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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 THAT HAS PASSED THE END DATE:

Bachelor of Education

SAQA QUAL ID	QUALIFICATION TITLE
20161	Bachelor of Education
ORIGINATOR
SGB Educators Schooling
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Level 6	NQF Level 07	Regular-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2023-07-01		2028-07-01

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

The BEd is an initial teaching qualification for candidates to be registered as fully qualified professional educators in schooling. The qualification accredits the development of professional competence informed by sound knowledge and understanding of their area/s of specialisation and of educational theory.

The second 240 credits of the BEd can be also be used for upgrading the professional competence of practising teachers.

Rationale for Qualification
This qualification is for persons wanting to become fully qualified as professional educators in schooling. The BEd provides a more deeply grounded basis for professional practice than the PDE. In particular, it caters for those wanting an educational focus from the outset of their studies.

The BEd is intended primarily as an initial professional qualification. However, for a transitional period, teachers with existing professional qualifications may use the final 240 credits of the BEd to upgrade their professional competence.

The BEd provides access to further study at NQF Level 7.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Minimum learning assumed to be in place is proficiency in the language(s) of instruction of the provider.

Recognition of prior learning:

This qualification may be achieved in part through the recognition of relevant prior learning and experience. Providers are required to develop structured means for the assessment of individual candidates against the exit level outcomes of the qualification on a case-by-case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Exit level outcomes are grouped into four components, which together reflect the work of a professional educator. The critical outcomes are integrated into the exit level outcomes. Under each component, two or more of the educator roles, as defined in the Norms and Standards for Educators (4 February 2000) have been integrated, viz

Guidelines for assessing integrated and applied competence related to each exit level outcome are provided. See also the assessment criteria in section 10, which deals with integrated assessment. For a definition of the content requirements for particular phase specialisations, please see the requirements under section 3 above.
Component 1: Competences relating to fundamental learning
The focus in this component is on the role of scholar, researcher and lifelong learner. However, there is some reference in the application of communicative and numerical competence to the roles of learning mediation, assessment and management/administration.

Demonstrate competence in reading, writing and speaking the language/s of instruction in ways that facilitate their own academic learning, and learning in classrooms.

Demonstrate competence in interpreting and using numerical and elementary statistical knowledge to facilitate their own academic learning, and to manage teaching, learning and assessment.

Competences relating to the subject and content of teaching
The focus in this component is on the role of interpreter and designer of learning programmes and materials, the role of learning mediator, as well as on the specialist role.

Demonstrate competence with regard to the knowledge base underpinning the learning areas or subjects they will be teaching.

In their area/s of specialisation (phase and subject/learning area), demonstrate competence in planning, designing, and reflecting on learning programmes appropriate for their learners and learning context.

Competences relating to teaching and learning processes
The focus in this component is on the integration of all seven roles listed above.

In their area of specialisation, candidates demonstrate competence in selecting, using and adjusting teaching and learning strategies in ways, which meet the needs of the learners and the context.

Demonstrate competence in managing and administering learning environments and supporting learners in ways that are sensitive, stimulating, democratic and well organised.

Demonstrate competence in monitoring and assessing learner progress and achievement in the specialisation.

Competences relating to the school and educator profession
The focus in this component is on the role of manager/administrator/leader as well as of the community, citizenship and pastoral role.

Candidates demonstrate that they can function responsibly within the education system, an institution, and the community in which the institution is located.

Demonstrate a respect for and commitment to the educator profession.

ASSOCIATED ASSESSMENT CRITERIA

* Learning mediator
* Interpreter and designer of learning programmes and materials
* Leader, administrator and manager
* Scholar, researcher and lifelong learner
* Community, citizenship and pastoral role
* Assessor
* Learning area/subject/discipline/phase specialist

* Read academic and professional texts critically, integrate and use the knowledge in their own studies and in their teaching;
* Read and interpret with understanding written and graphic materials relating to their areas of specialisation;
* Select and use study methods appropriate to their own needs as well as the demands of their specialisation;
* Use information and communications technology to further their own learning and facilitate the learning of others;
* Convey the content of their area of specialisation in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care;
* Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills;
* Use the main language of instruction to explain, describe, discuss and relate key concepts in their area of specialisation;
* Use an additional language to explain, describe and discuss such key concepts in a conversational style .

