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 THAT HAS PASSED THE END DATE:

Bachelor of Education

SAQA QUAL ID	QUALIFICATION TITLE
13896	Bachelor of Education
ORIGINATOR
University of Witwatersrand
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 05 - Education, Training and Development		Higher Education and Training
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	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 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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 purpose of the qualification is:

to deepen and extend professional knowledge and competence across a range of Education, Training and Development (ETD) practices and

to enable progression to further study by developing knowledge, skills and attitudes appropriate to research work.

In the case of B.Ed (in the field of Ed Psych), a further purpose applies, which is to prepare the learner for application for professional registration as a Psychometrist.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Formally Accredited Learning:
The typical applicant has one of the following qualifications of the University, or equivalent University-approved qualification: a Bachelor's degree, the Higher Diploma in Education (Postgraduate), the Higher Diploma for Educators of Adults or the Further Diploma in Education. In specialised fields (e.g. B.Ed in the field of Ed Psych) practical experience and particular courses may be required - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning:

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Qualifying learners:
1. Have a deepened and extended understanding of theories, principles and practices in the educational field
2. Challenge pre-reflective ways of understanding educational issues
3. Position themselves in current debates and policy initiatives
4. Reflect critically on practices in teaching, learning and assessment
5. Contribute to building a more equitable and effective education system
6. Develop knowledge, values and skills in one or two specialised areas
7. Develop self-awareness through reflective practice
8. Comprehend and write critically
9. Communicate effectively and responsibly in visual, oral and written modes using technology where appropriate
10. Understand the fundamentals of undertaking research
11. Critically analyse assumptions underlying educational issues
12. Apply knowledge to educational settings in creative and responsible ways
13. Reflect on various modes of practice
14. Evaluate the significance and relevance of different theoretical positions
15. Understand commitments to human rights and the protection of the environment
16. Identify main ideas or arguments in written texts
17. Compare arguments/theories
18. Develop logical arguments in verbal or written modes.

Critical Cross-field Outcomes:

a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 2, 4, 12 & 14.

b) "Working with others as a member of a team, group, organisation, community" - see ELO 5, 15 & 17.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 2, 4, 7 & 12.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO 1, 10, 11, 12, 14, 16, 17 & 18.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 8, 9, 10 & 18.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 9, 12 & 15.

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 3, 5, 11 & 17.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

(i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 1, 2, 3, 4, 6, 7, 8, 9, 13 and implicit in 1-18.

(ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 5, 9 & 15; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.

(iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 3, 4, 7, 13 & 15.

(iv) "Exploring education and career opportunities" - see ELO 5, 10 & 12.

(v) "Developing entrepreneurial opportunities" - see ELO 8, 10 & 18.

ASSOCIATED ASSESSMENT CRITERIA

Qualifying learners demonstrate the ability to:

1. Understand and engage with assumptions, theories, debates, principles and practices in the educational field

2. Argue or compare different educational positions in relation to practice

3. Reflect critically on their own and others educational practices

4. Comprehend and write critically in an educational field

5. Communicate effectively and responsibly in visual, oral and written modes
using technology where appropriate

6. Produce a report on a small scale research project/study

7. Understand the need for commitment to human rights and the protection of the environment.

Integrated Assessment:

Integrated assessment is achieved by the examination of a coherent and presentable research project report which indicates the learner's ability to:

formulate an inquiry within the field of ETD practice

select and integrate concepts and theories

interweave her/his own ideas with those of others in answering the questions framed.

ARTICULATION OPTIONS

This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

Entry to the qualification:
At entry level, this qualification articulates with the following qualifications of the University: a three or four year Bachelor's degree, or the Higher Diploma in Education (Postgraduate) or the Higher Diploma for Educators of Adults, or the Further Diploma in Education. In specialised fields practical experience and particular courses of study may be required.

Articulation during the qualification:
No formal articulation.

On completion of the qualification:
At exit level, this qualification articulates with the Master of Education degree of the University.

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

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.	University of Witwatersrand