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: 

Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
93595  Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching 
ORIGINATOR
University of the Free State 
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  520  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
In line with the Institution's mission statement the purpose of the Bachelor of Education degree is to provide a well-rounded education that will empower graduates with an integrated knowledge base enabling them to demonstrate applied competence, commitment and responsibility as academically and professionally qualified beginner teachers. The academic project (making the Institution an excellent, internationally recognised research-intensive university) cannot be separated from the human project (development of a community of diverse people, based on tolerance, openness and reason). The curriculum and the accompanying classroom practice, as Terwel and Walker (2003) suggest, should be a "shaping force" of the learners admitted at university. How learners are shaped and what the attributes are of our Faculty of Education graduates are important questions that need to be taken into account in examining the curriculum.

The following aims will assist in exploring and fulfilling the purpose of the Bachelor of Education degree:
  • The provision of subject/discipline knowledge.
  • The provision of pedagogical content knowledge.
  • The fostering of self-reflexivity and self-understanding to enable learners' commitment to the highest level of professional work ethics.
  • The development of learners as active citizens who will respond to and initiate change.
  • The development of competences to organise learning among a diverse range of learners in diverse contexts.

    Rationale:
    Firstly, the implementation of the Higher Education Qualifications Framework (HEQF) in January 2009, as well as the Minimum Requirements for Teacher Education Qualifications (15 July 2011) necessitated the re-design of initial teacher education programmes for approval and accreditation purposes.

    Secondly, this provided an opportunity to re-curriculate our teacher education programmes. The report of the HEQC (2009) following the review of education qualifications in 2006-2007 indicated that various initial teacher-training qualifications were firmly set on complying with the directives of national documentation. The Bachelor of Education qualification reflected the school curriculum included in the National Curriculum Statement documents. The seven roles of the teacher, as set out in the Norms and Standards for Teacher Training (DoE 2000), instigated the design of several of these qualifications. The outcome of such an approach to curriculum design is a teacher-training qualification with the emphasis on the implementation of the curriculum of the day instead of on a professional teacher-education qualification seeking to educate professionals who will be able to interpret, design and implement a curriculum. The challenge is thus to redesign initial teacher education qualifications in order to address the complexities of education in South Africa and to ensure that these qualifications designed within a theoretical framework are conceptualised from a curriculum perspective. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are expected to be able to read and evaluate academic text in English and communicate information and their own ideas orally and in written text that is grammatically correct, well structured, clear and concise, using accepted standards of academic writing at NQF level 4.

    Recognition of Prior Learning (RPL):
    The institution is committed to broadening access, in particular to the Bachelor of Education qualifications, to higher education by incorporating the principle of recognising prior learning achievements.
    According to this principle recognition can be granted irrespective of the context of the learning experience, provided that the prior learning can be assessed and that credits may be awarded on the basis of that assessment in order to permit entry to a formal qualification of study. RPL denotes a process whereby:
  • The previous learning and experience of an applicant are compared with the outcomes required for a specified qualification.
  • Any prior learning that meets the requirements in respect of a qualification is accepted.

    Access to the Qualification:
    The qualification is open to learners with:
  • A National Senior Certificate with entry into Bachelor.
  • Senior Certificate, both with an exemption.
  • An equivalent NQF level 4 qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 520 Credits.

    Modules at NQF Level 5 108 Credits.
  • Subject Content 1, 32 Credits.
  • Teaching Practice 1, 8 Credits.
  • Conversational Language 1, 20 Credits.
  • Conversational Language 2, 20 Credits.
  • Life Long Learning Skills for Teachers, 28 Credits.

    Modules at NQF Level 6 248 Credits.
  • Education Studies 1, 24 Credits.
  • Education Studies 2, 32 Credits.
  • General Pedagogy 1, 12Credits.
  • General Pedagogy 2, 24 Credits.
  • Subject Teaching 1, 20 Credits.
  • Subject Teaching 2, 20 Credits.
  • Subject Teaching 3, 20 Credits.
  • Subject Content 2, 32 Credits.
  • Subject Content 1, 32 Credits.
  • Teaching Practice 2, 8 Credits.
  • Teaching Practice 3, 24 Credits.

    Modules at NQF Level 7 164 Credits.
  • Education Studies 3 32 Credits.
  • Subject Teaching 1, 20 Credits.
  • Subject Teaching 2, 20 Credits.
  • Subject Teaching 3, 20 Credits.
  • Subject Content 2, 32 Credits.
  • Teaching Practice 4, 40 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
  • Demonstrate an understanding of what learners bring to the learning situation.
  • Identify areas where learning is required.
  • Construct the most suitable situation/environment for learning.
  • Operate (e.g. facilitate learning) within diverse education contexts.
  • Work with colleagues, learners and the community at large in an interdependent way and provide leadership.
  • Act on and contribute towards change in the curriculum, the broader education context and society.
  • Interpret/adapt learning programmes and design/manage original learning programmes.
  • Demonstrate knowledge of concepts, principles and procedures relevant to the Senior and FET Phase theories of learning.
  • Demonstrate knowledge and understanding of inclusivity, principles and practice of effective teaching and learning.
  • Apply different teaching strategies and a range of assessment approaches in teaching and learning.
  • Use language skills (main and additional) clearly and accurately.
  • Critique and be a decision maker that can adapt/change accordingly.
  • Transform own subject competence into conceptual learning experiences.
  • Reflect on professional practice based on an integrated knowledge base.
  • Demonstrate a reflective critical disposition towards the history of the education context of the diverse communities in which they work.
  • Act with integrity by maintaining the highest level of professional work ethics.

