Bachelor of Education Honours in Information Communication Technology Education

Purpose

The purpose of this qualification is to provide learners with necessary knowledge and skill that will enable them to deal with challenges facing education through continuing professional development. The qualified learner will be able to:

• Analyse, evaluate and critically understand education in general.
• Conduct independent inquiry in a specialised area of education, training and development, and report findings in academically appropriate ways.
• Exhibit the potential to act as academic leaders and/or experts in the field of education, training and development.

Rationale

The Bachelor of Education Honours in Information Communication Technology Education is a qualification designed to provide continuing professional development for teachers that will enable them to respond critically to challenges facing education. There is a need to strengthen the quality of education particularly in the Eastern Cape Province in the long term through continuing teacher professional development. This qualification also supports development of applied research and reflective practice for educators, and lays a foundation for future research at a Masters level.

Recognition of Prior Learning (RPL)

The Department Admission Committee will evaluate the academic background and required experience based on merit of each case. The Committee after evaluation will make a recommendation to the School Admission Committee. The committee may require testimonials and proof of certificates.

RPL is applied for learners who do not have formal academic achievement to gain access to a particular qualification, but with proven expertise and competency will be considered. Candidates may apply for exemption from certain modules on grounds of prior qualification of study concerned.

Entry Requirements

The minimum entry requirement for this qualification is

• A Bachelor Degree at NQF Level 7 or equivalent.

This qualification consists of compulsory and elective modules at NQF Level 8, totalling 120 Credits.

Compulsory Module

• Educational Ideas and Issues, 40 Credits.
• Educational Research I, 20 Credits.
• Educational Research II, 10 Credits.

Elective Modules (select two)

• ICT in Education 'A', 25 Credits.
• ICT in Education 'B', 25 Credits.
• Adult Education Processes, 25 Credits.

1. Analyse, evaluate and critically understand education in general.
2. Conduct independent inquiry in a specialised area of education, training and development, and report findings in academically appropriate ways.
3. Exhibit the potential to act as academic leaders and/or experts in the field of education, training and development.

Associated Assessment Criteria for Exit Level Outcome 1

• A critically informed understanding of national and international policy in education context in general, and in area of specialisation is demonstrated.
• A critically and empirically informed understanding of the socio-cultural, historical and material contexts of education in general, and in areas of specialisation is demonstrated.
• A range of responses to key issues on education are identified and critically engaged with.

Associated Assessment Criteria for Exit Level Outcome 2

• A range of academic texts relevant to the field of education are critically engaged with.
• A range of theoretical responses to an area of educational specialisation is critically evaluated.
• Key educational issues from philosophical, sociological and psychological vantage points are critically reflected upon.

Associated Assessment Criteria for Exit Level Outcome 3

• A range of research design options is considered and decisions about appropriate use of research methods are made.
• Relevant theories and concepts to data are applied reflexively in a specified educational investigation.
• Issues of ethics, vigour, validity and quality are reflexively engaged with in conducting educational research.
• Report on small - scale educational research in a systematic, professional and academically appropriate way is conducted.
• An ability to think independently and critically to formulate ethical and defensible responses to key educational issues in an area of specialisation is demonstrated.
• An ability to collaborate professionally with others in response to current educational issues is demonstrated.

Integrated Assessment

Assessment of learning on this qualification is guided by the University's Policy on Assessment. Both formative and summative assessments are designed to create an opportunity for learners to demonstrate through a variety of procedures how they have developed as professionals. Summative assessment consists of written examinations at the end of each year that comply with the University's policy on assessment, the procedures and practices. The policy stipulates that assessment should be open and transparent to students and encourages the use of multiple forms of assessment.

The University has an external examining policy which formalises what is accepted as good practice. The assessment results are first examined internally. Once the results have been consolidated, scripts are sent to the external examiners. The assessments will integrate the Exit Level Outcomes of the qualification into the assessments and will be subjected then to external examination by appropriately qualified academics.