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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Learning Support 
SAQA QUAL ID QUALIFICATION TITLE
125921  Bachelor of Education Honours in Learning Support 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
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 0940/26  2026-06-02  2029-06-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-06-02   2033-06-02  

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 Learning Support is to provide learners with advanced knowledge and skills in the field of learning support, enabling them to identify and address the diverse needs of learners, in promoting inclusive education in South Africa.

The choice of qualifier "Learning Support" is aimed at deepening learners' understanding of barriers to learning, and their ability to implement strategies to support diverse learning needs in the inclusive classroom setting. Through a combination of theoretical and applied coursework, learners will develop a deeper understanding of a range of prevalent barriers to learning and the expertise to design, implement, and evaluate effective intervention and support strategies. Furthermore, this qualification will equip teachers in education with the leadership and collaboration skills necessary to work effectively with colleagues, families, and other stakeholders to promote inclusive education practices and improve outcomes for all learners.

The qualification will develop teachers' specialised knowledge, skills, and competencies for identifying, assessing, and supporting diverse learning needs in inclusive classrooms.

This qualification is further positioned to develop the requisite knowledge and skills of teachers to support the diverse learning needs of school-going learners.

Learners whose unique learning needs are met by firstly, being correctly identified and then secondly benefiting from personalised learning support interventions, will potentially remain in the schooling system and reduce the high drop-out rate.

The impact of this sustained focus on tailored learning experiences for learners may result in better opportunities as they seek to enter any further educational training opportunities or join the world of work. The potential of an educated society on the economy cannot be overstated. Therefore, a qualification in Learning Support is crucial, as it equips teachers with the expertise in employing differentiated teaching methods, promoting enhanced engagement, and contributing to successful learning experiences for students within an inclusive classroom setting.

The continuous professional development of teachers through postgraduate qualifications is seen as critical in improving the quality of both teachers and teaching (DBE and DHET, 2011). The Bachelor of Education Honours in Learning Support can significantly contribute to the promotion of inclusive and supportive classroom environments. The reality of inclusive education is such that all teachers, both novice and tenured, as well as learners would benefit from a deeper understanding of diverse learning needs of learners and advanced knowledge and skills in the field of learning support. Learners will be well-prepared with the insight and skills that are relevant to further specialised study in support of the principles of life-long learning. This qualification will prepare educators to undertake further specialised research at a Master's NQF Level 9.

Upon completing this qualification, qualified learners will be able to:
¿ Possess a nuanced understanding of inclusive education policies and practices, enabling them to advocate for inclusive education in South African schools.
¿ Identify barriers to learning, assess support needs, and implement tailored interventions to address these needs.
¿ Be proficient in developing and applying differentiated learning and teaching strategies, ensuring that they can meet the unique needs of all learners. With strong collaboration skills, students will implement an interdisciplinary approach in learning support to work with key stakeholders.
¿ Conduct research and further their studies, contributing to the ongoing enhancement of knowledge in the field of learning support.

Learners will be further equipped to identify, assess, and support diverse learning support needs in the inclusive classroom. They will be prepared to adopt inclusive pedagogical approaches that focus on learning and teaching strategies that make education accessible for all learners.

Learners will be equipped to advocate for inclusive practices and promote a collaborative and interdisciplinary approach to learning support. By developing learners to become thought leaders in the field of learning support, through research, learners could articulate into a Master of Education or a Master's in a cognate field as they strive to contribute to the transformation of education in South Africa.

Rationale:
The proposed qualification is designed as an articulation pathway from the institution's accredited Bachelor of Education degrees, and Postgraduate Certificate in Education, as well as those equivalent initial teacher education qualifications (at NQF Level 7) from other registered and accredited higher education institutions. It is designed to enable teachers to further their studies in Education at a post-graduate level in the field of Learning Support. This qualification will, therefore, enable the institution to offer its and other higher education institutions' beginner teacher graduates and established teachers the opportunity to engage in and prepare for further research-based postgraduate studies in the field of Learning Support.

