Bachelor of Education Honours in Education Leadership and Management

Purpose

The purpose of the Bachelor of Education Honours in Educational Leadership and Management is to prepare learners for research-based postgraduate studies in educational leadership and management. It serves to consolidate and deepen the knowledge base in educational leadership and management. It further aims to develop research capacity in the research methodologies and techniques required to research issues on educational leadership and management. The qualification focuses on developing critical engagement on issues related to educational leadership and management facilitated through a deep theoretical insights and individual intellectualism. Additionally, the qualification seeks to encourage progressive thinking in the field of educational leadership and management by developing educators who can contribute to the transformation of educational practice and prepare educators for further Postgraduate studies by providing the competences required for further research at higher levels.

Qualifying learners will be able to

• Apply research methods and techniques relating to educational issues.
• Apply ethical conduct as an educational leader or manager.
• Apply educational leadership and management skills.
• Synthesise, analyse, and apply theories and principles of education.
• Engage critically on issues related to educational leadership and management.

Rationale

A national research from Wedekind and Harley (2004) on effective schools found that schools that were efficiently run were led by school leaders who were well qualified in educational leadership and management. The vast terrain of educational leadership and management globally points to the need for education leaders to have leadership and management training. Drawing from such literature, the South African Department of Basic Education saw the value of having qualified, appropriately skill educational leaders for the school education system and has intervened by recommending qualifications for school education managers to take with a view to having appropriately qualified school leaders to take leadership positions in schools. Hence, over the years, several institutions of higher education have developed in-service qualifications; some have expanded their Postgraduate qualification offerings to include greater emphasis on educational leadership and management offerings. While these efforts are commendable, the programmatic reach to the schools across the country stills remains a huge challenge.

There are approximately 40 000 schools across South Africa, suggesting that approximately between 120 000 to 150 000 school leaders need education and training in education leadership and management. The public higher education systems cannot cope with this demand. Hence, this qualification can contribute significantly to addressing this educational need for the school education system.

There are few opportunities for promotions within the school education system. Most promotional positions are in the area of school leadership and management. Hence, the potential to be promoted to these leadership positions require teachers to shift their focus of professional development from their subject teaching to education leadership and management. The opportunities for these teachers to skill themselves in educational leadership and management need to be created. Most public higher education institutions are urban based. This qualification is suitable for distance learning and provides teachers in far reaching parts of South Africa opportunities to obtain qualifications in Education leadership and management.

Knowledge in the field of leadership and management is expanding continually. New challenges are emerging that needs research for resolution and insights. This means that researchers in the field of education leadership and management need to be developed. The academic Postgraduate qualifications develop research capacity through its qualification purpose and design. Learners that progress through the academic post-graduate qualifications in education develop different levels of research knowledge and skills. This qualification focuses on developing knowledge and skills in conducting education research that will lead onto further research development in the Masters and Doctoral qualifications. It includes theoretical engagements in education leadership and management, located within historical and current literature, to provide learners will a well-rounded knowledge base to identify potential areas of educational research and to conduct such research agendas with a small scale doable and feasible time frame and scope. The competence derived from such research activities will enable the learner to progress into a Master's qualification to further develop their research knowledge and skills that will all them to contribute to further development in educational leadership and management.

Recognition of Prior Learning (RPL)

It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of a portfolio of evidence. Such 'non-standard' learners will be selected on the recommendation of a senior manager/principal from the learners' organisation.

Where appropriate, interviews will also be conducted to assess learners for selection purposes. Learners will have to submit a portfolio of evidence that will be assessed against the learning outcomes and assessment criteria of the qualification or modules. Learners have the right to appeal against an assessment outcome.

Entry Requirements

The admission requirements for this qualification is one of the following.

• A four year teaching Degree.
• An appropriate Degree and a professional teaching qualification.
• A professional teaching qualification and an Advanced Diploma in Education in Educational Leadership and Management (or equivalent) will also be considered for admission into the.

This qualification consists of compulsory and elective modules at Level 8, totalling 120 Credits.

Compulsory Modules (100 Credits)

• Academic Literacy, Educational Research and Research Methodology, 30 Credits.
• Theories, Models and Practices of Educational Leadership 1, 20 Credits.
• Theories, Models and Practices of Educational Management 2, 20 Credits.
• Research Project, 30 Credits.

