Bachelor of Education Honours in Education Leadership and Management

Purpose

The Bachelor of Education Honours in Education Leadership and Management equips learners as leaders and managers with the ability to critically analyse theories, current debates, educational policies, and research on educational leadership and management. This qualification strengthens and deepens the knowledge base of educational leaders at different levels, preparing them to understand and address complex educational challenges in modern-day educational institutions. By developing the necessary knowledge, skills, and values, graduates will be empowered to effectively lead and manage educational institutions in diverse settings.

The qualification develops critical thinking, analytical, and problem-solving skills, essential for tackling complex issues in education leadership, management, and policy. The qualification equips learners with the ability to blend international insights with local contexts, making them valuable assets in both global and local settings. Completing the qualification opens pathways to career advancement in education leadership and management, policy analysis, and administration. It caters to both new graduates and seasoned professionals looking to elevate their career trajectories.

Learners will have a comprehensive understanding of the key issues, debates, and literature from international and local perspectives in the field of educational leadership, management, and policy, as well as how these elements interact with societal development. Learners will be adept at applying theories, research methodologies, and analytical skills to real-world education leadership, management, and development challenges, demonstrating the ability to develop innovative solutions.

Learners will be capable of conducting independent research, demonstrating proficiency in various research methodologies, and critically evaluating information from diverse sources to contribute meaningfully to the field.

Typical Graduate Attributes

• Graduates will display intellectual independence, critical thinking, and the ability to engage in self-directed learning, preparing them for lifelong learning and contribution to their field.
• Graduates will be ethically aware and capable of identifying and addressing ethical issues in education leadership, management, and policy with a strong sense of social responsibility towards communities and the environment.
• Graduates will possess strong communication skills and be able to present and communicate complex ideas effectively to a range of audiences. They will also be able to collaborate effectively with peers, stakeholders, and communities.
• Graduates will demonstrate innovative thinking and the ability to adapt to changing circumstances and challenges in the field of education leadership, management and policy, contributing creative solutions to global and local problems.

Rationale

The Bachelor of Education Honours in Education Leadership and Management stands as a crucial intervention in South African education, addressing a longstanding gap in effective leadership. Historically, educational leadership in the country has lacked the necessary emphasis, leaving many school and district managers reliant on experiential learning rather than structured knowledge. Recognising this deficiency, national initiatives have introduced skills-based programmes aimed at leadership development, albeit with a notable absence of research-based academic grounding. This is where the Bachelor of Education Honours degree steps in, bridging the divide by offering a comprehensive curriculum that integrates theoretical knowledge with practical skills. Learners engage with three core areas: educational leadership and management, systems management, and educational research, equipping them to navigate the complexities of school administration and drive meaningful change.

Drawing on international educational leadership literature while grounding the learning experience in the South African context ensures that graduates are adept at applying global best practices to local challenges. Ultimately, the qualification fosters a cohort of leaders and managers armed with the tools and insights needed to enact positive transformations within the South African education system, addressing critical needs and propelling progress forward.

The Bachelor of Education Honours in Education Leadership and Management holds profound benefits for the education sector, society, and the economy of South Africa. Firstly, within the education sector, this qualification fills a significant void in leadership preparation and professional development by capacitating learners with both theoretical understanding and practical skills. By addressing this gap, the program enhances the quality of educational leadership, leading to improved school management practices, better student outcomes, and overall educational excellence. In broader society, the qualification catalyses the development a future cohort of skilled educational leaders, while simultaneously equipping current leaders with the necessary skills, knowledge, values, and attitudes to lead effectively. By fostering a cadre of skilled educational leaders, the qualification not only enhances societal stability and cohesion but also cultivates the development of future leaders across various sectors. Economically, the qualification boosts the skill level and competitiveness of the workforce. Moreover, enhanced leadership directly influences student outcomes, thus contributing to the creation of an effective education system. Overall, the Bachelor of Education Honours in Education Leadership and Management catalyses positive change, benefiting the education sector, society, and the economy of South Africa in profound and multifaceted ways..

The profile of learners enrolling in this programme is diverse in terms of sectors, positions, age, employment status, prior educational backgrounds, and experience. Learner composition includes lecturers and leaders in higher education, district officials, TVET lecturers and leaders, school teachers and school leaders, other professionals from different educational organizations, as well as individuals from non-educational backgrounds with a keen interest in understanding educational leadership, management, and policy.

Occupations/ Professions

• Educator, School Leadership (Departmental Head, Deputy Principal, Principal, Chief Education Specialist, District leadership)
• Leadership in Higher Education
• Policy Analyst

There are continuous discussions/engagements with the Department of Higher Education and Training (DHET), Department of Basic Education, Umalusi, and the South African Council of Educators (SACE). All education qualifications must be presented to the Teacher Education and Evaluation Committee. In addition, all qualifications should align with the Minimum Requirements for Teacher Education Qualification (MRTEQ) requirements.

Recognition of Prior Learning (RPL)

RPL offers an alternative access route into a qualification to those who do not meet the specified qualification entry requirements. Qualifications, part-qualifications, and professional designations registered on the NQF may be awarded in whole or in part through RPL.

Recognition of Prior Learning (RPL) is an important consideration for this qualification. The University Recognition of Prior Learning Policy and rules, and procedures will be considered when learners apply for RPL.

