Bachelor of Education Honours in Educational Studies

Purpose

The purpose of the qualification is to empower Teachers with the skills and methodologies to conduct classroom based research in educational studies. This qualification will also enable teachers to critically interrogate, reflect and improve on their classroom practice through research.. The qualification will provide an alternative research approach to teaching and learning based on classroom practice. The qualification focuses specifically on improving classrooms practice using empirical data and research based evidence. The qualification aims at improving the quality of teaching and learning in the country and ultimately makes a contribution to the literature in the discipline globally.

The Bachelor of Education Honours in Educational Studies comprises modules like Research Project in Educational Studies, Research theories and approaches in Educational Studies, Contemporary issues in Education, Schools in context and African Centred Education.

These modules will enable teachers to study disciplines of education, develop an understanding of educational policy and processes and the practice of education. In addition, this will help teachers to engage with fundamental questions concerning the aims and values of education and its relationship to society.

Taking the above into consideration, the qualification will help the teachers to

• Gain skills in critical thinking.
• Equip teachers with skills to conduct research within the field of Education.
• Pursue further studies in Education and enhance overall academic excellence.

Rationale

The Bachelor of Education Honours in Educational Studies [BEd Hons (Education Studies)] aims at consolidating and deepening teachers' knowledge of the field of Education and to develop their research capacity to be able to contribute to the development and emancipation of communities. Furthermore, the qualification addresses issues that are in line with the contextual needs of communities. To achieve that, two modules have been included in the qualification to assist with the developmental needs of communities in which the graduates will be serving and introduce innovative ways of addressing the developmental needs of communities through research.

This qualification will also help to produce education policy makers and policy analysts who will be able to look critically at education whilst being conscious of its African context. It also intends to serve as an excellent foundation for the teachers in education by exposing them to different theoretical and philosophical approaches to research in Education.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part through the recognition of relevant prior learning and experience as per the University RPL policy in general and the school RPL policy in particular, which clearly outlines the structure and processes that must be followed for the RPL process. Appropriate assessment tasks and tools are designed to assess individual candidates against the outcomes on a case by case basis, with detailed records being maintained.

RPL can be used to grant access to the qualification for learners who do not meet the minimum entry requirements.

Entry Requirements

The minimum admission requirements for the Bachelor of Education Honours in Educational Studies (BEd Hons (Education Studies) Degree, is:

• a Bachelor of Education, Level 7.

Or

• An appropriate Bachelor's Degree, Level 7 and a recognised Professional Teaching qualification.

This qualification comprises compulsory modules at NQF Level 8, totalling 128 Credits.

• Research Project in Educational Studies, 32 Credits.
• Educational Research Theories and Approaches, 24 Credits.
• Contemporary Issues in Education, 24 Credits.
• Schools in context, 24 Credits.
• African Centered Education, 24 Credits.

1. Demonstrate knowledge and understanding of the role that education plays in dealing with poverty in society from different perspectives.
2. Critically review key concepts, terms and approaches and debates on African centred education to be able to critically engage in debates about African Centred education from different paradigms and approaches.
3. Apply the scientific research steps to compile a research project.
4. Explore various issues that are related to the safety and security of learners in schools.

Associated Assessment Criteria for Exit Level Outcome 1

• Use different philosophical underpinnings to understand current educational theories.
• Critically review and discuss issues in poverty alleviation through education from different perspectives.
• Identify and discuss international trends in education.
• Critically analyse a unitary education system in South Africa from different perspectives.
• Identify and discuss historiography of Education from different perspectives.
• Conceptualise and analyse philosophical underpinnings of current educational theories.

Associated Assessment Criteria for Exit Level Outcome 2

• Critically review, discuss and apply concepts and theories in Education from the African world-view.
• Interrogate and apply paradigms and approaches in African Centred Education.
• Present arguments on African Centred Education.
• Identify and apply the features of African Centred Education Pedagogy.
• Critically discuss the different learning styles in African Centred Education.

Associated Assessment Criteria for Exit Level Outcome 3

• Understand concepts like research design, theoretical and conceptual frameworks and ethical considerations as applied in research in educational studies.
• Evaluate traditional philosophies in relation to Epistemology in Education.
• Review, discuss and apply conceptual or theoretical frameworks and theories of Educational research in Education.
• Interrogate different research approaches, paradigms and research designs.
• Review literature aligned to an identified working research title.
• Select, and develop relevant research instruments.
• Collect, organise, analyse and present data.
• Discuss, conclude and support results/findings using collected data.
• Identify and address ethical issues based on different value systems.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify and discuss conditions contributing to lack of safety and security in schools.
• Discuss issues related to gender disparity in Education.
• Identify and discuss factors that contribute to functional and dysfunctional schools.
• Analyse the socio-psychological impact of bullying and substance abuse in schools.
• Identify and discuss the ethical and moral issues of equality and social justice.
• Review and discuss the importance of societal involvement in Education.

Integrated Assessment

The qualification is integrated to ensure a well-structured cohesive qualification so that learning and assessment covers the Exit Level Outcomes of the qualification. Assessments are based on formative assessments which are in place to assure continuous learning and feedback to candidates. Summative Assessments are in place to ensure candidates achieve the Exit Level Outcomes. Such assessments will assess the candidate's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification.