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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Bilingual Education for Diversity and Access 
SAQA QUAL ID QUALIFICATION TITLE
97686  Bachelor of Education Honours in Bilingual Education for Diversity and Access 
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  Higher Education and Training 
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 knowledge and skills that will enable them to respond critically to challenges facing continuing professional development for teachers.
A qualified learner will be able to:
  • Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies in Bilingual Education for Diversity and Access.
  • Develop theoretical understandings of language learning, bilingualism biliteracy and teaching practice in school.

    Rationale:
    The Bachelor of Education Honours in Bilingual Education for Diversity and Access is designed to provide learners with skills and knowledge that will enhance critical thinking and to be responsive to educational challenges with the focus on continuing professional development for teachers. It has been reported that, the Eastern Cape Province needs to provide continuing teacher professional development opportunities to strengthen the quality of education in the province within the long term. This qualification focuses on enhancing educational knowledge (the sociological, psychological and philosophical dimensions of education), and also supports the development of applied research competence and reflexive practice for educators, while preparing learners for a Masters level research. This qualification is aimed to providing learners with skills that will enable them to teach in different languages for purposes of accommodating learners from diverse communities with different backgrounds to enable them to access a certain qualification (i.e. in the Eastern Cape, English and Xhosa are expected to be languages of communication because of the historical background and the majority of learners who want to enrol at institutions like Rhodes University). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Applicants who fall outside of the normal admissions process and who can demonstrate to the satisfaction of the University that they have experiential or work based learning which has taken them to a level equivalent to the above, under formally accredited learning, may be considered for admission for the recognition of prior accredited and or prior experiential learning. Applicants who after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be require to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor's 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 Modules, 70 Credits:
  • Educational Idea and Issues, 40 Credits.
  • Educational Research I, 20 Credits.
  • Educational Research II, 10 Credits.

    Electives Modules, 50 Credits (select two):
    Adult Education Processes, 25 Credits.
  • Bilingual Education for Equity and access, 25 Credits.
  • Classroom based Research in Bilingual Education, 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies in Bilingual Education for Diversity and Access.
    2. Develop theoretical understandings of language learning, bilingualism biliteracy and teaching practice in school. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Educational ideas and issues relevant to a South and Southern African context are analysed and evaluated using philosophical, psychological and sociological lenses.
  • Critical engagement with issues and ideas underpinned by theories of teaching and learning (including, but not limited to, Piaget, Vygotsky, Bruner), debates around issues of quality in education and in-depth consideration of the above in terms of curricular design and implementation is conducted.
  • Educational research in relation to educational policy, practice and theoretical development is carried out.
  • The differences and contributions of qualitative and quantitative research are understood.
  • Common research methods in educational research are applied.
  • Research ethics and exploring the difference between procedural ethics and relational or contextualised ethics in educational research are reflected upon.
  • Issues of validity and trustworthiness in educational research and strategies to enhance these are considered.
  • Academic literacy skills such as reviewing literature, developing a line of argument, avoiding bias, colloquialisms, sweeping statements, accurate referencing and avoiding plagiarism are developed.
  • Research, reflective practice and practical research tool such the questionnaire, focus group discussion, and taping and transcription are used.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Historically constructed development of English as a globally powerful language is examined.
  • The displacement of African indigenous languages in South Africa is explained drawing from scholarly literature.
  • The role of languages across the curriculum and how home learners' languages can be harnessed for epistemic access as well as for the acquisition of English, through classroom practice-based assignments is explored.
  • Teachers' classroom practices such as lesson planning, pacing, and sequencing, classroom interaction analysis such teachers' questioning, teacher talk and code-switching, as well as learner - and learning-centred activities and tasks is analysed.

    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 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 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 
    The Boston of University in the Unites States of America offers a Bachelor of Science (BS) in Bilingual Education/Teaching English to Speakers of other Languages. This qualification prepares learners to be teachers of English as a second language at the elementary or middle/high school level. The qualification includes a strong liberal arts component with emphasis on linguistics, culture, and a minor in a foreign language or other appropriate area selected. The qualification also provides learners the opportunity to apply the theoretical concepts learned during their coursework in supervised field placements in elementary, middle, or high school. Learners are also required to complete research as part of their studies. To assist them with research, they are expected to attend a research and writing seminar, and are allocated credits.

    The HKU SPACE Community College offers an Associate of Arts in Languages and Humanities in Bilingual Studies.

    This theme of the qualification aims to provide learners with knowledge in bilingual studies (Chinese-English). Through a number of specialised courses, learners will not only improve their language skills but will also learn about the practical use of both languages, including translation, linguistics, Chinese lexicology and syntax.

    Upon completion of the first year curriculum, students will specialise in this theme in the second year of their study, and, at the same time, select a combination of courses offered by the other themes.

    The Hong Kong Polytechnic University offers a BA (Hons) in Bilingual Studies (BABS). The BABS graduates are able to apply their expertise in bilingual studies to related professions in Hong Kong and other bilingual Chinese communities. Graduates of this qualification typically enter the fields of communication, administration, public relations, editing, translation, marketing and the like, in both public and private sectors. Graduates may also pursue postgraduate studies locally or in other countries.

    Conclusion:
    This qualification compares favourably with both international qualifications compared with. All qualifications focus on improving teaching in consideration of other cultures. Research forms integral part of the qualification including encouragement of learner to undergo practice in order to complete the qualification. 

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

    Horizontal Articulation:
  • Bachelor of Education Honours, at NQF Level 8.
  • Bachelor of Education Honours in History Education, at NQF Level 8
  • Bachelor of Education in Arts and Humanities, at NQF Level 8

    Vertical Articulation:
  • Master of Education, at NQF Level 9.
  • Master of Education in Applied Language Studies, 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.