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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Educational Psychology 
SAQA QUAL ID QUALIFICATION TITLE
99387  Bachelor of Education Honours in Educational Psychology 
ORIGINATOR
Nelson Mandela 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 the Bachelor of Education (BEd) Honours in Educational Psychology is to enable the learners to critically engage with a selection of theories, perspectives, philosophies and educational experiences which challenge taken-for-granted assumptions of curriculum in South Africa and in the wider world. The qualification is also designed to allow learners to study the theories about human development with regard to the stages of human development and apply such theories to a diverse classroom. Furthermore, the learner will understand the philosophical underpinnings of inclusive educational theory to support learners in an inclusive classroom. The qualification is designed to prepare learners for a high level of theoretical engagement and intellectual independence to engage with the issues and challenges in school Educational Psychology. Educators may not be able to register with the relevant Board within the Health Professional Council of South Africa (HPCSA) and may not be able to practise as a counsellor.

Rationale:
The Bachelor of Education (BEd) Honours in Educational Psychology intends to address the continuing professional development needs of teachers with a focus on researcher development in Educational Psychology. Given the current issues in the South African educational environment, it has become increasingly important for teachers to critically engage with concerns related to education and be equipped to develop "new" knowledge through research. Hence the development of Teachers as Researchers is imperative both in classrooms and across the broad educational landscape. Thus, this qualification aims to encourage and support teachers to develop skills that strengthen their capacity to identify, conduct and develop research-based solutions to challenges experienced in Educational Psychology in particular. Thus the BEd Honours in Educational Psychology will prepare teachers to be able to undertake independent research at a Master's level. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL is applied in terms of the Policy on RPL which involves inter alia that a committee be set up to consider individual cases to evaluate the portfolios of evidence outlining the knowledge, competences and skills at NQF Level 8 in order for the candidate to be granted admission to the qualification if he/she does not meet the entry requirements.

In addition, if candidates have completed relevant module(s) at NQF Level 8, opportunities are created to enable the learner to receive credits for these modules.

Entry Requirements:
  • Bachelor of Education, Level 7.
    Or
  • An appropriate Bachelor's Degree, Level 7 (e.g. BSc) and an Advanced Diploma in Teaching (or a recognised Professional Teaching qualification).
    Or
  • A four year Higher Diploma in Education and an Advanced Diploma in Education, Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of compulsory modules at NQF Level 8 totalling 120 Credits.
  • Curriculum Studies, 12 Credits.
  • Developmental, 24 Credits.
  • Research in Education Psychology, 12 Credits.
  • Counselling and Supporting Theories and Skills, 12 Credits.
  • Psycho-educational Learner Support in a Diverse Society, 12 Credits.
  • Teacher Identities in Educational Contexts, 12 Credits.
  • Research Project in Educational Psychology, 36 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Engage with the conceptualisation of the controversial nature of ''curriculum'' as a field of study, including an understanding of the broader impact of curriculum on society.
    2. Explain the philosophical underpinnings of inclusive educational theory and support.
    3. Describe the concepts, theories and issues in developmental psychology and explain the critical impact of the social context on the development of the child.
    4. Discuss how coping theory, theory of happiness, asset-based theories and models of resilience apply to counselling.
    5. Conduct independent research/inquiry in Educational Psychology. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The history, development and evaluation of curriculum in South Africa are understood.
  • The complexities of educational change in the South African curricula are explained and the mismatch between intention and the realities of the South African classrooms is discussed.
  • The reasons for curriculum change in South Africa from NATED 550 to Curriculum Assessment Policy Statements (CAPS) are outlined.
  • An assessment of the impact of curriculum on society as a whole is discussed.
  • The various theoretical models which attempt to explain how curricula are constructed are assessed.
  • The challenges of an inclusive curriculum for a diverse educational landscape such as South Africa's are explained.
  • The possibilities of the teacher's own role as an agent of social change through curriculum are explored.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The Functional Behaviour Assessment (FBA) theory, Positive Behaviour Support (PBS) and intervention theory are discussed and outline and the application of PBS and FBA in South African schools and classrooms are understood.
  • The importance of educational collaboration for the inclusion of all learners is explained.
  • An exposition of how educational collaboration can advance inclusive practices is given.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Bronfenbrenner's eco-systemic approach is applied to the study of child development from a South African socio-cultural perspective.
  • Applications of Bronfenbrenner's eco-systemic model to issues of cognitive, language and moral development are identified.
  • Piaget and Vygotsky's theories of cognitive development are understood and discussed.
  • The phenomenon of resilience in the face of barriers to learning due to poverty, violence and health issues in South Africa are understood and how all of these influence child development is explained.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • A schematic exposition of asset-based approaches is compared with needs-based approaches.
  • Asset mapping is understood when planning a counselling session with a child.
  • How factors may influence a helping relationship and how the relationship can impact the counselling process are explained.
  • Identity formation theory and cognitive regulation theory and how these are related to asset-based counselling are explained.
  • The various theories such as coping theory, theory of happiness, asset-based theories and models of resilience that underpin counselling are critically discussed.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Philosophical underpinnings of different research paradigms are described.
  • Research on critical contemporary issues in Educational Psychology is conducted.
  • A research problem is identified.
  • Appropriate and relevant literature is consulted and the literature review based on the study is synthesised.
  • Appropriateness of various research methodologies to particular research problems is assessed and methodologies that are appropriate to addressing the research problem are selected.
  • The data is obtained and collated using relevant analysis tools.
  • An analysis is undertaken to develop findings and conclusions for the study.
  • A written record of the findings of the research undertaken is produced.
  • The research findings are written and presented according to the standards expected for research in education.

