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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:
  • Demonstrate an advanced understanding of and critical insight into the principles, theories and methodological approaches underpinning the study of education.
  • Apply advanced knowledge and skills to critically discuss and debate complex issues in education.
  • Critically 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.
  • Critically reflect on the diversity of approaches to the generation of knowledge and what constitutes knowledge in education.
  • 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.
  • Apply the research scenario, select, and correctly implement an appropriate research paradigm, data collection methods and methods of analysis, including both qualitative and quantitative analytical methods.
  • Undertake independent and original research in a specialised area of education, starting from identifying a research problem, collecting data, and analysing the data, through to completion of the research and preparation of the research report.
  • Demonstrate advanced knowledge of professional ethics in education and apply this in their work, decisions, and actions.> Communicate confidently and effectively to professional and lay audiences using the written and spoken word using appropriate language and technology.
  • 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.
  • Reflect critically on personal learning and intellectual development and develop appropriate learning strategies to address personal learning and professional development needs.

    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:
  • Create a pathway for researchers to strengthen research capacity in this sector.
  • Strengthen knowledge and skills in various disciplines within this sector.
  • Consolidate and deepen the learners' knowledge of their selected specialisation field of study and develop research capacity in the methodology and techniques of that field.

    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:
  • 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 of Education, General, NQF Level 7.
    Or
  • Bachelor's Degree plus Postgraduate Certificate in Education in Further Education and Training Teaching, NQF Level 7.
    Or
  • Advanced Diploma in Education in a cognate sub-field of Education, 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, 90 Credits:
  • History of Education, 12 Credits.
  • Philosophy of Education, 12 Credits.
  • Contemporary Issues in Education, 12 Credits.
  • Blended Teaching Technologies, 12 Credits.
  • Introduction to Research Methods, 12 Credits.
  • Research Report, 30 Credits.

    Elective Modules, Level 8, 30 Credits (Select one Specialisation from the following):
    Specialisation One: Early Childhood Development Studies:
  • Early Childhood Teaching and Learning, 15 Credits.
  • Early Childhood Development, 15 Credits.

    Specialisation Two: Language Studies:
  • Studies in Multilingualism, 15 Credits.
  • Indigenous Language Studies, 15 Credits.

    Specialisation Three: Leadership Studies:
  • Leadership Models, 15 Credits.
  • Studies in Change Management, 15 Credits.

    Specialisation Four: Curriculum Studies:
  • Curriculum Development, 15 Credits.
  • Comparative Education Studies, 15 Credits.

    Specialisation Five: Education Studies:
  • Critical Issues in Education, 15 Credits.
  • Multicultural Education, 15 Credits.
    Specialisation Six: Mathematics Studies:
  • History of Mathematics, 15 Credits.
  • Selected Mathematics Didactics, 15 Credits. 
    		•