Competence is evident when candidates are able to:
* Interpret numerical information in their learning area, subject or discipline;
* Apply their understanding of numerical and statistical information to educational issues, cross-curricular activities, and their own learning;
* Apply their understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance;
* Apply their understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of learners;
* Interpret and understand numerical data relating to psychological assessment of learners;
* Use elementary procedures for financial management, including budgeting.

Competence will be evident when candidates are able to:
* Demonstrate an understanding of the fields of knowledge which underpin their subject/learning area/s of specialisation;
* Demonstrate a commitment to the epistemic values and principles which characterize the fields of knowledge in their area/s of specialisation;
* Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their area/s of specialisation ;
* Use the characteristic language, terminology and concepts of their subject/s of learning area/s appropriately, and with confidence.
* Critically discuss the content of curricular knowledge in their area/s of specialisation , and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge;
* Interpret curricular knowledge in practice, in their area/s of specialisation , in terms of a broader understanding of the relevant fields of knowledge;
* Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their area of specialisation (phase and subjects/learning areas).

Competence is evident when candidates are able to:
* Select and/or design materials and resources appropriate to learning programmes, taking cognisance of issues such as teaching approach, and the conceptual adequacy and accuracy of the information of the content of the programmes;
* Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, context and specialisation, taking into account national, regional and school curriculum policies, learner contexts, and learner differences;
* Plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning strategies;
* Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum;
* Evaluate and improve learning programmes, lessons and materials on the basis of experience, classroom research, and an understanding of the knowledge base underpinning the relevant learning areas or subjects being taught.

Competence is evident when candidates are able to:
* Select and use teaching and learning strategies appropriate to the subject, phase and topic and on the basis of careful assessment, appropriate to the learners in their classes;
* Create expectations which make appropriate demands on the learners;
* Select and use teaching and learning strategies, which motivate learners to meet those demands and to take initiative;
* Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies;
* Identify and assist learners with special needs and barriers to learning and development;
* Facilitate occasions where learners are taught in groups, pairs and as individuals;
* Make judgements about the effect that language has on learning and, in that light, make the necessary adjustments to the teaching and learning strategies;
* Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts, both familiar and unfamiliar;
* Use teaching and learning support materials to facilitate learner progress and development;
* Assess the teaching and learning strategies used in a particular context in the light of the extent to which the objectives of the learning experience have been achieved;
* Explain, on the basis of classroom research, the success or otherwise of teaching and learning strategies with reference to key educational concepts, the needs and abilities of the learners, and demands of the specialisation.

Competence is evident when candidates are able to:
* Create and maintain learning environments, which are safe as well as conducive to learning;
* Manage learning environments democratically and in ways that foster creative and critical thinking;
* Discipline learners in ways that are firm, growth promoting and fair;
* Create learning environments that are sensitive to cultural, linguistic and gender and other differences;
* Resolve conflict situations within classrooms in an ethical and sensitive way;
* Perform administrative duties required for the effective management of learning environments;
* Assist learners to manage themselves, their time, physical space and resources;
* Take appropriate action to assist or refer learners in the solution of personal or social problems;
* Evaluate and, where necessary, adjust their own actions in ways that show knowledge and understanding of management and administration;
* Justify actions in ways which reflect knowledge and understanding of a variety of ways of managing individual learners and classes.

Competence is evident when candidates are able to:
* Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts;
* Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed;
* Design and administer assessment tasks using clear language and instructions;
* Collect, from a variety of sources, sufficient confirming evidence of learner competence;
* Use a range of assessment strategies to accommodate differences in learning style, pace and context;
* Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development;
* Assess and record systematically the progress of individual learners;
* Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement;
* Interpret and use assessment results to inform future teaching, learning and assessment strategies;
* Justify choice and design of assessment strategies, methods and procedures in ways which show knowledge and understanding of the assumptions that underlie a range of assessment approaches and their particular strengths and weaknesses in relation to age and learning area being assessed.

