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

Bachelor of Science: Education 
SAQA QUAL ID QUALIFICATION TITLE
72792  Bachelor of Science: Education 
ORIGINATOR
North West 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  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  504  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 EXCO 0417/23  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2024-12-31  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
19279  Bachelor of Science: Education  Level 6  Level TBA: Pre-2009 was L6  504  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
1. To provide qualified educators with a strong classroom focus that will enable them to fulfil all the roles and competences of an OBE educator in the Senior Phase with at least two learning area/subject specializations.

2. The contextual roles are as follows:
  • Mediator of learning
  • Interpreter and designer of learning programmes and materials
  • Assessor
  • Leader, administrator and manager
  • Community, citizenship and pastoral role
  • Scholar, researcher and lifelong learner
  • The learning area/subject/and the phase specialization role will provide the framework within which the six roles above shall be developed. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • NQF Level 4, Further Education and Training Certificate with at least a University entrance pass, or Recognition of Prior Learning equivalent.
  • Std 10 plus certificate in Education
  • Std 10 plus JSTC or SEC
  • PTC plus Post Professional Certificate
  • PTC plus partially completed DE (Upgrading)
  • 3 Year University Diploma or any other teachers qualification below a first degree

    NB: RPL credits will determine entry points for the above.
  • Senior Certificate: Some basic knowledge and skills for higher studies are assumed in the acquisition of a Senior Certificate or its equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:

    1. Acts as a learning mediator.
    2. Interpret and design learning programmes and materials.
    3. Assess learning and teaching.
    4. The ability to integrate a range of leadership, administrative, managerial and other educators roles in authentic educational contexts, participate in decision-making and manage change.
    5. Perform a community, citizenship and pastoral role.
    6. Educator as scholar, research and lifelong learner.
    7. Act as learning area/subject/discipline/phase specialist.


    Specific Outcomes:

    1.1 Create and maintain a healthy and safe learning environment.
    1.2 Appropriate use of the relevant language of instruction to describe, explain, discuss and to converse in another official language.
    1.3 Implement effective teaching strategies which enhance learning.
    1.4 Ability to apply design principles for effective teaching and learning.
    1.5 The ability to access and use a wide range of educational resources.

    2.1 Draw on a good depth of understanding of the content of the learning area/subject/phase.
    2.2 Select, adapt or design appropriate learning programmes and materials.
    2.3 The ability to improve programmes and materials in the light of professional reflection peer evaluation, and learner and community feedback.

    3.1 Implement assessment procedures appropriate to the learning situation.
    3.2 Make critical professional judgement on a learner's competence.

    4.1 Demonstrate leadership competence in authentic educational contexts.
    4.2 Demonstrate administrative competencies in educational settings.
    4.3 Demonstrate managerial competencies in relevant educational settings.

    5.1 Practice and promote a critical committed and ethical attitude towards respect and responsibility towards others.
    5.2 Develop an attitude that upholds the rule of law and democratic values and practices in school and society.
    5.3 Develop a supportive and enabling environment for learning in the light of the needs of learners and fellow educators.

    6.1 Fundamental concepts and skills in information technology and media literacy to support learning in multicultural settings like South Africa.
    6.2 Approaches to educational research and rigorous scholarship and their uses for solving educational problems, and upholding academic excellence.
    6.3 The importance of planning and participating in activities that promote and encourage lifelong learning.

    7.1 Foundations/Intermediate. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1.1. Learning opportunities based on realistic expectations which make appropriate demands on each learner are emphasised while negative elements in the learning procedures are avoided.
    1.1.2. Healthy group dynamics, secure, safe and beneficial to peer group learning are identified and applied.
    1.1.3. Development of metacognition among learners is encouraged.
    1.1.4. Actions in the management of learning are justified and modified reflectively.