The institution's General Rule 7b (GR7b) states: "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for postgraduate studies or research, may be admitted as a learner of the University".

The South African Qualifications Authority (SAQA) National Policy and Criteria for the Implementation of the Recognition of Prior Learning (amended March 2019) and The Council of Higher Education, Recognition of Prior Learning, Credit Accumulation and Transfer in Higher Education (2016) is relevant to this qualification, in terms of the implementation of RPL, which strives to respond to socio-economic redress of historically disadvantaged communities.

Accordingly, RPL implementation in the qualification will be an enabling mechanism for either/or

� Access to academic programmes.

� Advanced standing for future higher-level qualifications.

� Award of full or partial credits where prior learning meets all the requisite exit level outcomes of the respective qualification.

The RPL assessment recognises knowledge, skills, and professional competence achieved through alternative learning pathways such as informal, non-formal, work-based experience, as well as formal learning. A portfolio of evidence (POE) will form the basis of RPL evaluation.

An RPL assessment committee will be set up to examine the POEs.

The RPL evaluation process is based on the matching of learning outcomes, obtained via alternative learning pathways, with the exit-level outcomes of the qualification. The RPL portfolio of evidence (POE) evaluation will use criterion-referenced rubrics to ensure consistency, fairness and rigour of RPL assessment. A maximum of 10% of admissions in any one year may be granted via RPL.

Successful RPL applications are subsequently presented and considered by the School Teaching and Learning Committee, followed by a submission for approval at the College Academic Affairs Board meeting.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• An appropriate 3-year bachelor's degree and a recognised professional teaching qualification, NQF Level 7.

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 128 Credits.

- Compulsory Modules, NQF Level 8, 128 Credits

• Understanding Research, 16 Credits.
• Understanding Academic Literacy, 16 Credits.
• Independent Research Project, 32 Credits.
• Introduction to Education Leadership and Management, 16 Credits.
• Introduction to Education Law and Policy Planning, 16 Credits.
• Leading and Managing Educational Change, 16 Credits.
• Leading and Managing People in Education, 16 Credits

1. Examine the vast knowledge base of education scholarship, with a specific focus on educational leadership, management, and policy
2. Conduct an independent research inquiry and report the findings
3. Develop skills to source, critically analyze, and evaluate relevant scholarships in educational leadership, management, and policy, and to contribute to systematic thinking about educational matters and issues
4. Apply ethical standards and practices"
5. Develop skills in intercultural communication and inclusivity
6. Evaluate education initiatives in the context of the Sustainable Development Goals, recognizing education's role in addressing global challenges and promoting environmental, economic, and social equity.
7. Critically analyse and compare issues related to education leadership, management and policy.

Associated Assessment Criteria for Exit Level Outcome 1

• Discuss, debate, and critically evaluate key theories and concepts in educational leadership and management.
• Critically apply theoretical knowledge to practical applications in diverse educational settings.

Associated Assessment Criteria for Exit Level Outcome 2

• Design and execute a research project that addresses a significant question in the field of educational leadership and management, using appropriate methodologies.
• Collect, organize, and critically evaluate information from primary and secondary sources, demonstrating methodological rigour.

Associated Assessment Criteria for Exit Level Outcome 3

• Synthesize scholarly materials to demonstrate an understanding of global educational trends, policies, and practices, and evaluate their impact on both local and global education systems across diverse cultural, economic, and political contexts.

Associated Assessment Criteria for Exit Level Outcome 4

• Explain and apply ethical standards and practices.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply and use intercultural communication skills and inclusive practices in collaborative projects.

Associated Assessment Criteria for Exit Level Outcome 6

• Explain and evaluate education initiatives in the context of sustainable development goals.
• Evaluate education-based solutions to global challenges, supported by research and aligned with sustainable development principles.

Associated Assessment Criteria for Exit Level Outcome 7

• Systematically evaluate different perspectives on education leadership, management and policy issues through research papers or projects.
• Apply relevant theories to conduct detailed analyses of real-world case studies, highlighting meaningful comparisons and contrasts.
• Use critical feedback from peers and instructors to present findings that reveal a comprehensive understanding of the complexities in education leadership, management and policy issues.

INTEGRATED ASSESSMENT

All modules in the qualification have a range of assessments, and these assessments are of a varying nature, including class tests, presentations, assignments, and essays. In some modules, continuous assessment collectively informs a final mark for that module, while in others, a formal summative assessment is written. In the modules with both formative and summative assessments, formative assessment counts for 50% and summative assessment counts for 50%.

Formative assessments ensure that learners get feedback on their progress towards the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning in relation to the exit-level outcomes of the qualification. Apart from the discipline-related outcomes of each module, the range of assessments and the demands made on learners ensure that the generic programme outcomes are achieved.

The Independent Research project, which is a thirty-two-credit mini dissertation, is a significant form of integrated assessment of programme outcomes. Through this aspect of assessment, learners are required to draw from disciplinary knowledge (theories and concepts) and research methods studied in the understanding research module to design a viable study.

This qualification allows learners to demonstrate their understanding of their field, research methods relevant to their fields, and specific topics, and how all these can be used to produce a mini dissertation. In short, the mini dissertation is an integrated form of assessment in that allows learners to draw from all modules they have done and use that knowledge to produce acceptable research.