A 2021 survey across the institution's 3rd year and 4th year Bachelor of Education, Postgraduate Certificate in Education and graduated learners revealed that 738 out of 1036 (77%) respondents indicated that they were planning on furthering their studies. The proposed qualification, therefore, aligns with the academic aspirations of teacher graduates. Respondents indicated the following with regard to the highest level of qualification they aspire to:
¿ 31 % up to Hons level.
¿ 28 % up to Master's level.
¿ 31 % up to Doctorate level.

Specifically, in relation to postgraduate studies at an Honours Level, a Bachelor of Education Honours in the field of Learning Support ranked highly amongst the surveyed learners, with 16.7% (n= 173) indicating this as a preference. This field supports the need for continuing professional development of educators in the critical area of inclusive Learning Support practices for the schooling context.

Learners will conduct independent research in learning support in the South African education sector, under supervision, culminating in a research report, contributing to the body of knowledge in the field of learning support.

Inclusive education transforms the landscape of learning by tearing down barriers and ensuring that every individual, regardless of background or ability, has unfettered access to the transformative power of education. This is encapsulated in the fourth United Nations (UN) Sustainable Development Goal (SDG4), which is to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" and further meets the imperative of the Department of Basic Education's vision. The Integrated Strategic Framework for Teacher Education and Development in South Africa (2011-2025) (DHET, 2011) identifies key levers for improving quality across the education system. One such lever is the need to equip teachers (all phases/specialisations) with skills and competencies to teach in an inclusive classroom. This need can be addressed within the South African educational context by providing support to learners' diverse needs through an inclusive educational approach. There is therefore a need to consolidate and deepen teachers' theoretical and professional knowledge of the field of Learning Support and to develop appropriate research capacity in methodology and techniques appropriate for addressing issues of Learning Support within a South African context. This, in turn, strengthens the continuous professional development (CPD) of teachers and is seen as critical towards improving the quality of teachers and teaching within South Africa (DBE and DHET, 2011).

Formal, qualification-based Continuous Professional Development (CPD) learning qualifications, will provide teachers with opportunities to strengthen or supplement existing roles, or develop new specialisations and interests and, in general, improve their capacity to engage with, support and assist other teachers, as well as support staff, learners and parents and not only at classroom and school level, but also in the community and in a wider context" (MRTEQ 2015: 33).

The different directions teachers take require "specialised and progressive qualification paths" (MRTEQ 2015: 16). The choice of a Bachelor of Education Honours qualification provides an avenue for advancement in a career in the field of education. Further to this, higher education has traditionally been expected to play three significant roles: education, research, and social contribution. This qualification is positioned to meet the Sustainable Development Goals (SDGs) imperatives explicitly mentioned in Goal SDG4, and will not only develop the qualities, abilities, and potentials of individuals, but also lead to the development and advancement of communities. As an extension, this qualification can help meet other SDGs.

The Bachelor of Education Honours in Learning Support typically attracts a specific cohort of learners, primarily teachers who seek to further their professional development in education, specifically focusing on Learning Support. The qualification represents the initial step into postgraduate studies and is intended to prepare students for research-based postgraduate studies in a particular field of education.

Typical learners for the Bachelor of Education Honours in Learning Support may potentially possess the following traits and motivations:
¿ Experienced teachers who bring a diverse range of experiences, including professional classroom experience, to the qualification.
¿ Newly graduated learners and novice teachers who have a further interest in developing their expertise in learning support.
¿ Teachers who are deeply concerned with catering to diverse learning needs and are driven by a desire to contribute meaningfully to inclusive learning support practices.
¿ Teachers and academics who aspire to engage in educational research. They are eager to develop their research skills and are interested in exploring and contributing to the existing body of knowledge within the field of Learning Support.
¿ Teachers and academics who exhibit a high level of intellectual curiosity and an appetite for academic inquiry. They are willing to engage in rigorous theoretical discourse and independent intellectual exploration.
¿ Teachers and academics who aim to advance their careers within the educational sector and recognise that this qualification can enhance their professional standing and open up opportunities for leadership roles or specialised positions.