    Integrated Assessment:
    The qualification complies with the institution's Assessment Policy with a focus on formative assessment and summative assessment. A variety of formative assessment strategies (for e.g. assignments, seminar presentations, contribution to discussion forums, short tests etc.) will be used to develop the learners' literacy and research skills as well as their comprehension and interrogation of key themes/concepts in each module. The approach employed for formative assessment are developmental to enable learners to engage with theoretical perspectives and understandings as well as mastery of literacy and research skills. The formative assessments build learners' capacity to develop proficiencies in designing their research proposal, carrying out the research and writing up the treatise as well as an overall preparation for final exams (if applicable). 
    		•

    INTERNATIONAL COMPARABILITY 
    Universities in the United Kingdom (UK) and Zimbabwe offer professional development qualifications at Honours level that compares with our qualification. Whilst interrogating the curriculum, purpose and structure of qualifications from these countries, it was established that similar qualifications are offered. However, the UK qualification is offered over four years with the Honours level learning done in the fourth year.

    Educational Psychology, or the study of Education, is the discipline that focuses on understanding how human beings acquire knowledge and how they are shaped by the learning environment. Professionals in the field study cognitive, behavioural, developmental, social, and emotional factors that influence the ability to learn, in order to improve educational practice for children, adults and people with special learning needs.

    The Great Zimbabwe University offers a Bachelor of Education Honours in Psychology. The qualification focuses on and covers aspects such as Psychology of Teaching and Learning, Psychological Issues in Cultural and Gender Studies, Early Childhood Development. The context of the country is similar to ours, therefore it is expected that the qualification will cover similar issues.

    The Bachelor of Education in Education and Psychology is offered by Mary Immaculate College in Ireland. This qualification is a four-year honours degree programme which prepares Teachers and which also provides opportunities for graduates to pursue a career in Psychology. This qualification leads to both an academic and professional qualification recognised by the Teaching Council. The Bachelor of Education (BEd) in Education and Psychology learners study Psychology alongside their peers on the Bachelor of Arts in Psychology programme. This qualification equips learners to meet the many challenges of teaching in the context of societal change while also participating in a specifically Irish educational experience.

    The fourth year of study was used in the comparability exercise and it was found that this qualification enables learners to examine their role as learner, teacher, researcher and leader in the final year of study. In addition, learners will gain deep insights into teaching and learning early in the qualification.

    Conclusion:
    This qualification compares favourably with the above cited international qualifications in terms of purpose, content and outcomes. The qualifications provide graduates with invaluable specialist and transferable knowledge relevant to a career working with children and young people, helping them with cognitive, social, emotional and behavioural difficulties, as well as in other careers such as Social Research or Teaching. 

    ARTICULATION OPTIONS 
    This qualification does not offer specific horizontal or vertical articulation opportunities with qualifications offered by the Nelson Mandela Metropolitan University:

    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Bachelor of Education Honours (Professional) in Psychology, Level 8.

    Vertical Articulation:
  • Master of Education in Educational Psychology, 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. Nelson Mandela 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.