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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Educational Studies 
SAQA QUAL ID QUALIFICATION TITLE
99597  Bachelor of Education Honours in Educational Studies 
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 purpose of the qualification is to empower Teachers with the skills and methodologies to conduct classroom based research in educational studies. This qualification will also enable teachers to critically interrogate, reflect and improve on their classroom practice through research.. The qualification will provide an alternative research approach to teaching and learning based on classroom practice. The qualification focuses specifically on improving classrooms practice using empirical data and research based evidence. The qualification aims at improving the quality of teaching and learning in the country and ultimately makes a contribution to the literature in the discipline globally.

The Bachelor of Education Honours in Educational Studies comprises modules like Research Project in Educational Studies, Research theories and approaches in Educational Studies, Contemporary issues in Education, Schools in context and African Centred Education.
These modules will enable teachers to study disciplines of education, develop an understanding of educational policy and processes and the practice of education. In addition, this will help teachers to engage with fundamental questions concerning the aims and values of education and its relationship to society.

Taking the above into consideration, the qualification will help the teachers to:
  • Gain skills in critical thinking.
  • Equip teachers with skills to conduct research within the field of Education.
  • Pursue further studies in Education and enhance overall academic excellence.

    Rationale:
    The Bachelor of Education Honours in Educational Studies [BEd Hons (Education Studies)] aims at consolidating and deepening teachers' knowledge of the field of Education and to develop their research capacity to be able to contribute to the development and emancipation of communities. Furthermore, the qualification addresses issues that are in line with the contextual needs of communities. To achieve that, two modules have been included in the qualification to assist with the developmental needs of communities in which the graduates will be serving and introduce innovative ways of addressing the developmental needs of communities through research.

    This qualification will also help to produce education policy makers and policy analysts who will be able to look critically at education whilst being conscious of its African context. It also intends to serve as an excellent foundation for the teachers in education by exposing them to different theoretical and philosophical approaches to research in Education. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be achieved in part through the recognition of relevant prior learning and experience as per the University RPL policy in general and the school RPL policy in particular, 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 can be used to grant access to the qualification for learners who do not meet the minimum entry requirements.

    Entry Requirements:
    The minimum admission requirements for the Bachelor of Education Honours in Educational Studies (BEd Hons (Education Studies) Degree, 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 Studies, 32 Credits.
  • Educational Research Theories and Approaches, 24 Credits.
  • Contemporary Issues in Education, 24 Credits.
  • Schools in context, 24 Credits.
  • African Centered Education, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge and understanding of the role that education plays in dealing with poverty in society from different perspectives.
    2. Critically review key concepts, terms and approaches and debates on African centred education to be able to critically engage in debates about African Centred education from different paradigms and approaches.
    3. Apply the scientific research steps to compile a research project.
    4. Explore various issues that are related to the safety and security of learners in schools. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use different philosophical underpinnings to understand current educational theories.
  • Critically review and discuss issues in poverty alleviation through education from different perspectives.
  • Identify and discuss international trends in education.
  • Critically analyse a unitary education system in South Africa from different perspectives.
  • Identify and discuss historiography of Education from different perspectives.
  • Conceptualise and analyse philosophical underpinnings of current educational theories.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Critically review, discuss and apply concepts and theories in Education from the African world-view.
  • Interrogate and apply paradigms and approaches in African Centred Education.
  • Present arguments on African Centred Education.
  • Identify and apply the features of African Centred Education Pedagogy.
  • Critically discuss the different learning styles in African Centred Education.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Understand concepts like research design, theoretical and conceptual frameworks and ethical considerations as applied in research in educational studies.
  • Evaluate traditional philosophies in relation to Epistemology in Education.
  • Review, discuss and apply conceptual or theoretical frameworks and theories of Educational research in Education.
  • Interrogate different research approaches, paradigms and research designs.
  • Review literature aligned to an identified working research title.
  • Select, and develop relevant research instruments.
  • Collect, organise, analyse and present data.
  • Discuss, conclude and support results/findings using collected data.
  • Identify and address ethical issues based on different value systems.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and discuss conditions contributing to lack of safety and security in schools.
  • Discuss issues related to gender disparity in Education.
  • Identify and discuss factors that contribute to functional and dysfunctional schools.
  • Analyse the socio-psychological impact of bullying and substance abuse in schools.
  • Identify and discuss the ethical and moral issues of equality and social justice.
  • Review and discuss the importance of societal involvement in Education.

    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. 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 
    The University of Cambridge in the United Kingdom offers a Postgraduate Certificate in Educational Studies. This qualification allows for a progression route to the University of Cambridge Master of Education qualification.
    This qualification is aimed at qualified or experienced practitioners, curriculum leaders and senior managers to update and upgrade their skills, advance their careers and support development of practice in schools.

    Teachers will design and undertake a small scale project aimed at researching or developing practice. The central aim of the qualification is to empower professionals to link effectively theory, research and practice.

    The qualification focuses on 'evidence based' research by including an introduction to research methods, designed to support the classroom and school based topics.

    The Postgraduate Diploma Education Studies offered by the Macquarie University in Sydney. The Teacher needs to compile a research paper to provide evidence that they can generate a problem and/or research area from his/her own professional work in education and demonstrate mastery of that area as well as a capacity to review it critically.

    In addition, Teachers will need to consider issues affecting the delivery and quality of education in rural and remote areas, and the experience of living and working in small communities. It explores practical ways graduate teachers can work to take account of locality and address educational inequalities that rurality can present. Also teachers must be able to understand how contemporary education, including education in Australia, can be described, analysed and critiqued from a variety of disciplinary perspectives.

    Conclusion:
    It can be concluded that the qualifications identified above are comparable with this qualification in terms of preparing teachers to pursue an independent research project in areas of interest under the supervision of an academic staff member and the scope of knowledge that such learners will be exposed to. 

    ARTICULATION OPTIONS 
    This qualification only offers specific horizontal articulation opportunities with the qualification offered by the University of Limpopo, namely:

    Horizontal Articulation:
  • 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 in Education Development and Democracy, Level 8.
  • Bachelor of Education Honours in Education Leadership and Management, Level 8.

    Vertical Articulation:
  • Master of Education: Education Leadership: Law and Policy, Level 9.
  • Master of Education: Educational and Learning Support, 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.