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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in History Education 
SAQA QUAL ID QUALIFICATION TITLE
94807  Bachelor of Education Honours in History 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
Honours Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  128  Not Applicable  NQF Level 08  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   2031-06-30  

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:
The purpose of the qualification is to equip learners with a high level of theoretical engagement and intellectual independence relevant to History Education, as well as to understand the important role of research and specialised skills where they will explore key issues and processes within History Education. By collecting, analysing, organising and critically evaluating information, learners will come to develop and demonstrate an advanced and reflective competence of subject matter and research methodologies in order to offer creative insights, rigorous interpretations and solutions to problems and issues in History Education. Learners will plan, conduct and report on a research project under supervision which will address contemporary and critical questions in History Education. This qualification will further aim to foster a high level of indigenous knowledge systems by acknowledging the rich history and heritage of South Africa thereby infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. Furthermore, the qualification aims to prepare learners on innovative ways on how to apply and integrate technology in History Education.

The modules on educational research, in general and in History Education in particular, and the research project included in the curriculum, will contribute to the development of the learner's competences as independent researchers in the field of History Education. The curriculum also includes modules providing for broadening and deepening the learner's expertise in the methodology and pedagogy of History, thus developing the ability to become an academic leader and expert in the field of History Education. This is supplemented by the curriculum content focusing on deepening the learner's content knowledge of and practical skills in History Education.

The learners will also be provided with sufficient depth of knowledge and skills to provide for continued personal intellectual growth and the opportunity for further postgraduate study at NQF Level 9 and further.

Rationale:
History is one of the key subjects offered at secondary school level and there is a need for well-qualified teachers in the subject who can lead in the further development of the subject. This qualification endeavours to offer and cultivate a teaching-learning environment that is hospitable to diverse socio-conventional and linguistic interests and activities. It aims to foster a high level of indigenous knowledge systems by acknowledging the rich history and heritage of South Africa thereby infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. Furthermore, the qualification aims to prepare learners on innovative ways on how to use and integrate technology in the teaching and assessing of subject matter content. Learners will have the opportunity to plan, conduct and report on a research project under supervision, which will address critical issues in History teaching. In conclusion this qualification will enable learners for further post-graduate studies at Master's Level and beyond in the field of History education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The rules of admission for this qualification are determined in accordance with the stipulations of the Admissions Policy and the General Academic Rules of the institution.

The learner first of all has to meet the admission requirements to be admitted to the qualification. Thereafter Recognition of Prior Learning, gained either through formal qualifications at this or other institutions, or informally (through experience), may be considered when deciding on granting of credits for modules in this particular qualification. The learner will be thoroughly informed about the mechanism to be used. If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification, the appropriate credits will be assigned to the learner.

At all times the level of skills and competences, reviewed in the context of the Exit Level Outcomes required for this qualification, or the outcomes of modules within it, will be the determining factor. Recognition of Prior Learning will thus be done on the grounds of applied compentences that the applicant has demonstrated with regard to the Exit Level Outcomes to be reached with this Bachelor of Education Honours in History Education.

Entry Requirements:

To be able to gain access to the Bachelors of Education Honours in History Education, applicants should be in possession of a valid:
Bachelor of Education Degree with History as a major subject (NQF Level 7).
Or
Bachelors' Degree with History as major subject (NQF Level 7) plus the PostGraduate Certificate in Education.
Or
Advanced Diploma in Education.
Or
Any equivalent qualification. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
This qualification comprises of 5 core modules and one elective module at NQF Level 8, totalling 128 credits.

Core Modules at NQF Level 8 Credits:
  • Foundations of Education Research, 16 Credits.
  • Research Project, 32 Credits.
  • Curriculum Development, 16 Credits.
  • Historical writing and history teaching trends in South Africa: a historiographical reconnaissance, 16 Credits.
  • Teaching, Learning and Assessment in History Education, 16 Credits.
  • South African Heritage and Indigenous Knowledge Systems in History Education, 8 Credits.

