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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Learning Support 
SAQA QUAL ID QUALIFICATION TITLE
120643  Bachelor of Education Honours in Learning Support 
ORIGINATOR
Akademiese Reformatoriese Opleiding en Studies (AROS) NPC 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 05 - Education, Training and Development  Higher Education and Training 
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
Reregistered  EXCO 0638/26  2026-03-07  2029-03-07 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-07   2033-03-07  

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.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The proposed Bachelor of Education Honours in Learning Support aims to equip learners with theoretical knowledge, understanding and research skills, to effectively assess, support and empower the diverse learner populations in South African schools. This qualification will enable learners to identify diverse and unique learning abilities and learning challenges and to accommodate these in the spirit of inclusive education.
The qualification covers themes from the fields of inclusive education, scholastic assessment, and support of mathematical, language and behavioural learning barriers. According to the country's Education White Paper 6, in inclusive educational settings, all learners have the right to quality education that meets their specific needs and supports them in various ways to overcome any barriers to learning and development that may be present in the social context.
This qualification also contains a research component that adds to the national and international body of knowledge in this field and assists learners to access further postgraduate opportunities.
This qualification was submitted to the Department of Higher Education and Training and is supported as a suitable avenue for postgraduate learners who wish to specialise in this field.

Upon completion of this qualification, qualifying learners will be able to:
  • Demonstrate knowledge of and engagement with theory and practice at the forefront of learning support.
  • Conduct research and report critically and analytically on findings and recommendations
  • Design inclusive education strategies in the classroom and school context.
  • Demonstrate the ability to offer guidance and counselling to stakeholders in various contexts, as well as to refer to relevant support professions and monitor the process of support.

    Rationale:
    The South African Basic Education landscape is still an unequal one, to the extent that some authors refer to 'two systems of Basic Education', and the Department of Basic Education is actively promoting inclusive education in its policy framework.
    Inclusive education in this context refers to the inclusion of all learners regardless of their challenges or special needs, in schools close to them, to receive high-quality instruction, interventions and the support that they may require to be successful.
    The qualification was developed in accordance with the policy document Revised Policy on the Minimum Requirements for Teacher Education Qualifications (2015) and approved.

    With a solid understanding of an integrated and collaborative approach to teaching and learning, as well as knowledge and awareness of different views available to manage learning barriers, educators can better assist learners who require an alternative approach to learning, in a manner that supports the child's individual needs. Supporting learners with special needs is not only seen as a response to an individual child experiencing learning difficulties but can be used to prevent problems while actively working towards enhancing the well-being and academic success of all learners in the school.
    Typically, learners are professional educators and leaders wanting to further their knowledge and training in providing learning support for children in the early years. This includes addressing barriers to learning and development in the contexts of mathematics, language and behaviour. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Science: Education, NQF Level 7.
    Or
  • Bachelor of Education in Intermediate Phase Teaching, NQF Level 7.
    Or
  • Bachelor Degree, BQF Level 7, and a Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 128 Credits.

    Compulsory Modules, Level 8, 128 Credits:
  • Inclusive Education 1, 8 Credits.
  • Introduction to Guidance and Counselling, 8 Credits.
  • Identification and Diagnostic Assessment of Intrinsic Barriers to Learning, 10 Credits.
  • Learning Support 1, 8 Credits.
  • Teaching and Learning in Theory and Practice, 10 Credits.
  • Introduction to Educational Research, 10 Credits.
  • Educational Research, 32 Credits.
  • Inclusive Education II, 8 Credits.
  • Learning Readiness, 8 Credits.
  • Learning Support II, 16 Credits.
  • Philosophy of Education, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of and engagement with theory and practice at the forefront of learning support in a Christian education context.
    2. Conduct research and report critically and analytically on findings and recommendations
    3. Design inclusive education strategies in the classroom and school context.
    4. Demonstrate the ability to offer guidance and counselling to stakeholders in various contexts, as well as to refer to relevant support professions and monitor the process of support.
    5. Plan, analyze and evaluate interventions of literacy and or numeracy within specific contexts or case studies, based on problem-solving within a Christian reformed foundation.
    6. Determine and evaluate learning readiness to prepare the learner for the South African environment and context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Illustrate in-depth knowledge, skills, and values within the field of learning support.
  • Apply and implement theory into practice by cultivating a culture that emphasizes academic and social learning support.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply an understanding of the methodology of qualitative and quantitative research for the educational context.
  • Design, execution, and reporting of a research study using an effective research methodology.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply an understanding of the concept of and need for inclusive education in the South African context.
  • Evaluate and address classroom-based case studies.
  • Implement the principles of inclusive education.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and execute support and counselling to relevant persons in different contexts.
  • Make and defend informed choices with reference to special needs education and its implementation.
  • Provide appropriate and ethical guidance to learners and parents.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Identify problem cases in a timely manner.
  • Plan, implement and evaluate interventions that address literacy and numeracy problems.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluate levels of learners' learning readiness.
  • Conduct and report on the assessment of learners with inadequate learning readiness levels to identify their shortcomings.
  • Plan and implement interventions to prepare learners for formal learning within the South African context. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Kingdom
    Institution: University of Bedfordshire (UB)
    Qualification title: BA (Hons) Applied Special Educational Needs and Disability
    Duration: Three years full-time.

    Entry requirements
    Four-year bachelor's degree in a relevant discipline from a recognised university or HE institution with a minimum award of 2.2.

    Assessment
    The purpose of the assessment strategy is to maximise the outcomes of summative assessment through effective, personalised formative assessment. This is made possible by a variety of assessment types to engage a number of approaches to learning. In the feedback for each unit of work, students are marked against a level-specific marking grid and are advised on their strengths and areas for improvement. Such advice should then be fed into their subsequent assignments to form a gradual building of knowledge, rigour, and application.

    Modules
  • Understanding human learning.
  • Special educational needs and disability.
  • Historical development and current legal context.
  • Investigating the Social World.
  • Approaches to understanding and addressing.
  • Communication, interaction, cognition, and learning.

    Similarities
  • Both the University of Bedfordshire (UB) and South African (SA) qualifications require learners who completed a bachelor's degree.
  • Both UB and SA qualifications are assessed using formative and summative assessments.

    Difference
  • The University of Bedfordshire (UB) qualification is offered for a period of three years full-time, while the SA qualification is offered for a period of one year full-time.

    Country: New Zealand
    Institution: University of Auckland (UA)
    Qualification title: Bachelor of Education (Teaching) (Honours)
    Duration: One year full-time.
    Credits: 120

    Entry requirements
  • Bachelor of Education (Teaching).
    Progression
    Learners will progress to a Master's degree.

    Modules
  • Research Project.
  • Education and Empowerment.
  • Research Methodologies.
  • Special Topic: Digital Enhancement.

    Similarities
  • Both the University of Auckland (UA) and South African (SA) qualifications require learners who completed a bachelor's degree.
  • Both UA and SA qualifications offer similar modules such as a Research Project.
  • Both UA and SA qualifications progress to master's degree.
  • Both UA and SA qualifications are offered for a period of one year full-time. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Postgraduate Diploma in Education, NQF Level 8.
  • Bachelor of Education Honours in Mathematics Education, NQF Level 8.
  • Postgraduate Diploma in Educational Studies, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Higher Education, NQF Level 9.
  • Master of Higher Education Studies, NQF Level 9.
  • Master of Education, NQF 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.
     
    1. Akademiese Reformatoriese Opleiding en Studies (AROS) NPC 


    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.