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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Science, Mathematics and Computing Education 
SAQA QUAL ID QUALIFICATION TITLE
121389  Bachelor of Education Honours in Science, Mathematics and Computing Education 
ORIGINATOR
University of KwaZulu-Natal 
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 1321/24  2024-01-30  2027-01-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-01-30   2031-01-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
108912  Bachelor of Education Honours in Science and Mathematics  Not Applicable  NQF Level 08  128  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of Bachelor of Education Honours in Science, Mathematics and Computing Education is to 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. This qualification demands a high level of theoretical engagement and intellectual independence.

This qualification aims to develop leadership potential in Science, Mathematics and Computer educators. This will be done by introducing them to current trends in Science, Mathematics and Computing Education.

Upon completion of this qualification, qualifying learners will be able to:
  • Critically engage with research articles within their respective paradigms and become better readers and users of research.
  • Critically engage with issues that influence the teaching and learning of Mathematics, Science and Computers.
  • Critically engage with fundamental issues that are involved in curriculum and its development within Science, Mathematics and Computers.
  • Integrate methods and theories related to the different forms of assessment in Mathematics, Science and Computers.
  • Communicate effectively in the language of learning and teaching.
  • Integrate Information and communication technologies (ICT) effectively in their practice to ensure learners entering Higher Education, or the workplace have basic ICT skills.
  • Critically engage with a small independent research project to foster intellectual independence and critical reflection.
  • Critically reflect on their beliefs and practices to enhance teaching and learning in their Science, Mathematics or Computer classroom with the aim of uplifting South African society.
  • Apply skills to enhance capacity to problematise and critically address relevant issues in Science, Mathematics and Computing Education.
  • Consolidate and use the knowledge gained in this qualification to critically reflect on their professional and academic practice.

    Rationale:
    Citizens' constructive development and participation are critical for a country's economic growth in the global arena. It is imperative in a world where science and technology-orientated businesses dominate that citizens may have the necessary knowledge and skills to be competitive and productive (IMF, 2018). Mathematics, Science and Computers are essential as they have been identified as crucial components of a science, technology, engineering and mathematics (STEM) education. In turn, they are seen as providing the skills for future jobs (Black, 2021). However, South African learners' performance in STEM-related subjects is poor (Reddy et al., 2012; Spaull, 2013).

    There is evidence of declining quality in the learners entering universities nationally and internationally (Beblavý, Teteryatnikova, & Thum, 2015; Chamorro-Premuzic and Frankiewicz, 2019; Fraser & Killen, 2003; Murray, 2016). The Departments of Science and Technology, Basic Education, and Higher Education in South Africa have recognised the value and importance of STEM education. This importance is revealed in the policies and practices for developing and implementing qualifications for the capacitation of citizens in STEM education. Within the past decade, the demand for STEM learners globally has amplified (White Paper, 2011).

    This qualification is organised in a way that would create the bridge between the undergraduate qualification and further postgraduate qualifications. Inherent in the qualification are modules that would prepare a learner to develop skills, knowledge and practice for teaching and learning and develop independent postgraduate work through a general understanding of research within a specific discipline area and in an African and globalised context. The Departments of Education, both nationally and internationally, agree that improving learner performances in school depends largely on teachers' strong subject and pedagogic content knowledge.

    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). Most of the teachers registering for this qualification have completed a four-year professional teaching practice and subject content course. Now that they have experience in the classroom, the honours qualification incorporates their experiences, the current research findings and theoretical perspectives to raise and deepen the level of these teachers' understanding of several issues in the teaching of STEM. Furthermore, these classroom teachers' experiences are valued in redesigning and reflecting pedagogic approaches to teaching and learning and in addressing their classroom dynamics by deepening the conceptual understanding of their learners.

    Therefore, the most appropriate learning pathways are related to articulation and progression. The BEdHons (Science, Mathematics and Computing Education) articulates vertically within the HEQSF to an NQF Level 9 Master's related to Mathematics Education, Science Education, and Computer Education.

    This qualification also raises learners' confidence to collaborate and take leadership roles in working with their peers, thus enhancing STEM curriculum development at school. They will be able to consolidate and use their knowledge to ensure that Science, Mathematics and Computer teachers can carry out competent research and contribute to the ongoing development of this field of study. Thus, this qualification aims to benefit learners and society and improve the economy. 
    		•

    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 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 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.

    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:
  • Advanced Diploma in Science Education, NQF Level 7.
    Or
  • Bachelor of Education, NQF Level 7.
    Or
  • Bachelor of Education (Senior and FET Phase): Science Education/Mathematics Education, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 128 Credits.

