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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Foundation Phase Education 
SAQA QUAL ID QUALIFICATION TITLE
98926  Bachelor of Education Honours in Foundation Phase Education 
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:
To consolidate and deepen the student's knowledge of and expertise in particular disciplines of Foundation Phase education, and to develop research capacity in the methodology and techniques used in that discipline by capacitating learners as follows:
  • Questions for further investigation in chosen area of research are outlined.
  • Key elements involved in research design and data analysis are demonstrated with understanding.
  • Key elements involved in research design and data analysis for education research are demonstrated with understanding.
  • A Critical stance towards the teaching and assessment of language and literacy are developed.
  • Procedures for developing, monitoring and evaluating a project research into an area of foundation phase teaching are developed.
  • School literacy programmes are outlined.
  • Mathematics education aims and methods are formulated, motivated and communicated.
  • Teaching, learning and assessment of Foundation Phase mathematics are aligned.
  • A coherent research proposal and successful defence are formulated.

    Rationale:
    The BEd Hons (Foundation Phase Education) aims is to expand and strengthen content knowledge and depth of professional judgement of teachers in Literacy and Mathematics for grades R to 3. The aim is to capacitate learners with the subject content knowledge and pedagogical content that will enable them to demonstrate competence and responsibility as academically and professionally qualified teachers and instructional leaders. The programme will furthermore serve to build research capacity and develop critical thinking of students.

    Teachers assume a wide range of official and unofficial leadership roles such as lead teacher, master teacher, head of department, grade head, mentor or coach. These teachers are expected to carry out a wide range of functions. These functions include, for example, stimulating the professional growth of colleagues, representing the school at district level and leading school improvement efforts. This BEd Hons (Foundation Phase Education) offers leadership capacity building for Foundation Phase teachers that will enhance a vision for leading, learning, teaching and living that is culturally respectful and socially just. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The ARPL policy (Senate, June 2004) allows for learners who do not meet the minimum access requirements to be admitted to qualifications and for the awarding of Credits or modules for prior formal and non formal learning towards the completion of a qualification.

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

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 8 totalling 120 Credits:
  • Educational Research, 10 Credits.
  • Research Methodology (Foundation Phase), 5 Credits.
  • Research Assignment, 30 Credits.
  • Literacy Education (Foundation Phase) Module 1, 15 Credits.
  • Literacy Education (Foundation Phase) Module 2, 15 Credits.
  • Knowing, Acting and Being, 15 Credits.
  • Mathematics Education (Foundation Phase) Module 1, 15 Credits.
  • Mathematics Education (Foundation Phase) Module 2, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Outline the key elements involved in research design, field-specific research methods and data analysis and adopt a critical stance towards the teaching, assessment, monitoring and evaluating of a research-based whole school literacy and language programme.
    2. Formulate, motivate and communicate a grounded view of mathematics and effective mathematics education.
    3. Align teaching, learning and assessment of Foundation Phase mathematics.
    4. Formulate a coherent research proposal and successfully defend it. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Selected core concepts and practices in education are explained.
  • Literature is used to explain and discuss certain core concepts and practices in education.
  • An appreciation of the importance of multi-data production techniques is expressed.
  • The relationship between ethics and research are comprehended.
  • Key features of appropriate research methods in the fields of Mathematics and Literacy Education and Leadership are demonstrated.
  • The assumptions which underpin different research methods are critically analysed.
  • Data is generated and the data collection technique in the fields of Mathematics or Literacy Education and Leadership is understood.
  • Understanding of emergent and conventional literacy in the primary school is expanded.
  • Reading performance of young learners is examined and investigated.
  • A literacy instructional programme and assessment system that integrate the core elements of literacy are outlined.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • An appropriate level of knowledge, understanding, values, attitudes and skill with regard to the nature of mathematics is demonstrated.
  • Historical, philosophical, cultural, theoretical and practical perspectives and approaches to the teaching and learning of mathematics, generally and specifically in Foundation Phase are articulated.
  • A problem-centred mathematics approach is adopted.
  • Processes of mathematical learning are demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • An appropriate level of knowledge, understanding, values, attitudes and skill with regard to crucial factors shaping meaningful mathematics teaching and learning are applied.
  • The role and implementation of learning trajectories in coherent mathematics learning and different learning trajectories for optimized learning; are demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • A Literacy Education or Mathematics Education-related problem is conceptualised.
  • Current and appropriate literature is identified and the appropriate research design and methodology proposed.
  • Available literature that is sufficient and context sensitive is collected and structured in a research problem.
  • Appropriate data to the research problem in an ethically defensible manner is collected.
  • Results and conclusions in a coherent argument that adheres to discipline-specific content are presented.
  • Consistent and complete referencing is conducted and a reference list is included.

