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SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in English Language Teaching 
SAQA QUAL ID QUALIFICATION TITLE
103123  Bachelor of Education Honours in English Language Teaching 
ORIGINATOR
Rhodes University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
In line with the Policy on the Minimum Requirements for Teacher Education Qualifications (2011), the Bachelor of Education Honours (B Ed Hons) qualification aims to prepare learners for research-based Postgraduate studies in a field of education. It serves to consolidate and deepen learners' knowledge of the field and develop research capacity in the methodology and techniques of that field. The B Ed Hons qualification demands a high level of theoretical engagement and intellectual independence.

This B Ed Hons qualification focuses on laying not only a foundation of educational knowledge (the sociological, psychological and philosophical dimensions of education), but it also supports the development of applied research competence and reflexive practice for educators, and lays a foundation for future research at Masters level.

Towards achieving these aims, the curriculum takes a strong praxiological approach, with all assignments being closely related to professional practice, and the Year 2 research-based specialisms being framed as applied research. From the very first session in Year 1, learners are inducted into the multiple facets of qualitative educational research (purpose, orientations, as well as academic conventions in reading and writing about research). Through activities and assignments, learners are required to engage critically and in theoretically-informed ways with current educational issues, and to consider the implications of these perspectives for their own educational practice.

Rationale:
The Bachelor of Education Honours (B Ed Hons) is a qualification that focuses primarily on continuing professional development for teachers (with an emphasis on critical thinking and responsiveness to educational challenges). There is a long-term need in the Eastern Cape to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
This is a teacher education qualification with set professional entrance requirements.

The University recognizes prior learning relevant to the cognate subjects/phases obtained from other universities and from other programmes at the same level at this university, for credit bearing purposes. The RPL policy of the institution will be applied for this purpose, in that this qualification is one in which: "Limited use is made of RPL to award credits towards certain qualifications". If the applicant has previously been granted credits that are relevant to the qualification and are at the same level (level 8), and if the applicant has evidence for that, a Faculty RPL committee will follow due process to evaluate the prior learning of the student. The committee will assess the evidence provided by the applicant and a report will be submitted to the Faculty, which will decide on a ruling to be implemented, based on the report made by the committee.

Entry Requirements:
The minimum entry requirements are:
  • A four-year professional teaching Degree.
    Or
  • An appropriate Bachelor's Degree with a recognised professional teaching qualification.
    Or
  • An Advanced Diploma in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Level 8 totalling 120 Credits.

    Compulsory Modules: 70 Credits:
  • Educational Ideas and Issues, 40 Credits.
  • Educational Research I, 20 Credits.
  • Educational Research II, 10 Credits.

    Elective Modules: 50 Credits (Choose two modules):
  • Adult Education Processes, 25 Credits.
  • English Language Teaching, 25 Credits.
  • Classroom-based research for English Language Teaching, 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a sound knowledge base and critical understanding of education in general and of the area(s) of specialisation in particular.
    2. Source, analyse and evaluate knowledge critically in the area(s) of specialisation.
    3. Conduct independent inquiry in a specialised area of education, training or development, and report the findings in an academically appropriate ways.
    4. Exhibit the potential to act as an academic leader and/or experts in the field of education, training and development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will be assessed in an integrated way across all the Exit Level Outcomes.
  • Display an informed understanding of national and international policy context of education in general, and of area(s) of specialisation in particular.
  • Demonstrate a critically and empirically informed understanding of the socio-cultural, historical and material contexts of education in general, and of area(s) of specialisation in particular.
  • Identify and engage critically with a range of responses to key issues in education in general, and of area(s) of specialisation in particular.
  • Engage critically with a range of academic texts relevant to the field of education.
  • Critically evaluate a range of theoretical responses to an area of educational specialisation.
  • Reflect critically on key educational issues from philosophical, sociological and psychological vantage points.
  • Consider a range of research design options and make decisions about appropriate use of research methods.
  • Reflexively apply relevant theories and concepts to data in a specified educational investigation.
  • Demonstrate an understanding of and reflexive engagement with the ethics of conducting educational research.
  • Demonstrate an understanding of and reflexive engagement with issues of rigour, validity and quality in educational research.
  • Report on small-scale educational research in a systematic, professional and academically appropriate way.
  • Think independently and critically to formulate ethical and defensible responses to key educational issues in an area of specialisation.
  • Collaborate professionally with others in response to current educational issues.

