Bachelor of Education Honours

Purpose

The Bachelor of Education Honours will prepare learners for research-based Postgraduate study in Education. It serves to consolidate and deepen a learner's expertise in Foundations of Education and the use of these understandings in an integrated way to explore a range of educational issues related to their areas of significant combinations or stream. This qualification demands a high level of theoretical engagement and intellectual independence. The qualification further aims to develop research capacity with particular attention to methodology and techniques in education research.

The qualifying learners will demonstrate theoretical knowledge in major combinations and the ability to research that area.

The teaching profession will benefit from this qualification by developing teachers to

• Demonstrate an understanding of the theoretical underpinnings of education.
• Develop professional expertise in an aspect of the practices or study of education.
• Provide learners with a deeper understanding of the professional practices, institutions and systems of education.
• Empower learners to achieve some critical distance from the current and conventional methods and institutions of education.
• Foster progressive thinking in the field of education by developing a cadre of educators with a broader and more in-depth understanding of the transformation of education; and to conduct and report on research under supervision.

Rationale

This qualification will address the school-based needs of the teaching profession.

Whilst there is no Professional Body for the Bachelor of Education Honours, employability was approved by the Department of Higher Education and Training which addresses these elements.

The reason for the Bachelor of Education Honours is to enable articulation to a Master's Qualification in Education. It is intended to prepare learners for research-based Postgraduate studies in a particular field of education. It serves to consolidate and deepen a learner's knowledge of the field and to develop research capacity in the methodology and techniques of that field. This qualification demands a high level of theoretical engagement and intellectual independence.

This qualification will address the school-based needs of the teaching profession. The teaching profession will benefit from this qualification by developing teachers to:

• Demonstrate an understanding of the theoretical underpinnings of education;
• Develop professional expertise in an aspect of the practices or study of education;
• Provide learners with a deeper understanding of some aspect of the professional practices, institutions and/or systems of education;
• Empower learners to achieve some critical distance from the fashionable and conventional practices and institutions of education;
• Foster progressive thinking in the field of education by developing a cadre of teachers with a wider and deeper understanding of the transformation of education; and to conduct and report on research under supervision.

The modules are also designed to lead to competencies for improved practice. These acquired skills will be beneficial to the individual, society and the economy as qualified learners will be able to transfer these acquired skills.

The Bachelor of Education Honours is seen as a response to the national and international imperatives of making quality education accessible to all learners irrespective of their differences, by equipping teachers and relevant practitioners with the theoretical knowledge, practical skills and appropriate attitudes to work comfortably and effectively with the mixed-ability and diverse learning environments.

The qualification is also aimed at teachers, academics and other practitioners in the social sciences, who are already in the field wishing to improve their qualification. It is aimed at improving their knowledge and skills in teaching and research.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) may be allowed for credits of the qualification as per the institution's standard policy.

The RPL policy is in alignment with the updated guidelines developed by SAQA and the requirements of the HEQSF 2014 and MRTEQs 2015. RPL is possible if the evidence offered of learning achievement is similar to the learning outcomes and level of the module/s for which RPL is requested.

Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practise and performance records.

All such evidence will be judged according to the general principles of assessment described in the notes to assessors. The lecturers will act as assessors for RPL purposes.

It is acknowledged that all learning has value and, the University accepts the challenge to assess prior learning and award credit that is aligned to the qualifications to promote lifelong learning.

Therefore recognition may be granted for non-formal prior experiential learning. The RPL process will be conducted according to the RPL policy and may involve, among other things, the submission of portfolios with evidence of prior learning, challenge examinations, and interviews with assessment panels. Certified copies of documents confirming the number of years, and nature of, work experience will have to be submitted, as well as certified copies of any qualifications obtained where applicable. Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records. The lecturers will act as assessors for RPL purposes.

• Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification.
• Evidence of prior learning must be accessed through formally recognised RPL processes to recognise achievement thereof.
• Learners submitting themselves for RPL will be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based qualification, evidence from other areas of learning may be introduced if pertinent to any of the Exit Level Outcomes (ELOs).

Entry Requirements

The minimum entry requirement for this qualification is

• A four-year professional teaching qualification, NQF Level 7.

Or

• Bachelor's qualification and a recognised professional teaching qualification.

Or

• Advanced Diploma in a cognate sub-field of Education.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Curriculum Studies and Psychology of Education, 24 Credits.
• International, Comparative and History of Education, 24 Credits.
• Philosophy and Sociology of Education, 24 Credits.
• Research in Education, 12 Credits.
• Research Project in Education, 36 Credits.

1. Conduct independent inquiry in a specialised field of education, training or development, and to report their findings in academically appropriate ways.
2. Acquire a sound knowledge base and critical understanding of the foundations of education in general and in particular of the area of specialisation.
3. Critically analyse and evaluate knowledge in their field of major speciality, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of major specialisation.
4. Exhibit the potential to act as academic leaders and experts in the field of education, training and development.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify a research problem within a specialised area.
• Locate the research problem within the literature.
• Describe and justify an appropriate research paradigm and design.
• Describe the ethical implications of educational research.
• Write a research proposal or report.

Associated Assessment Criteria for Exit Level Outcome 2

• Provide a critical account of different theories within the foundations of education and in the field of speciality.
• Explain relations between theoretical and practice-based knowledge's and actions within diverse contexts.
• Critically analyse educational policies within the field of speciality.

Associated Assessment Criteria for Exit Level Outcome 3

• Critically analyse theoretical and empirical research in the relevant field.
• Develop own knowledge that contributes towards the knowledge within the area of speciality.

Associated Assessment Criteria for Exit Level Outcome 4

• Provide research-based insights related to the fields of speciality that could guide and inform professional practices within the fields of education, training and development.
• Develop research-based insights and address challenges within diverse educational contexts.

Integrated Assessment

In the assessment process, there will be a combination of formative and summative assessments. The range of formative and summative assessments will cover the demonstration of knowledge of theoretical aspects; structured activities, and authentic assignments. Assessments may include observation in real-life situations or in given scenarios as well as online discussions and evidence of successful practical application of learning in an authentic education situation. In particular, the supervision of the Research Project in Education will take place.

The ratio of formative and summative assessment marks for each core module will be

• Formative assessment: 40%.
• Summative assessment: 60%.

The assessment of the Research Project in Education is through a series of assignments which build towards a final report. Learners will be able to use formative feedback on one task to improve their performance on the next.