Competence is evident when candidates are able to:
* Maintain a sense of respect towards others in the learning environment;
* Co-operate professionally with colleagues in an institutional setting;
* Co-operate in maintaining orderly learning environments;
* Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs;
* Demonstrate an ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices;
* Use internal and external networking opportunities effectively;
* Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape;
* Apply school policies and development plans to their own teaching;
* Organise curricular, cross-curricular and extra-curricular activities;
* Select, create, justify, deliver and reflect upon and improve extra-curricular activities.

Competence is evident when candidates are able to:
* Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude;
* Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning;
* Promote the values and principles of the Constitution, particularly those related to human rights and the environment;
* Promote the practice of democratic values, attitudes and dispositions in the school, as well as in society at large;
* Encourage, create and maintain a supportive and empowering environment for learners;
* Evaluate their own professional progress effectively;
* Show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession.

Integrated Assessment and school experience

In the assessment strategy as a whole, evidence must be demonstrated through a variety of options: case studies, problem-solving assignments, teaching practice in simulated and in situ contexts, portfolios of learning materials, projects, written and oral examinations. Some of these options are more suited to the assessment of foundational competence, rather than practical and reflexive competence.

However, the final integrated assessment needs to have the following characteristics:
* It should assess the extent to which candidates can teach competently and effectively in South African schools.
* It should measure the extent to which candidates have integrated the roles and the knowledge and skills delivered through the different courses/modules which make up the educator development programme.
* It should be designed in such a way that the seven roles are assessed through the specialism.
* It should measure applied competence. In other words, it should assess whether candidates are able to integrate the ability to perform important teaching actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence), and reflect on and make changes to teaching practices (reflexive competence)

The assessment criteria and evidence requirements are as follows:
In a practical teaching and learning situation, a simulated situation, or a situation that combines the practical, the simulated and the written, candidates will:
* Generate, explore and consider options for appropriate action;
* Identify the most appropriate course of action in relation to the particular context, topic, learner group, level of learning and resources available;
* Explain the reasons for that particular selection as well as what was taken into account in making the selection;
* Perform the identified action, while continuously monitoring and adapting performance as required;
* Explain the reasons for the performance;
* Evaluate his/her performance and identify areas for improvement;
* Reflect on learner progress and performance;
* Develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection.

School Experience is an integral part of all professional qualifications, whether in-service or initial training. In the case of qualifications for initial training, to ensure that the candidate gradually develops actual teaching skills, structured School Experience should take place in all years of study. In-service teachers will already have teaching skills, but require opportunities to practise new skills and reflect on their experience in ways which help them learn from, rather than merely accumulate, experience.

In both initial and in-service qualifications, School Experience should take place in an authentic context. An 'authentic context' means the kind of context in which practical competence can be modelled by the tutor or mentor and demonstrated by the candidate; for example, a classroom in a school or a simulated classroom such as a micro teaching laboratory at a university. Some kinds of practical competence (such as how to organize a class of 60 Grade 1s under a tree) can only be modelled and demonstrated in situ. Others, such as questioning skills, and the ability to organise group discussion could probably be better practised in simulated situations. Reflection on practice is also essential, and this can be done through feedback on written tasks, but is often more effective through observation followed by oral discussion with tutors, mentors or peers.

INTERNATIONAL COMPARABILITY

International Comparability
Together with the Norms and Standards for Educators, as regulated by the Department of Education on 4 February 2000, the SGB has consulted Guidelines for Initial Teacher Education Courses in Scotland from the Scottish Office Education Department (October 1998) and Competency Based and Commitment Oriented Teacher Education for Quality School Education National Council for Teacher Education (New Delhi 1998.)

