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 Teaching and Learning |
SAQA QUAL ID | QUALIFICATION TITLE | |||
119982 | Bachelor of Education Honours in Teaching and Learning | |||
ORIGINATOR | ||||
University of Mpumalanga | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
CHE - Council on Higher Education | 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 1212/22 | 2022-11-22 | 2025-11-22 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2026-11-22 | 2029-11-22 |
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 Teaching and Learning is to prepare learners for research-based postgraduate studies in a particular field of education. In addition, it serves to consolidate and deepen a learner's knowledge of the field and to develop research capacity in the methodology and techniques of that field. The qualification demands a high level of theoretical engagement and intellectual independence. Upon completion of this qualification, qualifying learners will be able to: Rationale: Numerous challenges are currently being experienced at all levels of education in South Africa. These include low levels of content and pedagogical knowledge among educators, limited educational management and leadership capacity, inclusive education, research capacity, etc. In turn, these unresolved challenges have a negative impact on the advancement and implementation of higher-order technologies in the industry, and the economy at large such as a low economic growth rate, low employability due to low levels of knowledge and critical skills, high unemployment, and personal and societal problems. Highly skilled and knowledgeable education specialists are required to address these challenges. Knowledge and skills obtained in this qualification will contribute significantly both personally and collectively, to addressing some of these challenges. This qualification was developed to comply with the policy on Minimum Requirements for Teacher Education Qualifications, as published in the Government Gazette of July 2011 (No. 34467). According to the Minimum Requirements for Teacher Education Qualifications, the Bachelor of Education (BEd) Honours is the first Postgraduate Degree in education. It will prepare learners for research-based Postgraduate studies in a particular field of education. It serves to consolidate and deepen a learner's knowledge of the field and to develop research capacity in the methodology and techniques of that field. Furthermore, to address these needs creatively and effectively, it is crucial to offer the qualification to: In terms of national needs, the 2020 DHET list of occupations in high demand includes several specialised areas in education. In addition, the report indicates areas in education where universities have difficulty in filling lecturer posts. These include curriculum studies, mathematics education, early childhood care and education, African languages, and higher education leadership, all areas of specialisation in the qualification. This qualification will thus allow learners to progress on to Postgraduate studies in various fields of education, to improve their professional knowledge and skills, as well as to initiate a career in research. Such learners will typically be employed in both school and higher education sectors as well as in education support services and would be representative of all post levels within this sector. |
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: RPL for exemption of modules: RPL for credit: Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or |
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, 90 Credits: Elective Modules, Level 8, 30 Credits (Select one Specialisation from the following): Specialisation One: Early Childhood Development Studies: Specialisation Two: Language Studies: Specialisation Three: Leadership Studies: Specialisation Four: Curriculum Studies: Specialisation Five: Education Studies: Specialisation Six: Mathematics Studies: |
EXIT LEVEL OUTCOMES |
1. Demonstrate an advanced understanding of and critical insight into the principles, theories and methodological approaches underpinning the study of education.
