Bachelor of Education Honours in Life Orientation

Purpose

The purpose of the Bachelor of Education Honours in Life Orientation is to equip teachers with specialised knowledge pertaining to diverse aspects and issues within the subject field of Life Orientation. The qualification also enables teachers to deliver the necessary integrated advanced pedagogical skills to teach this subject competently, which will be anchored in sound Research Methodology, Design and Practices recognised by the international scientific community. The qualification will develop the research capacity of teachers by enhancing their understanding of ontologies and practices pertaining to relevant social theories and perspectives, research methodologies, relevant pedagogies, guidance and support strategies and community engagement strategies.

Rationale

Since Life Orientation is one of the compulsory subjects offered to all learners as part of the national school curriculum at Further Education and Training Level, there is definitely a continuous need for well-qualified teachers in the subject who can lead in the development and presentation of the subject and its many topics of interest. In addition the inclusion of Life Orientation in the national school curriculum is to enable learners to attain general life skills and to develop problem-solving, creative, and higher order thinking skills as well. Thus Life Orientation teachers are expected to:

• Guide and prepare learners to respond appropriately to lifes responsibilities and opportunities.
• Equip learners to interact optimally on a personal, psychological, cognitive, motor, physical, moral, spiritual, cultural and socio-economic level.
• Guide learners to make informed and responsible decisions about their own health and well-being and the health and well-being of others.
• Expose learners to their constitutional rights and responsibilities, to the rights of others and to issues of diversity.
• Equip learners with knowledge, skills and values to make informed decisions about subject choices, careers, additional and higher education opportunities and the world of work.
• Expose learners to various study methods and skills pertaining to assessment processes.
• Expose learners to an understanding of the value of regular participation in physical activity.

These needs have led to an increase in the demand for teachers who are not only specialists of the subject content, but also to have an advanced level of expertise regarding the teaching-learning skills salient to Life Orientation. The offering of the Bachelor of Education Honours in Life Orientation [BEdHons (Life Orientation)] is aimed at assisting Higher Education to fulfil the country's need for more, better equipped and qualified teachers in Life Orientation. In addition, teachers will contribute in a meaningful and accountable way to personal, social, relational and contextual development within schools and local and global communities as agents of change.

This qualification will also prepare successful graduates for further Postgraduate study at Masters' Level, specifically in the field of Life Orientation in Education.

Recognition of Prior Learning (RPL)

The University subscribes to the principles underlying outcomes-based, source-based and lifelong learning. In this context, considerations of articulation and mobility play an important role. The University endorses the view that Recognition of Prior Learning (RPL) constitutes an essential element of the transformation of access and admissions policies at education institutions in South Africa. The transformation of access and admissions policies is intended to increase participation and to broaden access to Higher Education in order to produce graduates with the skills and competencies necessary to meet the human resource needs of the country.

The University acknowledges that the Recognition of Prior Learning must be conducted in a valid, reliable and equitable way, and that it must take place in accordance with the terms of the University's policy on the Recognition of Prior Learning and in accordance with the relevant procedures laid down by the Faculties of Education.

Recognition of prior learning, gained either through formal qualifications obtained at this or other institutions, or informally (through experience), may be considered when deciding on granting of credits for modules in this particular qualification. The learner will be informed about the mechanisms to be used. At all times the level of skills and competence, reviewed in the context of the Exit Level Outcomes required for this qualification, or the outcomes of modules within it, will be the determining factor. Recognition of Prior Learning will thus be done on the grounds of applied competence, which the applicant has demonstrated with regard to the Exit Level Outcomes to be mastered during the completion of the Bachelor of Education Honours in Life Orientation.

Entry Requirements

To qualify for admission to this Honours qualification, a teacher must be in possession of

• A Bachelor of Education Degree at Level 7.

Or

• An appropriate Bachelors' Degree at Level 7 and a Postgraduate Certificate in Education.

Or

• An Advanced Diploma in Teaching in an appropriate field, at Level 7.

This qualification comprises compulsory modules at NQF Level 8 totalling 120 Credits.

• Foundations of Education Research, 16 Credits.
• Research Project, 32 Credits.
• Guidance and Support, 32 Credits.
• Life Orientation Pedagogies, 16 Credits.
• Community Engagement, 16 Credits.
• Theories and Perspectives, 16 Credits.

1. Demonstrate integrated knowledge and engagement of guidance and support, community engagement, theories and perspectives in the field of Life Orientation.
2. Critically evaluate and review sources of knowledge and processes regarding concepts of personal development, guidance and support, being agents of change and the promotion of wellbeing.
3. Select, evaluate and apply appropriate theories and perspectives to advance the teaching practice in the field of Life Orientation.
4. Understand and apply research methodologies, methods and procedures in a multi-method approach relevant to the field of Life Orientation.

