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 Educational Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
119903  Bachelor of Education Honours in Educational Leadership and Management 
ORIGINATOR
Edutel Higher Education (Pty) Ltd 
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  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 Educational Leadership and Management will capacitate learners to demonstrate the ability to use a range of specialised knowledge and skills to identify, analyse and address complex or abstract problems drawing systematically on the existing body of knowledge and methods appropriate to lead and manage basic education institutions, regions, circuits, and districts to improve the quality of basic education.

The qualification specialises in professional leadership and management practices, capacitating leaders to demonstrate the ability to identify and address issues based on critical reflection on the suitability of different ethical value systems to specific contexts, which will contribute to improving the quality of education. It includes an introduction to independent research and prepares candidates for further postgraduate studies. This qualification prepares learners for research-based post-graduate studies. Furthermore, it develops research capacity in the methodology and techniques in the field of Education. Upon successful completion of this qualification, learners should be able to apply research methods and conduct and report research under supervision.

The primary function of this qualification is to ensure that educators have the competence required for independent research at higher levels. The qualification will provide educators and education leaders completing this qualification, with a clear understanding of theories and theoretical frameworks which underwrite education systems. This qualification will deepen the knowledge and understanding of educational management and leadership theories. while at the same time broadening the leadership base in the field of education.

Upon completion of the qualification as aligned with the exit level outcomes the purpose of the qualification aims to:
  • Provide learners with an understanding of conducting research in the field of education.
  • Develop learners' academic and professional knowledge and understanding in leading and managing in the domain of basic education.
  • Empower learners to achieve leadership and management knowledge, skills, and attitudes to guide the delivery of quality education in educational institutions.
    > Support learners to acquire a basic understanding of education law and governance to inform their decision-making.
    > Develop learners' knowledge and skills in the ethical management of school finances.
    > Foster progressive thinking in the field of education by developing a cadre of education leaders with a wider and deeper understanding of the transformation of education through effective leadership and management.

    Rationale:
    Educational organisations are becoming increasingly complex. This increased complexity is the result of globalisation, changing world economies, increased standards, and accountability measures, reduced budgets, and the rapid infusion of new technologies. Effective leaders in these organisations play a critical role in developing capacity in their organisations and creating strong, successful teaching and learning qualifications. Further to the requirements set out in Government Gazette 38487 of 19 February 2015. This qualification is designed to further build the competence of expert educators, educational leaders, managers, and educational researchers.

    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).

    Researchers, policymakers, and practitioners increasingly recognise the vital role of school leaders in developing high-performing schools. With the national focus on raising achievement for all learners, there has been increasing attention on the pivotal role of school leaders in improving the quality of education. The need for such a qualification is beyond dispute. Basic education in South Africa faces several crises in the achievement of quality education.

    This qualification includes an introduction to independent research and prepares learners for further post-graduate studies. Given the different levels of preparation offered to educators, it could, therefore, 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.
    A postgraduate qualification specialising in ethical and professional leadership and management practices, capacitating leaders to demonstrate the ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts, will contribute to improving the quality of education. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    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:
  • A four-year professional teaching qualification, NQF Level 7.
    Or
  • Bachelor's qualification and a recognised professional teaching qualification, NQF Level 7.
    Or
  • Advanced Diploma in a cognate sub-field of Education, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 08 totalling 120 Credits.

    Compulsory Modules, Level 8,120 Credits:
  • Contemporary Educational Leadership, 15 Credits.
  • Introduction to Systematic Research Inquiry, 10 Credits.
  • Education Law and School Governance, 15 Credits.
  • Knowledge-Based Education Management,15 Credits.
  • Human Resource Development in Education,15 Credits.
  • Leading and Managing Learning Centred Schools,15 Credits.
  • Financial and Ethical Leadership and Management of Schools, 15 Credits.
  • Research Project in Educational Leadership and Management, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 08 totalling 120 Credits.