    Critical Cross-Field Outcomes:
    This qualification allows for all the Critical Cross-Field Outcomes to be addressed. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria:
    These are applicable in an integrated manner to all or some of the Exit Level Outcomes:
  • Practical understanding of the "self" and interpersonal relationships is applied.
  • Teaching and learning material that enhance learning are used.
  • Teaching aids are used to assist learner's understanding of the content.
  • Practical understanding of teaching and learning for the Senior and FET Phases in relation to educational theory and practice is applied.
  • The dispositions and competences to organise learning among a diverse range of learners in diverse contexts are demonstrated.
  • The pedagogy of reasoning and action is applied.
  • An ability to identify, analyse and address complex problems in teaching and learning, using a range of routine and some advanced skills, conceptual and/or evidenced- based solutions and theory-driven arguments is applied.
  • A coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in higher education are demonstrated.
  • The core concepts, theories and principles of the discipline are identified, described and explained.
  • The range and limits of applicability of the core concepts and principles are identified.
  • The application of the core concepts and principles are demonstrated.
  • Different curriculum models, linked to approaches of teaching are applied.
  • Applied competence, commitment and responsibility as academically and professionally qualified teachers are demonstrated within the diverse education contexts.
  • Subject content knowledge in the specific electives is discussed.
  • Appropriate pedagogical content knowledge is applied. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Institute of Education University of London offers a Bachelor in Education. The Qualification focus on Foundation Degree: Professional Practice in the Lifelong Learning Sector. The Qualification enables learners to engage with ideas and theories that widen their understanding of teaching and learning. It also encourages them to reflect critically on own professional practice within the lifelong learning sector. The qualification equips learners with a high level of academic thinking and practical expertise to further advance their understanding and contribution in teaching and learning.

    The University of Derby in England (GB) also offers a Bachelor of Education qualification. The qualification focuses on the application of effective pedagogical practice, school and the curriculum, principles and practice while taking into consideration the impact of diversity in the classroom context.

    The University of Nairobi in Kenya offers a similar four year undergraduate Bachelor of Education (Arts). The qualification is designed that learners should have to complete a combination of major and minor teaching subjects in the service faculties.

    Deakin University in Australia offers a Bachelor of Teaching (Secondary)/Bachelor of Arts. The degree introduces learners to the knowledge and competencies required by secondary teachers as well as providing them with a broad understanding of the practice of educators.

    Some of the teaching components of this qualification are key skills required for working as a secondary teacher through studying topics such as teacher-learner identity, policy, schooling and society, how to create learning-teaching environments, pedagogy, understanding children and adolescents, and professional identity and curriculum.

    Conclusion:
    This qualification compares well with similar qualifications internationally. 

    ARTICULATION OPTIONS 
    This qualification articulates horizontally with:
  • Bachelor Education (Senior and FET Phases): Economics and Management Science/Human and Social Science Level 7.
  • Bachelor of Education: Senior and Further Education and Training Phases at NQF Level 7.
  • Bachelor of Education (Senior and FET Phases): Science Education/Technology at NQF Level 7.

    Vertically the qualification may articulate to a:
  • Bachelor of Education Honours Level 8.
  • Bachelor of Education Honours: FET at NQF Level 8.
  • Bachelor of Education Honours: General at NQH Level 8.
  • Postgraduate Diploma: Higher Education Studies.
  • Bachelor of Education Honours: Educational Management at NQF Level 8.

    This articulation can be within the institution or with other institutions offering similar qualifications. 
    		•

    MODERATION OPTIONS 
    According to the Institution's Quality Assurance policy internal moderation of all final assessments must take place during each round of examination. This is the responsibility of each School within the Faculty of Education. All examination papers and scripts of exit -level modules must be moderated externally. That responsibility lies with the Directorate of Initial Teacher Education. At least a representative sample of 10% of the scripts (with a minimum of 10 scripts or all scripts if the total is less than 10) of the final assessment of all exit-level modules (highest-level modules) in the final year of the qualification, must be moderated. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Criteria for the Registration of Assessors:
    Any assessor must be a recognised expert in their discipline or sub-field with qualifications in the relevant discipline at a higher NQF level than that of the modules being assessed. The assessor should be currently teaching or have 3 years' experience of teaching in HET, or be recognised by academic peers as an authority in the particular discipline. 

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


    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.