Bachelor of Education Honours in Educational Support

Purpose

To consolidate and deepen the student's knowledge of and expertise in particular disciplines of Foundation Phase, and to develop research capacity in the methodology and techniques of that discipline by capacitating learners to:

• Develop a deepening of knowledge about adult learning theories, learning as a social phenomenon, and the social and political shaping of the adult learning landscape.
• Reflect knowledge of educational research.
• Propose a study that will be undertaken as part of the research requirement for the Degree.
• Draw on the literature to explain and discuss certain core concepts and practices in education and link these concepts to their own biographies as educators and to develop and motivate particular research questions for deeper investigation.
• Rationalise the theoretical underpinning of assessment for learning support in schools and communities. Various curriculum-based assessment strategies will be explored in this section.
• Do a literature review, problem statement, research questions, research design, research methodology, data collection and data analysis reporting on research process and outcomes.

Rationale

The programme aims to endow learners with the more recent theoretical knowledge, assumptions and strategies, as well as research skills to effectively teach, assess and support increasingly diverse learner populations in schools and other educational settings in South Africa. Learner diversity presents particular challenges to teachers because the variety of learning abilities and needs in educational settings makes the traditional stereotypical and uniform treatment of learners obsolete. Pre and in-service teachers are in need of new knowledge, attitudes and teaching strategies regarding learning and learning support to be able to ensure quality learning for all learners. This means rendering support to enhance the learning of an individual or a group of learners (for instance in a classroom, both formal and non-formal) of different age groups and in different contexts by considering the unique individual characteristics and contextual positioning of the learner(s).

Recognition of Prior Learning (RPL)

In tandem with the ARPL policy of Stellenbosch University (Senate, June 2004) the process for ARPL in the faculty is as follows:

• Applications for ARPL are mainly considered at the Post-Graduate Level.
• An applicant applies for admission as if under "normal" application procedures.
• At the same time the applicant also applies for ARPL in writing to the relevant departmental chair.
• The departmental chair discusses the merits of the application with lecturers where applicable, or with the programme coordinator, depending on the nature of the application. If no faculty decision is required, the departmental chair communicates with the applicant 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 applicant. If the potential success of the application appears to be low, this is also communicated in writing to the applicant via the faculty secretary.
• The ARPL committee might request additional information from and/or a personal interview with the applicant where applicable.
• The ARPL committee provides the applicant 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 departmental 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 applicant is informed of the decision of the Faculty Board via the faculty secretary.
• Both the applicant and the department/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 requirement for this qualification is

• Bachelor of Education Degree.

Or

• General NQF Level 7 Degree plus a 120 Credit, NQF level 7 Teaching Qualification.

This qualification consists of compulsory modules at NQF Levels 8 totalling 120 Credits.

Knowing, Acting and Being: Framing the study of Education, 15 Credits.

Educational Research, 10 Credits.

Interpretive Research, 5 Credits.

Learning and Cognition, 15 Credits.

Learning Support, 15 Credits.

Learning Challenges, 15 Credits.

Adult Learning and Support, 15 Credits.

Research Assignment, 30 Credits.

