Bachelor of Education Honours in Foundation Phase Teaching

Purpose

The purpose of the Bachelor of Education Honours in Foundation Phase Teaching qualification, as described in the Higher Education Qualifications Sub-Framework (CHE, 2013), is to develop research capacity and a deeper specialization knowledge to encourage and build the future postgraduate enterprise in what is regarded as a highly specialized field of education, namely Foundation Phase (FP) Teaching. The curriculum of this qualification provides learners with a sound understanding of the research process and the philosophical foundations necessary to understand how knowledge is created. It also provides an opportunity to carry out Foundation Phase Teaching research while under supervision. Learners will be able to apply educational theories, applicable methodologies, and research lenses to research innovative solutions to myriad problems facing the Foundation Phase teaching and learning sector. The qualification will provide learners with more advanced theoretical, analytical, and practical knowledge in the discipline to allow for professional and academic growth in the careers of FP teaching and research at large. Learners will be able to plan, design and execute FP teaching educational research using relevant methodologies and report on the findings and thus contribute to the generation of new knowledge.

Upon completion of this qualification, qualifying learners will be able to

• Demonstrate deepened and consolidated expertise as well as a critical understanding of the field of Foundation Phase education.
• Analyse and evaluate knowledge in their area(s) of specialization and contribute to systematic and disciplined thinking about educational matters and issues, with reference to their area(s) of specialization.
• Conduct and report on research under supervision.
• Demonstrate the ability to function as academic leaders and experts in the field of Foundation Phase education, training, and development.

Rationale

This qualification is in the goals of the IOP (2016-2020) to take forward the university's core mandate of teaching and learning. It builds onto the Bachelor of Education (Foundation Phase Teaching) qualification, which started in 2016 as one of the flagship qualifications of the faculty, which gives specific attention to Goal 2 of the institution, and which aims to provide opportunities for excellent learning and teaching experience that is contextually responsive to the challenges of globalization and a society in transition, and that enhances the learners capacities to be change agents in the 21st century.

International benchmark studies such as the Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) (Van Staden,2006; Reddy, 2006), and the results of the national evaluation studies such as the Systemic Evaluation and Annual National Assessment (ANA) reports point to a crisis in the Literacy and Numeracy levels in many FP classrooms in South Africa (DBE, 2011). Of importance, all these reports have implications for the role and competence of the teacher in the classroom, as well as the role of Teacher Education qualifications in preparing teachers who will be able to make a difference in the current crisis in the Foundation Phase classrooms.

The major rationale driving the faculty's decision to embark upon the conceptualization and design of this qualification is to prepare the learner for in-depth, research-based postgraduate studies in Foundation Phase Education by developing, consolidating, and deepening his/her knowledge of the chosen field, as well as research capacity in the methodologies and techniques in the attendant field of specialisation.

A significant portion of this will be demonstrated through a high level of theoretical engagement with the relevant and most recent literature, and a successful completion of a research report based on an intellectually independent and largely self-directed investigation of a chosen topic of interest. The proposed qualification has been developed in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 34467, 15 July 2011) and the South African Standards for Principalship (18 March 2016).

Learners who enrol for the qualification can become teachers, heads of departments and foundation phase education specialists.

The qualification will serve as a critical bridge between pre-service professional education and advanced studies at master's level and beyond. Consequently, a primary function of this qualification is to ensure that educators have the competence required for independent research at higher levels.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education in Foundation Phase Teaching, NQF Level 7.

Or

• Bachelor's Degree plus Postgraduate Certificate in Education in Foundation Phase Teaching, NQF Level 7.

Or

• A relevant qualification in the related field, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits

• Literacy Education in Multilingual settings, 15 Credits.
• Integrating technologies into the Foundation Phase, 15 Credits.
• Mathematics in the Foundation Phase, 15 Credits.
• Theoretical Foundations in Education I, 15 Credits.
• Theoretical Foundations in Education II, 15 Credits.
• Introduction to Research Phase Teaching A, 15 Credits.
• Research Project in Foundation Phase Teaching B, 30 Credits.

1. Demonstrate deepened and consolidated expertise as well as a critical understanding of the field of Foundation Phase education.
2. Analyse, evaluate and apply knowledge in area(s) of specialization and contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of specialization.
3. Conduct and report on research under supervision.
4. Demonstrate the ability to function as academic leaders and experts in the field of Foundation Phase education, training, and development.
5. Communicate effectively with academic and professional colleagues and collaborate with others in addressing educational problems.

