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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Educational Management 
SAQA QUAL ID QUALIFICATION TITLE
99596  Bachelor of Education Honours in Educational Management 
ORIGINATOR
University of Limpopo 
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 Bachelor of Education Honours in Educational Management has been designed with the purpose of preparing teachers for research-based postgraduate study in Educational Management. The qualification will deepen and consolidate the knowledge of teachers in Educational Management as a part-discipline of education, and expand their leadership and management capabilities. In addition, the qualification will enable teachers to develop knowledge in research methodologies and skills in research of Educational Management.

Rationale:
The complexity of leading and managing educational institutions in South Africa and in the world at large has been increasing. Many institutions are experiencing persistent underperformance and require strong leadership and management to address this crisis.

The Bachelor of Education Honours in Educational Management has been developed on the basis of the above-mentioned situation. This qualification will enhance the professional competence and build research capacity in the field of Educational Management. Furthermore, this qualification will offer quality and seasoned teaching, learning and research in the field of Educational Management to address the leadership and management crisis experienced by countless educational institutions.

This qualification will address the need for capacity building, redress and equity for learners who hold or aspire for management positions within the educational institutions in a variety of changing educational contexts. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
This qualification maybe achieved in part through the recognition of relevant prior learning and experience as per the University RPL policy, which clearly outlines the structure and processes that must be followed for the RPL process.

Appropriate Assessment tasks and tools are designed to assess individual candidates against the outcomes on a case by case basis, with detailed records being maintained.

RPL may be used to grant access to the qualification to learners who do not meet the minimum entry requirements.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • A Bachelor of Education, Level 7.
    Or
  • An appropriate Bachelor's Degree, Level 7 and a recognised Professional Teaching qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Level 8, totalling 128 Credits.
  • Research Project in Educational Management, 32 Credits.
  • Educational Research Theories and Approaches, 24 Credits.
  • Organisational Management, 24 Credits.
  • Educational Policy and Law, 24 Credits.
  • Financial Management in Education, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of and knowledge of the scientific research steps and research proposal writing skills.
    2. Interrogate multiple tried and tested models of successful and effective management of educational institutions.
    3. Develop insight on how to lead and manage educational systems and institutions differently by ascertaining compliance with relevant legislative frameworks. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Compile an educational research proposal
  • Understand the concepts of research design, theoretical and conceptual frameworks and ethical considerations as applied in research in Educational Management.
  • Critically review literature in Educational Management.
  • Develop relevant research instruments that fully address issues of validity and reliability.
  • Comprehend data collection, data organising, data analysis and data presentation procedures.
  • Draw a conclusion and make recommendations as part of the research project in educational management.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Understand the instructional programme and organisational harmony as impacting on the nature and quality of school community relations to enhance quality teaching and learning.
  • Discuss how various motivational theories keep teachers and learners motivated to excel.
  • Identify and justify complementary skills and expertise in dealing with people and resource management.
  • Understand the concepts like learner participation within the classroom environment, school culture, school climate and organisational conflict.
  • Review classroom environments that promote learner participation.
  • Evaluate and present instructional programmes that encourage organisational harmony.
  • Critique school community relations.
  • Interrogate various motivational theories, identify and justify those that promote good management.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Understand concepts like poverty, social class, globalisation, democracy and how they impact on legitimate institutional management.
  • Use a range of specialised skills to identify, analyse and address complex knowledge of education specific-legislation and community policies and their influence on the professional teacher in the workplace.

    Integrated Assessment:
    The qualification is integrated to ensure a well-structured cohesive qualification so that learning and assessment covers the exit level outcomes of the qualification. Assessments are based on formative assessments which are in place to assure continuous learning and feedback to candidates. Whereas summative assessments are in place to ensure candidates achieve the exit level outcomes. Such assessments will assess the candidate's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    At the Maynooth University in Ireland the Postgraduate Diploma in Educational Management is a qualification designed to prepare education professionals for managerial roles within the Education sector. Learners can access the qualification if they have a Bachelors' Degree. The qualification includes the study of the Education Policy environment, the legal and social context, the principles of leadership in Education, and the culture of schools. The qualification provides participants with an opportunity to develop their insights into leadership in education, and to undertake a particular project related (a mini research) to their own work. These learners will also be exposed to the following areas: law, diversity, special educational needs, leadership development and other relevant themes.

    The qualification is designed particularly for leaders in Irish primary and second level schools, and assists many teachers in the path towards promotion to management positions.

    The University of Sydney in Australia offers a Graduate Diploma in Educational Studies (Educational Management and Leadership). This qualification enables Teachers to acquire an understanding of theories of educational management and leadership, and of organisational behaviour and change processes and their impact on organisations.

    This specialisation is ideal for teachers wishing to develop their skills in an educational organisation, management or leadership position and aimed at those from primary and secondary schools, as well as those involved in higher education, social work and human resource development.

    Teachers will become familiar with a range of management issues and their relationship to other developments in education, the economy and society; develop skills in the analysis of policy developments and factors affecting the implementation of management policies.

    This qualification enables progression to a Master of Education.

    Conclusion:
    Thus it can be established that this qualification compares favourably with the above-cited international qualifications in terms of the scope of practice and the depth of cognitive complexity. 

    ARTICULATION OPTIONS 
    This qualification offers only specific horizontal articulation opportunities with a qualification offered by the University of Limpopo, namely:
  • Bachelor of Education Honours, Level 8 (ID 79124).

    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 Curriculum Studies, Level 8.
  • Bachelor of Education Honours in Comparative Education and Development, Level 8.
  • Bachelor of Education Honours in Curriculum and Instructional Design and Development, Level 8.

    Vertical Articulation:
  • Master of Education, Level 9.
  • Master of Education in Educational Management, Level 9.
  • Master of Education: Education Leadership: Law and Policy, 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 Limpopo 


    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.