The potential career avenues available to learners holding a Bachelor of Education Honours in Learning Support are diverse and directly correspond to the overarching objective of enhancing inclusive learning support practices. These areas of employability encompass:
¿ School-based teacher: Learners are equipped to adapt teaching strategies and curricula to accommodate individualised requirements to further support the goals of inclusive education in their schools.
¿ Specialist Educator/Teacher in the Field of Learning Support: Learners can assume roles as specialist teachers focused on providing tailored support and interventions to learners with diverse learning needs.
¿ Career Advancement within the School in the Field of Learning Support: This qualification paves the way for career growth within the school. Learners can pursue leadership positions, such as department heads or coordinators, overseeing the implementation of inclusive learning support practices.
¿ Education Advisor/Consultant in the Field of Learning Support: Individuals with a Bachelor of Education Honours in Learning Support can leverage their expertise to work as education advisors or consultants. They can provide guidance to schools, teachers, and educational institutions on best practices for learning support with a focus on inclusive education, policy compliance, and effective support mechanisms for learners with diverse needs.
¿ Educational Researcher in the Field of Learning Support: Learners may choose to embark on a research-oriented career path, engaging in scholarly endeavours to advance the field of Learning Support.
¿ Junior Lecturer in the Field of Learning Support: Aspiring academics can pursue roles as junior lecturers in higher education institutions, where they can contribute to the professional development of future educational professionals. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The RPL process is administered through the Student Information Management System (SIMS).
The process of RPL, including an admission decision (RPL approval for registration), needs to be completed before the student can participate in a qualification, and therefore, the time taken to process an application needs to be taken into consideration before it is started.

RPL for access concerns admission:
Consequently, candidates can only register for the qualification once their RPL application has been approved. Sites are not permitted to accept candidates into qualifications until the RPL process is complete. This means that successful RPL candidates may have to wait until the next academic cycle to commence the qualification.

Upon completion of the assessment, the Office of the Registrar (OoR) releases either an RPL Approved Outcome letter or an RPL Declined Outcome Letter. At this stage, sites of delivery may only register a student for a qualification via RPL if they were issued with the RPL Approved Outcome letter.


Entry Requirements:
¿ Bachelor of Education, NQF Level 7.
Or
¿ Advanced Diploma in Teaching and Learning Support, NQF Level 7. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits.
  • 21st Century Educational Theories in Practice, 20 Credits.
  • Diversity and Inclusion in Education, 20 Credits.
  • Research Design and Methodology, 10 Credits.
  • Learning Challenges in the Educational Context, 20 Credits.
  • Learning Support, 20 Credits.
  • Research Project in Education, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse theories, principles, and practices that promote equity and inclusion in support of education.
    2. Demonstrate advanced knowledge and understanding of various barriers to learning, including their characteristics, causes, and implications for learning and teaching.
    3. Apply knowledge, skills, and competencies to provide learning support and promote inclusive practices in schools.
    4. Conduct independent research in learning support in the South African education sector, under supervision, culminating in a research report. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Illustrate an in-depth knowledge and understanding of key theories, principles, policies, and practices related to equity and inclusion in education, reflecting a deep knowledge of relevant literature and research.
  • Critically evaluate the impact of 21st Century educational theories, and their role in fostering equity and inclusion in education.
  • Apply theoretical concepts to various educational contexts to propose evidence-based strategies and interventions for promoting equity and inclusion.
  • Communicate effectively, both in writing and verbally to advocate for inclusive practices that address learning support.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply advanced knowledge and understanding of the characteristics, causes and implications of a wide range of barriers to learning.
  • Identify various barriers to learning in the classroom to create a more inclusive and supportive learning environment.
  • Assess learning support needs in the classroom to ensure that learners receive the necessary support to succeed.
  • Critically evaluate the impact of various barriers to learning on learning and development and the implications for learning support.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply advanced knowledge and understanding of inclusive pedagogy to create a learning environment that supports students with diverse learning needs.
  • Develop evidence-based interventions to address learning support needs, recognising the importance of differentiation and personalised learning.
  • Critically evaluate the effectiveness of learning support interventions in diverse educational contexts, using evidence-based research.
  • Reflect on the impact of interventions to address diverse learning support needs and identify strengths and areas for improvement.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify a researchable learning support problem and articulate it as a research problem statement.
  • Conduct a literature review on the identified learning support research problem.
  • Implement an appropriate research design to collect and analyse primary research data for the identified learning support research problem.
  • Report analytically on research findings and interpret these findings with insight.
  • Provide recommendations to address the identified research problem.