    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:
  • Critically review and apply relevant education theories, principles, procedures and practices, research methodologies, methods, and techniques to support the development of convincing arguments and positions in assignments, research reports and examinations.
  • Draw on examples from around the world with an emphasis on Africa to critically discuss education with reference to current literature and case studies.
  • Discuss the current state of education in South Africa in relation to the history of education.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Critically examine current issues in early childhood education with reference to current literature and relevant theory.
  • Critically evaluate and discuss current trends in multilingualism and the role of indigenous languages in teaching with reference to current literature and relevant theory.
  • Critically analyse and discuss current issues in school leadership with reference to current literature and relevant theory.
  • Critically evaluate current trends in curriculum development with reference to current literature and relevant theory.
  • Critically evaluate and discuss current trends in mathematics education with reference to the development of mathematics in Africa.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Evaluate and discuss the strengths and weakness of blended technologies and their application in South Africa with reference to current literature and case studies.
  • Develop and implement curricula and classroom activities through the optimum use of technology to enrich and enhance teaching and learning.
  • Critically review case studies and blended teaching technologies, identify strengths and weaknesses and propose modifications based on best practices.
  • Evaluate the potential of blended technologies to facilitate teaching and learning in early childhood.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply relevant philosophies and research paradigms in early childhood teaching and learning.
  • Manage perspectives from different disciplines and successfully bring together creative tensions such that multiple voices are heard.
  • Select and fully justify given familiar and unfamiliar research topics and appropriate research paradigms.
  • Analyse knowledge and nature of knowing in the social sciences and education with reference to relevant theory and philosophy.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Evaluate information from a wide range of sources in the research paper and all assignments.
  • Critically review and analyse existing knowledge in education.
  • Manage contradictory information and consider alternative viewpoints and a balanced conclusion.
  • Include a critical assessment of the validity of the source and published reference work.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluate and apply research paradigms used in education research.
  • Correctly apply routine and specialised methods used in education.
  • Clearly describe the inherent weaknesses of an applied or recommended method.
  • Recommend and fully justify in familiar and unfamiliar examples, a range of approaches to data collection and select an appropriate method.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Decide and clearly present the project question and scope.
  • Use the literature review to support the project, which is comprehensive, uses a range of information sources and demonstrates a critical evaluation of each source.
  • Indicate timeframes, budgets, goals, targets, and indicators in the project plan.
  • Identify and select appropriate methods including statistical methods.
  • Collect, collate, and analyse data successfully.
  • Interpret and discuss data in the context of the available information gathered in the literature review.
  • Formulate and justify recommendations supported by the data.
  • Present the research report in a format appropriate for the discipline.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Obtain ethical approval prior to starting any research.
  • Correctly identify ethical issues in education and address them in the research paper and assignments.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Communicate research project results to professional and lay audiences using appropriate language and technology.
  • Communicate oral arguments in a convincing manner.
  • Communicate complex concepts, ideas, and theories in clear and engaging presentations within the given time.
  • Use appropriate language in the presented research paper and assignments in the approved style and adhere to norms for academic writing.
  • Use standard referencing style accurately and consistently in the research paper.
  • Communicate written arguments convincingly.
  • Present statistical results in the research paper.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Agree on and execute group work and allocate responsibilities within the group.
  • Plan, execute and complete group assignments and successfully submit research report within the time frame.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Submit all assignments on time.
  • Include positive and constructive reflections on the research journal.
  • Critically consider and successfully incorporate feedback into iterative drafts of work.

    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:
  • Learners will be provided with a minimum of four formative assessment activities per module and the feedback will be used by the learners to improve their learning. In this developmental approach to assessment, assessment tasks will be provided regularly and will be closely aligned with the learning outcomes of each module, comprehensive feedback is provided to help learners learn, and opportunities are provided for learners to demonstrate that their learning has developed or progressed. Through this, learners are empowered in the assessment process and are assisted to monitor their learning.
    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:
  • Summative assessment assesses the extent to which learners have achieved the outcomes of the theory modules at the end of each module and in a formal examination.
  • Assessment in the Research Report, Introduction to Research Methods and selected Mathematics Didactics is formative and summative and does not include a final exam. The research project is an excellent tool to integrate learning and assessment.
  • Full details of the assessment are included in each of the module outlines, which have been uploaded.
  • Final module mark is the weighted average of formative and summative assessment for each module, except the Research Report module.
  • Learners must pass each module with a final mark. The single final mark for the qualification is calculated as the weighted average of the module marks where the weighting is based on the number of credits for each module. 
    		•

    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:
  • Pass any Taylor's Foundation / Diploma programme with a minimum CGPA of 2.00.
    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:
  • Philosophy and Curriculum Design.
  • Education, School, and Society.
  • Teaching and Managing Diverse Learners in the Classroom.
  • Learning, Assessment and Feedback.
  • New Pedagogies: Digital Tools and Resources.
  • The Reflective Practitioner: Teachers Investigate Their Work.
  • Action Research Project.
  • Academic Reading and Writing.
  • Practicum.
  • Professional Practice I.
  • Professional Practice II.
  • Theory into Practice.

    Elective Modules (Select one Specialisation from the following):

    Option 1: Primary Education
  • Teaching Language Arts.
  • Teaching Primary School English Language.
  • Language Use and Society.

    Option 2: Business and Economics
  • Introduction to Accounting.
  • Microeconomics.
  • Macroeconomics.
  • Organisational Behaviour.
  • Signature Pedagogies.

    Choose any two from the following:
  • Introduction to International Business.
  • Leadership and Change Management.

    Option 3: Teaching of English
  • Academic Reading and Writing.
  • Introduction to Applied Linguistics I.
  • Introduction to Creative Writing.
  • Capstone Project.

    Option 4: Early Childhood Education
  • Advancing Play and Learning.
  • Inclusive Education.
  • Capstone Project.

    Option 5: Special Education Needs:
  • Introduction to Children with Special Educational Needs.
  • Supporting Children with Specific Learning Difficulties.
  • Policy and Legislative Framework on Special Education.
  • Inclusive Education.
  • Capstone Project.