2. Demonstrate the ability to apply advanced knowledge and skills to critically discuss and debate complex issues in education. 3. Demonstrate the ability to analyse the use of blended teaching technologies and given a range of scenarios, discuss, with reference to current literature, how the use of blended teaching technologies might improve educational outcomes. 4. Demonstrate the ability to reflect on the diversity of approaches to the generation of knowledge and what constitutes knowledge and research in education. 5. Demonstrate the ability to access information from a diverse range of sources to address complex problems and issues in education, evaluate the sources and the information, and use this information to develop and sustain an argument in which different knowledge perspectives and interests are integrated, multiple views accommodated, and creative tension managed. 6. Demonstrate the ability to select and correctly implement an appropriate research paradigm, data collection methods and methods of analysis, including both qualitative and quantitative analytical methods. 7. Undertake independent and original research in a specialized area of education, starting from identifying a research problem, collecting data, and analyzing the data, through to completion of the research and preparation of the research report. 8. Demonstrate advanced knowledge of professional ethics in education and apply this in their work, decisions, and actions. 9. Demonstrate the ability to communicate confidently and effectively, orally and in writing, to professional and lay audiences using appropriate language and technology. 10. Work effectively as part of a group, taking the lead when required and taking full responsibility for personal work and that of the team members when appropriate. 11. Reflect critically on personal learning and intellectual development and develop appropriate learning strategies to address learning and professional development needs. |
ASSOCIATED ASSESSMENT CRITERIA |
Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: Associated Assessment Criteria for Exit Level Outcome 11: INTEGRATED ASSESSMENT Assessment of learning in the qualification has been standardised as far as possible within the theory modules and is both formative and summative. Assessment tasks will also reflect the unique needs of each module, and these will inform the number as well as the relative weightings of the assessment tasks. Formative Assessment: A variety of assessment techniques are used to evaluate various types of knowledge and to provide learners with various learning styles and opportunities to be successful. Assessment techniques include on and offline tests, assignments, individual and group assignments, integrated assignments, portfolios, reflective journals, presentations, critical discussions, reports, and research assignments. Summative Assessment: |
INTERNATIONAL COMPARABILITY |
The international comparability exercise revealed that the single-year honours degree that is a key part of the qualification framework in South Africa is not widely offered elsewhere in the world. As a result, comparisons are drawn between the South African qualification and the fourth year of some four-year Honours degrees that are offered in the following countries, and the single-year Honours degree where such a programme is offered. The following variables were used for comparison: duration, the purpose of qualification, core modules, entry requirements, credits, levels, and research component of the qualification.
Country: Malaysia Institution: Taylor's University Qualification Title: The Bachelor of Education (Honours) Duration: Three years full-time and three-month professional internship Entry Requirements: Purpose: Taylor's University (TU) offers a variety of specialisations to equip learners with the professional knowledge, skills, and predispositions to be global educators. Multi-disciplinary approach with a carefully selected combination of Specialisation and complementary study offers a broad range of career options. Private and international practicum opportunities also prepare our graduates to engage in diverse learning settings. The qualification is benchmarked and recognised among the highest-ranked universities in the world to offer the best teacher preparation curriculum to produce future-ready global educators. Compulsory Modules: Elective Modules (Select one Specialisation from the following): Option 1: Primary Education Option 2: Business and Economics Choose any two from the following: Option 3: Teaching of English Option 4: Early Childhood Education Option 5: Special Education Needs: Similarities: > Philosophy and Curriculum Design. > New Pedagogies: Digital Tools and Resources. > Research Projects. > Early Childhood Education. > Teaching of English. Differences: Country: Australia Institution: University of Southern Queensland Qualification Title: Bachelor of Education (Honours) Duration: Four years full time Entry Requirements: Purpose/Rationale: The Bachelor of Education (Honours) program aims to graduate learners who meet the academic requirements for registration as a teacher in Queensland and who demonstrate: Qualification structure: The four-year Bachelor of Education (Honours) requires 32 units at the undergraduate level according to each specialisation's pattern of required modules such as core, shared and specialisation, plus Honours courses in Early Childhood, and Honours and discipline modules in Primary. Learners in the primary specialisation can study three discipline modules. The qualification complies with all requirements of the Queensland College of Teachers in terms of the minimum number of supervised days mandated (80) and the total number of days of