sensitivity and understanding of the relative and contextual nature of thought and knowledge.
  • Interpret knowledge as a source of meaning and as a guide to reflection, choice, and action.
  • Grasp the dialectical relationship between theoretical and practical knowledge.
  • Apply an awareness of the variety of educational contexts in which knowledge is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Understand the principles and concepts underpinning the field of study and its boundaries and limitations > Ability to write with fluency in an academic mode is shown.
  • Analyse educational situations with a view to identifying problems.
  • Assess the weight of various kinds of evidence for claims and theories in the field of education.
  • Justify conclusions with appropriate arguments or evidence in theorising about education.
  • Identify and solve educational problems by using critical and creative thinking to arrive at responsible decisions.
  • Display intellectual independence and analytical skill in the development of systematic arguments.
  • Make sound theoretical judgements and evaluations based on evidence.
  • Compile papers, major assignments and/or project reports in a way that demonstrates knowledge of different research approaches and methodology.
  • Collect, analyse, organise, and critically evaluate educational and related information from primary and secondary sources.
  • Use appropriate resources for academic work, including information and communications technology.
  • Plan and conduct an elementary piece of research using basic research techniques.
  • Communicate research results accurately and reliably by way of written reports and oral presentations.
  • Apply basic knowledge of different research approaches in the field of education.
  • Skills and disposition to undertake research and remain a lifelong learner are demonstrated

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Collect, analyse, organise, and evaluate educational and related information from primary and secondary sources.
  • Use appropriate resources for academic work, including information and communications technology.
  • Plan and conduct an elementary piece of research using basic research techniques.
  • Communicate research results accurately and reliably by way of written reports and oral presentations.
  • Apply basic knowledge of different research approaches in the field of education.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Interpret educational principles and concepts in a range of institutional contexts.
  • Participate effectively in debates in the relevant area of education and interact productively within learning or professional community is displayed.
  • Communicate effectively with academic and professional colleagues and collaborate with others in addressing educational problems is shown.
  • Balance the 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.
  • Communicate effectively from a position of leadership within the education profession.
  • Foster recognition of educational rights and priorities in the context of educational leadership.

    INTEGRATED ASSESSMENT
    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 throughout the qualification.

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

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

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    University: University of Tasmania (UT)
    Duration: One-year full time
    Credits: 150

    Qualification: Bachelor of Education with Professional Honours
    The Bachelor of Education with Professional Honours at the University of Tasmania in Early Childhood has one of four study options (Early Childhood, Applied Learning, Inclusive Education, Leadership and TESOL) which is one year in duration. Whereas the South African (SA) qualification has a single specialisation in Foundation Phase Teaching. Both qualifications are offered in one qualification.

    Similarities:
    The Exit Learning Outcomes for the University of Tasmania are broad and are applicable to each above-mentioned specialization.
    Exit Level Outcomes for UT: 1. Knowledge 2. Application of Knowledge 3. Skills 4. Communication, Collaboration and Leadership.

    The SA qualification has similar learning outcomes which are to; acquire a sound knowledge base and critical understanding of education in general, and of their area(s) of specialisation in particular; critically analyse and evaluate knowledge in their area(s) of specialisation, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of specialisation; conduct an independent inquiry in a specialised field of education, training, or development, and to report their findings in academically appropriate ways and exhibit the potential to act as academic leaders and experts in the field of education, training, and development.

    Both qualifications provide academic and professional subject matter and ensure that classroom-based experiential learning opportunities are created for research.
    In the Tasmania qualification, the content is similar to the SA qualification, in that if the selection is done carefully, the Early Childhood modules are identifiable from modules pertaining to other specialisations. Modules are listed below:
  • Educational Professionalism.
  • Contemporary education perspectives.
  • Curriculum Pedagogy and Assessment.
  • Literacy Maths and Science in Early Childhood.
  • Leadership and Advocacy in Early Childhood.
  • Negotiated Study in Early Childhood.
  • Educating Learners with Dyslexia and Learning Difficulties.

    The content for the SA qualification is made of foundational, core modules, and electives. The modules for the Tasmania qualification have some commonalities with the SA modules. For example, the research module at Tasmania University is allocated a higher weighting of (25 credit points) and this is also the similarity to the South African qualification, the research project is (30 credit points).
    The core modules are Understanding Educational Inquiry and Improving Teaching and Practice through Action Research (35.7 credit points) which prepare learners for research similar to the SA qualifications, there are two fundamental modules of research methods (18 credits) and the research project (30 Credits). These seem to have the same understanding and rationale in both qualifications.

