Bachelor of Education Honours in Inclusive Education

Purpose

The Bachelor of Education Honours in Inclusive Education intends to address the continuing professional development needs of teachers with a focus on researcher development in the field of inclusive education. The qualification will provide future leaders and educators in the field of inclusive education with the capacity to develop research-based responses to challenges. The qualification will deepen the expertise of educators and broaden the leadership base in the field of inclusive education, training and development. It will also familiarise educators with national priorities and policy issues relevant to the South African context and develop their theoretical understanding of the field across the full spectrum of contexts.

Recognition of Prior Learning (RPL)

The institution's approach is to manage each application for Recognition of Prior Learning on a case by case basis. The institution's RPL guidelines are detailed in the RPL Approval Process of the Recognition of Prior Learning Policy. The Recognition of Prior Learning (RPL) Policy is designed to grant access to a qualification or advanced standing/exemption from modules to learners who have gained qualification-related knowledge and skills through informal and experiential learning. It recognises forms of prior learning and experience as similar to the prescribed formal minimum admission requirements, or the award of advanced standing in the qualification through exemption from modules. An application for access to the Bachelor of Education Honours in Inclusive Education via the RPL route will be evaluated against the entry requirements of the qualification. Further, an application for Recognition of Prior Learning and experience for the award of advanced standing will be considered against the required NQF Level, content, learning outcomes and assessment of specific modules, as well as the overall qualification's Exit Level Outcomes.

Entry Requirements

The minimum entry requirement for this qualification is

• A professional Diploma in Education as well as an Advanced Diploma in Inclusive Education, NQF Level 7.

Or

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

Or

• A four-year professional Bachelor of Education Degree.

This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level totalling Credits.

1. Demonstrate sound knowledge of and critical understanding of education in general, including educational issues and debates, theory of knowledge, teaching and learning; schooling and curriculum (in general and South Africa specifically), professional practices, institutions and systems of education.
2. Demonstrate competence in the field of inclusive education as a field of specialisation.
3. Critically analyse and evaluate knowledge in the field of inclusive education.
4. Contribute to knowledge in the field of inclusive education.
5. Demonstrate skills and knowledge to conduct independent inquiry and report on research and independent inquiry in the field of inclusive education.
6. Develop 21st Century skills and research skills that will one to pursue life-long learning and further post-graduate studies in education and intellectual independence.
7. Show respect for and commitment to the educator profession and capacity to function ethically, responsibly and professionally within the education system, an institution, and the school community.
8. Communicate accurately, coherently and effectively using appropriate academic conventions and rules.

Associated Assessment Criteria for Exit Level Outcome 1

• Understand educational policies and the South African education landscape.
• Exhibit a familiarity with key lines of debate in the extensive field of education.
• Provide well-founded interpretations of teaching and learning, schooling and curriculum, and concise and accurate blends of written material.
• Use specialist and applied knowledge appropriately in an area of professional practices.
• Demonstrate an awareness of the variety of educational contexts in which knowledge might apply.

Associated Assessment Criteria for Exit Level Outcome 2

• Understand the principles and concepts underpinning the field of Inclusive Education including its boundaries and limitations.
• Analyse educational situations with a view to identifying situations where inclusive education practices can be implemented.
• Assess the various theories in the field of inclusive education.

Associated Assessment Criteria for Exit Level Outcome 3

• Develop and present a set of systematic arguments.
• Make sound theoretical judgements and evaluations based on evidence.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify and solve educational problems by using critical and creative thinking.
• Demonstrate the manner in which inclusive education practices can be used to solve educational problems.

Associated Assessment Criteria for Exit Level Outcome 5

• Complete papers and major assignments in demonstrating knowledge of different research approaches and methodology.
• Collect, analyse, organise and critically evaluate educational and related information from primary and secondary sources.
• Plan, and conduct, an elementary piece of research, using basic research techniques.

Associated Assessment Criteria for Exit Level Outcome 6

• Develop 21st Century skills that can add value to lifelong learning.
• Demonstrate the use of 21st Century skills when producing research reports.

Associated Assessment Criteria for Exit Level Outcome 7

• Demonstrate sincerity towards the opinions of others and display an aspiration 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.
• Demonstrate educational leadership skills.

Associated Assessment Criteria for Exit Level Outcome 8

• Apply technological skills to communicate effectively within the education profession.
• Apply academic conventions and rules in written and oral communication.

Integrated Assessment

The qualification demands a high level of theoretical engagement and intellectual independence and enables teachers to develop independent and collaborative research capacity, and the methodological foundations and tools to effectively plan, execute and report on educational research. Teachers will also develop the capacity to identify educational challenges and employ various research methods, qualitative or quantitative enquiries and critical thinking to address challenges in practice. Further, the qualification contributes to both the development of leadership in the field and the competences required for independent and collaborative research at higher levels. The Bachelor of Education Honours (BEdHons) (Inclusive Education) will enable the learner to acquire knowledge in the field of inclusive education and analysis, be able to apply, synthesise and evaluate new information. The qualification is furthermore underpinned by an acute awareness of the variety of school contexts in the South African society. The qualification aims to develop a teacher's adaptive expertise, resilience, understanding of education and their application to practice within the national education system and a critical awareness of the key issues and trends within education.