    Similarities:
  • Taylor's University (TU) and the South African (SA) qualification offer a variety of specialisations to equip learners with professional knowledge, skills, and predispositions.
  • Both qualifications consist of compulsory and elective modules.
  • Both qualifications consist of the following similar compulsory modules:
    > Philosophy and Curriculum Design.
    > New Pedagogies: Digital Tools and Resources.
    > Research Projects.
  • Both qualifications have the following similar specialisations:
    > Early Childhood Education.
    > Teaching of English.

    Differences:
  • The TU qualification is offered over three years of full-time study while the SA qualification takes one-year full-time to complete.
  • The TU qualification requires candidates who hold the Foundation / Diploma programme whereas the SA qualification requires applicants who completed a professional Bachelor of Education or bachelor's degree plus a teacher's qualification and/or Advanced Diploma.
  • The TU qualification consists of five specialisations while the SA qualification consists of six specialisations which offer learners a wider scope.
  • The TU qualification has Practicum modules while the SA qualification does not have Professional teaching practice.

    Country: Australia
    Institution: University of Southern Queensland
    Qualification Title: Bachelor of Education (Honours)
    Duration: Four years full time

    Entry Requirements:
  • Bachelor's degree in Education.
  • Applicants who have completed a minimum of 1.5 years full-time equivalent in either Bachelor of Education (Early Childhood) or Bachelor of Education (Primary), and who have achieved a minimum GPA of 6.00, may apply to transfer to the BEDH program.
  • International learners must have completed the equivalent to Queensland secondary school year 12 and be at university entry-level standing.

    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:
  • The knowledge, skills, practices, and values inherent in the Queensland College of Teachers' Australian Professional Standards for Teachers.
  • The qualities and skills required of a USQ graduate are the attributes of an education graduate.
  • High levels of personal and professional literacy.
  • Awareness, understanding and positive orientation towards redressing the educational disadvantages of indigenous learners.
  • High levels of academic achievement.
  • The capabilities required to undertake, successfully, an Honours research project.

    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:
  • The Collaborative Educator.
  • Thinking and Acting like a Teacher.
  • Supportive Learning Environments: Cultivating Effective Classrooms.
  • First Nations Education.
  • Assessment Practices for Secondary.
  • Educating Learners with Special Needs Across Contexts Core.
  • Information Computer Technology and Pedagogy.
  • Preparing for the Profession.

    Shared Modules:
  • Arts Curriculum and Pedagogy 1: Dance, Drama, Media Arts, Music, and Visual Arts.
  • Curriculum Studies.
  • Humanities and Social Sciences: Evoking Curiosity.
  • Mathematics in Middle and Upper Primary.
  • English Curriculum and Pedagogy in Middle Primary.
  • Teaching Science and Design Technology.
  • Teaching Science in Early Primary.
  • English Curriculum and Pedagogy in Upper Primary.

    Specialisation Modules:
  • Contexts for Learning and Development.
  • Childhood, Play and Play-based Learning.
  • Leadership and Professional Practices.
  • Perspectives of Early Years Curriculum, Play and Pedagogy.

    Similarities:
  • The USQ qualification and the SA qualification allow learners who completed a bachelor's degree in education.
  • Both the USQ and SA qualifications share the same or similar purpose and rationale which is to prepare learners for research-based studies in a particular field of education.
  • Both qualifications have the following same modules.
    > 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:
  • The USQ qualification is offered over a period of four years full-time, while the SA qualification is offered for one year full-time.
  • The USQ qualification offers Core, Shared and Specialised modules, while the SA qualification offers Elective and Compulsory modules.
  • The USQ qualification consists of the compulsory professional experience placement whereas the SA qualification does not include the professional experience placement.
  • The USQ qualification consists of four specialisations while the SA qualification consists of six specialisations which offer learners a wider scope.
  • The USQ qualification consists of 32 unit points while the SA qualification is weighted 120 credits.

    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:
  • Apply specialised knowledge in a specific discipline.
  • Apply knowledge of research methodologies and their applications appropriate to their dissertation.
  • Demonstrated research skills.
  • Enhanced personal and professional skills.
  • Well-developed critical, reflective, and analytical skills to generate solutions to complex.
    and sometimes unpredictable problems.
  • Independent learning skills.
  • An appreciation of ethical issues in research.

    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 Project, 15 points.
  • Education and Empowerment, 30 points.
  • Research Methodologies, 30 points.
  • Research project, 15 points.
  • Special Topic: Digital Enhancement, 30 points.

