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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Education Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
98821  Bachelor of Education Honours in Education Leadership and Management 
ORIGINATOR
University of Johannesburg 
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   2034-06-30  

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 Bachelor of Education Honours in Education Leadership and Management is to develop applied research capacity by exposing learners to different research methodologies leadership theories and perspectives in the field of management such as human and financial resources, computer technology and education policy. The qualification will enable managers and leaders to develop professional skills, knowledge and attitudes that are necessary to become highly competent school and district managers and leaders.

On the completion of this qualification, learners will achieve the following generic outcomes:
  • A solid foundation in current theories of education leadership and management in order to conduct research from a firm epistemological foundation.
  • Understanding of key concepts and theories relevant to the study of organisational behaviour in education.
  • An integrated knowledge of research methodologies and design in education leadership and management.
  • Understanding of the relationship between societal developments and education policies; revealing ways in which policies are described and to critically interpret policy developments; understanding the importance of effective and efficient financial management in schools; critically analyse various financial management functions.;
  • Engaging e in the research and writing up thereof in an area of specialisation under supervision.

    Rationale:
    The Bachelor of Education (B Ed) Honours in Education Leadership and Management aims to facilitate the development of competent leaders and managers required for the growing education market. Learners who enrol for the programme will include school principals, deputy principals, and heads of department, teachers and senior district officials. This qualification is also relevant for anyone intending to pursue a leadership career in other communities of practice. There is a high demand for managers and leaders with specialised knowledge and skills. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In keeping with the University's policy on RPL, a panel of selected staff members will determine, on an individual basis, the competence of prospective learners who apply for RPL. In determining an applicant's competence against the relevant exit level outcomes, this panel will do one or more of the following:
  • Verify the standard/quality of an applicant's prior experience.
  • Assess the portfolio containing examples of the applicant's work in the field of education, training and development.
  • Observe the applicant's performance in an authentic and/or in situations teaching-learning situations and/or contexts.
  • Conduct individual interviews with applicants to discuss the results of the evidence collection process.

    Entry Requirements:
    The minimum requirement for this qualification is:
  • Bachelor of Education Degree.
    Or
  • General NQF Level 7 Degree plus a 120 Credit NQF Level 7 Teaching Qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Levels 8, totalling 120 Credits.
  • Education theory in Perspectives of Leadership and Management, 30 Credits.
  • Research Methodology, 15 Credits.
  • Organisational Behaviour in Education, 15 Credits.
  • Education Resource Management, 30 Credits.
  • Research Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the acquisition of a solid foundation in current theories of education leadership and management in order to conduct research from a firm epistemological foundation.
    2. Introduce key concepts and theories relevant to the study of organisational behaviour in education.
    3. Demonstrate a strengthened and deep fundamental knowledge of research methodologies and design in education leadership and management.
    4. Understand the relationship between societal developments and education policies; reveal ways in which policies are described and critically interpret policy developments; understand the importance of effective and efficient financial management in schools; critically analyse various financial management functions; be ICT (information computer technology) competent.
    5. Conduct research and write up a report in an area of specialisation which will be supervised by a suitable member of the department. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Master the key frameworks and models that reflect the body of knowledge in leadership
  • Develop a rich understanding of leadership theories and perspectives.
  • Develop awareness of one's personal leadership strengths and areas for further development.
  • Demonstrate ample understanding of the advantages and disadvantages of various leadership theories and determine which approach is most relevant in particular leadership situations.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate familiarity with theories and concepts in organisation behaviour such as motivation, organisation culture, group dynamics and teamwork.
  • Show competence in organisation change and transformation facilitation.
  • Develop an understanding of the concept of a learning organisation and change leadership.
  • Develop competence in organisation processes such as communication, problem solving, decision-making and conflict.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Develop an understanding of the different research paradigms.
  • Develop knowledge in selecting research design for the research study.
  • Gain insight into data collection methods and analysing data.
  • Develop skills and knowledge in drawing up a research proposal.
  • Develop skills and knowledge in writing up a research report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Describe trends in the labour force composition and how they impact human resource management practice.
  • Discuss how to strategically plan for the human resources needed to meet organisational goals and objectives.
  • Compare and contrast different computer technologies including networks, servers, programming languages and database systems.
  • Effectively utilise database and database management systems to organise, store and retrieve data.
  • Provide a theoretical framework for considering finance problems and issues and to apply these concepts in practice.
  • Develop skills in planning, organising, leading and controlling the financial management of institutions effectively and with integrity.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate competence in applying basic research skills and techniques.
  • Identify educational leadership and management issues/problems.
  • Conduct basic research activities.
  • Analyse the educational leadership and management situation against the theoretical background.
  • Present the information in a structured research proposal and report.