1. Develop a deepening of knowledge about adult learning theories, learning as a social phenomenon, and the social and political shaping of the adult learning landscape.
2. Knowledge of educational research reflected.
3. Equip learners to propose a study that will be undertaken as part of the research requirement for the Degree.
4. Draw on the literature to explain and discuss certain core concepts and practices in education and link these concepts to their own biographies as educators and to develop and motivate particular research questions for deeper investigation.
5. Deepen knowledge of learning theories, neurology in education and cognitive processes to be able to effectively assess and support the learning of a diverse learning population.
6. Deepen knowledge regarding specific learning problems, child and adult disabilities and chronic illnesses, emotional and behavioural problems and giftedness, as well as particular strategies that can support these learners in their learning and development.
7. Rationale and theoretical underpinning of assessment for learning support in schools and communities. Various curriculum-based assessment strategies will be explored in this section.
8. Doing a literature review, problem statement, research questions, research design, research methodology, data collection and data analysis reporting on research process and outcomes.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply basic knowledge about the adult learner, and the unique constraints of Adult Based Education and Training (ABET).
• Have an informed opinion about the social and political history of ABET.
• Identify learning styles and apply pedagogy relevant to the adult learner.
• Participate in critical discussion about the social arrangements of adult basic education in S.A.
• Critically reflect on the role of education and literacy in a knowledge society.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate an understanding of the key features of different research traditions.
• Demonstrate the ability to critically analyse the assumptions which underpin different research methods.
• Demonstrate the ability to use conceptual tools in critically reading research.
• Demonstrate an understanding of what methodological coherence means.
• Demonstrate the ability to select research methods appropriately.
• Demonstrate an appreciation for the importance of multi-data production techniques.
• Demonstrate an understanding of the key elements involved in research design and data analysis.
• Demonstrate an understanding of processes involved in legitimating knowledge.
• Demonstrate an understanding of relationship between ethics and research.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate a basic knowledge of the theoretical and methodological traditions within interpretive research in education.
• Distinguish scientific knowledge from lay knowledge.
• Apply basic research knowledge to the selection of a design, methods and methodology.
• Engage in observation and interviewing by applying the acquired basic fieldwork skills.
• Have acquired knowledge in how to engage in research in an ethical and technically defensible way.

Associated Assessment Criteria for Exit Level Outcome 4

• Explain selected core concepts and practices in relation to education.
• Outline their own questions for further investigation in his/ her chosen area of research.
• Explain the rationale for choosing these research questions.

Associated Assessment Criteria for Exit Level Outcome 5

. Apply basic knowledge on key learning theories in enhancing and supporting all learners' learning and development.

• Apply basic knowledge on neurology in the support of the learning and development of all learners.
• Apply knowledge on certain cognitive processes in the development of learning support strategies and activities.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply basic knowledge on selected learning problems in support of learners.
• Child and adult disabilities and chronic illnesses in support of learners.
• Emotional and behaviour problems in support of learners.
• Giftedness in support of learners.
• Collaboration with parents and other professionals in supporting the learning of above learners.
• Augmentative and alternative communication in supporting the learning of above learners.

Associated Assessment Criteria for Exit Level Outcome 7

. Demonstrate the skill to apply and critically discuss the implications of assessment in schools and communities as stated in policy and other relevant documents.

• Discuss and critique international and South African paradigmatic shifts in assessment for and provision of learning support and the theoretical framework which encapsulates it.
• Demonstrate the skills to apply theoretical knowledge base to assessment and support of literacy, mathematics and perceptual skills.
• Demonstrate the ability to plan and execute effective learning support within a supportive environment.

Associated Assessment Criteria for Exit Level Outcome 8

• Show an introductory understanding of an area of the broader process of interpretive research in educational psychology.
• Demonstrate the ability to define and formulate a research question.
• Show the ability to find and write up relevant, sufficient and recent literature on the topic.
• Demonstrate knowledge and skills of research design and methodology of interpretive research.

Integrated Assessment

The assessment policy of the programme will be aligned with the formal assessment policy of Stellenbosch University. For a semester module two assessment tasks such as assignments and/or tests will be a minimum requirement. The mark generated from the two assessment tasks will contribute towards the official class mark at the end of the specific semester. This mark will count towards 50 % of the student's overall performance mark for the module.

As a summative assessment at the end of the semester a formal 3-hour examination (100-120 marks) will be conducted. The mark generated through the formal examination will count towards 50% of the student's overall performance mark for the module. The student needs a minimum of 50% overall mark and a 40% pass mark in the examination to meet the demands of the module outcomes. To be eligible for a supplementary examination the student needs a 40% pass mark for the examination. Failing to do so, would require the student to repeat the module. In the case where the student writes the supplementary examination the final examination mark awarded cannot be higher than 50%:

• Design and execute a research project of limited scope within ethical guidelines.
• Demonstrate effective referencing skills.
• Report on the research study.