    Integrated Assessment:
    All these assessments are informed by a learner-centred approach used in conjunction with a constructivist learning and teaching philosophy, as outlined in the Teaching and Learning Strategy (IIE022), which allows for personalised learning journeys, irrespective of the mode of provisioning.

    Formative Assessment:
    Formative assessment must be part of the assessment process that develops learning by offering timely feedback throughout the learning period, actively contributing to the learning and teaching process.
    It is used to improve learning and to give feedback to learners on progress.
    The allocation and frequency of formative assessments should be reasonable, ensuring an equitable balance. A consistent and integrated assessment process across all modules is established. Additionally, learners bears the responsibility of accessing the formative feedback provided to them.

    Summative Assessment:
    Summative assessment must be part of the assessment process that serve as a measure of learning against intended outcomes at the culmination of the learning period. Summative assessments are a formalised evaluation that are used to certify the achievement of specific educational levels. Individual summative assessments may influence decisions related to learner promotion, certification, or admission to advanced educational levels, signifying their broader implications in educational progression.

    Summative Assessment:
  • Summative assessments are of learning.
  • Summative assessments are an integrated assessment opportunities used to evaluate learner learning, skill acquisition and academic achievement at the end of a defined learning period.
  • Summative assessments focus on analysing learner achievements after the completion of the learning process and used for promotion, certification, and progression or admission to higher levels of education.
  • Learners are only given a grade for summative assessments and not detailed feedback.
  • Summative assessments are typically the work of individual learners, and not a group of learners.
  • The IIE utilises two broad types of summative assessment strategies to comprehensively evaluate learner learning and the choice depends on the nature of a particular module and what would be best fit for the purpose of assessing the required outcomes.
  • The first type comprises authentic assessments designed to be completed independently, such as research papers, projects, and portfolios of evidence. These allow learners to demonstrate their knowledge and skills in a flexible and self-paced manner.
  • The second type requires invigilated examination conditions to ensure the highest standards of academic integrity. For these assessments, learners studying in the hybrid/blended mode are required to sit their exams t a site of delivery, where the exams are supervised in person by trained invigilators. For these assessments, learners studying in the distance mode are assessed using secure proctored exams, which are assessed remotely. These methods ensure a controlled environment that mitigates academic dishonesty.

    The integrated assessment strategy makes provision for different assessment types so that all learning types are catered for.
    In an individual assessment, the structure of the assessment should not be that the inability to answer one question, impacts on the ability to answer other questions.
    The purposes of an assessment need to be reflected in the instruments and processes used to assess learner's work. Some assessments are formative in that their purpose is to enable learners to use feedback to improve their performance in that module. Others are summative and their purpose is only to evaluate the attainment of the outcomes.

    The integrated assessment strategy for this qualification plays a pivotal role in ensuring a thorough evaluation of learners' competency within this specialised field. Anchored in the principles of the National Qualifications Framework (NQF), this strategy places a strong emphasis on the demonstration of applied competence within authentic learning contexts.

    It encompasses a diverse array of assessment methods, including case studies, assignments, summative tasks, in-class discussions, and presentations, each designed to gauge students' theoretical comprehension, application to contexts and the ability to seamlessly integrate knowledge across various domains. This holistic approach to assessment not only facilitates a comprehensive understanding of learners' capabilities but also equips them with the requisite expertise to thrive in the dynamic and crucial realm of learning support within educational environments.

    In all assessments are required to conform to the principles of intellectual integrity. The institution monitor three forms of intellectual integrity. These are:
  • Cheating: having the most serious consequences and handled as a disciplinary matter.
  • Plagiarism: we have a developmental approach to plagiarism. Consequently, the consequences of plagiarising increase as the level of study increases.
  • Technically weak referencing: learners receives feedback on their referencing practices in all assessments requiring referencing (i.e., all except written unseen tests and examinations written under standardised conditions). Learners who do not conform to acceptable referencing practice may be penalised either 5% or 10% of the mark for that individual assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to the following international qualifications:

    Country: The United Kingdom (UK).
    Institution Name: University of Hull.
    Qualification Name: BA (Hons) Education Studies.
    Credits: 104 UCAS points.
    NQF Level: Level 6.