    1.2.1. A command of the language medium appropriate to the stage of development of learners and the use of a second official language is demonstrated.
    1.2.2. Use of clear and stimulating language with sensitivity to critical nuances of meaning and ability to frame meaningful questions are demonstrated.
    1.2.3. Proficiency in the cardinal language skills: listening, writing, reading and speech is shown.
    1.2.4. Interactive Communication with learners and the effective use of non-verbal forms of communication for the enrichment of language across the curriculum is encouraged.

    1.3.1. Level 5: The effective management of time, resources, people, activities and space sensitive to learner needs and disabilities is demonstrated.
    1.3.2. Level 5: An understanding of key concepts in education: sociological, political, psychological, philosophical, historical and economic explanations that impinge on the provision of education in a diverse and developing country like South Africa.
    1.3.3. Level 6: Ability to adjust teaching strategies to cater for developmental changes in learners, knowledge requirements, cultural, gender, ethnic, language and other differences among learners is shown.
    1.3.4. Level 6: An understanding of potential factors that cause success or failure in learning processes, assumptions that underpin key teaching strategies and that inform the use of media is demonstrated and applied.
    1.3.5. Level 6: Ability to reflect on the activities of teaching and learning in relation to the prespecified outcomes and to design and implement adaptations with justification where necessary is demonstrated.
    1.3.6. Level 7: An understanding of different learning styles, motivations and preferences of learners is demonstrated and the use of strategies that promote higher levels of questioning, problem solving group-work, self-study are preferred.
    1.3.7. Level 7: Recognise the impact of class, race, gender and other identity-forming forces on learning and judge appropriate intervention strategies to cope with learning styles and other differences.

    1.4.1. Level 6: Demonstrate skills of thorough and thoughtful preparation for teaching, drawing on a variety of resources, skills, processes and the learning area pedagogic content to develop metacognition among learners.
    1.4.2. Level 6: Explore learning activities relevant to learners that promote an integrated approach to knowledge, acquisition., and skill development.

    1.5.1. Level 6: Integrate media, educational technology and everyday resources appropriately in teaching.
    1.5.2. Level 5: Demonstrate awareness and knowledge of the wide variety of resources and skills for selecting appropriate media and resource materials.


    2.1.1. Level 5: Demonstrate an understanding of the learning area to be taught including content knowledge and relevant pedagogic skills.
    2.1.2. Level 6: Select and interpret learning content appropriate for the context (age, language competences, culture and gender of learners) in which teaching will occur.
    2.1.3. Level 6: Show a clear understanding of the relationships between the learning area and broader human and vocational issues of society.
    2.1.4. Level 7: Reflect on changing circumstances and conditions and adapt existing learning content accordingly.

    2.2.1. Level 5: Interpret, adapt and/or select appropriate learning, resources in the light of the dimensions of diversity of the learners.
    2.2.2. Level 6: Design original learning programmes that are appropriate for the context and are in language accessible to learners and meet the desired outcomes.
    2.2.3. Level 6: Design and produce original learning resources that are appropriate for the learning area; appropriate to the age, language competence, gender and culture of learners, bearing in mind barriers to learning.
    2.2.4. Level 5: Demonstrate an understanding of various approaches to curriculum/programme design and their relationship to particular kinds of learning required by the discipline.
    2.2.5. Level 6: Demonstrate a critical understanding of principles of curriculum, nature and formulation of curriculum policies and the process of curriculum development at national, regional and school levels.
    2.2.6. Level 6: Demonstrate an understanding of common sources of learning difficulties and barriers to learning and an ability to construct flexible and individualized environments to intervene.
    2.2.7. Level 6: Demonstrate a critical understanding of how curriculum theory relates to changes in school and classroom practice.
    2.2.8. Level 6: Use a word processing programme for developing basic learning materials.

    2.3.1. Level 7: Critically evaluate different programmes in real contexts and/or through action research in terms of their educational validity and their socio-political signifiance.