    Compulsory Modules, Level 8,120 Credits:
  • Contemporary Educational Leadership, 15 Credits.
  • Introduction to Systematic Research Inquiry, 10 Credits.
  • Education Law and School Governance, 15 Credits.
  • Knowledge-Based Education Management,15 Credits.
  • Human Resource Development in Education,15 Credits.
  • Leading and Managing Learning Centred Schools,15 Credits.
  • Financial and Ethical Leadership and Management of Schools, 15 Credits.
  • Research Project in Educational Leadership and Management, 20 Credits. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Reflect critically on theories associated with organisational leadership and change processes that can be used by leaders of 21st century educational institutions.
  • Interpret and discuss concepts and perspectives of leadership through review of literature, critical thinking, and self-analysis.
  • Analyse critically previously learned leadership theories, styles, and strategies and apply the literature findings in an educational context.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Reflect on the history of education management, and bureaucracy and analyse scientific management theories in the South African context.
  • Analyse the nature, characteristics, responsibilities, and contextual determinants that influence a manager's role in educational institutions.
  • Demonstrate insight into the field of organisational change and explain change factors in educational institutions.
  • Assess diverse strategies and protocols to identify authentic problems of practice in educational settings; evaluate potential options and determine innovative solutions.
  • Apply competence in implementing contemporary management skills necessary for effective management in 21st-century schools.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply and understand various approaches to learning and development within the context of education.
  • Design and develop a continuous staff development plan which includes different approaches to human resource development in education.
    > Identify the development needs of specific employees according to an HRD plan.
  • Apply the principles of organisational change to human resource development activities.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify a research problem and formulate an appropriate research question.
  • Reflect critically on applicable research methods that support the successful completion of a research project in Education Leadership and Management.
  • Interpret and discuss concepts and perspectives of research methodology through review of literature, critical thinking, and self-analysis.
  • Select the most appropriate research approach for developing a research proposal.
  • Develop and submit a research proposal suitable for a study of limited scope conducted in the field of Education Leadership and Management.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Exam and analyse the laws and regulations pertaining to schooling in South Africa.
  • Assess school governance and how schools and classrooms legally operate, role players' rights and responsibilities by making judgements using knowledge and understanding of the applicable legal aspects.
  • Understand and implement the legal framework for school discipline, care and safety of staff and learners when developing policies and managing safety and disciplinary aspects in schools.
  • Demonstrate insight into the liability of education managers and teachers regarding instructional issues learner rights; learner discipline; abuse and violence in schools; teacher rights; and teacher discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify and analyse issues relating to environments conducive to teaching and learning.
  • Apply theories associated with learning-centred leadership in schools with emphasis on the roles and responsibilities of a principal in supervising a school's instructional qualification to improve learner achievement.
  • Identify ways to involve teachers in shared curriculum leadership.
  • Reflect on the effective use of resources to improve learner achievement.
  • Design a management plan to improve teaching and learning in a school.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Understand and implement ethical leadership in decision-making in education contexts.
  • Analyse and explain the legal framework for the financial management of schools.
  • Demonstrate a basic understanding of financial management principles.
  • Demonstrate competence in financial reporting and oversight in the school context.
  • Demonstrate an understanding of implementing a budgeting process at school level.
  • Implement risk management principles with emphasis on the identification and analysis of risks in managing the finances of schools.

    INTEGRATED ASSESSMENT
    The assessment approach of the institution is one of the appropriate, continuous formative and summative assessment activities. The assessment and moderation procedures apply to all the qualifications and where necessary, specific procedures are set out according to the different modes of delivery.

    Assessment strategy
    Assessment requires a range of competencies reflected in the exit level outcomes of this qualification:
  • The comprehension of knowledge, skills, and values.
  • Application of knowledge, skills, and values in known settings.
  • Application of knowledge, skills, and values in new contexts.
  • New ways of doing based on application and development of knowledge and skills, and evidence of deep analysis, synthesis and understanding that enables making new connections.

    In the assessment strategy, evidence of the requisite learning outcomes will be demonstrated through a variety of options: case studies, problem-solving assignments, practice in simulated and in situational contexts and conducting a research project.

    Description of the number and types of assessment processes:
    Continuous assessment will take place to assess a learner's knowledge, skills, attitudes, and values.
    Assignments using assessment instruments such as self-assessment activities, formal assignments, investigations and case studies form part of each module.
    Learners must complete three compulsory assignment components per module (formative assessment) and one examination (summative assessment) per module.
    The final mark for a module comprises two marks - one formative assessment mark (for the formal assignments) and one summative assessment mark (for the examination).
  • Formative assessment assignments contribute 30% of the final mark. Learners must obtain a sub-minimum of 40% in the formative assignment mark to qualify to write the examination.
  • Summative assessment in the form of examinations contributes 70% of the final mark. Learners must obtain a sub-minimum of 40% in the examination to pass a module. As part of the final assessment to qualify for this qualification, every learner is expected to conduct a research project and submit a mini dissertation. The research component of the qualification carries 30 credits out of the total of 120 credits of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    The proposed qualification is an unusual qualification in that it is not offered or considered to be a career path in most countries. An internet search of several countries indicates that the Bed Honours degree is unique to South Africa. Against this backdrop, and due to the absence of an Honours (Educational Leadership and Management) qualification internationally, international comparability is challenging.
    However, for comparative purposes, the institution has consulted the curricula of these two Institutions.

