Bachelor of Education Honours in Education Development and Democracy

Purpose

The purpose of the Honours in Education Development and Democracy is to enrich and deepen undergraduate knowledge by developing research capacity. In addition, this qualification also has the following objectives:

• To Identify and analyse concepts in relation to educational development and democracy.
• To establish and clarify conceptual links between the theoretical perspectives of the modules and the professional environment.
• To develop a critical understanding of the current policy context and the signifiers for change.
• To demonstrate the ability to critically analyse the assumptions which underpin different research methods, and to demonstrate the ability to use conceptual tools in critically reading research.
• To develop a conceptual understanding of the different discipline-based perspectives of the programme.

Rationale

The qualification aims to place the development of education within the democratic principles in which education and training needs to be done. The qualification is about development and improvement of education in general and focuses on the general but also the specific purpose of each teacher. The qualification will provide learners with a broad base to develop a better understanding of the education system and society in which we function.

The target group is all teachers but particularly those in leadership positions such as departmental heads, principals, subject advisors, inspectors and other departmental officials and education department officials tasked with policy and policy implementation. Persons in the private sector as well as non-governmental organisations charged with teaching development can benefit greatly from the qualification. The qualification provides opportunities for school leaders and policy implementers to improve their academic qualifications.

The various modules complement each other to provide learners with a broad but focused lens to provide educational development to enable them to study and interpret a democratic society.

Recognition of Prior Learning (RPL)

The RPL process in the faculty is as follows

• A learner applies for admission as if under "normal" application procedures.
• At the same time the learner also apply for ARPL in writing to the relevant centre chair.
• The centre chair discusses the merits of the application with lecturers where applicable, or with the programme co-ordinator, depending on the nature of the application. If no faculty decision is required, the centre chair communicates with the learner in this respect.
• If there seems to be potential for success and a faculty decision is required, the application is referred by the relevant department to the ARPL faculty committee. The process to be followed is communicated to the learner. If the potential success of the application appears to be low, this is also communicated in writing to the learner via the faculty secretary.
• The ARPL committee might request additional information from and/or a personal interview with the learner where applicable.
• The ARPL committee provides the learner with guidelines to compile an ARPL portfolio if applicable.
• The ARPL committee considers and assesses the evidence, consults with staff or other stakeholders if needed and makes a recommendation in writing to the faculty committee. The relevant centre chair and programme chair are informed about the recommendation.
• The faculty committee considers the recommendation of the ARPL committee and either refers it back for further consideration or recommends it to the Faculty Board for approval.
• The learner is informed of the decision of the Faculty Board via the faculty secretary.
• Both the learner and the centre/programme committee are entitled to lodge an appeal to the chair of the ARPL committee should they consider the decision of the Faculty Board or the process unreasonable.

Entry Requirements

The minimum entrance requirements are

• Bachelor of Education (B. Ed).

The qualification consists of modules at NQF Level 8, totalling 120 Credits.

• Knowing, Acting and Being in Framing the study of education, 15 Credits.
• Introduction to Qualitative and Quantitative Research Methods, 5 Credits.
• Educational Research, 10 Credits.
• Education in Democracy, 15 Credits.
• Education and Society, 15 Credits.
• Development, Organisations and Education Policy, 15 Credits.
• Educational Leadership and Management, 15 Credits.
• Research assignment, 30 Credits.

1. Identify and analyse concepts in relation to educational development and democracy.
2. Understand and interpret educational development processes with reference to policy enactment in institutional sites.
3. Deliberatively engage with contemporary challenges and changing patterns in educational leadership and management.
4. Demonstrate an understanding of relationship between ethics and research.

Associated Assessment Criteria for Exit Level Outcome 1

• Concepts in education and democracy are identified and analysed.
• Theoretical frameworks to reflect rationally and critically on policies focusing on education and democracy are used.
• A critical understanding of the complexities of democracy, and the responsibilities associated with the implementation of democratic education is developed.

Associated Assessment Criteria for Exit Level Outcome 2

• The link between equality and economic development in order to make appropriate policy interventions is discussed.
• Educational reforms and policy enactment in localised educational sites are discussed.
• The systemic operation and organisation of schools in South Africa is critically engage with.

Associated Assessment Criteria for Exit Level Outcome 3

• A conceptual analysis of how management and leadership are constituted, and how they are enacted and experienced in practice is conducted.
• The inevitability of change, its related fears and resistances is explored.
• The close relationship between conceptions of leadership and management is examined.
• A notion of leadership as the possession of one person, namely the principal is re-considered.
• The numerous complexities present in schools and education management are identified and addressed.

Associated Assessment Criteria for Exit Level Outcome 4

• Potential ethical dilemmas that could be faced in conducting educational research are discussed.
• Civic virtues such as integrity, diligence, responsibility, loyalty, respect, diligence, when conducting research are fostered.

Integrated Assessment

Learner assessment is integrated in the whole system of a programme approach to teaching and learning and as such forms part of the institutional context. Assessment may take place through a system of formative and summative assessments.

• Formative assessments will be made up of tests/assignments/projects/case studies, etc.
• Summative assessments will be formal examinations written in November, affording

learners a first and second opportunity.