Bachelor of Education Honours in Inclusive Education
Purpose:
Source: SAQA official qualification record. Yiba Verified does not own the underlying qualification data shown on this page.
Qualification type
Honours Degree
Credits
120
Sub-framework
HEQSF - Higher Education Qualifications Sub-framework
Providers listed
1
Qualification snapshot
Official qualification identity fields captured from the qualification record.
Originator
University of Venda
Quality assurance functionary
CHE - Council on Higher Education
Field
Field 05 - Education, Training and Development
Subfield
Schooling
Qual class
Regular-Provider-ELOAC
Recognise previous learning
Y
Important dates
These dates are carried directly from the qualification record.
Registration start
2020-07-30
Registration end
2027-06-30
Last date for enrolment
2028-06-30
Last date for achievement
2031-06-30
Purpose and entry context
Official SAQA text formatted for easier reading.
Purpose and rationale
Purpose
The Bachelor of Education Honours in Inclusive Education prepares learners for research-based postgraduate studies. It serves to consolidate and deepen a learner's knowledge of Inclusive Education and to develop research capacity in its methodology and techniques of Inclusive Education.
The curriculum package for the qualification includes modules on theories of Inclusive Education, research methods and a research project. This qualification demands learners to develop a high level of theoretical engagement and intellectual independence in research with the support of qualified academic staff. The qualification will develop a systematic survey of current thinking, practice and research methods in Inclusive Education as well as their application to educational settings. The learners will be able to use research projects to conduct and report on research under the supervision of a competent and qualified academic staff.
Rationale
South Africa and the Southern African region needs highly qualified and professionally grounded educators in both the basic and higher education sectors. This qualification will, therefore, provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Inclusive Education for investigation and application to a variety of challenges that require counselling services. Schools in South Africa do not have professionally qualified counsellors for learners and teachers, yet there are situations such as bullying, bereavements, school violence and career choices that have taken place in schools.
Qualifying learners may enrol in Master's qualifications and further into doctoral qualifications, where 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 this qualification, learners will also contribute to society as educators, educational analysts, school counsellors, and Heads of Department and school managers.
Learners who earn a Bachelor of Education Honours in Inclusive Education are qualified for careers in education research, administration and instruction. Graduates can work directly with young learners with learning barriers. Career options include:
- School Education specialists/programme supervisors.
- Learning assessment researchers/developers.
- Educators/HOD in full-service schools.
Entry requirements and RPL
Recognition of Prior Learning (RPL)
In line with university policy, Recognition of Prior Learning will be extended to deserving learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio, 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 University registry.
Learners who do not have an accredited qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions.
For RPL, relevant knowledge, skills and competencies acquired through formal, non-formal and informal learning shall be recognised. RPL applies to learning that occurred through informal, and non-formal learning routes. Learning resulting from formal routes will generally be dealt with via Credit Accumulation and Transfer (CAT). Still, in cases where CAT is not applicable, the RPL route may be explored. Credits may be obtained through RPL or CAT towards the qualification. 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 professional teaching qualification, NQF Level 7.
Or
- Bachelor's qualification and a recognised professional teaching qualification.
Or
- Advanced Diploma in a cognate sub-field of Education.
Replacement note
This qualification does not replace any other qualification and is not replaced by any other qualification.
Structure and assessment
Qualification rules, exit outcomes, and assessment criteria from the SAQA record.
Qualification rules
This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 126 Credits.
Compulsory Modules, Level 8, 126 Credits
- Scope of Inclusive Education, 18 Credits.
- Learning Barriers, 18 Credits.
- Approaches to Inclusive Education, 18 Credits.
- Counselling Orphans and Vulnerable Children, 18 Credits.
- Introduction to Educational Research, 12 Credits.
- Educational Research, 12 Credits.
- Research Project, 30 Credits.
Exit level outcomes
- Demonstrate specialist knowledge to enable engagement with and critique of current literature on practices in the field, discipline or practice in Inclusive Education.
- Use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within the field of Inclusive Education and an understanding of the consequences of any solutions or insights generated within a specialised context.
- Design and implement strategies for the processing and management of information to conduct a comprehensive review of current research in the area of specialisation to produce significant insights.
- Develop original or own learning strategies which sustain independent learning, academic or professional development, and interact effectively within the learning or professional group as a means of enhancing advanced learning skills.
Associated assessment criteria
Associated Assessment Criteria for Exit Level Outcome 1
- Identify, understand and explain relevant and appropriate terms, concepts, theories, principles that inform, give background and relate to Inclusive Education.
- Distinguish and demarcate scope of knowledge in Inclusive Education, integrate and apply such knowledge to educational contexts.
- Follow and explain knowledge of current theoretical arguments, developments, views and literature in the discipline of Inclusive Education.
Associated Assessment Criteria for Exit Level Outcome 2
- Critique and critically analyse the theoretical arguments in Inclusive Education and to contextualise the analysis to practical educational settings.
- Apply specialised knowledge of Inclusive Education to different educational settings such as psychological and learning-related challenges that learners face in an ordinary school to cater for diverse learning needs.
- Justify arguments using specialised knowledge of Inclusive Education and arguments that provide situations to education stakeholders on how to create an accommodating and conducive school environment.
