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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Bachelor of Psychology: Education: Educational Learning Support 
SAQA QUAL ID QUALIFICATION TITLE
13835  Bachelor of Psychology: Education: Educational Learning Support 
ORIGINATOR
Rand Afrikaans University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  524  Level 7  Level TBA: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 2663/05  2006-07-01  2009-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-06-30   2015-06-30  

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of this qualification is to provide qualifying learners with the intellectual and practical skills in order to identify, assess and address needs in the domain of Educational and Learning Support. The education and training prepares the prospective Educational and Learning Support Counsellor to provide a basic range of educational and psychological assessment, structured intervention, prevention, health promotion and program development services with a special focus on the developmental, educational and learning processes of children and youth within the context of schools, families, and related systems at a basic level. Learners will thus be able to consult, counsel, and collaborate in schools and other educational settings (ECD and ABET) and will promote whole school development in consultation with a psychologist or other qualified practitioners. Furthermore, the learner is equipped, in his/her capacity as a reflective practitioner and action researcher to evaluate and develop his/her own professional practice throughout his/her own life, and to be accountable for the integrity of his/her practice as a psychological counsellor. In addition to the focus on psychological counselling, this integrated qualification provides the learner with the knowledge, skills and experience in education and teaching. This qualification prepares the learner for further studies in applied Psychology (M.Psych. and D.Psych.). 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
When entering this programme, the learners should be able to:
  • plan and present teaching and learning activities at classroom level;
  • assess learners achievement;
  • read, interpret, integrated and apply academic texts on psychology;
  • work and study independently;
  • reflect on their own teaching and learning practice, and
  • communicate verbally and in written format, using a relevant style/register.
  • A potential learner should be in possession of a Further Education Certificate (FEC) with university exemption and a minimum M-score of 13. The M-score is calculated by using the formula outlined in the following tale for subjects passed on Higher grade in Grade 12. One point is subtracted for each passed on Standard grade.

    A+ = 5,5 B+ = 4.5 C+ = 3.5 D+ = 2,5 E+ = 1,5
    A = 5 B = 4 C = 3 D = 2 E = 1

    Potential candidates who are not in possession of a FEC need to provide an equivalent qualification or could apply to the Accreditation Committee of the Faculties of Arts and Education.
  • A candidate registers for a BA or BA (Ed.) degree and applies for selection in the second year.

    RECOGNITION OF PRIOR LEARNING:
    Through formal assessment with appropriate experiential learning students will qualify for access, advance placement, status recognition on the condition that the learner continues his/her studies at this institution. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

    1. Identify, analyse, assess and address basic educational, learning, developmental and organisational problems in an ethically acceptable manner, based on relevant theoretical knowledge and reflect on his/her own problem solving practice.

    2. Collaborate, consult and work effectively within various professional contexts as a member of a team, group and organisation based on knowledge of group work, consultation and collaboration, and be able to reflect on their own and other`s collaborative practices.

    3. Organise and manage themselves, and their professional activities responsibly, ethically and effectively.

    4. Select and apply the appropriate elementary psychological, educational and research methodology to collect and interpret information about educational phenomena and communicate the findings and recommendations effectively as well as reflect on research competency.

    5. Communicate effectively in interpersonal and intervention contexts with individuals, groups and organisations with regards to educational, instructional, psychological, developmental and organisational issues, in oral and written format using visual and/or statistical modes of communication.

    6. To access and process information through relevant information technology.

    7. To explore, apply and critically reflect on the eco-systematic perspective towards the attainment of health and well being.

    8. Explore, apply and assess relevant learning theories, learning styles and strategies to learn effectively and facilitate life-long learning.

    9. Participate as responsible practitioners in promoting the health and well-being of individuals and groups by means of identification, prevention and management of educational, psychological, developmental and organisational problems.

    10. Explore, interpret, manage and develop cultural and aesthetic sensitivity in individuals, groups and communities and the broader society.

    11. Explore and utilize educational and career opportunities for the self and facilitate the development of employment seeking skills and education opportunities of others.

    12. Develop and assess entrepreneurial opportunities and skills for the self and those of others. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Can the learner effectively and ethically identify, analyse, assess and address basic educational learning, psychological, developmental and organisational problems based on relevant theoretical knowledge and reflect on his/her own problem-solving practice?