    Research Portfolio Option, 120 points:
  • Educational Psychology, 30 points.
  • Research Portfolio, 30 points.
  • Maori and Indigenous Research, 30 points.
  • Research Portfolio, 30 points.

    Similarities:
  • The University of Auckland UAT and the South African (SA) qualifications are offered over a period of one year full-time.
  • Both UAT and SA qualifications have a total of 120 Credits.
  • The UAT qualification and the SA qualification allow access to learners who completed a bachelor's degree in education.
  • Both qualifications consist of a research project.
  • Both qualifications articulate vertically to a master's degree in a cognate field.

    Differences:
  • The AUT qualification consists of two options, namely, taught and research portfolio options while the SA qualification consists of both compulsory modules and elective modules comprising six specialisations.

    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:
  • Teach primary and secondary school subjects of their respective specialisation.
  • Utilise teaching methods that foster learners' independent and dependent inquiry and in-depth understanding.
  • Develop authentic means for assessing learning and informing their teaching and learning.
  • Demonstrate a commitment to working ethically and collectively with colleagues to achieve high-quality, equitable outcomes for learners and the wider community.
  • Design a curriculum that meets the changing primary and secondary education needs of Namibia with special reference to outcomes-based education.
  • Promote, coordinate, and conduct research into primary and secondary school problems through the prescribed subjects offered at particular levels.
  • Interpret, systemise, and utilise in practice existing knowledge given the education task.
  • Apply various techniques to carry out different roles of a primary and secondary school educator, i.e., as a lifelong learner, facilitator, mediator of learning, curriculum designer, administrator, assessor, agent of change, a specialist in the selected subject(s) and responsible citizen.

    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:
  • Mathematics and Computer Studies.
  • Mathematics and Agriculture.

    Specialisation Two: Language Grouping:
  • English and Namibian Languages (Select one):
    > Otjiherero/ Oshikwanyama/ Oshindonga/ Rukwangali/ Silozi/ Afrikaans/Khoekhoegowab, Thimbukushu, Rumanyo.
  • English and Foreign Language: (Select one from the following options):
    > Portuguese/ French/German.

    Specialisation Three: Humanities Grouping:
  • Geography and History.
  • Geography and Development studies.

    Specialisation Four: Commerce Grouping:
  • Accounting and Mathematics.
  • Accounting and Economics.
  • Accounting and Business studies.
  • Accounting and Entrepreneurship.
  • Economics and Business studies.
  • Office practice and Business studies.
  • Entrepreneurship and Business studies.
  • Office practice and Accounting.

    Specialisation Five: Information Technology Grouping
  • Computer studies and Office Practice.

    Year Four Compulsory modules:
  • Educational Foundations IV.
  • Project Management in Education.
  • Education Systems.
  • School subject I.
  • School subject II.
  • Educational Research project.
  • School-Based Studies III.
    Assessment and Evaluation:
  • Continuous Assessment (CA), which is formative assessment attracts 40% of the final grade. This will come from the activities
    and evaluations undertaken by the learner during the study period.
  • Learners must score at least 50% in each course /course coursework to qualify to sit for the final
    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:
  • The International University of Management (IUM) and the South African (SA) qualifications are registered at NQF Level 8.
  • The purpose of the IUM and SA qualifications 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.
  • Both qualifications were developed to address the shortage of professionally qualified teachers at all levels of the education system.
  • Both qualifications consist of compulsory modules and elective modules.
  • Both qualifications are assessed through formative and summative assessments.
  • Both qualifications articulate vertically into a master's degree in education.

    Differences:
  • The IUM qualification requires applicants who completed the secondary school qualification whereas the SA qualification requires applicants who hold Level 7 Professional Degrees or equivalent qualifications.
  • The IUM qualification is offered with five groups of specialisations whereas the SA qualification is offered with six groups of specialisations.
  • The IUM qualification consists of practical teaching while the SA qualification does not include a practical teaching component.

    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:
  • Bachelor of Education Honours, NQF Level 8.
  • Postgraduate Diploma in Education Management and Leadership, NQF Level 8.
  • Bachelor of Education Honours in Educational Studies, NQF Level 8.
  • Bachelor of Education Honours in Early Childhood Development and General Education and Training, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Childhood Education, NQF Level 9.
  • Master of Education, NQF Level 9.
  • Master of Education in Educational Leadership and Management, NQF Level 9.
  • Master of Education in Educator Professional Development, NQF Level 9.
  • Master of Philosophy in Higher Education Studies, NQF Level 9. 
    		•

    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 


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