    3.1.1. Level 5: Maintain efficient recording and reporting descriptive and diagnostic forms of assessment.
    3.1.2. Level 6: Demonstrate an understanding of the application of the different learning principles for structuring different assessment tasks with a particular emphasis on competence-based assessment, the use of continuous and diagnostic forms of assessment.
    3.1.3. Level 6: Demonstrate an understanding of appropriate language terminology and content used in setting assessment tasks.
    3.1.4. Level 5: Maintain efficient recording and reporting (descriptive and diagnostic) of educational progress.
    3.1.5. Level 5: Evaluate the strengths and weakness of the assumptions that underlie a range of assessment approaches and methods appropriate to the phase/subject/learning area.
    3.1.6. Level 6: Reflect on and justify assessment design, decisions and choices about assessment tasks and approaches.

    3.2.1. Level 5: Integrate all information on a learner as a basis for a balanced and reasonable judgement.
    3.2.2. Level 6: Evaluate learner achievement in the total context of teaching and learning.


    4.1.1. NQF Level 6: Anticipate and handle problems.
    4.1.2. NQF Level 6: Collaborate with others in team-teaching and decision-making.
    4.1.3. NQF Level 6: Reflect on strategies to improve integrated teaching programmes and team teaching.
    4.1.4. NQF Level 6: Inspire and motivate learners and other role players.
    4.1.5. NQF Level 6: Develop teamwork competencies in learners and other role players.
    4.1.6. NQF Level 6: Apply the school's policy to solve problems and conflicts in the classroom.
    4.1.7. NQF Level 6: Demonstrate professional behaviour work ethnics and values toward learners.
    4.1.8. NQF Level 6: Motivate learners to learn efficiently reflecting on their behaviour and guiding them.
    4.1.9. NQF Level 6: Develop teamwork abilities in learners.
    4.1.10. NQF Level 6: Implement team teaching skills.

    4.2.1. NQF Level 6: Identify, adapt and maintain policies systems and procedures related to teaching and school administration appropriate to context and task.
    4.2.2. NQF Level 6: Access professional services and resources to provide support for learners.
    4.2.3. NQF Level 6: Efficiently record and report learner development.
    4.2.4. NQF Level 5: Generate and maintain a stimulating and safe learning environment.
    4.2.5. NQF Level 5: Assess and record learner development.
    4.2.6. NQF Level 5: Evaluate and reflect on own implementation of administrative tasks.
    4.2.7. NQF Level 5: Apply appropriate subject specialist policies related to classroom practice.

    4.3.1. NQF Level 6: Develop management strategies appropriate to class size, availability of resources and learner diversity.
    4.3.2. NQF Level 6: Communicate effectively both internally and externally with various role players.
    4.3.3. NQF Level 6: Reflect on chosen management strategies and design adaptations where necessary.
    4.3.4. NQF Level 5: Manage learning groups effectively to promote positive learning environment sensitive to learner diversity.
    4.3.5. NQF Level 5: Set tasks with realistic goals and encourage self-evaluation of their attainment.
    4.3.6. NQF Level 5: Communicate effectively with various role players such as parents, colleagues and the school administrative structures.
    4.3.7. NQF Level 5: Participate in decision-making processes, make choices, justify and adapt them where necessary.
    4.3.8. NQF Level 5: Work in partnership with professional services and other resources.


    5.1.1. NQF Level 5: Demonstrate caring, committed and ethical professional behaviour towards the protection and the development of the whole person.
    5.1.2. NQF Level 5: Appreciate and respect people of different values, beliefs practices and cultures.
    5.1.3. NQF Level 5: Develop life-skills, work-skills, a critical, ethical and healthy life style in learners.
    5.1.4. NQF Level 5: Respond to current, social and educational problems with particular emphasis on the issues of violence, drug abuse, poverty children's rights, HIV/Aids and environmental degradation.

    5.2.1. NQF Level 6: Adapt learning programmes and extramural activities to promote citizenship and human rights principles.
    5.2.2. NQF Level 6: Develop a critical, ethical and committed political attitude.
    5.2.3. NQF Level 5: Demonstrate an understanding of various approaches to education for citizenship and constitutional democracy in a diverse and developing country like South Africa.
    5.2.4. NQF Level 5: Understanding and appreciate the principles and practices of the main religions, customs, values and beliefs of the main cultures of South Africa.