    Integrated Assessment:
    The final mark in each module is cumulatively compiled. The final mark consists of at least four assessment opportunities in an approximately 28 week (year) module in accordance with the University's Academic Regulations. These may comprise assignments, portfolios, exams, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, or a portfolio) to ensure that the Exit Level Outcomes are assessed in an integrated manner. The assessment task will be moderated externally, and should represent at least 50% but not more than 60% of the final mark. Lecturers must provide written, detailed and constructive feedback to learners on their work within fifteen working days of receiving assessment scripts. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Education Honours: Education Leadership and Management, has been developed for the needs of South African learners taking into cognisance international best practice. Education leadership and management best practice models reside in countries such as New Zealand and Canada.

    The qualifications structures and standards frameworks of other countries internationally were studied for the purposes of the comparison. Though more countries were considered New Zealand and Canada are reflected.

    New Zealand:
    In New Zealand there is an organisation called the New Zealand Educational Administration and Leadership Society (NZEALS) which helps to ensure and regulate the professionalisation and development of people in educational leadership positions. There are a number of qualifications on their website as well as the corresponding institutes which offer Qualifications ranging from Certificates, Diplomas, Postgraduate Certificates, Masters to Doctorates.

    Unitech - Post Graduate Diploma in Education Leadership and Management (PGDipEdLM):
    The Postgraduate Diploma in Educational Leadership and Management offered in New Zealand aims to equip learners who are aspiring leaders in all education sectors and agencies and want to further their careers in the education sector. The qualification is pitched at Level 8, and consists of 120 Credits. The minimum number of credits compares well to the Bachelor of Education Honours: Education Leadership and Management.

    The qualification aims to provide in-depth, contemporary and academically-sound, yet practice-oriented, professional development relating to educational leadership and management. The qualification incorporates issues relating to effective educational leadership, policy and strategy, human resources and leadership development, and the complexities of educational organisations and teams. The qualification enable learners to further their studies into Master of Educational Leadership and Management.

    Canada:
    The Graduate Diploma Programme in Educational Studies: Management and Leadership compares more favourably with the Bachelor of Education Honours: Education Leadership and Management in terms of the modules offered. However, the South African qualification is broader in that it relates to wider contexts than just schools.

    Conclusion:
    The Bachelor of Education Honours: Education Leadership and Management compare best with the selected qualifications relating to Education Leadership and Management and both theory and practical components are applied in context. However, the South African qualification is broader in that it embraces generic Education Leadership and Management competencies in the core component, which are contextualised at programme level depending on the area of the learner's specialisation area. 

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation with qualifications offered by the University of Johannesburg. They are:

    Horizontal Articulation:
  • Bachelor of Education Honours, Level 8, (ID 20474).
  • Bachelor of Education Honours in Education Management, Level 8, (ID No:80365).

    Vertical Articulation:
  • Master of Education, Level 9, (ID 97182).
  • Master of Education in Educational and Learning Support, Level 9, (ID 80386).
  • Master of Education in Teaching Studies, Level 9, (ID 80401).

    This qualification allows for systemic possibilities of both vertical and horizontal articulation.

    Horizontal articulation:
  • Honours Degrees in another cognate field.
  • Postgraduate Diplomas in Education, at NQF Level 8.

    Vertical articulation:
  • Master in Curriculum Policy 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. University of Johannesburg 


    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.