    Compulsory Modules Level 7, 128 Credits:
  • Understanding Research, 16 Credits.
  • Independent Research Project, 32 Credits.
  • Teaching and Learning in Science, Mathematics and Computing Education, 16 Credits.
  • Teaching and Learning in Science, Mathematics and Computing Education II,16 Credits.
  • Curriculum Development in Science, Mathematics and Computing Education, 16 Credits.
  • Assessment in Science, Mathematics and Computing Education, 16 Credits.
  • Issues in Science, Mathematics and Computing Education, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, analyse and address complex or abstract problems drawing methodically on the body of knowledge and methods appropriate to the field of Education.
    2. Develop the ability to engage with research articles within their respective paradigms critically and become better research readers and users.
    3. Engage with issues that influence the teaching and learning of Mathematics, Science and Computers.
    4. Demonstrate understanding and engage with fundamental issues involved in curriculum and its development within Science, Mathematics and Computers.
    5. Demonstrate understanding of the method and theory related to the different assessment forms in Mathematics, Science and Computers.
    6. Develop the knowledge and competencies to understand the practices of teaching and learning Science, Mathematics and Computers within the current technological era.
    7. Design a small independent research project to foster intellectual independence and critical reflection.
    8. Present and communicate academic and professional ideas and proposals effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context of the field of Education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria 1:
  • Clearly articulate the research problem.
  • Apply relevant and proper application of research tools and techniques.
  • Select and use the appropriate theoretical or conceptual framing.
  • Apply synthesis of research in the Independent Research Project (IRP) Module.

    Associated Assessment Criteria 2:
  • Develop an appropriate research design (Core Understanding Research (UR) Module and Core Independent Research Project (IRP).
  • Distinguish between different research methods [Core Understanding Research (UR) and Core Independent Research Project (IRP).
  • Identify and extract the relevant data to distinguish the different fields of education-based research.
  • Formulate a draft research project proposal for the Core Independent Research Project [IRP].
  • Apply synthesis of research on an Education-based research project.

    Associated Assessment Criteria 3:
  • Illustrate a critical understanding of the significant issues and concerns for teaching and learning, curriculum and assessments.
  • Critically analyse theories and concepts related to Science, Mathematics and Computing Education.
  • Use synthesis research on a Science, Mathematics, and Computing Education research project [IRP].

    Associated Assessment Criteria 4:
  • Illustrate a critical understanding of the fundamental issues related to curriculum and development in Science, Mathematics, and Computing Education.
  • Critically analyse theories and concepts related to Science, Mathematics and Computing Education Curriculum Development in Science, Mathematics and Computing Education.
  • Synthesise research on a Science, Mathematics and Computing Education Research Project.
  • Use Independent Research Project (IRP).

    Associated Assessment Criteria 5:
  • Illustrate a critical understanding of the methods and theories related to assessment in science Mathematics and Computing Education.
  • Critically analyse assessment theories and concepts related to Science, Mathematics and Computing Education.
  • Develop different types of assessments for Science, Mathematics and Computing Education.

    Associated Assessment Criteria 6:
  • Illustrate a critical understanding of the knowledge and competencies required for the teaching of Science, Mathematics and Computing Education.
  • Critically engage with issues related to the teaching and learning of Science, Mathematics and Computing Education in a South African, African, and Global context.
  • Critically analyse teaching and learning theories and concepts related to Science, Mathematics and Computing Education.
  • Develop different teaching and learning resources.

    Associated Assessment Criteria 7:
  • Illustrate a critical understanding of the significant issues in Science, Mathematics and Computing education.
  • Formulate a proposal for a research project that adequately responds to the needs in the Science, Mathematics and Computing Education field.
  • Design and complete a research project that allows for bringing new knowledge or adding existing knowledge to the field.
  • Integrate technology and consider aspects of the Fourth Industrial Revolution when executing the project.

    Associated Assessment Criteria 8:
  • Collate and articulate material and arguments in a presentation to a group and Understanding Research.
  • Promote critical engagement through a visual and oral presentation.
  • Clearly and logically present visual material.

    INTEGRATED ASSESSMENT
    An integrated assessment strategy is generally utilised, whereby learning outcomes are constructively aligned to the level descriptors and professional competencies required of the learners.

    All modules in the qualification have a range of assessments, and these assessments are of varying nature.

    Formative Assessment
    Formative assessment includes independent education-based research projects, written assignments, critiques of research-based articles, critiques of case studies, developing of teaching, learning and assessment tasks and activities, seminars, group collaboration, oral presentations and participation in discussions and workshops. Apart from the discipline-related outcomes of each module, the range of assessments and the demands made on learners ensure that the generic qualification outcomes are achieved. All modules will follow a Continuous assessment strategy in accordance with the institution's Assessment Policy.

    Summative Assessment
    Examples of work that learners will be assessed on include:
  • Oral presentation of theories for teaching and learning Science, Mathematics, and Computing Education.
  • Presentation of seminars on selected topics.
  • Annotated bibliographies and critical reviews of recent literature on relevant issues in Science, Mathematics, and Computing Education.
  • Interrogation and critique of recent relevant research papers and case studies and development of teaching and learning resources.
  • Development of assessment activities and research on critical issues related to Science, Mathematics and Computing Education.
  • Development of a mini-thesis (independent research project) in Science, Mathematics, and Computing Education.