    5.3.1. NQF Level 6: Counsel and/or tutor learners in need of assistance in learning and social problems on a clear understanding of the relationship between childhood, adolescence, learning theories and behaviour.
    5.3.2. NQF Level 6: Identify common barriers to learning and to judge appropriate support services or other intervention strategies to cope with learning and other difficulties.
    5.3.3. NQF Level 5: Recognise available support services and how they may be utilised.
    5.3.4. NQF Level 5: Provide learners with guidance about study skills and occupational possibilities.


    6.1.1. NQF Level 6: Demonstrate knowledge of the use of computers and technology in education.
    6.1.2. NQF Level 6: Accesses generate and manipulate data from computer systems and multimedia devices for teaching and learning.
    6.1.3. NQF Level 5: Identify technology resources for facilitating emerging roles of the learner and educator e.g. broadcast instruction audio/video conferencing.
    6.1.4. NQF Level 5: Design implement and assess multimedia-based learning activities.

    6.2.1. NQF Level 6: Read and interpret academic and professional texts critically.
    6.2.2. NQF Level 6: Design and conduct action-research based on educational problems identified in the classroom or school system.
    6.2.3. NQF Level 6: Write and speak clearly and accurately, the language of learning.
    6.2.4. NQF Level 5: Design student learning that foster a desire for excellence.

    6.3.1. NQF Level 6: Demonstrate knowledge of human issues and events that have a bearing on the learner and the educator.
    6.3.2. NQF Level 6: Identify the role of professional growth in achieving quality standards in ones workplace and in society.
    6.3.3. NQF Level 6: Reflect on knowledge and experience of issues related to human rights and the environment and adapt own practices.
    6.3.4. NQF Level 6: Carry out effective self evaluation at different levels of the education system.
    6.3.5. NQF Level 5: Show proficiency in and a love for reading.


    7.1.1. NQF Level 6: Describe, explain and examine human functioning in important areas: physical, social, emotional and intellectual development.
    7.1.2. NQF Level 6: Provide basic skills of child study covering the challenges, achievements, and difficulties encountered by learners from foundation phase to early adolesence with specialist application to each of the six roles.

    7.2.1. NQF Level 6: Contribute to the process of establishing and maintaining a school environment which is supportive of effective learning and pro-social development for childhood through early adolesence.
    7.2.2. NQF Level 6: Demonstrate skills for developing literacy and numeracy in the Senior phase.
    7.2.3. NQF Level 5: Analyse the main factors that influence the nature of a school environment.
    7.2.4. NQF Level 5: Describe characteristics of supportive learning environments and secure relationships for learners.


    Integrated assessment:
  • Continuous assessment of learner's knowledge, competence as well as attitudes, etc.
  • Assessment of experiential learning through observation, design and implementation of learning programme and through submission of reports.
  • Summative two hour assessment at the end of each module and individual project reports.
  • Portfolio assessment of basic teaching skills in which learners reflect on their own learning over a period of time.
  • Peer assessment in processes like microteaching, production of instructional materials, project presentations etc.
  • Case study involving a learner observed for a specific period of time followed by a detailed report on the exercise.
  • Applied competence assessment will be an integral part of the learning programme in which school based experiential learning will be used progressively till integrated assessment culminates in practical teaching assessment. 
    		•

    ARTICULATION OPTIONS 
  • Vertically learners may move into the B.ED (Hons) programme/ B A (Hons) / B Sc (Hons) / B Com (Hons)
  • Horizontally, learners move into any related undergraduate programme. 
    		•

    MODERATION OPTIONS 
    Assessment and evaluation through first and second internal examiners; external examiners and academic practitioners in the field, approved by Senate. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Criteria to be identified by the Higher Education Quality Committee. 

    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: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. North West University 


    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.