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 Information Communication Technology Education 
SAQA QUAL ID QUALIFICATION TITLE
97685  Bachelor of Education Honours in Information Communication Technology 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:
The purpose of this qualification is to provide learners with necessary knowledge and skill that will enable them to deal with challenges facing education through continuing professional development. The qualified learner will be able to:
  • Analyse, evaluate and critically understand education in general.
  • Conduct independent inquiry in a specialised area of education, training and development, and report findings in academically appropriate ways.
  • Exhibit the potential to act as academic leaders and/or experts in the field of education, training and development.

    Rationale:
    The Bachelor of Education Honours in Information Communication Technology Education is a qualification designed to provide continuing professional development for teachers that will enable them to respond critically to challenges facing education. There is a need to strengthen the quality of education particularly in the Eastern Cape Province in the long term through continuing teacher professional development. This qualification also supports development of applied research and reflective practice for educators, and lays a foundation for future research at a Masters level. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Department Admission Committee will evaluate the academic background and required experience based on merit of each case. The Committee after evaluation will make a recommendation to the School Admission Committee. The committee may require testimonials and proof of certificates.

    RPL is applied for learners who do not have formal academic achievement to gain access to a particular qualification, but with proven expertise and competency will be considered. Candidates may apply for exemption from certain modules on grounds of prior qualification of study concerned.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A Bachelor Degree at NQF Level 7 or equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

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

    Elective Modules (select two):
  • ICT in Education 'A', 25 Credits.
  • ICT in Education 'B', 25 Credits.
  • Adult Education Processes, 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Analyse, evaluate and critically understand education in general.
    2. Conduct independent inquiry in a specialised area of education, training and 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 in education context in general, and in area of specialisation is demonstrated.
  • A critically and empirically informed understanding of the socio-cultural, historical and material contexts of education in general, and in areas of specialisation is demonstrated.
  • A range of responses to key issues on education are identified and critically engaged with.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • A range of academic texts relevant to the field of education are critically engaged with.
  • A range of theoretical responses to an area of educational specialisation is critically evaluated.
  • Key educational issues from philosophical, sociological and psychological vantage points are critically reflected upon.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • A range of research design options is considered and decisions about appropriate use of research methods are made.
  • Relevant theories and concepts to data are applied reflexively in a specified educational investigation.
  • Issues of ethics, vigour, validity and quality are reflexively engaged with in conducting educational research.
  • Report on small - scale educational research in a systematic, professional and academically appropriate way is conducted.
  • An ability to think independently and critically to formulate ethical and defensible responses to key educational issues in an area of specialisation is demonstrated.
  • An ability to collaborate professionally with others in response to current educational issues is demonstrated.

    Integrated Assessment:
    Assessment of learning on this qualification is guided by the University's Policy on Assessment. Both formative and summative assessments are designed to create an opportunity for learners to demonstrate through a variety of procedures how they have developed as professionals. Summative assessment consists of written examinations at the end of each year that comply with the University's policy on assessment, the procedures and practices. The policy stipulates that assessment should be open and transparent to students 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 assessments will integrate the Exit Level Outcomes of the qualification into the assessments and will be subjected then to external examination by appropriately qualified academics. 
    		•

    INTERNATIONAL COMPARABILITY 
    UNESCO:
    The United Nations Educational Scientific and Cultural Organisation (UNESCO) developed a planning guide in Information and Communication Technologies in Teacher Education. This document sets standards for best practice in ICT Teacher Education. According to UNESCO, educational systems around the world are under increasing pressure to use the new information and communication technologies (ICTs) to teach learners the knowledge and skills they need in the 21st century. These standards are aimed at transformation of the teaching-learning process and the way teachers and learners gain access to knowledge and information. Teacher education institutions and qualifications must provide the leadership for pre- and in-service teachers and model the new pedagogies and tools for learning. UNESCO requires that ICTs be integrated into the curriculum for teacher development.

    The following contents have to be included:
  • Introduction, Trends and Recommendations.
  • General Principles and Strategies for Integrating Technology in Education and the Curriculum.
  • Integrating Technology into the Classroom and Developing Lesson Plans that Integrate ICTs.
  • Technology Integration into Specific Subjects.
  • Requirements for and Barriers to Effective Technology Integration.
  • Evaluating Effectiveness of Technology Integration.
  • Case Studies of Technology Integration in Schools.

    Conclusion:
    This qualification compares favourably with UNESCO's guidelines in terms of the focal areas of ICT skills for teachers and the importance of such skills in management matters such as solving of problems. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Bachelor of Education Honours in the field of e-Learning, at NQF Level 8.

    Vertical Articulation:
  • Master of Education in the field of Educational Technology, 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.