Elective Modules (20 Credits)

• Leading and Managing School Education, 20 Credits.
• Leading and Managing Higher Education, 20 Credits.

1. Apply graduate research methods and techniques to research issues on educational leadership and management.
2. Synthesise the concepts associated with ethical behaviour and social responsibility that will engage learners in a meaningful effort to effect social change and promote social justice.
3. Evaluate leadership and management qualities and analyse the rule of law in educational procedures, as well as diverse roles in effective decision making in education.
4. Display sound management and leadership skills in the formal workplace.
5. Evaluate the process of planning for change and the various means of production in the educational sector, leading to ways to maximise efficiency and effectiveness.
6. Synthesise, analyse, and apply theories and principles of education.
7. Demonstrate knowledge of the theory, principles and practice of educational leadership and management.
8. Engage critically on issues related to educational leadership and management.
9. Consolidate and deepen his/her knowledge in educational leadership and management.

Associate Assessment Criteria for Exit Level Outcome 1

• Apply advanced research methods and techniques to investigate challenges faced in educational leadership and management.
• Critically appraise research methods and techniques for suitability to study educational leadership and management.

Associate Assessment Criteria for Exit Level Outcome 2

• Use knowledge of concepts to prompt learners to engage in effecting social change and promoting social justice.
• Critically apply concepts on ethics and social responsibility to engage with social change to promote social justice.
• Meaningfully synthesise concepts on ethics and social responsibility to engage learners in the comprehension of the need for social change.

Associate Assessment Criteria for Exit Level Outcome 3

• Explain leadership and management qualities needed to suit one's personality and context.
• Evaluate rule of law in educational procedures to effect meaningful change.
• Use effective decision-making skills to demonstrate educational procedures.

Associate Assessment Criteria for Exit Level Outcome 4

• Demonstrate sound management and leadership skills in the formal workplace.
• Effect comprehensive management and leadership skills to develop relevant knowledge in leading and managing an institution.

Associate Assessment Criteria for Exit Level Outcome 5

• Utilise practices and procedures to effect the change process.
• Evaluate production processes in the educational sector to maximise efficiency and effectiveness.

Associate Assessment Criteria for Exit Level Outcome 6

• Understand and clarify theories and principles of education to deepen understanding of educational practices.
• Apply theories and principles of education to develop a comprehensive knowledge base.

Associate Assessment Criteria for Exit Level Outcome 7

• Apply sound knowledge of theory, principles and practice of educational leadership and management to enhance educational leadership and management.
• Apply theory, principles and practices of educational leadership and management to the workplace.

Associate Assessment Criteria for Exit Level Outcome 8

• Illustrate critical and meaningful engagement on issues relating to educational leadership and management.
• Critically discuss issues related to educational leadership and management to formulate useful solutions.

Associate Assessment Criteria for Exit Level Outcome 9

• Express an in-depth knowledge of educational leadership and management to enrich knowledge in educational leadership and management.
• Consolidate and enhance knowledge in educational leadership and management to expand intellectual endeavours.

Integrated Assessment

Formative and summative assessments are used to assess competence. Learning community assessments comprise 30% of the overall assessment weighting. Participation through posting comments and peer reviews requires learners to practice and demonstrate a number of higher-order skills, including the ability to articulate and defend positions, consider different points of view, and to evaluate and appropriately use evidence. The summative assessments carry a 70% weighting and comprise of module projects, which requires learners to demonstrate immediate connections between theories, concepts, and skills and their immediate utility in current or future career scenarios. It is envisaged that the 70% be distributed between two projects weighted at 30% and 40%. Completing module projects provides evidence of high-level cognitive skills (i.e. creation, application, analysis, and evaluation) and requires learners to strategise and plan how to approach complex problems that are relevant to a proposed scenario. These projects generally have a strong research focus geared towards preparing the learner for the Master's level study.

Assessment Type, Method and Description

Formative Assessment: The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited number of outcomes. Formative Assessment consists of knowledge checks, reflective assessments and learning community assessment. Knowledge checks may comprise of matching columns, multiple choice questions, true and false and drag and drop assessment methods. Reflective assessments may consist of short essay, long essay/case studies and posting comments/peer review.

Summative Assessment: Examinations or equivalent assessment such as a research essay or portfolio in order to determine a representative selection of the outcomes practised and assessed in the formative stage. Summative Assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. Summative Assessment consists of projects, pen/paper exam, portfolio of evidence and dissertation.