Bachelor of Education Honours in Teaching and Learning

Purpose

The purpose of the qualification is firstly to consolidate and deepen the students' knowledge of their selected specialisation and secondly to develop research capacity in the methodology and techniques of that specialisation in order to prepare students for advanced Postgraduate studies in the selected field of specialisation. Being the first Postgraduate Degree in education, the qualification aims to equip students with a high level of theoretical engagement and intellectual independence relevant to their chosen specialisation, as well as to understand the important role of research and specialised skills related to exploring key issues within their chosen specialisation. Students will plan, conduct and report on a research project under supervision which will address contemporary and critical issues in the selected specialisation.

Students will be provided with sufficient depth of knowledge and skills to enable their continued professional and personal intellectual development, and the opportunity for further Postgraduate study at Level 9 and higher.

Rationale

This qualification was developed to comply with the policy on Minimum Requirements for Teacher Education Qualifications, as published in the Government Gazette of July 2011 (No. 34467). According to the Minimum Requirements for Teacher Education Qualifications, "the Bachelor of Education (Bed) Honours is the first Postgraduate Degree in education. It will prepare students for research-based Postgraduate studies in a particular field of education. It serves to consolidate and deepen a student's knowledge of the field and to develop research capacity in the methodology and techniques of that field". Numerous challenges are currently being experienced at all levels of education in South Africa. These include low levels of content and pedagogical knowledge among educators, limited educational management and leadership capacity, inclusive education, research capacity, etc. Furthermore, to creatively and effectively address these needs, it is crucial to offer qualifications such as the BEd Honours Degree in order to:

• Create a pathway for researchers in order to strengthen research capacity in this sector.

And

• Strengthen knowledge and skills in various disciplines within this sector.

This qualification has been designed to consolidate and deepen the students' knowledge of their selected specialisation field of study and to develop research capacity in the methodology and techniques of that field.

The BEd Honours Degree in Teaching and Learning consists of a compulsory modules and elective modules The compulsory modules comprises current relevant educational themes and perspectives (offered in the module Education 5) as well as research methods and techniques (offered in the modules Introduction to Research in Education and Research Methods in Education). The compulsory modules serves as an essential, foundational underpinning for the elective component, the latter which comprises a selected specialisation module (e.g. Inclusive Education, Mathematics, Science, etc.) as well as an independent, supervised research project conducted within the selected field of specialization.

A situation analysis was conducted in 2015 to determine the relevance, strengths and weaknesses of the BEd Honours Degree qualifications. This analysis was done among various stakeholders, including current and past BEd Honours students, staff teaching on Honours qualifications and school educators and principals. Feedback received has been incorporated into the design of the new qualification.

The target student profile are students who wish to embark on Postgraduate studies in various fields of education, with the intention to improve their professional knowledge and skills, as well as to initiate a career in research. Such students will typically be employed in the education sector (both at school and higher education level, as well as in education support services), and would be representative of all post levels within this sector.

The BEd Honours qualification is the first Postgraduate qualification after an initial (NQF level 7) teacher qualification. BEd Honours graduates may apply for acceptance into a (Level 9) Master's Degree in Education, followed by a (Level 10) Doctorate in Education.

Education on all levels in South Africa faces substantial challenges. In turn, these unresolved challenges have a negative impact on the advancement and implementation of higher order technologies in industry, the economy at large (e.g. a low economic growth rate, low employability due to low levels of knowledge and critical skills, high unemployment), personal and societal problems, etc. To address these, highly skilled and knowledgeable education specialists are required. Knowledge and skills obtained in a BEd Honours qualification could contribute significantly to both personally and collectively, address some of these challenges.

Recognition of Prior Learning (RPL)

The institution has an RPL policy in place, in line with relevant government policies and legislation, as well as relevant institutional policies, requirements and regulations. This policy describes in detail the RPL procedure to be followed by both the applicant and the institution.

RPL for access

RPL for admission into the BEd Honours qualification will be based on formal learning (i.e. formal education qualifications) combined with experiential learning. The policy on Minimum Requirements for Teacher Education Qualifications regulates pathways into BEd Honours qualifications, i.e. prerequisite formal educational qualifications. In exceptional cases, however, the institution might consider a candidate with a qualification at a lower level, but who has acquired substantial experiential learning through his/her involvement in the education sector. The competence of such an applicant will be assessed against the outcomes of the entire prerequisite (preceding) formal qualification to determine the candidate's eligibility for admission into the BEd Honours qualification.

RPL for advanced standing

Alternatively, an applicant may apply for recognition of (a) particular subject(s) or module(s), again based on (a) acquired formal qualification(s) combined with experiential learning. In such a case, the competence of the applicant will be assessed against the outcomes of the module(s) or subject(s), and exemption may be awarded for that module(s) or subject(s) if outcomes are met.

Entry Requirements

The minimum admission requirement for this qualification is

• A four-year professional teaching Degree at Level 7.

Or

• A pre-2009 NQF Bachelor's Degree at Level 6 and a pre-2009 NQF recognised professional teaching qualification at Level 7.

