Bachelor of Education Honours in Guidance and Counselling

Purpose

The Bachelor of Education Honours in Guidance and Counselling is the first postgraduate qualification in education. The qualification intends to prepare learners for research-based Postgraduate studies in Guidance and Counselling. It serves to consolidate and deepen a learner's knowledge of Guidance and Counselling and to develop research capacity in its methodology and techniques of Guidance and Counselling. The curriculum package for the qualification, therefore, includes modules on theories of Guidance and Counselling, research methods and a research project. This qualification, therefore, demands learners to develop theoretical engagement and intellectual independence in research with the support of qualified academic staff.

The following are the NQF Level 8 Exit Level Outcomes for the qualification

• Preparing learners for research knowledge and skills for further Postgraduate studies in Masters in education in Guidance and Counselling or another relevant degree in education.
• Consolidating specialised and theoretical knowledge in Guidance and Counselling.
• Developing research capacity in the methodology and techniques of Guidance and Counselling.
• Providing learners with a high level of academic engagement and intellectual enhancement in Guidance and Counselling.
• The qualification develops a systematic survey of current thinking, practice and research methods in Guidance and Counselling as well as their application to educational settings.
• Using research projects to conduct and report on research under the supervision of academic staff.

The qualification meets the national requirements for NQF Level 8 to provide learners with the knowledge and skills about methodology and techniques in Guidance and Counselling, and education in general at NQF Level 8. It will serve to consolidate and deepen the learner's knowledge in the field of Guidance and Counselling and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under supervision.

Rationale

South Africa and the Southern African region needs highly qualified and professionally grounded educators in both the essential and higher education sectors. The qualification will, therefore, provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Guidance and Counselling. Learners will be able to investigate and apply to a variety of challenges that require counselling services. Schools in South Africa do not have professional counsellors for learners and teachers. However, there are situations such as bullying, bereavements, school violence and career choices that take place in schools.

Learners who qualify with this qualification may enrol in a Master's qualification and further into Doctoral qualifications. Thus, they will be able to further contribute to the research capacity in higher education, and also respond to societal needs in the field of education. With the qualification, learners will also contribute to society as educators, educational analysts, school counsellors, Heads of Department and school managers.

Recognition of Prior Learning (RPL)

In line with the institution's policy, recognition of prior learning will be for deserving, experienced learners. Learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence. This evidence will be in the form of a compiled portfolio to demonstrate that they can cope with the qualification expectations if enrolled.

Learners eligible for RPL need to provide relevant evidence for consideration and verification by the Institution. They should be in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission. Status may be granted with or without conditions. Learners who are not in possession of an accredited qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions.

For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route may be explored. Credits may be obtained through RPL. In line with RPL Policy, credits shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• A four-year Bachelor of Education, NQF Level 7.

Or

• An appropriate Bachelor's qualification, NQF Level 7 plus a recognised professional teaching qualification.

Or

• A four-year professional teaching Diploma plus an Advanced Diploma in a cognate sub-field of Education.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 126 Credits.

Compulsory Modules, 126 Credits

• Counselling Theory and Practice, 18 Credits.
• Developing and Managing Schools Guidance Programs, 18 Credits.
• Counselling Orphans and Vulnerable Children, 18 Credits.
• Human Growth and Development, 18 Credits.
• Introduction to Educational Research, 12 Credits.
• Educational Research, 12 Credits.
• Research Project, 30 Credits.

1. Demonstrate specialist knowledge to enable engagement with and critique of current literature on practices in the field, discipline or practice of guidance and counselling.
2. Use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within a field, discipline or practise; and an understanding of the consequences of any solutions or insights generated within a specific context.
3. Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
4. Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a variety of audiences with different levels of knowledge or expertise.
5. Develop his or her learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the teaching or professional group as a means of enhancing knowledge.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify relevant and appropriate terminologies in Guidance and Counselling.
• Identify the scope of knowledge in Guidance and Counselling.
• Explain knowledge of current arguments and views on guidance and counselling.
• Conceptualise current literature on the broad field of Guidance and Counselling.

Associated Assessment Criteria for Exit Level Outcome 2

• Critique abstract landscape in Guidance and Counselling to practical settings.
• Apply specialised knowledge of guidance and counselling to different educational settings such as challenges that educators and learners face, mainly where one teaches.
• Justify arguments using specialised knowledge in the field of guidance and counselling and arguments that provide situations to education stakeholders.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify a research problem and topic in the area of guidance and counselling.
• Design a logical research proposal that relates to the application of guidance and counselling to research problems.
• Develop research objectives that utilise knowledge of guidance and counselling.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify characteristics of a suitable interviewing atmosphere and environment within parameters of guidance and counselling for use in research.
• Identify and use of research instruments relevant for research in guidance and counselling
• Explain and justify the methodological approaches on a chosen research project on guidance and advice.
• Report and explain research approach or process and findings and disseminate research knowledge in a logically structured manner in a written form.

Associated Assessment Criteria for Exit Level Outcome 5

• Read researches such as journals, e-books, other research findings and present a logical argument from own research for compiling a valid research argument into a mini-dissertation.
• Communicate research findings into a mini-dissertation using a given format, to nominated examiners in the field of guidance and counselling.
• Understand the comments of examiners and satisfactorily correct mini- dissertation with minimum support from supervisors.

Integrated Assessment

Assessment is as an integral part of teaching and learning. The institution designed the assessment to improve the quality of teaching and learning and to provide just and accurate analysis of the learners' achievements.

For the formative coursework, the assessment of all the modules includes least two tests and two assignments. One of the assignments is in groups and presented and discussed in class.

Secondly, learners will work on a topic of their own choice leading to their research project, which they will submit in the form of a mini-dissertation in the second semester. The report of the research project will be assessed internally and externally by nominated and approved academic experts.

Formative and summative assessment

The assessment of the first semester modules is both formative and summative. Formative assessments provide feedback on the teaching and learning, while summative assessment provides final judgement on whether a student has passed a module or not. The internal assessment comprises tests, assignments and oral presentations. This assessment is a formative strategy to inform lecturers and learners about the level of understanding and achievement of teaching objectives. Thereby helping them to identify areas which need improvement for both learners and lecturers.

Awarding of the final mark per module will be in tandem with the University policy 50% of the final mark is for formatively assessed course work and 50% for final summative assessment or the written exam mark. The research project will be an exception since it is the final summative assessment.