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
8579  Bachelor of Education 
ORIGINATOR
University of North West 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 05 - Education, Training and Development  Higher Education and Training 
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 2663/05  2006-07-01  2009-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-06-30   2013-06-30  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
72778  Bachelor of Education  Level 7  NQF Level 08  144  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The existing B.Ed (Hons) Degree is awarded for two broad categories of largely taught programmes:

a. Advanced Formative Programme
b. Specialized-focussed programmes

These programmes provide a systematic and coherent account of the core concepts and principles with emphasis on problem-solving techniques and research methods in the elective subject(s) of the degree. Candidates who follow the specialized-focussed programmes are expected to demonstrate ability to lead school-based action research from skills gained in experiential directed research in the programmes. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Learners who register for the Honours qualification should possess a recognized teachers' qualification equivalent to a Bachelors Degree in Education.
  • Recognition of Prior Learning will apply on submission of relevant evidence showing both academic and professional learnings. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:

    1. Qualifiers should be able to demonstrate in-depth understanding of specialist bodies of theoretical and applied knowledge in at least two contextual roles in conjunction with a specialist role of the educator.
    2. Qualifiers should demonstrate effective communication and collaborative skills.
    3. Qualifiers should be able to identify basic classroom and school-wide problems related to one or more contextual roles and conduct basic problem-solving activities.
    4. Demonstrate a critical understanding of the inter-relatedness of factors that impinge on the phenomena of schooling.
    5. Qualifiers should be able to plan and conduct and communicate the results of a piece of directed research.


    Specific Outcomes:

    1.1 Demonstrate competence in assembling and assessing information from primary and secondary sources.
    1.2 Demonstrate effective application of theories that influence educator functions of learning mediator, interpreter and designer of learning materials and assessment.

    2.1 Show competence in communicative and collaborative skills in issues related to schooling.
    2.2 Demonstrate skills-oral and written in healthy argument and discussion regarding issues that lend themselves to contradictions in the area of specialization.

    3.1 Demonstrate a clear understanding of sources of basic classroom and school problems from a specialist perspective.
    3.2 Ability to conduct simple classroom related research based on relevant contextual roles from your specialization.

    4.1 Identify major strands from a specialist area and examine their inter-relatedness to site problems in schooling.
    4.2 Examine the impact of home factors on issues in schooling within the context of educator roles.

    5.1 Plan and execute a problem-solving project with some direction from supervisor.
    5.2 Collate data and write up results of project with some assistance to the satisfaction of an independent specialist in the relevant field. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1.1 Analyse the sources relevant for specific types of information.
    1.1.2 Assess the strengths and weaknesses of different types of information.
    1.1.3 Show intellectual independence in applying principles and interpreting concepts in given educational contexts.

    1.2.1 Show understanding and intelligent application of (Specialist) theories that influence the educator as learning mediator.
    1.2.2 Show understanding and intelligent application of (Specialist) theories that influence the educator as interpreter and designer of learning materials.
    1.2.3 Demonstrate an intelligent application of (specialist) theories that influence the educator as learning assessor.


    2.1.1 Apply competent communication skills in producing effective project reports within a group.
    2.1.2 Satisfactory production of individual write-ups from field or school-based experiential learning or inquiry.
    2.1.3 Plan and implement group inquiry projects.
    2.1.4 Participate effectively in any group work relating to schooling problems.

    2.2.1 Ability to lead group discussions on controversial issues relating to area of specialization.
    2.2.2 Show understanding and intelligent application of principles that guide healthy and convincing discussion.
    2.2.3 Demonstrate orally or in writing what constitutes critical issues.


    3.1.1 Ability to identify creatively basic classroom as well as school problems from a specialist's perspective.
    3.1.2 Ability to trace basic problems of the classroom and the school to their source(s).
    3.1.3 Demonstrate knowledge of the processes leading to the solution of basic problems of the classroom and the school.

    3.2.1 Show competence in demonstrating practically and theoretically the role of the educator as researcher and lifelong learner.
    3.2.2 Conduct basic research relating to the most fundamental classroom problems relating to area of specialization.
    3.2.3 Show understanding through simple action research, classroom problems generated by both either educator or learner behaviour or both.


    4.1.1 Use specialist knowledge in identifying site problems in school.
    4.1.2 Demonstrate specialized leadership skills in examining site problems in schooling.
    4.1.3 Show understanding of principles that are applicable to the identification and solution of major site problems in schooling especially problems involving the community.
    4.1.4 Ability to identify home and schooling factors that, impinge upon one another in the educators attempt to fulfil his contextual roles.

    4.2.1 Demonstrate the ability to manage conflict(s) which may arise as a result of the attempt to resolve issues within the context of educator roles.
    4.2.2 Initiate projects that lead to finding manageable solution(s) to the impact of home factors on schooling.


    5.1.1 Apply principles of problem solving to specific situations in research work.
    5.1.2 Ability to identify critical problem solving projects that assist life-long learning.
    5.1.3 Show understanding and demonstrate ability to direct and supervise research projects as directed by supervisor.

    5.2.1 Demonstrate understanding of the processes involved in research and research project write-up.
    5.2.2 Show knowledge of final write-up in research reporting
    5.2.3 Ability to seek and use specialist help in project design and write-up.


    Integrated assessment:
  • Formative assessment of key principles and ideas in the specialisation through written papers, seminar presentations and simulations.
  • Experiential learning at educational sites will enhance assessment of applied competences through mini project reports and portfolios (Formative).
  • Written assessment of each module with emphasis on applied knowledge (Summative).
  • Assessment of a directed mini research project to account for 25% weighting (Summative). 
    		•

    ARTICULATION OPTIONS 
    Qualifiers may enter horizontally into other relevant educator roles as well as move vertically into any Masters programmes in education or related social sciences. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    HEQC Registers Assessors. 

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

    NOTES 
    With specialisation in the following:
  • Adult Education
  • Curriculum Design and Development
  • Curriculum Management
  • Environmental Education.
  • Educational Planning and Administration
  • Educational Technology
  • Guidance and Counselling
  • Remedial Education
  • Special Education 
    		•

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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.