ARTICULATION OPTIONS

The following articulation possibilities apply:

* Candidates entering a BEd from an old three-year Diploma in Education qualification or a National Professional Diploma in Education will be required to earn 240 credits, of which 60 may be credited through Recognition of Prior Learning.
* Candidates entering the BEd from an old four year HDE will be required to earn at least an additional 120 new credits.
* Candidates entering a BEd from the Professional Diploma in Education will be required to earn at least an additional 120 new credits.
* Candidates entering a BEd from a 240 credit level 5 Diploma from other sub fields in Field 05 will be required to earn at least an additional 240 new credits.

The BEd provides access to further study in education at NQF Levels 6 or 7.

MODERATION OPTIONS

Candidates' results/performance should be moderated by one or more external moderators. They should report not only on the standard of achievement but also on the validity and reliability of the assessment strategies, design and criteria in relation to the purpose and exit level outcomes of the qualification.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Providers may use their own qualified staff as assessors. They may also, if they wish, use the services of tutors, departmental advisory services, fully qualified practising educators acting as mentors, or outside assessment agencies. All of these should be registered as assessors and be accountable to the provider concerned, and its ETQA.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

LP ID	Learning Programme Title	Originator	Pre-2009 NQF Level	NQF Level	Min Credits	Learning Prog End Date	Quality Assurance Functionary	NQF Sub-Framework
62511	Bachelor Education (Senior and FET Phases): Economics and Management Science/Human and Social Science	University of Zululand	Level 6	NQF Level 07	360		CHE	HEQSF
62849	Bachelor of Education	Centre for Creative Education/Iziko La Bantu Be Afrika NPC	Level 6	Level N/A: Pre-2009 was L6	480	2018-12-31	CHE	HEQSF
20847	Bachelor of Education	Committee of Technikon Principals	Level 6	Level TBA: Pre-2009 was L6	120	2006-06-30	CHE	HEQSF
73076	Bachelor of Education	Durban University of Technology	Level 6	Level N/A: Pre-2009 was L6	480	2018-12-31	CHE	HEQSF
61690	Bachelor of Education	Helderberg College	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
73011	Bachelor of Education	University of KwaZulu-Natal	Level 6	Level N/A: Pre-2009 was L6	512	2018-12-31	CHE	HEQSF
81927	Bachelor of Education	University of Limpopo	Level 6	Level N/A: Pre-2009 was L6	360	2018-12-31	CHE	HEQSF
50582	Bachelor of Education	University of Potchefstroom	Level 6	Level TBA: Pre-2009 was L6	512	2009-06-30	CHE	HEQSF
62009	Bachelor of Education	University of the Free State	Level 6	Level N/A: Pre-2009 was L6	360	2018-12-31	CHE	HEQSF
10095	Bachelor of Education	University of the North	Level 6	Level TBA: Pre-2009 was L6	240	2009-06-30	CHE	HEQSF
50378	Bachelor of Education	University of Witwatersrand	Level 6	NQF Level 07	480		CHE	HEQSF
80201	Bachelor of Education	Walter Sisulu University	Level 6	Level N/A: Pre-2009 was L6	360	2018-12-31	CHE	HEQSF
116710	Bachelor of Education	Rhodes University	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
62483	Bachelor of Education (Foundation and Intermediate Phase): Arts Culture and Life Orientation	University of Zululand	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
62493	Bachelor of Education (Foundation and Intermediate Phase): Human Social Economic and Management Science	University of Zululand	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
62489	Bachelor of Education (Foundation and Intermediate Phase): Language Literacy and Communication	University of Zululand	Level 6	NQF Level 07	360		CHE	HEQSF
62470	Bachelor of Education (Foundation and Intermediate Phase): Mathematics Education	University of Zululand	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
62503	Bachelor of Education (Senior and FET Phase): Music and Life Orientation	University of Zululand	Level 6	NQF Level 07	360		CHE	HEQSF
62498	Bachelor of Education (Senior and FET Phase): Science Education/Mathematics Education	University of Zululand	Level 6	NQF Level 07	360		CHE	HEQSF
62500	Bachelor of Education (Senior and FET Phases): Human and Social Science/Science Education	University of Zululand	Level 6	NQF Level 07	360		CHE	HEQSF