    Each learner's Independent Research Project (IRP) is assessed, and learners are expected to complete this mini-thesis to complete this qualification successfully.
    Each learner is supervised by a supervisor who ensures that the learner is assisted with all processes involved (writing the research proposal, obtaining Ethical Clearance data generation, data analysis and writing up). The final product is a mini-thesis. Once the independent research project is concluded, the supervisor assesses this project using a rubric. All supervisors use the same rubric to assess their learner's Independent Research Project (IRP). Learners who obtain less than 50% for the IRP can resubmit within a reasonable time. After the supervisor assesses each IRP, the IRP is internally moderated. After internal moderation, the IRPs are sent for external moderation. The external moderator externally moderates the IRPs. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Kingdom
    Qualification BSc Hon Mathematics and Teaching
    Institution: University of Chichester (UC)
    Duration: three years full-time

    Entry requirements
  • 26-28 points (with Higher Mathematics at 5, Standard English and Science at 4).
    And
  • Including 7.0 in academic writing with other components no less than 6.5 - or equivalent qualification.

    Qualification Modules
  • Developing Mathematical Knowledge for Teaching.
  • Perspectives in Research in Mathematics Education (Prime) compares with Understanding Research.
  • Teaching and Learning Mathematics, compares with Teaching and Learning in Science, Mathematics and Computing Education.
  • Applied Statistics.
  • Perspectives in the Teaching and Management of Mathematics.
  • Advanced Calculus.

    Assessment
    Your assessments are built to support your theoretical learning and develop your communication skills, through essays, lesson plans, research reports, risk assessments or development plans.

    For mathematics modules, assessments may include examinations, task sheets, and computer-based tests. We offer high levels of individual support throughout to ensure that you feel confident to take each step in your journey towards your degree.

    Qualification progression
  • MA Education

    Similarities
  • University of Chichester (UC) and South African (SA) qualifications share similar modules such as Perspectives in Research in Mathematics Education (Prime) and Teaching and Learning Mathematics.
  • Both UC and SA qualifications assess learners through essays, lesson plans, and research reports.
  • Both UC and SA qualifications progress to a Master's degree.

    Difference
  • The University of Chichester (UC) is offered for three years full-time, while the South African (SA) qualification is offered for one year.
  • UC qualification requires learners with Higher mathematics at 5 and Standard English and science at 4, while the SA qualification requires learners who completed a Bachelor's degree.

    Country: Ireland
    Institution: University of Limerick (UL)
    Qualification: Bachelor of Science (Education) in Mathematics and Computer Science
    Duration: 4 years full-time.

    Purpose/rational
    This degree, with a specialist in teaching Mathematics and Computer Science, is designed to produce learners with the mathematical knowledge and skills to satisfy the needs of Irish Second-level schools in teaching the Maths curriculum. Learners will also be qualified to teach the new Leaving Certificate Computer Science curriculum, as well as short courses in coding and digital literacy for the junior cycle.

    Entry requirements
  • Senior Certificate (students who do not pass the Senior Certificate with endorsement must apply for matriculation exemption) + Advanced Diploma or 1 or 2 years of a Bachelor (Ordinary) Degree from a recognised university.
    And
  • English language requirements also apply.

    Qualification Structure
    Modules
  • Software Development.
  • Professional digital competence for teaching.
  • Subject Pedagogy 1 (Mathematics).
  • Teacher as Professional.
  • Diversity and Social Justice in Education Sociological Perspectives.
  • Algebra & Discrete Mathematics 1.
  • Curriculum and Assessment, Policy and Practice comperes with Curriculum Development in Science, Mathematics and Computing Education.

    The course is four years in duration and offers streams in the following subject areas:
  • Education
  • Mathematics
  • Statistics
  • Computer Science

    Exit Level Outcome
  • Equipped learners with skills necessary to teach a brand-new Leaving Cert subject.
  • Amongst the first teachers qualified to teach Computer Science in Ireland.
  • Highly skilled in IT and Mathematics should you choose not to teach.

    Similarities
  • The University of Limerick (UL) and South African (SA) qualifications require learners who completed a Bachelor's degree.
  • Both UL and SA qualifications share a similar purpose/rationale, which is to equip learners with knowledge and skills to satisfy the needs of specialists in teaching Mathematics and Computer Science.
  • UL and SA qualifications share similar modules such as Curriculum and Assessment, Policy and Practice.

    Difference
  • The University of Limerick (UL) qualification is offered over four years full-time, while the South African (SA) qualification is offered over one year full-time. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Bachelor of Education Honours in Mathematics, NQF Level 8.
  • Bachelor of Education Honours in Science Education, NQF Level 8.
  • Postgraduate Diploma in Education, NQF Level 8.
  • Postgraduate Diploma in Mathematics Education, NQF Level 8.

    Vertical Articulation:
  • Master of Education, NQF Level 9.
  • Master of Education in Curriculum Studies, NQF Level 9.
  • Master of Education in Educational Technology, NQF Level 9.

    Diagonal Articulation
    Diagonal articulation options are not available. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 KwaZulu-Natal 


    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.