Associated Assessment Criteria for Exit Level Outcome 1

• Understand the theories and perspectives underpinning Education as a field of study, as well as identifying and contextualising these with specific reference to the content of Life Orientation.
• Use appropriate skills to partake in active community engagement in the field of Life Orientation.
• Show by example an understanding of related theoretical paradigms, concepts, ideas, issues and problems and identify and contextualise these with specific reference to the content of Life Orientation.
• Understand the purpose, concepts and theories of community engagement and demonstrate the ability to critically reflect on and address the complexities and challenges of Life Orientation and to promote positive change within the field.
• Apply the theoretical knowledge of the purpose, principles, concepts and theories of Community Engagement in the local Life Orientation context as well as to understand global community imperatives.
• Investigate and interrogate a variation of community environmental challenges impeding on a community's sociological and psychological well-being.
• Select, evaluate and apply appropriate community engagement models to critically reflect on and address complex issues in communities.
• Apply knowledge and understanding of ethical issues pertaining to community engagement.
• Critically interrogate multiple sources of knowledge within the field of Life Orientation and critically evaluate and review that knowledge, as well as the manner in which the knowledge was produced.

Associated Assessment Criteria for Exit Level Outcome 2

• Critically discuss and analyse personal development, guidance and support processes, being agents of change and the promotion of well-being.
• Engage in and apply the knowledge of the above-mentioned in order to act as agents of change in the promotion of well-being of the Life Orientation teacher.
• Apply and evaluate a range of different guidance and support skills and intervention methods.
• Critically reflect on and address complex or abstract problems in a responsible, ethical manner and contribute to positive change in a diverse society.
• Operate effectively in a group to solve challenges and problems in the guidance and support processes.
• Select, evaluate and apply a range of different but appropriate guidance and support skills, intervention methods and scientific methods of enquiry to address complex or abstract problems to make a positive change within practice.
• Critically engage in the ethical conduct of self and others within different cultural and social environments, and to effect change in conduct where necessary.
• Operate effectively within a team/system and manage a team/group/system in any given discipline-related context, and also demonstrate a logical and critical understanding of the roles of all persons in that system in order to solve guidance and support problems.
• Monitor the progress of the team/group/process and taking responsibility for task outcomes and application of appropriate resources.

Associated Assessment Criteria for Exit Level Outcome 3

• Discuss, analyse and critically evaluate theories and perspectives relevant to the field of Life Orientation.
• Critically reflect on and address complex issues, and facilitate positive change in their contexts, based on their understanding of appropriate theories and perspectives.
• Demonstrate an understanding of theoretical grounding, as well as use a range of terminology, concepts and principles related to a variety of teaching strategies applicable to Life Orientation.
• Critically review current theories and literature on Life Orientation Pedagogy to develop creative responses to problems and issues related to the different fields of Life Orientation.
• Use a range of specialised skills to identify, analyse and address complex or abstract problems in the application of appropriate teaching strategies to the different fields of Life Orientation.
• Critically access, process and manage information from a variety of sources in order to offer creative insights and rigorous interpretations to the teaching of the different fields of Life Orientation.
• Analyse, critically evaluate, select, integrate, design and apply a variety of assessment strategies relevant to the different fields of Life Orientation.
• Identify and address ethical issues based on critical reflection in the choice and application of a variety of teaching strategies relevant to the different fields of Life Orientation.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate knowledge of different research approaches and methodologies in the field of education.
• Undertake a research project, choose a relevant topic, state the identified problem in context of existing literature and research.
• Identify and analyse educational problems by using critical and creative thinking relevant to the research problem.
• Collect, analyse, organise and critically evaluate educational and related information from primary and secondary sources.
• Communicate accurately and reliably the results of education research published in the available scholarly literature.
• Choose an appropriate design, applicable method and a suitable strategy to collect, interpret, analyse, synthesise and evaluate the data being investigated.
• Formulate, present and communicate ideas and arguments effectively, both verbally and in writing.

Integrated Assessment

Theoretical and practical components will be assessed together during integrated assessment, and various formative and summative assessment tools and methods will be implemented to ensure confirmation of the mastering of all the outcomes and related workplace competencies, such as written assignments, written tests, case studies and case presentations as well as group discussions. Advanced information retrieval and processing skills and critical analysis projects, will prove integration and application of the knowledge, critical thinking and communication of information.

Summative assessment in each of the modules in the qualification will be conducted by means of a three hour written and/or practical examination. The mini-dissertation will determine whether the learner is able to demonstrate critical application of theory, concepts, principles, rules, processes and structures to solve real world problems and issues. The outcome of the mini-dissertation will also determine the learner's ability to find new information and to integrate this information with existing knowledge. Assessment will ensure that all the Exit Level Outcomes are evaluated in an integrated manner.