Bachelor of Education Honours in Sociology of Education

Purpose

The Bachelor of Education Honours in Sociology of Education is the first Postgraduate qualification in education. The qualification prepares learners for research-based postgraduate studies in Sociology of Education. It serves to consolidate and deepen a learner's knowledge of Sociology of Education and to develop research capacity in its methodology and techniques of Sociology of Education. The curriculum package for the qualification, therefore, includes modules on theories of sociology of education, research methods and a research project. This qualification, therefore, demands learners to develop a high level of 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 Sociology of Education or another relevant Degree in education.
• Consolidating specialised and theoretical knowledge in Sociology of Education.
• Developing research capacity in the methodology and techniques of Sociology of Education.
• Providing learners with a high level of academic engagement and intellectual enhancement in the sociology of education.
• Developing a systematic survey of current thinking, practice and research methods in Sociology of Education as well as their application to educational settings.
• Ability to use research projects to conduct and report on research under the supervision of a competent and qualified academic staff.

The qualification meets the national requirements for NQF Level 8 as per the NQF Level Descriptors. Thus, the qualification provides learners with the knowledge and skills about methodology and techniques in Sociology of Education, and education in general. It will serve to consolidate and deepen learners' knowledge in the field of Sociology of Education 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. Therefore, the qualification will provide an opportunity for learners to develop their capacity in research knowledge and skills in the sociology of education. Learners will be able to investigate and apply to a variety of socio-cultural and socio-economic challenges that confront the education sector and society in general.

Learners who qualify from 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 BED (Sociology of Education) qualification, learners will also contribute to society as educators, educational analysts, educational sociologists 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

• Sociological Perspectives on Education, 18 Credits.
• Culture, Socialisation and Education, 18 Credits.
• Sociology of the School, 18 Credits.
• Social Philosophy of Education, 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 sociology of education.
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 sociology of education.
• Identify the scope of knowledge in sociology of education.
• Explain the knowledge of current arguments and views on sociology of education.
• Conceptualise the current literature on the broad field of sociology of education.

Associated Assessment Criteria for Exit Level Outcome 2

• Critique abstract landscape in the sociology of education to practical settings.
• Apply specialised knowledge of the sociology of education to different educational settings such as related social challenges that educators and learners face.
• Justify arguments using specialised knowledge in the field of sociology of education and discussions that provide situations to education stakeholders.

Associated Assessment Criteria for Exit Level Outcome 3

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

Associated Assessment Criteria for Exit Level Outcome 4

• Identify characteristics of a suitable interviewing atmosphere and environment within parameters of sociology of education for use in research.
• Identify and use of research instruments relevant to research in the sociology of education.
• Explain and justify the methodological approaches on a chosen research project on the sociology of education.
• 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 research 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 sociology of education.
• 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, in which the design improves the quality of teaching and learning and provides just and accurate analysis of the learner's achievements.

For the formative coursework assessment, the assessment of all the modules consists of at 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 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.

Formative and summative assessment

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 formative assessment comprises tests, assignments and oral presentations. The formative assessment is a formative strategy to inform lecturers and learners about the level of understanding and achievement of teaching objectives. Thus, helping 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's policy. 50% of the final mark is for formatively assessed coursework and 50% for final summative assessment or the written exam mark. The research project will be an exception since there is only the final summative assessment.