    Integrated Assessment:
    The assessment for learners is guided by the institution's policy on Assessment which recognises that, "although assessment functions to measure learning, it can also be used to guide and develop that learning". Both formative and summative assessment is designed to create an opportunity for learners to demonstrate through a variety of procedures how they have grown as professionals. Summative assessment consists of written examinations at the end of each year that comply with the institution's policy of assessment, the procedures and practices. The policy stipulates that assessment should be open and transparent to learners and encourages the use of multiple forms of assessment.

    The institution 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 assessment of learner learning achievements is compared at the exit level of the qualification and is subjected then to external examination by appropriately qualified academics. Once the external examiners have completed the moderation of the results, they are sent to the Head of Department (HOD) of the Education Department who consults with lecturers if there are borderline cases or situations where learners could not sit for the examination due to ill health. The Head of Department after finalisation of the results then forwards the mark sheets to the Registrar's office for processing. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Education Honours (BEd Honours) Degree is an unusual qualification in that it is not offered as a separate qualification in most countries. The initial teacher education qualification in most countries is either a Bachelor of Education (BEd) Degree or a Postgraduate Certificate/Diploma in Education (PGCE/PGDE) following an initial Bachelor's Degree, or a Master's Degree with coursework component (Master of Education (MEd, MA) with some professional specialisation in Education. After a four-year initial teacher education qualification, learners may register for a research oriented Masters in Education qualification, and/or a Doctor of Philosophy (PhD) in Education.

    In the United Kingdom (UK), a distinction is made between a Bachelor's Degree and an Honours degree. But except for some universities in Scotland (some of which term this Degree a MEd degree), this is not a qualification separate from an initial Bachelor's Degree. Rather, an Honours degree is awarded to learners who include an additional number of credits at the highest level possible for an undergraduate degree and who demonstrate a high level of academic performance throughout their degree. Such learners graduate with a first class, or upper second class honours degree. Learners who do not attain an Honours degree, graduate with a Bachelor's degree. Some universities in Scotland allow learners to graduate with an initial Bachelor's degree and then attend for an additional year to attain an Honours degree. This is very similar to the manner in which the South African system is structured.

    The key distinction between a Bachelor's Degree and an Honours degree in both systems is that the Honours Degree requires a higher level of academic performance and includes a deeper engagement with more complex academic work. This deeper and more complex engagement generates insight into the teaching and learning process that is beyond that displayed by a Bachelor's graduate. This improved insight deepens and improves the graduate's engagement in the professional process of teaching, as well as preparing the graduate for the Postgraduate research in education.

    For this reason, the qualification is comparable to First Class or Upper Second Class BEd Honours in the UK system. The increased academic complexity is aligned with the level 8 nature of the credits for which the learners register. The South African system acknowledges that it is difficult for most learners to engage effectively with work of this academic complexity in their initial undergraduate education and for this reason, learners are presented with the opportunity to study for an additional year in order to master this work.


    Two examples of those degreed are Bachelor or Master of Education (BEd) (MEd) courses in the University of Birmingham and The Bachelor of Education with Honours in English language teaching and Bachelor of English Language Studies in the Open University of Hong Kong. 

    ARTICULATION OPTIONS 
    This qualification offers the following articulation possibilities:

    Horizontal Articulation:
  • Honours Degree in a cognate field at Level 8.
  • Postgraduate Diploma in Education field at Level 8.

    Vertical Articulation:
  • Master's in Education Degree at Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.