    Elective modules at NQF Level 8:
  • South African History in a selected theme, 24 Credits.
    Or
  • Africa History in a selected theme, 24 Credits.
    Or
  • South African History in a selected theme, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an integrated knowledge and critical understanding of subject matter within a chosen theme and period of theories and methods of historical research and how to evaluate and apply such knowledge and skills within the context of history education.
    2. Demonstrate the ability to verbally and in writing formulate, present and communicate insightful and creative academic and professional discourses, offering creative insights, rigorous interpretations and solutions to issues in history education, using appropriate media and communication technology and other appropriate research methods.
    3. Demonstrate the ability to engage with and address ethical issues in History Education, based on critical reflection towards the establishment of a professional identity and responsibility.
    4. Demonstrate the ability to use a range of extended specialised skills to identify, investigate, critically analyse and to understand, evaluate, address and solve complex real-life problems regarding key matters and issues in history education in a creative and coherent manner.
    5. Demonstrate the ability to effectively operate as part of a team to solve matters and issues in history teaching and to take responsibility for task-specific outcomes and appropriate use of relevant and multiple resources.
    6. Demonstrate the ability to apply, in a self-critical manner suitable teaching, learning and assessment strategies which effectively address personal professional and lifelong learning and on-going learning needs of others.
    7. Demonstrate a commitment to social and environmental justice, heritage, the promotion of indigenous knowledge systems, human rights and good citizenship. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • The principles and concepts underpinning Education as field of study and its boundaries and limitations are understood so as to assess the weight of various kinds of evidence for claims and theories in the field of education.
  • An awareness of the variety of educational contexts in which education theory might apply is demonstrated.
  • Philosophical sensitivity to and understanding of pertinent theoretical paradigms, concepts, ideas, issues, problems and trends locally as well as globally are demonstrated.
  • Appropriate research approaches and methodologies applicable in the field of education in general, and of history education in particular are identified.
  • Research and report on the current status of history education on secondary school level in South Africa and internationally are accessed.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • A wide-range of knowledge and knowledge literacy in the fields of trends and developments in historical writing and history teaching are presented.
  • A deepened expertise in academic and writing skills is expressed.
  • Critical skills to conduct, analyse, synthesise and address research are applied.
  • Critical analysis, synthesis and evaluation on any history curricula in the Further Education and Training Phase level are applied.
  • Accountable, ethically based and professional decisions are made.
  • ICT and other appropriate research methods are effectively implemented.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Ethical issues and teacher responsibility regarding history education in general are rationalised.
  • Ethical aspects in the teaching and learning of history education are debated and own opinion is formulated.
  • Act with conscientiousness during teaching and learning practices to exemplify the highest ethical standards.
  • Own teaching is critically reflected on to constantly improve teaching and learning practices.
  • Civic virtues such as integrity, diligence, responsibility, loyalty, respect, diligence, etc is fostered through.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • Real-world application of knowledge and skills are conveyed.
  • Given scenarios, and real-life problems are analysed and evaluated in order to design and develop integrated solutions.
  • Concepts in history education are discussed in relation to current real-world contexts.

    Associated Assessment Criteria for Exit Level Outcomes 5:
  • Effectively work the nature and issues regarding the teaching, learning and assessment of History as a school subject both nationally and internationally are critically analysed, synthesised and evaluated in groups, taking co-responsibility for the outcome of the group.
  • Research on curriculum issues related to the South African and other education systems individually or as part of a group is reviewed and conducted.
  • How research in curriculum evaluation can be used to effect curriculum improvement is illustrated individually, or as part of a group.
  • Curriculum evaluation instruments in the school situation is designed and applied individually or as part of a group.

    Associated Assessment Criteria for Exit Level Outcomes 6:
  • Philosophies, theories and issues regarding the teaching, learning and assessment of History education in South Africa and abroad are discussed and applied.
  • Evidence of knowledge and understanding are provided through comprehensive and critical analysis of educational policy documents regarding teaching, learning and assessment in history for grades 10-12.
  • Critical judgement and practical problem solving abilities to address and evaluate the nature and issues regarding the teaching, learning and assessment of History as a school subject in the Further Education and Training phase, both nationally and internationally are applied.
  • The various teaching, learning and assessment theories to implement effective and sound assessment activities in history education are suggested, planned, designed and applied.