Associated Assessment Criteria for Exit Level Outcome 3
- Identify a relevant research problem and topic through a literature search in relevant and varied sources in Inclusive Education that are useful in initiating research skills.
- Collect, process and organise information using current literature and research into meaningful units in Inclusive Education and come up with insightful suggestions to improve the integration of school-based stakeholders in understanding inclusive policies and practices.
- Organise researched knowledge and information from a variety of sources to build a logical oral and written argument that can be applied in the field of Inclusive Education.
Associated Assessment Criteria for Exit Level Outcome 4
- Identify a suitable and researchable research problem, design research objectives, questions, relevant and logical literature review, research process, study and understand information from varied sources such as journals, e-books, statistical data.
- Present a logical argument from gathered data and compile a logical research argument into a mini-dissertation in Inclusive Education based on an outlined format.
Integrated Assessment
Assessment in this institution is viewed as an integral part of teaching and learning, which should be designed in such a way that it improves the quality of teaching and learning and to provide just and accurate analysis on learners' achievements.
This qualification has the on-campus mode of delivery where modules are taught on a face-to-face basis. 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 learner has passed a module or not. The internal assessment offered through tests, assignments and oral presentations is used as a formative strategy to inform lecturers and learners about the level of understanding and achievement of teaching objectives, thereby helping to identify areas which need improvement for both learners and lecturers.
For the formative coursework assessment, all the modules are assessed by at least two tests and two assignments. One of the assignments will be carried by groups and will be presented and discussed in class.
Secondly, individuals will work on a topic of their own choice leading to their research project, which they 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 with at least a Master's degree in the field.
Awarding of the final mark per module will be in tandem with the University policy where 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 only the final summative assessment is considered.
Progression and comparability
Articulation options
This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation
- Postgraduate Diploma in Education, NQF Level 8.
Vertical Articulation
- Master of Education, NQF Level 9.
International comparability
African, and European and Australian universities offer the Bachelor of Education Honours in Inclusive Education. However, in most universities, it is called Special Education or Special Needs Education. In most of the universities, the main objective of the qualification in Special Education or Special Needs Education is to empower teachers to cater for learners with diverse learning needs or barriers to learning, as well as those with disabilities.
In Zimbabwe, the University of Zimbabwe (UZ) and Great Zimbabwe University (GZU) offer two years full-time Bachelor of Education Honours in Special Needs Education for learners with an undergraduate or higher diploma in education qualification in which they studied some special need education. In the South African institution, the qualification is offered for one-year full time or two years part-time. In both institutions, the qualification is offered in the Departments of Educational Foundations just like the one at the South African institution. However, the learners at UZ and GZU choose to specialise in theory and practice in areas such as Hearing, Speech or Visual Impairment, which are also catered for in the one offered by the South African institution although without distinct electives. One significant similarity is that the BEd Honours at these two sister universities and that provided in South Africa have both coursework and a research component at the end of the qualification. At UZ and GZU, the learners conduct and submit a research project in the second year while at the South African institution, the research project is offered in the final semester. At all the three universities, the BEd Honours are the primary entry requirement for Masters in Inclusive Education at South African institution or Special Needs Education at UZ and GZU. It is important to note that Zimbabwean universities are selected for comparison because most learners from the country seed further postgraduate studies in South African universities.
Also in Africa, and in the SADC region to which South Africa is a member, the University of Botswana offers a BEd degree in Special Education which is structurally similar to the BEd in Inclusive Education at the South African institution. Qualifying teachers will cater for a range of learners with diverse learning needs just like the one offered at the South African institution. The research component is also mandatory, just like at the South African institution. One of the oldest and established African universities, Ibadan in Nigeria also offers BEd degree in Special Education, which is psychologically inclined just like the one at the South African institution. It is noted that although the term Special Education is used instead of Inclusive Education in all the qualifications mentioned above, the theoretical focus and structure match very well with the BEd in Inclusive Education at the South African institution in that in all cases, the coursework and research components are visible and that all the BEd Honours degrees are the pathway to Masters in Education degree in Special Needs Education or Inclusive Education.
Outside SADC, the South African institution has a collaboration memorandum of understanding with Masinde Muliro University of Science and Technology (MMUST) in Kenya, which also offers a Bachelor of Education degree in Special Needs Education. However, the degree is provided at the undergraduate level. Due to the collaboration between the two universities, there are possibilities for learners from MMUST to seek admission into the BEd in Inclusive Education at South African institution.
In Australia, several universities offer Bachelor of Education in Special Education and among them are Newcastle, Southern Queensland and Monash universities. In all these universities, there is a practical component whereby learners conduct actual work in schools, which corresponds with the research component of this BEd in Inclusive Education as such research is conducted in schools. Of interest to the South African institution is Monash University because it has a campus in South Africa and learners from the BEd in Inclusive Education can make inquiries quickly to pursue MEd studies by distance learning at this Australian university.
In the United Kingdom, Leeds University has a similar Bachelor of Education for teaching, whereby learners choose to specialise in special Education over four years, offered under the broad area of educational psychology. Like this BEd in Inclusive Education, the Leeds University qualification aims to empower teachers to handle learners with a variety of learning challenges.
Providers currently listed
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