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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Computer Applications Technology 
SAQA QUAL ID QUALIFICATION TITLE
97239  Bachelor of Education Honours in Computer Applications Technology 
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 the learner with a high level of theoretical engagement and intellectual independence with regard to relevant aspects of Computer Applications Technology, thus consolidating and deepening the learner's expertise in Computer Applications Technology. Furthermore, the qualification will enable the learners to understand the important role of research in Education, particularly in Computer Applications Technology, and to be able to perform authentic evaluations and independent educational research under supervision, specifically with regard to actual and relevant problems in Computer Applications Technology. The qualification aims to foster progressive thinking in the field of education, particularly in Computer Applications Technology, by developing a cadre of scholars with a wider and deeper understanding of the transformation of education.

The following modules in educational research, and in Computer Applications Technology in particular, as well as the research project, will contribute to the development of the learner's competences as independent researcher in the field of Computer Applications Technology. The curriculum also includes modules providing for broadening and deepening the learner's expertise in the methodology and pedagogy of Computer Applications Technology, thus developing the ability to become an academic leader and expert in the field of Computer Applications Technology. This is supplemented by the curriculum content focusing on deepening the learner's content knowledge of and practical skill in Computer Applications Technology.

Rationale:
The inclusion of Computer Applications Technology in the national school curriculum serves the purpose of developing, apart from technology and information skills, the teachers' problem-solving, creative, and higher order thinking skills. Due to a high number of learners at school opting to take this subject, is placing a high demand on the need for teachers. However, there is a lack of adequately qualified teachers as well as a lack of highly skilled teachers for this subject. Thus this qualification aims at fulfilling the need for specialised teachers in Computer Applications Technology. This qualification also prepares learners for further post graduate studies at Master's level and beyond, specifically in the field of Computer Applications Technology. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
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.

Entry Requirements:
Learners are required to have the following in order to be considered for admission:
  • Bachelor of Education Degree with Computer Applications Technology as a major subject.
    Or
  • An appropriate Bachelor Degree with subject content relevant to Computer Applications Technology on NQF Level 6, together with a Post Graduate Certificate in Education.
    Or
  • An Advanced Diploma in Teaching (NQF Level 7).
    Or
  • An equivalent professional teaching qualification with specialisation in CAT. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level, 8 totalling 128 Credits Modules:
  • Foundations of Education Research, 16 Credits.
  • Teaching, learning and assessment, 16 Credits.
  • Curriculum Development, 16 Credits.
  • Research project, 32 Credits.
  • Foundations of Computer Applications Technology Education, 16 Credits.
  • Computer Science knowledge for education, 16 Credits.
  • Computer Applications Technology knowledge for education, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated knowledge and critical understanding of the underlying theories and research methodologies relevant to education in general, and of Computer Applications Technology Education in particular.
    2. Use multiple sources of knowledge and information, to critically analyse and to contribute to the current knowledge framework about educational matters and issues, with particular reference to teaching and learning in Computer Applications Technology.
    3. Identify, investigate, analyse, and solve real-life problems regarding key matters in Computer Applications Technology, based on responsible decision-making.
    4. Demonstrate advanced reflective competency with regard to ethical issues and professional practice in Computer Applications Technology.
    5. Conduct independent inquiry (under supervision) into unfamiliar problems in Computer Applications Technology, and to report their findings, insights and solutions to problems and issues in academically appropriate ways to different audiences. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Appropriate research approaches and methodologies applicable in the field of education in general, and of Computer Applications Technology in particular are identified.
  • A philosophical sensitivity to and an understanding of pertinent theoretical paradigms, concepts, ideas, issues, problems and trends, locally as well as globally is shown.
  • An awareness of the variety of educational contexts in which education theory might apply is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The influence of different learning theories and learning styles on the implementation of teaching and learning strategies for effective learning in Computer Applications Technology is analysed and critically evaluated.
  • Teaching and assessment strategies and tasks that contribute to meaningful and effective learning in Computer Applications Technology are identified.
  • Advancements in information communication technology (ICT) in the teaching, learning and assessment of Computer Applications Technology are implemented and evaluated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Existing information management solutions is analysed and evaluated in order to improve on existing solutions, using advanced database, spreadsheet and web design skills.
  • The given scenarios, and real-life problems, are analysed and evaluated in order to design and develop integrated solutions, using advanced database, spreadsheet and web design skills.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Ethical issues and teacher responsibility regarding the use of information and communication technologies in general are reasoned.
  • Responsibility regarding decisions, actions and practices relevant to copyright, plagiarism and the Internet is displayed.
  • The health and ergonomic principles that should be taken into consideration in the Computer Applications Technology class are explained.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • A researchable problem in Computer Applications Technology is identified.
  • The identified problem in context of existing literature and research is stated.
  • The research findings are communicated in an academically appropriate way.

    Integrated Assessment:
    Both summative and formative methods of assessments will be employed.

    Assessment practices will 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.

    Assessment of the modules will be integrated as far as possible with other aspects and will use practical contexts wherever possible. A variety of methods will be used in assessment and tools and activities will 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. 
    		•

    INTERNATIONAL COMPARABILITY 
    The integration of communication technology within the traditional methods of teaching in the classroom environment is fast becoming a global trend. As a result, there is a consensus within the education community that ICT competencies should be included in some teacher education qualifications. Some teacher qualifications in the United Kingdom and some in Malaysia already reflect this necessity.

    Plymouth University in the United Kingdom offers a Bachelor of Education Honours in Primary Commuting and Information Communication Technology. The qualification equips teachers with the knowledge to help learners make sense of their future by fostering their coding skills and computational thinking.

    The Hong Kong Institute of Education In Hong Kong has a Bachelor of Education (Honours) (Secondary) Programme - Information and Communication Technology Major. This qualification is aimed at providing teachers with a wide range of knowledge, concepts and applications of information and communication technology to develop problem-solving skills using Information and Communication Technology (ICT).

    Conclusion:
    Although the titles of the international qualifications may differ but the two qualifications cited above compares favourably with this qualification in terms of purpose. 

    ARTICULATION OPTIONS 
    This qualification is designed so as to allow for different articulation pathways within and across the three sub-frameworks of the NQF. It offers horizontal articulation possibilities with the following qualifications:
  • Bachelor of Education Honours in Computer-integrated Education, at NQF Level 8.
  • Bachelor of Education Honours in Technology Education, at NQF Level 8.

    Vertical articulation possibilities with the following qualifications are possible:
  • Master of Education in Computer Based Education, at NQF Level 9.
  • Master of Education in Computer- Assisted Education, at NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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.