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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Education Development and Democracy 
SAQA QUAL ID QUALIFICATION TITLE
97595  Bachelor of Education Honours in Education Development and Democracy 
ORIGINATOR
Stellenbosch 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  120  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 Honours in Education Development and Democracy is to enrich and deepen undergraduate knowledge by developing research capacity. In addition, this qualification also has the following objectives:
  • To Identify and analyse concepts in relation to educational development and democracy.
  • To establish and clarify conceptual links between the theoretical perspectives of the modules and the professional environment.
  • To develop a critical understanding of the current policy context and the signifiers for change.
  • To demonstrate the ability to critically analyse the assumptions which underpin different research methods, and to demonstrate the ability to use conceptual tools in critically reading research.
  • To develop a conceptual understanding of the different discipline-based perspectives of the programme.

    Rationale:
    The qualification aims to place the development of education within the democratic principles in which education and training needs to be done. The qualification is about development and improvement of education in general and focuses on the general but also the specific purpose of each teacher. The qualification will provide learners with a broad base to develop a better understanding of the education system and society in which we function.

    The target group is all teachers but particularly those in leadership positions such as departmental heads, principals, subject advisors, inspectors and other departmental officials and education department officials tasked with policy and policy implementation. Persons in the private sector as well as non-governmental organisations charged with teaching development can benefit greatly from the qualification. The qualification provides opportunities for school leaders and policy implementers to improve their academic qualifications.

    The various modules complement each other to provide learners with a broad but focused lens to provide educational development to enable them to study and interpret a democratic society. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The RPL process in the faculty is as follows:
  • A learner applies for admission as if under "normal" application procedures.
  • At the same time the learner also apply for ARPL in writing to the relevant centre chair.
  • The centre chair discusses the merits of the application with lecturers where applicable, or with the programme co-ordinator, depending on the nature of the application. If no faculty decision is required, the centre chair communicates with the learner in this respect.
  • If there seems to be potential for success and a faculty decision is required, the application is referred by the relevant department to the ARPL faculty committee. The process to be followed is communicated to the learner. If the potential success of the application appears to be low, this is also communicated in writing to the learner via the faculty secretary.
  • The ARPL committee might request additional information from and/or a personal interview with the learner where applicable.
  • The ARPL committee provides the learner with guidelines to compile an ARPL portfolio if applicable.
  • The ARPL committee considers and assesses the evidence, consults with staff or other stakeholders if needed and makes a recommendation in writing to the faculty committee. The relevant centre chair and programme chair are informed about the recommendation.
  • The faculty committee considers the recommendation of the ARPL committee and either refers it back for further consideration or recommends it to the Faculty Board for approval.
  • The learner is informed of the decision of the Faculty Board via the faculty secretary.
  • Both the learner and the centre/programme committee are entitled to lodge an appeal to the chair of the ARPL committee should they consider the decision of the Faculty Board or the process unreasonable.

    Entry Requirements:
    The minimum entrance requirements are:
  • Bachelor of Education (B. Ed). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of modules at NQF Level 8, totalling 120 Credits.
  • Knowing, Acting and Being in Framing the study of education, 15 Credits.
  • Introduction to Qualitative and Quantitative Research Methods, 5 Credits.
  • Educational Research, 10 Credits.
  • Education in Democracy, 15 Credits.
  • Education and Society, 15 Credits.
  • Development, Organisations and Education Policy, 15 Credits.
  • Educational Leadership and Management, 15 Credits.
  • Research assignment, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify and analyse concepts in relation to educational development and democracy.
    2. Understand and interpret educational development processes with reference to policy enactment in institutional sites.
    3. Deliberatively engage with contemporary challenges and changing patterns in educational leadership and management.
    4. Demonstrate an understanding of relationship between ethics and research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Concepts in education and democracy are identified and analysed.
  • Theoretical frameworks to reflect rationally and critically on policies focusing on education and democracy are used.
  • A critical understanding of the complexities of democracy, and the responsibilities associated with the implementation of democratic education is developed.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The link between equality and economic development in order to make appropriate policy interventions is discussed.
  • Educational reforms and policy enactment in localised educational sites are discussed.
  • The systemic operation and organisation of schools in South Africa is critically engage with.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • A conceptual analysis of how management and leadership are constituted, and how they are enacted and experienced in practice is conducted.
  • The inevitability of change, its related fears and resistances is explored.
  • The close relationship between conceptions of leadership and management is examined.
  • A notion of leadership as the possession of one person, namely the principal is re-considered.
  • The numerous complexities present in schools and education management are identified and addressed.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Potential ethical dilemmas that could be faced in conducting educational research are discussed.
  • Civic virtues such as integrity, diligence, responsibility, loyalty, respect, diligence, when conducting research are fostered.

    Integrated Assessment:
    Learner assessment is integrated in the whole system of a programme approach to teaching and learning and as such forms part of the institutional context. Assessment may take place through a system of formative and summative assessments.
  • Formative assessments will be made up of tests/assignments/projects/case studies, etc.
  • Summative assessments will be formal examinations written in November, affording
    learners a first and second opportunity. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Education Honours qualification in Queensland, Australia, emphasises independent scholarship and research through the preparation of a written thesis. It provides excellent research training (theory and research design, data collection, data analysis and writing skills) and allows a high level of involvement in the School of Education Postgraduate research culture.

    In Ireland, the Bachelor of Arts Honours in Education and Professional studies is designed to equip learners with knowledge to critically examine educational systems, processes, policies and practices in a variety of educational contexts, spanning early years to lifelong learning.

    Conclusion:
    This qualification compares favourably with the two qualifications cited above. The purpose of these qualifications is to enable learners to identify developmental issues in education; and also to be able to carry out independent academic work through research. 

    ARTICULATION OPTIONS 
    This qualification articulates horizontally with:
  • Bachelor of Education Honours in Comparative Education and Development, at NQF Level 8.

    This qualification articulates vertically with:
  • Master of Education in Educational Management, 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. Stellenbosch 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.