    2. Can the learner collaborate, and work effectively within various professional contexts as a member of a team, group, community and organisation based on knowledge of group work, consultation and collaboration, and be able to reflect on their own other`s collaborative practices?

    3. Can the leaner responsibly, ethically and effectively organise and manage themselves, their professional and research activities?

    4. Can the learner appropriately select and apply elementary psychological, educational and research methodology to collect and interpret information about educational and psychological phenomena, and effectively communicate the findings and recommendations as well as reflect on research competency?

    5. Can the learner competently communicate in interpersonal and intervention contexts with individuals, groups and organisations with regards to educational, instructional, psychological, development and organisational issues in oral and written format using visual and/or statistical modes of communication?

    6. Can learner access and process information through relevant information technology effectively?

    7. Can the learner efficiently explore, apply and critically reflect on the eco-systematic perspective towards the attainment of health and well-being?

    8. Can the learner adequately explore, apply and assess relevant learning theories, learning styles and strategies to learn effectively and facilitate life-long learning?

    9. Can the learner appropriately and competently participate as responsible practitioners in promoting the health and well-being of individuals and groups by means of identification, prevention and management of educational, psychological, developmental and organisational problems?

    10. Can the learner appropriately explore, interpret, manage and develop cultural and aesthetic sensitivity in individuals, groups, communities and the broader society?

    11. Can the learner effectively and creatively explore and utilize educational and career opportunities for the self and facilitate the development of employment seeking skills and education opportunities of others?

    12. Can the learner competently develop and assess entrepreneurial opportunities and skills for the self and those of others?

    FORMATIVE ASSESSMENT PRACTICES THAT WILL BE IMPLEMENTED:
    Formative assessment will consist of class tests, development of concept maps, writing and peer assessment of the academic articles, individual and group assignments, written and oral poster presentations. A year mark of at least 40% is required for learners to gain access to the final examination.

    SUMMATIVE ASSESSMENT PRACTICES THAT WILL BE IMPLEMENTED:
    Integrated assessment, focusing on the achievement of the module and exit-level outcomes, will be done by means of written and oral examination of 2 or 3 hours each at the end of a module. A range of assessment methods is used for example tests, peer assessment, the presentation of individual portfolios and the written assignments. The focus will be on the achievement of the module and finally the exit-level outcomes. 

    ARTICULATION OPTIONS 
    ACCESS TO QUALIFICATIONS ON A LOWER LEVEL:
    This qualification should give the learner access to any qualification that is offered in education, psychology or any related study at NQF level 5 to 6.

    ACCESS TO QUALIFICATIONS ON THE SAME LEVEL:
    This qualification should give the learner access to any qualification offered at this NQF level (level 7) in Psychology or any related educational study.

    ACCESS TO QUALIFICATIONS ON A HIGHER LEVEL:
    This qualification should give the learner access to the existing M.Ed. in Educational Psychology (until 2002) or the D.Psych. programme, provided the required selection criteria are met. Access to other related educational or psychology fields of study on NQF level 8A e.g. ME.d in Educational and Learning Support, M.Phil. in Personal and Professional Leadership or the academic route in psychology e.g. MA. 

    MODERATION OPTIONS 
    (a) What external examinational process will be implemented?
    External examiners will be appointed for all the NQF level 6 and 7 modules by the Dean of the faculty concerned on recommendation by the academic department in which NQF level 6 and 7 modules are taken.

    (b) How many external examiners/moderators will be appointed for this qualification and from which type of institution or professional bodies will they typically be?
    One external examiner will be appointed per NQF level 6 and 7 module. They will be selected from recognized tertiary institutions and/or South African College for Psychology.
    Furthermore, this course has to be accredited with the Board of Psychology of Health Professions Council of South Africa (HPCSA) every five years. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    (a) Criteria regarding formal qualification that assessors should have M.Ed. and D.Ed. (Educational Psychology)
    (b) Criteria regarding job and learning area experience.
    The assessors should be experienced in the field of Educational Psychology
    (c) Criteria regarding experience of or exposure to assessment
    The assessors should have knowledge of and experience in the relevant assessment practices. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006. 

    NOTES 
    This is a new qualification 

    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.
     
    NONE 


    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.