    Country: United States of America
    Institution: University of Kentucky
    Qualification Title: MEd in School Leadership and Management
    Duration: 2 Semesters
    Purpose:
    Ambitious leaders across Kentucky enroll in this qualification because they aspire to lead a positive transformation of the learning experience in schools.
    The primary goal of the USA qualification is to prepare teachers for leadership that supports school and success.

    Modules:
  • Leadership for Learning-centred Schools I
  • School Law and Ethics
  • Leadership for Learning-centred Schools II
  • Leadership for School-Family Community Engagement
  • School Finance and Support Services
  • Organizational Learning in P12 Schools
  • Leadership for Human Resources Development in Schools
  • Portfolio of Evidence1

    Admission Requirements:
    To earn a Principal Education Specialist (Ed.S.) degree in Kentucky applicants must:
  • Qualify for or hold a Kentucky teaching certificate.
  • Have completed at least three years of full-time teaching in a P12 setting

    Country: Australia
    Institution: Monash University
    Qualification Title: Degree in Educational Leadership
    Duration: 2 Years - similar to the South African Qualification
    Purpose:
    This qualification is designed for aspiring and practising leaders across educational settings. The range of unit offerings will enhance learners' capacity to act critically, creatively, and innovatively to address the challenges posed in an increasingly complex, diverse, and technologically rich world.

    Modules:
  • Interacting with research in education contexts
  • Key constructs in leadership units
  • Educational leadership for social justice
  • Policy, politics, and power
  • Educational organisations, culture, and change
  • Ethical leadership and decision-making in education
  • Leading educational improvement

    Admission Requirements:
  • A bachelor's degree (or equivalent) in any field with at least a credit (60%) average.
    Or
  • A bachelor's degree (or equivalent) in a related field with at least a credit (60%) average.
    Or
  • A bachelor (honours) degree and/or graduate certificate and/or graduate diploma (or equivalent) in any field with at least a credit (60%) average.

    Exit Level Outcomes:
    The exit level criteria differ slightly because the international institutions that were compared must comply with the standards determined for postgraduate qualifications determined by the Departments of Education in the State of Kentucky and the Department of Education in Australia.
    All three institutions include the following aspects in their exit level outcomes:
  • Contemporary knowledge and skills in Leadership- a variety of leadership concepts that influence education sectors locally, nationally, and internationally.
    Management (Administration) knowledge and skills in various areas of school improvement:
  • Human Resource management
  • Financial Management
  • Education law, ethics, and values
  • Community engagement
  • Introductory research skills
  • Leadership of the curriculum - school improvement

    Differences:
  • The three institutions compared do not use the same credit system.
  • The assessment criteria of both the University of Kentucky in the US and the Monash University in Australia are based on the national standards published by the Departments of Education.
  • The purpose of each of the compared qualifications all aim to improve the leadership and management knowledge and skills of education leaders.

    Although the University of Kentucky offers the Med in School Leadership and Management, it is similar to this qualification in terms of modules such as Leadership for School Finance and Support Services; and School Law and Ethics whereas the South African qualification offers them as Financial and Ethical Leadership as well as Management of Schools Education Law and School Governance.
    The purpose of the Med in School Leadership from Kentucky University seeks to prepare educators for leadership that supports school and learner success which is similar to this qualification which is to train educators to lead and manage basic education institutions, regions, circuits, and districts to improve the quality of basic education.
    The purpose of the Australia qualification aims to enhance learners' capacity to act critically, creatively, and innovatively to address the challenges posed in an increasingly complex, diverse, and technologically rich world.
    It must be noted that postgraduate international qualifications in Education Leadership and Management are at a much higher status as they provide entry into a PhD. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Bachelor of Education Honours in Adult and Community Education and Training, NQF Level 8.
  • Bachelor of Education Honours in Curriculum, NQF Level 8.
  • Bachelor of Education Honours in Childhood Education, NQF Level 8.
  • Postgraduate Diploma in Education Management and Leadership, NQF Level 8.

    Vertical Articulation:
  • Master of Education, NQF Level 9.
  • Master of Education in Educational Leadership, NQF Level 9.
  • Master of Education in Adult Education and Global Change, NQF Level 9.
  • Master of Education in Assessment and Quality Assurance in Education and Training, NQF Level 9.
  • Master of Education in Education Policy 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: 
     
    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.