Associated Assessment Criteria for Exit Level Outcome 1

• Provide well-founded interpretations of literature in the area of study, and succinct and accurate syntheses of written material.
• Locate particular studies in a relevant and coherent theoretical framework.
• Appropriately use applied knowledge in an area of language education.
• Show sensitivity and understanding of the relative and contextual nature of thought and knowledge.
• 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.
• Illustrate an awareness of the variety of educational contexts in which knowledge might apply.

Associated Assessment Criteria for Exit Level Outcome 2

• Illustrate critical understanding of the principles and concepts underpinning the field of study, boundaries, and limitations.
• Show an ability to write with fluency in an academic mode.
• Analyse educational situations to identify problems.
• Assess the weight of various kinds of evidence for claims and theories in the field of Foundation Phase teaching or education.
• Justify conclusions, with appropriate argument or evidence in theorizing about Foundation Phase teaching or education.
• Identify and solve Foundation Phase teaching problems by using critical and creative thinking to arrive at responsible decisions.
• Display some intellectual independence and analytical skills in the development of systematic arguments.
• Apply sound theoretical judgements and evaluations based on evidence.

Associated Assessment Criteria for Exit Level Outcome 3

• Complete major assignments and/or project reports in a way that shows knowledge of different research approaches and methodologies.
• Collect, analyse, organize, and critically evaluate educational and related information from primary and secondary sources.
• Use appropriate resources for academic work, including information and communications technology.
• Plan and conduct an elementary piece of research using basic research techniques.
• Accurately communicate research results of written reports and oral presentations.

Associated Assessment Criteria for Exit Level Outcome 4

• Interpret educational principles and concepts in a range of institutional contexts.
• Others are stimulated and encouraged to become engaged in disciplined thinking about Foundation Phase teaching/education.
• Communicate effectively with academic and professional colleagues and collaborate with others in addressing science education problems.
• Illustrate openness towards the views of others and a desire to initiate or facilitate discussion in a perceptive, sensitive, and thought-provoking manner.
• Balance rights and responsibilities, as well as constructive criticism and commitment to service in the wider interests of all those represented in the school or wider educational environment.

Associated Assessment Criteria for Exit Level Outcome 5

• Simulate and encourage others to become engaged in disciplined thinking about education.
• Initiate or facilitate discussion in a perceptive, sensitive, and thought-provoking manner.
• Display the ability to communicate effectively from a position of leadership within the education profession.
• Recognize educational rights and priorities and foster them in the context of educational leadership.

INTEGRATED ASSESSMENT

The qualification assessments will be conducted in line with the institution's Flexible Learning and Assessment policy. In this qualification, there will be continuous assessment, both formative and summative across all the modules. As this is a blended qualification, assessments will be both face-to-face and online with both asynchronous and synchronous components, online quizzes, discussion forum input and uploading of written assignments take place asynchronously. Presentations and group work are assessed face-to-face during lectures) and online during the webinars hosted online for each module.

Formative Assessment

The formative assessment consists of the following

• Quizzes,
• Assignments.
• Group presentations.
• Test.
• Examination assessment.

The marks of the formative, continuous assessments shall be combined into a single mark and will constitute 60% of the overall mark for a module. The final examination assessment shall constitute 40% of the overall mark. The learner must attain at least 50 % in all components of the assessment to pass. An overall average mark of 75% will be regarded as a pass with distinction.

At the end of each module, learners will undertake a written 'take-home' test to be completed within a specified time window and uploaded for marking by the lecturers. The uploaded and 'live' presentations will be assessed by the lecturers and moderated by external examiners.

Summative Assessment

Summative assessment will take in the form of either sit-down or take-home tests at the end of each module to measure learners' performance as required by the exit-level outcomes.

Summative assessments will assess learners 'theoretical knowledge as well as their ability to apply the course work to case studies based on actual medicolegal cases.

All assessments will be moderated both internally and externally by suitably qualified academics to ensure that they are at the appropriate level, properly assess that learners have met the outcomes, are fair and transparent, and that the assessment is aimed at building the skills required by the qualification. Both internal and external moderation of assessments will take place in accordance with the University's policies and procedures as applied by the Faculty Assessment Committees.