Or

• A 360 Credit pre-2009 NQF National Diploma at Level 6.

Or

• A Diploma at Level 6 and a recognised professional teaching qualification at Level 7.

Or

• A four-year pre-2009 NQF professional teaching qualification at Level 6 as well as an Advanced Diploma at Level 7 in a cognate sub-field of Education.

This qualification consists of compulsory and elective modules at Level 8 totalling 125 Credits.

Compulsory Modules, Level 8, 85 Credits

• Education 5 30 Credits.
• Introduction to Research in Education 5 Credits.
• Research Methods in Education 20 Credits.
• Research project 30 Credits.

Elective Modules, Level 8, 40 Credits

• Afrikaans First Language 40 Credits.
• Business Management 40 Credits.
• Computer Applications Technology 40 Credits.
• Drama 40 Credits.
• Foundation Phase 40 Credits.
• Human Movement 40 Credits.
• Inclusive Education 40 Credits.
• Mathematics 40 Credits.
• Mathematical Literacy 40 Credits.
• Music 40 Credits.
• Second Language/First Additional Language 40 Credits.
• Science 40 Credits.
• Technical and Vocational Education and Training 40 Credits.
• Visual Art 40 Credits.

1. Demonstrate integrated knowledge and critical understanding of subject matter within the field of specialisation, theories and methods of research within that specialisation, and how to evaluate and apply such knowledge and skills within the context of that specialisation.
2. Demonstrate the ability to engage with and address ethical issues in the teaching and learning of, as well as research in, the selected field of specialisation.
3. Demonstrate the ability to use a range of specialised skills to identify, investigate, critically analyse and understand, evaluate, address and solve complex real-life problems regarding critical matters and problems in the selected field of specialisation, in a creative and coherent manner.
4. Demonstrate the ability to verbally and in writing formulate, present and communicate insightful and creative academic and professional discourse, offering creative insights, rigorous interpretations and solutions to issues in the teaching and learning of the selected field of specialisation, use appropriate media and communication and information technology as well as other appropriate research methods.
5. Demonstrate the ability to effectively operate as a member of a team to solve problems and address challenges in the teaching and learning of the selected field of specialisation, and to assume responsibility for task-specific objectives, appropriately using relevant and multiple resources.
6. Use the assessment strategies which effectively address personal, professional and lifelong learning as well as on-going learning needs of others.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate awareness and understanding of crucial theoretical paradigms, concepts, ideas, issues, problems and trends locally as well as globally in the field of specialisation in particular and education in general.
• Demonstrate appropriate research paradigms, approaches, designs and methodologies applicable in the field of education in general, and of the field of specialization in particular.
• Access the report research done and reports published on the current status of teaching and learning in the field of specialisation nationally and internationally.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate an appropriate level of expertise in academic and writing skills.
• Apply critical skills to conduct, analyse and interpret research in the field of specialisation.
• Make responsible, ethically based and professional decisions in the execution of research.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate an understanding of ethical issues and teacher responsibility regarding teaching and learning in the field of specialisation.
• Reflect upon own and peers' teaching critically to constantly improve teaching and learning practices.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate real-world application of knowledge and skills.
• Analyse and evaluate given scenarios, and real-life problems in order to design and develop integrated solutions.
• Discuss concepts in the teaching and learning in the field of specialisation in relation to current real-world contexts.

Associated assessment criteria for Exit Level Outcome 5

• Analyse, synthesise and evaluate the nature and issues regarding the teaching, learning and assessment of the field of specialisation both nationally and internationally critically in groups, taking co-responsibility for the outcome of the group.
• Review and conduct research on curriculum issues related to the South African and other education systems individually or as part of a group.

Associated assessment criteria for Exit Level Outcome 6

• Discuss and apply Philosophies, theories and issues regarding the teaching, learning and assessment of the field of specialisation nationally and internationally.
• Provide evidence of knowledge and understanding through comprehensive and critical analysis of educational policy documents regarding teaching, learning and assessment in the field of specialisation.
• Apply critical judgement and practical problem solving abilities to address and evaluate the nature and issues regarding the teaching, learning and assessment of the field of specialisation, both nationally and internationally.
• Suggest, plan, design and apply the various teaching, learning and assessment theories to implement effective and sound assessment activities in the field of specialisation.

Integrated Assessment

This qualification makes use of continuous assessment where both formative and summative assessments are utilised. Assessment in the individual modules adheres to this; however the wide variety of modules offered requires discipline-specific and focused assessments reflecting the outcomes rationale procedures and conventions relevant to the discipline. Assessment tasks will also reflect the unique needs of each module and these will inform the number as well as the relative weightings of the assessment tasks. A variety of assessment techniques are used to evaluate various types of knowledge and to provide students with various learning styles opportunities to be successful. Assessment techniques include on and offline tests, on and offline assignments, individual and group assignments, integrated assignments, portfolios, reflective journals, presentations, critical discussions, reports and research assignments.