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: Technology Education 
SAQA QUAL ID QUALIFICATION TITLE
6479  Bachelor of Education: Technology Education 
ORIGINATOR
University of Pretoria 
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  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  144  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   2029-06-30  

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 
To enable a candidate at this level to
  • Develop advanced academic and professional competences of expert teachers, trainers, development practitioners, curriculum specialists, system managers and educational researchers in terms of the roles and focus areas specified for learning programme design, implementation, assessment, quality assurance and specialised teaching in technology education.
  • Provide South Africa with a cadre of teachers and trainers in the field of technology education who will have a clear and growing understanding of the challenges facing the teaching and training professions.
  • Provide a qualification that will ensure practical competence gained in an authentic context and reflexively grounded in the theory and practice of technology education.
  • Ensure that the bearers of this qualification will demonstrate their responsibility and commitment in the teaching of the sciences and technology specifically.
    Develop the required research capacity of learners in terms of the SAQA critical outcomes and prepare them for advanced study at master's and doctoral levels. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Matriculation certificate
    First degree: Any Bachelors degree of 360 credits (B A, B Sc, B Com or B Ed) (undergraduate level 6) or 480 credits (BA (Ed) or B Prim Ed LEVEL 6) which qualifies as a teaching qualification in terms of the appropriate school subjects or learning areas selected.
    Other:
    Any other qualification and appropriate practical experiences, which according to the programme manager, would be considered as being appropriate 

    RECOGNISE PREVIOUS LEARNING? 
    N 

    EXIT LEVEL OUTCOMES 
    B Ed with specialisation in Specialist Area Teaching: Technology Education

    Learning outcomes:
    An expert education, training and development practitioner will demonstrate competence in the following:
  • Planning and facilitating learning in his/her role as mediator of learning to maximize the potential of learners in the field of technology and technology education.
  • Subjection of the learner to a wide range and variety of sophisticated teaching strategies appropriate to the teaching of technology.
  • Develop the capacity of interpreting, designing, developing and assessing curricula, learning programmes and curriculum materials and other resources for technology education.
  • Development of accountable, authentic assessment practice of learners.
  • Supporting learners to a wide variety and range of data and materials applicable and appropriate to technology education.
  • Self and professional development towards lifelong learning, with specific reference to research capacity building in science education in general and technology education specific.

    Critical cross-field outcomes:
    1. Identifying and solving problems in field of teaching and training with specific reference to science education in general, the pedagogy underpinning science and technology education specifically, in which responses display responsible decisions, using critical thinking skills.
    2. Reflecting the ability to work effectively with others as members of a team, group, organisation of community in the solving of problems, which relate to technology education and classroom teaching. Aspects of instructional design, learning programme development, classroom teaching and quality assurance applies to technology education specifically.
    3. Organising and managing oneself and one's actions related to scientific research, problem solving and investigating in the field of education, science education and technology education responsibly and effectively.
    4. As part of the development of the research capacity of the learner, a person should be able to collect, analyse, organise and critically evaluate information gathered during an investigation.
    5. Using science and technology effectively and critically, showing responsibility towards the teaching and training scenario.
    6. Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Learners show work in which the following knowledge and skills are demonstrated.
  • Demonstrate an understanding of the principles of authentic democratic education and training through the competences of the multiple roles of an educator of technology education.
  • Design learning tasks and choose learning models and strategies to challenge learners of technology to become involved in learning negotiate learning to ensure that metal earning goes in function.
  • Interpret and implement correct curricula for technology education.
  • Design, develop and evaluate learning programmes and curriculum materials.
  • Demonstrate mega life skills development (self-confidence problem-solving, self-motivation, inter and interpersonal skills, caring, perseverance, responsibility, joy, love)
  • Demonstrate an understanding of teaching and training in technology education, and/or phases.
  • Involve multiple assessment strategies to assess learning outcomes in technology education.
  • Follow the principles of action research to ensure independent lifelong learning and self-development as an educator or trainer involved with technology education.
  • Reflexively grounded in educational theory defend the interactive actions and strategies for engaging learners in learning in the diversity of the classroom with specific reference to technology education.
  • Communicate an open, inviting, safe and covertly organized learning environment.
  • Interact using clearly formulated oral and written language. Display enthusiasm, energy and purpose and positive support.
  • Demonstrate an understanding of the principles, modes and procedures of disciple based on the Bill of Rights.
  • Critically compare global educational change with the South African Educational change.

    Integrated assessment:
    Portfolios
    Work-place assessments
    Written examinations
    Oral examinations
    Peer assessment
    Co-operative assessment
    Other:
    Students will submit a research report which might take on the form of an article as part of research done under supervision on a theme or topic appropriate to the field of study and focus area 
    		•

    ARTICULATION OPTIONS 
    Related qualifications:
    Postgraduate Diploma in Education (PGDE)
    M Ed or M Ed (Sc Ed) or M Ed (Design and Technology Education) or M Ed (CIE) or M Ed (Environmental Education)
    M Phil
    M Ed (Maximising Human Potential in Education and Training.)

    Postgraduate Diploma in Education (PGDE) serves as an entry point to the related qualification
    M Ed or M Ed (Sc Ed) or M Ed (Design and Technology Education) or M Ed (CIE) or M Ed (Environmental Education) serves as an entry point to the related qualification
    M Phil serves as an entry point to the related qualification
    M Ed (Maximising Human Potential in Education and Training.) serves as an entry point to the related qualification

    Other articulation possibilities, either generic or specific arrangements:
    Vertical articulation
    Entry point for an M Ed, M Phil, M Ed (Potential Development), Ed (Sc Ed), M Ed (Design and Technology Education), M Ed (CIE), M Ed (Environmental Education)

    Horizontal articulation
    Provides credits for related qualifications in the sub fields of NSB 5 as fields of specialisation on levels 6 and 7 

    MODERATION OPTIONS 
    None 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Career experience required:
    Demonstrate research proficiency in the teaching/training fields. Academically composed and competent to deal with the problems and field of study highlighted.

    Other Criteria:
    Competent and experience in the assessment of research reports, dissertations and theses. 

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

    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 Pretoria 


    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.