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 Management and Leadership 
SAQA QUAL ID QUALIFICATION TITLE
122408  Bachelor of Education Honours in Educational Management and Leadership 
ORIGINATOR
Akademiese Reformatoriese Opleiding en Studies (AROS) NPC 
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 0724/24  2024-06-04  2027-06-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-04   2031-06-04  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Education Honours in Educational Management and Leadership is to consolidate and deepen the learner's expertise in the discipline of educational management and leadership. The qualification will also develop research capacity in the methodology and techniques of educational research. The qualification demands a high level of theoretical engagement and intellectual independence from the learner.
The themes covered by the proposed qualification, enabling learners to become proficient educational managers, include the fields of educational law, school culture, and the management of financial and human resources. Management and leadership theory and the application thereof as well as learning and teaching in theory and practice are also covered.
Learners will be challenged to develop a commitment toward social justice, with an emphasis on critical thinking, problem-solving and responsiveness to educational management challenges. They will be guided to display appropriate values including respect for, tolerance and patience towards diverse viewpoints as well as positive Christian and professional ethics in their leadership conduct.

A sense of personal, social and community responsibility will be fostered in and among learners by encouraging involvement (as an individual and as a member of a team) in community and public service, enabling them to develop sensitivity towards these matters and particularly towards the challenges and opportunities inherent in management within the educational sector. Learners will be led to display leadership and become agents of change to deliver positive contributions to the general well-being of the communities in which they live and work.

Upon completion of the qualification, qualifying learners will be able to:
  • Demonstrate in-depth knowledge and critical understanding of the philosophy of education and teaching and learning from a Christian perspective.
  • Demonstrate in-depth knowledge of, engagement in, and the ability to apply educational management and leadership theories, tasks, techniques, and skills in a school context.
  • Illustrate insight into the factors that impact a school's culture, and the ability to build a school culture conducive to learning.
  • Conduct research and report critically and analytically on the findings and recommendations.
  • Demonstrate competence in legislation, legal precedents and professional and ethical standards affecting basic education in South Africa.
  • Demonstrate an informed understanding of the theory and practice of the management of the financial and human resources of a school.

    Rationale:
    According to the Quality Management System (QMS) for School-Based Educators, principals are responsible for ensuring the uniform and effective implementation of the QMS at a particular institution. The Policy on the South African Standard for Principalship, in line with the South African Schools Act, states that embedded in the principal's management and leadership of the school are core societal, educational, and professional values that are reflected in the manner in which matters pertaining to the curriculum and human resources are dealt with.
    Research has shown that educational leaders (not only principals) in South Africa and worldwide need to be adequately prepared for the role of management and leadership within the sector. The 21st century has brought with it new challenges and demands to educational or school leaders at all levels. For principals and persons tasked with management within the educational sector to effectively carry out their duties, they need to be equipped with the necessary knowledge and skills to do so. The qualification aims to equip leaders in education with the knowledge and skills required to perform their duties.

    The proposed qualification aims to equip learners with theoretical knowledge understanding, and research skills, to manage all relevant administrative processes and provide effective and skilful leadership within the education sector. This qualification will enable learners to identify and address the diverse opportunities and challenges of the South African educational sector, as well as the unique circumstances of individual institutions.

    With the understanding of an integrated and collaborative approach to management and leadership, as well as knowledge and awareness of relevant educational policy, legislation and material and human resources management, the qualification provides different perspectives regarding the management of various resources available within a particular educational institution. The ability to manage the various resources within a given environment and provide effective leadership ensures that not only does the educational system function optimally, but learner-to-learner learning is improved, and educational outcomes attained.

    The qualification also contains a research component that adds to the national and international body of knowledge in this field and assists learners in accessing further post-learner opportunities, such as a master's degree in education as well as a doctoral degree in education. It is hoped that these qualifications will be part of the offerings of the institution in the future.
    Through the introduction of this qualification quality educational managers in the basic education sector in South Africa will be produced. The qualification can contribute to enhancing the performance of individual managers and the basic education sector as a whole, thereby ultimately producing benefits for South African society and the economy. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 122 Credits.

    Compulsory Modules, NQF Level 8, totalling 122 Credits.
  • Introduction to Educational Research, 10 Credits.
  • Educational Management, 10 Credits.
  • Educational Leadership, 10 Credits.
  • Teaching and Learning in Theory and Practice, 10 Credits.
  • Educational Research, 32 Credits.
  • Philosophy of Education, 10 Credits.
  • Human Resources Management, 10 Credits.
  • Managing School Culture, 10 Credits.
  • Educational Law: Theory and Practice, 10 Credits.
  • Financial Management, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes
    1. Demonstrate an in-depth knowledge and critical understanding of the philosophy of education and teaching and learning from a Christian perspective.
    2. Engage in, and apply educational management and leadership theories, tasks, techniques, and skills in a school context.
    3. Demonstrate insight into the factors that impact a school's culture, and the ability to build a school culture conducive to learning.
    4. Conduct research and report critically and analytically on the findings and recommendations.
    5. Demonstrate competence in legislation, legal precedents and professional and ethical standards affecting basic education in South Africa.
    6. Demonstrate an informed understanding of the theory and practice of the management of the financial and human resources of a school. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1.
  • Identify and apply opportunities where Christian norms and Biblical principles can be applied to enrich a norm-driven practice of education.
  • Provide instructional leadership based on an in-depth knowledge of teaching and learning theory and practice.
  • Apply a critical understanding of the philosophy of education and its importance in a school context.

