Bachelor of Education Honours in Educational Management

Purpose

The Bachelor of Education Honours is intended to prepare learners for research-based postgraduate study in a particular field in school. It serves to consolidate and deepen a learner's expertise in a specific area in education, and to develop research capacity in the methodology and techniques of the area. This qualification demands a high level of theoretical engagement and intellectual independence. The qualification should include conducting and reporting research under supervision. South Africa and other countries require highly qualified, skilful and knowledgeable teachers and leaders in early childhood education. The purpose of the qualification is to produce highly qualified teachers, managers, curriculum designer who will be responsive to the developmental needs of educational management. These are teachers who are going to teach, to manage, prepare and design curriculum to meet the needs of education management.

The qualification equips qualified learners with the required subject content knowledge and educational theories. Also, enable qualified learners to demonstrate competence and responsibility as academically, professionally and researchers in the field of educational management and move forward into various leadership roles. It offers robust core foundation modules in educational administration and includes distinct specialist modules that deal with the unique characteristics of the educational management. The institution will support learners in their learning and development as professional educational management educators. The qualification serves to consolidate and deepen learner's expertise in educational administration.

Rationale

The rationale provides a structured and professional learning pathway for current and aspirant school principals. The qualification will equip learners with the knowledge and competences to manage and lead their schools effectively and in alignment with national goals. The rationale promotes professional and academic development such that the qualified learner can lead and manage the school and promote quality education. The qualification empowers and enables school leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively and efficiently. To work together in communities of practice and to contribute to improving the quality of delivery of education across the school system. Schools exist to provide systematically, quality learning opportunities for children and therefore:

• Effective leadership and management of teaching and learning is a critical role for the school principal;
• Complement the leading and managing teaching and learning schools by focusing on supporting effective leadership and management of extra- and co-curricular activities as integral to the development of well-rounded individuals; and
• Emphasise that principals are the critical resource of the school and reveals the need for both theoretical understanding and practical competences in leadership and management of people, to manage oneself and others in both the school and the wider school communities.

The rationale promotes life-long learning for learners in Master of Education and Doctorate of Education in Educational Management. The qualification will provide benefits to the learner, society and the economy. The qualified learners will:

• Organise and manage themselves and their activities responsibly and effectively;
• Collect, analyse, organise and critically evaluate information;
• Communicate effectively using visual, symbolic and/or language skills in various modes;
• Demonstrate an understanding of the world as a set of related systems by recognising that problem solving context do not exist in isolation;
• Reflect on and explore a variety of strategies to learn more effectively;
• Participate as responsible a citizen in the life of local, national, and global communities; and be culturally and aesthetically sensitive across a range of social context.

Recognition of Prior Learning (RPL)

In line with the university's policy, the Recognition of Prior Learning will recognise experienced learners. These learners need to demonstrate evidence that despite not having the entry requirements, that they can cope with the qualification's expectations. All learners of RPL need to provide significant evidence of prior learning.

Evidence of prior learning needs to be verified by the University. Learners who apply for this type of RPL must have an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission.

For RPL, recognition of relevant knowledge, skills and competencies acquired through formal, non-formal and informal learning. Credits obtainable through RPL and CAT towards the qualification. The University's registry will verify the evidence of prior learning.

In line with RPL Policy, granting of credit/s for learning that occurred. Credit shall be appropriate to the context. RPL applies to the learning that occurred through informal and non-formal learning routes.

Entry Requirements

The minimum entry requirement for this qualification is an

• Bachelor of Education, NQF Level 7.
• Advanced Diploma (a cognate subfield of Education), NQF Level 7.

This qualification consists of modules totalling 120 Credits.

Modules, 120 Credits

• Curriculum Management and Evaluation, 18 Credits.
• Law in Education, 18 Credits.
• Financial Management in Education, 18 Credits.
• Educational Leadership and Management, 18 Credits.
• EDR 5521: Educational Research, 12 Credits.
• EDR 5621: Educational Research, 12 Credits.
• Research Project, 30 Credits.

1. Conduct independent research and demonstrate competence in scholarly exposition in educational management.
2. Present information clearly, cohesively and in a scholarly style.
3. Show an understanding of current theories of educational management.
4. Contribute to the body of knowledge through research activities

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate by the preparation of a topic related to the significant subject;
• Explain convincingly why the research is relevant;
• Formulate the research problem, aim, questions, hypotheses (where applicable) clearly;
• Demonstrate how and why paradigms, research designs and methodology are relevant to the study.

Associated Assessment Criteria for Exit Level Outcome 2

• Provide well-founded interpretations of literature in the area of study, and concise and accurate syntheses of written material;
• Use specialist and applied knowledge appropriately in an area of educational research or practice;
• Show sensitivity for and understanding of the relative and contextual nature of thought and experience;
• Interpret knowledge as a source of meaning and as a guide to reflection, choice and action;
• Grasp the dialectical relationship between theoretical and practical knowledge;
• Demonstrate an awareness of the variety of educational contexts in which education might apply.

Associated Assessment Criteria for Exit Level Outcome 3

• Locate particular studies in a relevant and coherent theoretical framework;
• Demonstrate a high level of competence in Educational Management;
• Understand and contribute to the technical and professional literature in the field of Educational Management;
• Criticise learned procedures in the light of historical trends and practices in this and other countries.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate the ability to address a professional or academic problem with originality and independent thought;
• Discover new facts, principles, and connections to improve educational practice;
• Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with colleagues in the field of Educational Management.

Integrated Assessment

Assessment is both formative and summative. Formative includes proposal development workshops and seminars. Summative includes assessment of mini-dissertation, by at least three examiners, two internal and one external.