    There are similarities in which the qualifications articulate with masters and initial teacher education courses. The University of Tasmania qualification articulates with Master's in Education. It articulates with an initial teacher education degree.

    The SA qualification articulates with the four-year professional teaching degree or an appropriate bachelor's degree and a recognised professional teaching qualification or four-year professional teaching qualification(s) and to a 180 credit NQF Level 9 Master of Education/Professional Master's degree in Education.

    Differences:
    The qualification structure for the University of Tasmania is made up of core and elective modules. The research modules are part of the core, whereas the SA qualification structure is made up of compulsory and electives.
    Another difference is that the research project is an Action Research Project which is not stipulated in the SA qualification as a research method.
    Credits for the University of Tasmania are 150 credits and the research module which is the action research project is 25 credit points. Their theory of research module has 12,5 credits.
    The SA qualification has 120 credits with a research module (theory) of 18 and a project of 30 credits.

    The SA Bachelor of Education Honours in Foundation Phase Teaching also articulates with the Advanced Diploma in Foundation Phase Education, and with the Postgraduate Diploma in Education.

    Country: United Kingdom (UK)
    University: University of Plymouth
    Qualification: Childhood and Early Years Studies BA (Hons) (KAPLAN)

    Differences:
    This is a three-year qualification. The final year is equivalent to an Honours. The final year is built on the work that is covered in year 1 and year 2. Year 3 - 80 credits core module plus 20 credits per semester = 120 credits. Whereas the SA qualification is completed in one year.

    An additional Exit Learning Outcome in the UK qualification is to acquire practical skills. On successful completion, graduates should have experienced the opportunity to explore and begin to develop practice-based skills as identified by Early Childhood Studies benchmarks. This exit level outcome is not in the SA qualification.

    A distinctive feature of the UK qualification is that the qualification is taught by a team of tutors from different professional backgrounds and with different research interests. This allows for the multidisciplinary and multi-professional nature of early childhood studies and enables tutors to develop individual areas of expertise. The SA qualification is taught in-house by academics in the department except for the research module which belongs to the faculty and is taught by lecturers in other Bachelor of Education Honours specialisations without expressly inviting professionals outside the university to teach the in-Foundation Phase Teaching.

    The UK qualification articulates with a Certificate in Higher Education if the learner withdraws after Level 4 and articulates with a Diploma of Higher Education at the completion of Level 5. If learners fail to achieve 120 credits at Level 6 but gain 80 credits, they may be eligible for an ordinary degree.

    Similarities:
  • The final year is equivalent to the UK qualification is similar to the SA qualification because in both universities the work covered for the honours is one-year full-time study.
  • The Exit Learning Outcomes for the UK qualification that graduates should acquire on successful completion of the qualification are:
  • Knowledge and understanding.
  • Cognitive and intellectual skills
  • Deployment of key knowledge and transferable skills and development of employment-related skills.

    The SA qualification has similar learning outcomes which are to:
  • Acquire a sound knowledge base and critical understanding of education in general, and of their area(s) of specialisation.
  • Critically analyse and evaluate knowledge in their area(s) of specialisation, and to contribute to systematic and disciplined thinking about educational matters and issues, with reference to their area(s) of specialisation.
  • Conduct independent inquiry in a specialised field of education, training, or development, and to report their findings in academically appropriate ways.
  • Exhibit the potential to act as academic leaders and experts in the field of education, training, and development.

    The curriculum in both qualifications provides academic and professional subject matter and ensures that classroom-based experiential learning opportunities are created for research.

    The final year of the UK qualification is 120 credits, and the SA qualification is also 120 credits. Research carries more weight in both qualifications. The SA qualification has 120 credits with a research module (theory) of 18 and a project of 30 credits. Research is a fundamental module in the qualification. Similarly, in the UK qualification project is 40 credits and it is a core module.

    The SA qualification articulates with the four-year professional teaching degree or an appropriate bachelor's degree and a recognised professional teaching qualification or four-year professional teaching qualification(s) and to a 180 credit NQF Level 9 Master of Education/Professional Master's degree in Education.
    The UK qualification articulates with the Master of Arts in Education. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Education Honours in Bilingual Education for Diversity and Access, NQF Level 8.
  • Bachelor of Education Honours in Childhood Education, NQF Level 8.
  • Bachelor of Education Honours in Curriculum Studies, NQF Level 8.
  • Bachelor of Education Honours in Education Leadership and Management, NQF Level 8.
  • Bachelor of Education Honours in Educational Psychology, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Adult and Community Education, NQF Level 9.
  • 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.
     
    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.