    Associated Assessment Criteria for Exit Level Outcomes 2.
  • Provide insight into education management theory as the basis of effective management practices in schools.
  • Interrogate multiple sources of knowledge regarding management issues/tasks such as decision-making, delegation, problem-solving and policy-making.
  • Apply a range of specialised skills to identify, analyse and address complex problems regarding school management.

    Associated Assessment Criteria for Exit Level Outcomes 3.
  • Implement a theory into practice by cultivating a school culture that is conducive to learning.
  • Apply an integrated understanding of the management practices required to improve the culture of the modern school.
  • Provide effective leadership to ensure that the educational system functions optimally.

    Associated Assessment Criteria for Exit Level Outcomes 4.
  • Explain the methodology of qualitative and quantitative research for the educational context.
  • Design, execution, and reporting of a research study using an effective research methodology.
  • Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with colleagues in the field of Educational Management.

    Associated Assessment Criteria for Exit Level Outcomes 5.
  • Apply an integrated understanding of national education law and conventions, legal precedents, and ethics.
  • Apply legal considerations and good practice to school management issues.
  • Analyse ethical dilemmas in the schooling context and indicate that decisions and actions taken in dealing with ethical dilemmas are justified.

    Associated Assessment Criteria for Exit Level Outcomes 6.
  • Implement/interpret the theory and practice in terms of the management of the financial and human resources of a school.
  • Apply insight into dealing with staff issues related to professional ethics, equity, and diversity.
  • Apply knowledge of and insight into the various functional areas of human resource management in a school context, including recruitment and retention of staff, staff development, accountability, and performance management, as well as employee and labour relations.
  • Apply knowledge of sound financial management principles in a school context. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    Institution name: Southern Cross University
    Qualification title: Bachelor of Education (Honours)
    Duration: One year
    Credits: 96

    Entry requirement:
  • Undergraduate degree

    Purpose
    The Bachelor of Education (Honours) enables learners to extend the depth of their education degree (as an expert educator), enhance their career pathways, and develop a basis for entering an education PhD program.
    The Honours degree includes units in educational research skills and research methodology that assist learners in conducting a significant research project on a topic of their interest. Generally, this research project will be presented in the form of a written thesis. In all respects, Honours students in the Faculty of Education will be regarded as budding researchers who contribute significantly to the research culture in the faculty.
    Course structure

    Modules:
  • Research in Education: Through the Looking Glass, comparable with Introduction to Educational Research.
  • Literature Review in Education: Known Unknowns, comparable with Educational Research.
  • Education Honours Thesis (Stage 1) Part A.

    Similarities:
  • The Southern Cross University (SC) and the South African (SA) qualifications are both offered over one year.
  • Both qualifications accept learners who have completed a bachelor's degree in the relevant field.
  • The SC qualification is research-based, and the curriculum consists of research methods, a critical literature review, and a 'research thesis' which is offered in three stages.
  • SA qualification shares similar modules in the research and educational research field.
  • The SC qualification seems to offer the learners the opportunity to conduct research in the field and seems to be aimed at preparing the learners for further research studies.
  • The SA qualification also contains a research component, but the aim is twofold - In addition to a focused research component, depth of discipline knowledge is also sought in the modules that are presented focusing on managerial aspects.

    Differences:
  • The SA qualification articulates vertically into a master's degree, whereas the SC qualification develops a basis for entering an education PhD program.

    Country: New Zealand
    Institution name: University of Auckland
    Qualification title: Postgraduate Diploma in Educational Leadership
    Duration: One year
    Credits: 120

    Entry requirements:
  • Completed an undergraduate degree.
    and
  • Professional qualification in teaching

    Purpose
    This qualification is designed to develop the knowledge and skills that aspiring and current educational leaders need to meet the need for high-quality, equitable learning opportunities for all children.

    The qualification aims to equip learners with skills and knowledge to advance leadership, career, and salary prospects.
    Includes opportunities for workplace projects and can be taken as a stand-alone qualification or as a pathway into the Master of Educational Leadership.

    Qualification structure

    Modules:
  • Educational Leadership, comparable with Educational Leadership
  • Research Methodologies, comparable with Introduction to Educational Research
  • Education Law: Policy Implications, comparable with Educational Law: Theory and Practice
  • Mentoring Teachers
  • Developing Mentoring Expertise
  • Educational Change

    Similarities:
  • The University of Auckland (UA) and the South African (SA) qualifications are both offered over one year consisting of 120 credits.
  • Both qualifications accept learners who have completed an undergraduate degree in the relevant field.
  • The UA qualification aims to equip learners with skills and knowledge to advance leadership, career, and salary prospects.
  • The purpose of the SA qualification is to consolidate and deepen the learner's expertise in the discipline of educational management and leadership.
  • Both qualifications share similar modules, such as Educational Law, Educational Leadership, and Educational Research.
  • Both qualifications articulate vertically into a master's degree. 
    		•

    MODERATION OPTIONS 
    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.
     
    1. Akademiese Reformatoriese Opleiding en Studies (AROS) NPC 


    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.