    Entry requirements:
  • 104 points, with at least 80 points from A levels.
    Or
  • Business and Technology Education Council (BTEC), or equivalent qualifications.
    Or
  • A four-year professional teaching degree.
    Or
  • An appropriate bachelor's degree with a recognized professional teaching qualification.

    Purpose of the Qualification:
    The BA (Hons) Education Studies aims to challenge inequalities, empower communities, and drive social change. Learners will dive into both formal and informal education, uncovering its transformative potential to create a fairer, more just society. It explores education's role in shaping society, focusing on inclusion, social justice, and lifelong learning. Learners will also examine formal and informal education within cultural, societal, and political contexts, gaining insight into the impact of power, inequality, and alternative approaches to education.

    Learning is hands-on and immersive. From practice placements and field trips to study visits and project-based learning, you'll gain real-world experience that brings your studies to life. With a flexible mix of optional and compulsory modules, you can shape your degree around your passions, giving you the freedom to explore what excites you most. Plus, with opportunities to study or work abroad, you'll expand your global perspective and build an impressive foundation for a career in education, community work, and beyond.

    Modules:
  • Education, Power and Knowledge.
  • Equality, Diversity and Inclusion.
  • Learning Across the Lifespan.
  • Communities of Practice.
  • Managing Self in Contemporary Practice Contexts.

    Similarities:
  • The South African (SA) and the University of Hull (UH) qualification both allow for degree customisation based on specific career interests.
  • The UH qualification offers pathways in Youth and Community Work, Teaching English to Speakers of Other Languages (TESOL), and Special Educational Needs, Disability and Inclusion, while the SA qualification focuses on learning support in the digital environment.
  • The UH qualification focuses on social justice, inclusion, education systems critique and the SA one focuses on teacher preparation or general education studies.

    Differences:
  • The two qualifications differ in learning approach with the UH more flexible, interdisciplinary, research-informed, whereas the SA one is structured, competency-based for teaching.

    Country: Australia.
    Institution Name: Deakin University (DU).
    Qualification Name: Graduate Certificate of Specialist Inclusive Education.
    Duration: 1 Years.
    Credits: 4 Units.
    AQF: Level 8.

    Entry requirements:
  • Completion of a bachelor's degree or Higher.
    Or
  • At least two years' relevant work experience (or part-time equivalent).

    Purpose of the Qualification:
    Deakin University in Australia's Graduate Certificate of Specialist Inclusive Education also emphasises inclusive education, equipping educators with the skills to make learning accessible to students of various backgrounds and abilities.

    Similarities:
  • The South African (SA) qualification and the Deakin University (DU) both accept learners who have completed a bachelor's degree in the relevant field.
  • Both qualifications share a strong emphasis on inclusive education, although they differ in specific focus areas and levels of study.
  • The SA qualification specifically targets digital learning support, while DU one takes a more general approach to inclusive education.
  • The DU qualification aims to equip educators with skills to promote supportive and accessible learning environments, focusing on understanding diversity, analysing classroom goals and challenges, and creating positive learning environments aligned with social justice principles. This aligns somewhat with the SA qualification which aims to equip teachers with advanced knowledge and skills in learning support, promoting inclusive education in South Africa.
  • The DU qualification has a duration of one year part-time. Upon completion, an entry pathway into the Master of Specialist Inclusive Education is available for students holding an existing Australian teaching qualification. This is like SA qualification which also provides an opportunity for vertical articulation to a master's degree, provided the candidate meets the entry requirements at the offering institutions.

    Differences:
  • The SA qualification is a Post graduate Diploma and differs with the DU one, which is a postgraduate certificate, indicating differences in study depth and breadth. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal and vertical articulation options.

    Horizontal Articulation:
  • Bachelor of Education Honours in Inclusive Education, NQF Level 8.
  • Postgraduate Diploma in Higher Education Studies, NQF Level 8.
  • Possible horizontal articulation options between Sub-Frameworks for this qualification reached the registration end date in December 2025.

    Vertical Articulation:
  • Master of Education in Inclusive Education, NQF Level 9.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Learning and Development Professional, NQF Level 6. 
    		•

    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. The Independent Institute of Education (Pty) Ltd 


    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.