    Associated Assessment Criteria for Exit Level Outcomes 7:
  • Evidence of knowledge and understanding are provided through comprehensive and critical analysis of what social and environmental justice, heritage, the promotion of indigenous knowledge systems, human rights and good citizenship heritage, entail and how it is applicable to the Further Education and Training phase.
  • Effective teaching-learning activities that relate to Indigenous Knowledge Systems and environmental education in History education are suggested, planned and applied.
  • Academic information with regard to regional South African heritage is professionally presented.
  • Information is coherently and reliably communicated, verbally and in writing as a leader or team member, the knowledge and skills mastered to effectively present lessons focusing on South African Heritage, Indigenous Knowledge Systems, human rights and good citizenship in History Education using different teaching strategies and learning techniques is used.

    Integrated Assessment:
    This is to ensure that the purpose of the qualification is achieved. The following are standard statements for integrated assessment. However, these statements could be reworded within the context of the qualification.
  • Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
  • Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification will be integrated.
  • Assessment of knowledge will be integrated as far as possible with other aspects and practical contexts will be used, wherever possible. A variety of methods will be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Simulations, case studies, role-plays and other similar techniques will be used to provide a context appropriate to the assessment.
  • Theoretical and practical components will be assessed together. The assessor will make use of a range of formative and summative assessment tools and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment will be provided through:
    > Portfolios.
    > Simulations.
    > Written assignments.
    > Written tests.
    > Case studies.
    > Peer group evaluation.
    > Face to face contact with learners.
    > A research project under supervision.
  • Assessors will assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning.
  • Assessment will ensure that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    Joint Honours Bachelor of Arts Honours [BA (Hons)] Education and History is offered by the University of Birmingham.

    Course Details:
    Learners will study a combination of core and optional modules to develop key skills within the subject disciplines of Education and History. Education is the 'home' department, featuring key aspects of the BA (Hons) Education including a compulsory two-week vocational placement during second year and completion of a dissertation within the School of Education.

    In Education, learners will study the philosophy, development and implementation of education and other social policies nationally and internationally relevant to learners. Learners will learn about theories of child development, behaviour and learning and their application in a variety of formal and informal education processes and contexts. They will also study the representation of Education in a wide variety of textual and visual formats.

    In History, learners will be introduced to primary trends in the political, social, economic, cultural and religious development of Western Europe during the medieval and/or modern periods. They will gain knowledge and understanding in a broad body of historical information characterised by geographical range and chronological depth with special attention to Europe and the wider world.

    Dissertation:
    Learners can specialise in an area of personal interest in Education. They will conduct independent research, undertake analysis and write a final dissertation.

    Bachelor of Arts (Hons) in History and Bachelor of Education (Hons) in Liberal Studies Teaching is offered by Hong Kong Baptist University.

    This qualification will provide learners with knowledge and skills in the academic discipline of History and a recognized teaching qualification for teaching of Liberal Studies in schools. Learners from the qualification will be well prepared for teaching.
    Purpose:
    The aims of the Bachelor of Arts (Honours) in History are:
  • To investigate the development of human society from a historical perspective.
  • To demonstrate power of critical thinking and analytical ability in understanding historical events.
  • To show in-depth knowledge of the heritage of China and other great civilizations.
  • To pursue graduate studies in history or a related discipline.
  • To enter various fields outside history, such as the civil service, business, publishing, and teaching.
  • To develop in learners personal qualities that support teachers' daily work and professional development. These personal qualities include interpersonal effectiveness, creativity, self-understanding, as well as the motivation and the readiness for self-reflection and self-improvement.
  • To develop in learners a functional knowledge of disciplines this informs educational practices. A functional knowledge of discipline means a basic knowledge of psychology, sociology and philosophy that is essential for understanding the aims and the processes of education.
  • To develop in learners a subject specialisation in schools. This expertise consists of effective strategies for planning, conducting and evaluating Liberal Studies teaching; and
  • To develop in learners knowledge essential for effective functioning within the teaching profession and the wider education context. This knowledge encompasses issues on teacher professionalism, educational organisation and management, as well as policy practices.

    Conclusion:
    Although both international qualifications combine both the education undergraduate qualification with the postgraduate qualification of specialisation, however, there are many similarities in terms of the purpose, the dissertation component and the skills that both the international and local qualifications will develop in learners. 
    		•

    ARTICULATION OPTIONS 
    This Qualification enables learners with the capacity to articulate vertically and horizontally.

    Horizontally:
  • Postgraduate studies in History at NQF Level 8.

    Vertically:
  • Master's and Doctor of Philosophy in Curriculum studies NQF Level 9.
  • Master's and Doctor of Philosophy in History Education NQF Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. 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.