professional experience overall (100). Professional experience is an integral and embedded professional component of an academic course of study. It is a requirement to pass the professional experience to pass the qualification. Compulsory Modules: Shared Modules: Specialisation Modules: Similarities: > Curriculum Studies. > Mathematics in Middle and Upper Primary. > English Curriculum and Pedagogy in Middle and Upper Primary. > Contexts for Learning and Development. > Perspectives of Early Years Curriculum, Play and Pedagogy. > Leadership and Professional Practices. Differences: Country: New Zealand Institution: Auckland University of Technology (AUT) Qualification Title: Bachelor of Education in Teaching (Honours) and Postgraduate Diploma in Teaching and Learning NQF Level: NZQF Level 8 Credits: 120 Duration: One-year full time Entry Requirements: Applicants must hold a Bachelor of Education in Teaching with a GPA of 5.0 or higher 45 points above stage II. Exit Level Outcomes: Graduates of UAT qualifications will be able to: and sometimes unpredictable problems. Qualification structure: The qualification has two options which learners choose to do the Research Portfolio option: a 60-point supervised research portfolio and 60 points in courses; or the Taught Course option: a 30-point research project and 90 points in courses. Completion of an approved 30-point research methods course is a prerequisite to enrolling in a research portfolio or research project. Taught option, 120 points: Research Portfolio Option, 120 points: Similarities: Differences: Country: Namibia Institution: International University of Management (IUM) Qualification Title: Bachelor of Education Honours in Primary and Secondary Education NQF Level: 8 Duration: Four years full time Entry Requirements: The normal entry requirement to stand-alone programmes is a Namibia Senior Secondary Certificate (Ordinary or Higher or a combination of both) or equivalent qualification(s), provided that the candidate has passed five subjects (including English at Grade D) normally in not more than three examination sittings with a minimum of 20 points on the IUM's evaluation scale. Purpose/Rationale: The main purpose of a Bachelor of Education in Primary and Secondary Education honours qualification is to produce professionally qualified teachers who can apply a combination of subject matter knowledge with the relevant pedagogical approaches to ensure improved learning outcomes under various contexts. The qualification will contribute to the national efforts to produce innovative and competent Primary and Secondary school teachers who would make lasting impressions in the lives of learners. The qualification will also equip teachers with the necessary teaching skills, competencies, and strategies to be effective primary and secondary school teachers, academic managers and administrators. Namibia's Occupational Demand and Supply Outlook Model (NODSOM) of 2012 and other reports issued by the Ministry of Education highlight the shortage of professionally qualified teachers at all levels of the education system in Namibia. The qualification has been developed in response to the high demand for appropriately qualified teachers in Namibia. The rationale for the development of this qualification was motivated by the need to meet the above-mentioned challenge because the targets cannot be achieved without the necessary inputs from qualified teachers who can implement the national curriculum and assessments. Exit Level Outcomes: Learners completing this qualification will be able to: Qualification structure: The compulsory modules for Bachelor of Education (B Ed) Honours (Hons) in Secondary and Primary School are fixed and cannot be exchanged. The B Ed Hons in Secondary School is offered with five groups of specialisations, namely: Mathematics and Science, Languages Education, Humanities, Commerce, and Information Technology. Each group of specialisation comprises two school subjects. No deviation from the prescribed combinations as reflected below will be allowed. Elective Modules (Select one of the following fields of studies and subject combinations): Specialisation One: Mathematics and Science: Specialisation Two: Language Grouping: > Otjiherero/ Oshikwanyama/ Oshindonga/ Rukwangali/ Silozi/ Afrikaans/Khoekhoegowab, Thimbukushu, Rumanyo. > Portuguese/ French/German. Specialisation Three: Humanities Grouping: Specialisation Four: Commerce Grouping: Specialisation Five: Information Technology Grouping Year Four Compulsory modules: Assessment and Evaluation: and evaluations undertaken by the learner during the study period. examinations. This means a learner whose continuous assessment mark is below 50%, fails the course. Practical Teaching: All learners should acquire field experience in the Second, Third and Fourth year of study and submit a report. Final Examinations: The final examination, which is a summative assessment counts for 60% of the overall final mark. The final examination comes at the end of the course. Unless prescribed otherwise, the standard examinations will be of three hours duration. Examiners may, in addition to written examination, test any candidate orally. Articulation: Upon the successful completion of the requirements for an award of the Bachelor of Education in Secondary Honours, a candidate may be granted admission to a Master of Education. Similarities: Differences: In conclusion, this qualification compares favourably with the qualifications referred to in this comparability study. |
ARTICULATION OPTIONS |
This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
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. |
1. | University of Mpumalanga |
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. |