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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Technology Education 
SAQA QUAL ID QUALIFICATION TITLE
99607  Bachelor of Education Honours in Technology Education 
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  128  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 (BEd Hons) in Technology Education strives to develop teachers to be able to carry out small research projects and to consolidate and enrich the teachers' academic and teaching knowledge as outlined by the Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ). In responding to MRTEQ, the BEd Hons (Technology Education) creates and develops a solid foundation for teachers to understand and analyse concepts and theoretical frameworks in Education.

This qualification is intended to provide teachers with deeper understanding of both conceptual and procedural knowledge that underpin Technology Education. Furthermore, the qualification cultivates cognitive aptitudes that are suitable to and applicable in the field of Technology Education. Technology Education endeavours to produce teachers that are capable of making a significant contribution in t society while solving authentic technological problems which are embedded in real-life contexts.

Rationale:
The International Technology Education Association has emphasised that a major consequence of accelerated technological change is the difference in levels of technological ability and understanding among teachers and between teachers and the average citizen. There is a widening gap between the knowledge, capability and confidence of the average citizen and that of the inventors, researchers, and implementers who continuously revolutionise the technological world. While it is logical and necessary for the developers to have advanced technological capacity, the general public needs to be technologically literate.

The power of today's technological processes needs society and individuals to decide what, how, and when to develop or use various technological systems. Such decision-making depends upon all citizens acquiring a basic level of technological literacy, which is the ability to use, evaluate, and understand technology. Technological literacy is vital to individuals, the community, for national economic prosperity and for the earth's continued ability to sustain life. Furthermore, the need to develop a technological literate society is stipulated in the Curriculum Assessment Policy Statement (CAPS). Thus the Bachelor of Education Honours in Technology Education provides an opportunity to nurture competent technology teachers to enhance the technological capabilities of citizens. 

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's RPL policy. This policy clearly outlines the structure and processes that must be followed for the RPL process when the need arises. Appropriate assessment tasks and tools are designed to assess the individual candidates against the outcomes on a case-by-case basis, and detailed records are maintained. RPL can also be used to grant learners advanced standing through the awarding of module exemptions.

Entry Requirements:
The minimum admission requirements for the Bachelor of Education Honours (Technology Education) Degree, is:
  • A Bachelor of Education, Level 7 (in Senior Phase and/or Further Education Training Phase teaching).
  • An appropriate general Bachelor's Degree and a recognised Professional Teaching qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification comprises compulsory modules at NQF Level 8, totalling 128 Credits.
  • Research Project in Technology Education, 32 Credits.
  • Research Approaches in MST Education, 24 Credits.
  • Philosophy and Nature of Technology Education, 24 Credits.
  • Contemporary Issues in Technology Education, 24 Credits.
  • Teaching, Learning and Assessment in Technology, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Critically analyse and evaluate both conceptual and procedural knowledge in Technology Education of learners
    2. Carry out independent research in Technology Education and report the results in written report.
    3. Demonstrate the ability to understand and reflect on the learners' cognitive skills that are needed when using technology. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Concepts and procedures that support and justify the essence of Technology Education are understood.
  • Authentic technological problems that are embedded in the real-life experience are solved.
  • The design processes are systematically articulated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The research projects that display cognisance of various research approaches and methodology are developed.
  • Information from primary and secondary sources is gathered, arranged, analysed and critically evaluated.
  • Research results are innovatively and precisely presented and the potential to be an aspirant researcher is demonstrated.
  • Justifiable clarification of literature that is relevant to Technology Education is presented.
  • Technology education is meticulously located in a suitable and comprehensible theoretical framework.
  • The cognisance of different educational milieu in which technology knowledge is applicable is rigorously articulated.
  • Logical discussion of ideas and opinions with respect to theory and practice are undertaken.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Emerging classroom technologies are understood and compared with own practice.
  • Knowledge, attitudes, and skills of digital age work and learning are demonstrated.
  • Effective learning environments and experiences are planned, designed and assessed.
  • Curriculum methods and strategies that use technology to maximise learning are implemented.
  • Technology is applied to facilitate a variety of assessment and evaluation strategies.
  • The social, ethical and legal issues surrounding technology are understood.
  • Instruction is facilitated in the new literacies that emerge within digital interactive learning environments.

    Integrated Assessment:
    Learning and assessment are integrated to assess the exit level outcomes within the qualification and to ensure a well-structured cohesive qualification. Assessments are based on formative assessments which are in place to ensure continuous learning and where feedback is provided to the candidates.

    Summative assessments are used to make a judgment about the learning at the Exit Level Outcomes. Such assessments 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 qualification has been compared in countries with similar qualifications such as in Australia and Malaysia.

    The Bachelor of Education Honours in Design and Technology Education is offered by the University of South Australia in Australia. This qualification is a four year qualification whereby in the fourth the learners complete their Honours. Thus the fourth year was compared to this qualification. In the fourth year of study, the aim of the qualification is to develop the learners' capacity in relation to research project. The content focuses on developing knowledge and skills in research methods and designing a research project leading to the preparation of a research proposal and the application of ethics where required. The purpose of our qualification compares with this one in terms of its focus on research and general aims and content

    The University of Utara Malaysia College of Arts and Sciences (UUM CAS) in Malaysia offers the Bachelor of Education Honours in Technology Education. The qualification combines the fields of Education and Information Technology. The qualification also includes technology to stimulate learning and it also emphasises that teachers need to conduct research into the use of technology in teaching.

    Conclusion:
    The qualifications compares well with the above two cited international qualifications in terms of purpose, content and the focus on research. 

    ARTICULATION OPTIONS 
    This qualification offers specific articulation opportunities with the following qualifications offered by the University of Limpopo. They are:

    Horizontal Articulation:
  • Bachelor of Education Honours, Level 8 (ID 97124).

    Vertical Articulation:
  • Master of Education, Level 9 (ID 97137).

    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, Level 8.
  • Bachelor of Education Honours in Computer-integrated Education, Level 8.
  • Postgraduate Diploma in Educational Technology, Level 8.

    Vertical Articulation:
  • Master of Education, Level 9.
  • Master of Education in Technology Education, 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.