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 Honours in Science Education 
SAQA QUAL ID QUALIFICATION TITLE
97620  Bachelor of Education Honours in Science Education 
ORIGINATOR
Rhodes 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:
In line with the Policy on the Minimum Requirements for Teacher Education Qualifications (2011), the Bachelor of Education Honours in Science Education (B. Ed Hons) qualification aims to prepare learners for research-based postgraduate studies in a field of education. It serves to consolidate and deepen learners' knowledge of the field and develop research capacity in the methodology and techniques of that field. The B. Ed Hons qualification demands a high level of theoretical engagement and intellectual independence.

Towards achieving these aims, the curriculum takes a strong praxeological approach, with all assignments being closely related to professional practice, and the Year 2 research-based specialism being framed as applied research. From the very first session in Year 1, learners are inducted into the multiple facets of qualitative educational research (purpose, orientations, as well as academic conventions in reading and writing about research). Through on-course activities and assignments, learners are required to engage critically and in theoretically-informed ways with current educational issues, and to consider the implications of these perspectives for their own educational practice.

Rationale:
The Bachelor of Education Honours in Science Education (B. Ed Hons) qualification is a long-established qualification that focuses primarily on continuing professional development for teachers (with an emphasis on critical thinking and responsiveness to educational challenges). There is a long-term need in the Eastern Cape to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. This B. Ed Hons qualification focuses on laying not only a foundation of educational knowledge (the sociological, psychological and philosophical dimensions of education), but it also supports the development of applied research competence and reflexive practice for educators, and lays a foundation for future research at masters level. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL is currently practiced in three different ways within the University:
  • An admissions test is used as a means of alternative admission into qualifications for disadvantaged learners lacking matriculation endorsement.
  • Applicants lacking the necessary formal qualification (an Honours Degree) may be admitted by Senate, on the recommendation of Heads of Departments, Deans and Faculties, to Master's Degree study as ad eundem gradum learners.

    Entry Requirements:
    Minimum admission requirements include:
  • Four-year professional teaching Degree.
    Or
  • An appropriate Bachelor's Degree with a recognised professional teaching qualification.
    Or
  • An Advanced Diploma in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at NQF Level 8, totalling 120 Credits.

    Compulsory Modules:
  • Educational Ideas and Issues, 40 Credits.
  • Educational Research I, 20 Credits.
  • Educational Research II, 10 Credits.

    Elective Modules (Learners must select two of the following):
  • Adult Education Processes, 25 Credits.
  • Science Education 'A', 25 Credits.
  • Science Education 'B', 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Acquire a sound knowledge base for a critical understanding of education in general and of the area of specialisation in particular.
    2. Conduct independent inquiry in a specialised area of education, training or development, and report findings in academically appropriate ways.
    3. Exhibit the potential to act as academic leaders and/or experts in the field of education, training and development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • A critically informed understanding of national and international policy context of education in general, and of his/her area(s) of specialisation in particular is acquired.
  • The sociocultural, historical and material contexts of education in general and of his /her area of specialisation in particular are explained.
  • A range of responses to key issues in education in general, and of his/her area(s) of specialisation in particular is identified and critically analysed.
  • A range of academic texts relevant to the field of education is accessed, selected and critically reviewed.
  • A range of theoretical responses to an area of educational specialisation is evaluated.
  • Key educational issues from philosophical, sociological and psychological vantage points are reflected upon.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • A range of research design options are considered and decisions about appropriate use of research methods are made.
  • Relevant theories and concepts are applied to data in a specified educational investigation.
  • The ethics of conducting educational research is understood and applied appropriately.
  • Issues of rigour, validity and quality in educational research are engaged with.
  • Small-scale educational research in a systematic, professional and academically appropriate way is report upon.
  • An ability to think independently is demonstrated in writing the report and ethical and defensible responses to key educational issues in an area of specialisation is critically to formulate.
  • Theoretically-informed assignments using qualitative research methods are conducted.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Professional conduct with others in response to current educational issues is demonstrated.
  • Management within a system is effectively conducted based on an understanding of the roles and relationships between elements within the system.

    Integrated Assessment:
    Assessment of learning on this qualification will be guided by the University's Policy on Assessment which recognises that, "although assessment functions to measure learning, it can also be used to guide and develop that learning". Both formative and summative assessment is designed to create an opportunity for learners to demonstrate through a variety of procedures how they have grown as professionals. Summative assessment consists of written examinations at the end of each year that comply with the University's Policy of Assessment, the procedures and practices. The policy stipulates that assessment should be open and transparent to learners and encourages the use of multiple forms of assessment.

    The University has an external examining policy which formalises what is accepted as good practice. The assessment results are first examined internally. Once the results have been consolidated, scripts are sent to the external examiners. The assessment of learning achievements is benchmarked according to the Exit Level Outcomes of the qualification and is subjected then to external examination by appropriately qualified academics.

    Types of formative assessment will be individual and group assignments, and the summative assessment will be either a written examination at the end of the year, or a Portfolio of Evidence which will include a research report (also submitted at the end of the year).

    For each module, the Final Mark will be constituted by the combined Class Mark (50%) and the Examination Mark (50%). 
    		•

    INTERNATIONAL COMPARABILITY 
    Bachelor of Education Honours in Science Education is offered in different countries internationally. This qualification compares favourably with others that are similar in terms of focus. The Honours Degree in education is aimed at individuals who already possess a qualification in education. This qualification enables learners to develop lifelong learning skills that will open doors to further study and career development. The qualification provides learners with great introduction to research.

    A Bachelor of Education Honours enables learners to extend their knowledge in the field of education and to learn about the varied approaches to educational research. It also assists them in understanding of complex issues in education and an ability to design, frame, conduct and report on significant educational issues.

    Similar qualifications were identified in the United Kingdom, Australia New Zealand and other countries. These qualifications are designed to give learners a deeper understanding of educational research, taking into consideration a wide variety of socio-economic issues that links to educational theories based on a specific context.

    Conclusion:
    This qualification compares favourably with qualifications considered internationally for this purpose. 

    ARTICULATION OPTIONS 
    The B.Ed Honours qualification at NQF Level 8 articulates with adjacent qualifications as described in the Policy on the Minimum Requirements for Teacher Education Qualifications (2011) namely:
  • it is the next qualification after the first initial teacher qualification (4-year B.Ed, OR a Bachelor's Degree followed by a teacher professional qualification) at NQF level 7.
    And
  • It is a pre-requisite for entry into a Master in Education Degree 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. Rhodes 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.