    Integrated Assessment:
    Student 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 examinations or continuous assessment.

    Postgraduate modules in the Faculty of Education can be assessed by means of a system of continuous assessment or formal examinations. The continuous assessment of learners is a process whereby a student's work is systematically assessed on successive occasions using a variety of assessment tasks during the semester (semester modules) or year (year modules). The pass mark is 50%. No formal university examination is written at the end of the module. In modules where a formal examination is required, a class mark is allocated during the course of the semester (for semester modules) or year (for year modules) required for admission to the examination. A student's class attendance, class work and practical work (where appropriate) are taken into account to calculate a class mark. A student's overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 40%:60% (class mark: examination mark) for semester modules and a ratio of 50%:50% (class mark: examination mark) for year modules.

    This specific qualification complies with the assessment policy of the institution. In this programme learners are assessed continuously via several methods and at different opportunities. The continuous assessment for modules in Literacy Education and Leadership and Mathematics Education includes individual and group assignments; written tests; oral presentations; discussions during contact sessions as well as on discussion forums on wikis and module; and peer and self-assessment. In each semester module at least four opportunities for formative assessment will offered in the form of an assignment, project or portfolio, tests and/or online discussions. 
    		•

    INTERNATIONAL COMPARABILITY 
    International Comparability was difficult due to the lack of separate Honours Degrees offered internationally. A Comparison was done with the following qualifications:

    Bachelor of Education (Honours) - University of Queensland, Australia.
    The Honours programme emphasises independent scholarship and research through the preparation of a written thesis. It provides research training (theory and research design, data collection, data analysis and writing skills) and allows involvement in the School of Education postgraduate research culture.

    The Bachelor of Education (Honours) prepares learners for employment as teachers or educational administrators. It also provides the possibility of progressing towards the Doctor of Philosophy (PhD) Degree.

    To complete the Bachelor of Education (Honours), a student must complete a requisite number of courses chosen from the course list according to the Rules for the programme.

    Oxford University's Learning Institute offers a Postgraduate Diploma in Learning and Teaching which includes similar subjects focusing on the perspectives of education, learning and development of learners, feedback and assessment, teaching settings and strategies as well as course design and leading educational change.

    The University College of Dublin in Ireland offers a Postgraduate Certificate in Education Studies that focuses specifically on the design and development of curricula. In addition the qualification includes topics related to problem solving within the education environment and encompasses project work. This qualification offers the same course framework as that of the University of Dublin qualification.

    Conclusion:
    This qualification compares favourably with the Australian Bachelor of Education in that it has similar Foundation Phase Education content modules and contains a research module which grants access to Masters Degree study. Its content is similar to those of the qualifications offered by Oxford University and Dublin University, except that the two foreign qualifications do not contain research methodology or a research project. 

    ARTICULATION OPTIONS 
    This qualification offers both horizontal and vertical articulation possibilities with other qualifications offered by Stellenbosch University, namely:

    Horizontal Articulation:
  • Bachelor of Education Honours, Level 8,( ID 16077).
  • Bachelor of Education Honours in Educational Support, Level 8, (ID 9705).
  • Postgraduate Diploma in Higher Education in Teaching and Learning, Level 8, (ID 86166).

    Vertical Articulation:
  • Master of Education, Level 9, (ID 7261).
  • Master of Philosophy in Education and Training for Lifelong Learning, Level 9, (ID 96554).

    It also offers systemic horizontal and vertical articulation with qualifications offered by other universities, provided the student meets the minimum admission requirements. They are:

    Horizontal Articulation:
  • Honours Degrees in Education, at NQF Level 8.
  • Postgraduate Diplomas in Education, at NQF Level 8.

    Vertical Articulation:
  • Masters in Education, 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.