62514	Bachelor of Education (Senior and FET Phases): Human and Social Sciences/Language Education	University of Zululand	Level 6	NQF Level 07	360		CHE	HEQSF
62492	Bachelor of Education (Senior and FET Phases): Life Orientation/Language Education	University of Zululand	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
62478	Bachelor of Education (Senior and FET Phases): Science Education/Technology	University of Zululand	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
58022	Bachelor of Education (Senior School Phase and FET (Schooling))	University of Johannesburg	Level 6	Level N/A: Pre-2009 was L6	480	2018-12-31	CHE	HEQSF
20877	Bachelor of Education : FET	Committee of Technikon Principals	Level 6	Level TBA: Pre-2009 was L6	480	2006-06-30	CHE	HEQSF
117491	Bachelor of Education in Arts	University of KwaZulu-Natal	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
117495	Bachelor of Education in Early Childhood and Development	University of KwaZulu-Natal	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
117492	Bachelor of Education in Foundation and Intermediate Phase	University of KwaZulu-Natal	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
63029	Bachelor of Education in Foundation Phase Teaching	Embury Institute for Teacher Education	Level 6	NQF Level 07	480		CHE	HEQSF
117493	Bachelor of Education in Further Education	University of KwaZulu-Natal	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
117494	Bachelor of Education in Further Education and Training	University of KwaZulu-Natal	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
116909	Bachelor of Education in Intermediate and Senior Phase	North West University	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
117496	Bachelor of Education in Intermediate and Senior Phase	University of KwaZulu-Natal	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
116910	Bachelor of Education in Senior and Further Education and Training Phase: Technical	North West University	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
117497	Bachelor of Education in Senior Phase	University of KwaZulu-Natal	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
117498	Bachelor of Education in Teacher Education	University of KwaZulu-Natal	Not Applicable	NQF Level 07	360	2018-12-31		HEQSF
62453	Bachelor of Education: Early childhood Development, Foundation Phase	University of South Africa	Level 6	NQF Level 07	360		CHE	HEQSF
73085	Bachelor of Education: Economic and Management Sciences	Tshwane University of Technology (TUT)	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
62010	Bachelor of Education: Educational	University of the Free State	Level 6	NQF Level 07	360		CHE	HEQSF
86030	Bachelor of Education: FET	Cape Peninsula University of Technology	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
73083	Bachelor of Education: FET	Tshwane University of Technology (TUT)	Level 6	Level N/A: Pre-2009 was L6	480	2018-12-31	CHE	HEQSF
65279	Bachelor of Education: FET: Computer Science	Central University of Technology, Free State	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
65280	Bachelor of Education: FET: Economic and Management Sciences	Central University of Technology, Free State	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
80246	Bachelor of Education: FET: Economic and Management Sciences	Durban University of Technology	Level 6	NQF Level 07	480		CHE	HEQSF
65281	Bachelor of Education: FET: Languages	Central University of Technology, Free State	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
65282	Bachelor of Education: FET: Natural Sciences	Central University of Technology, Free State	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
80247	Bachelor of Education: FET: Natural Sciences	Durban University of Technology	Level 6	NQF Level 07	480		CHE	HEQSF
65283	Bachelor of Education: FET: Technology	Central University of Technology, Free State	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
80248	Bachelor of Education: FET: Technology	Durban University of Technology	Level 6	NQF Level 07	480		CHE	HEQSF
87244	Bachelor of Education: Foundation Phase	Nelson Mandela University	Level 6	NQF Level 07	360	2017-10-26	CHE	HEQSF
16875	Bachelor of Education: Foundation Phase: Intermediate Phase: Senior Phase: FET	University of Port Elizabeth	Level 6	Level TBA: Pre-2009 was L6	480	2009-06-30	CHE	HEQSF
20868	Bachelor of Education: Foundation, Intermediate, Senior and FET Phase	Rhodes University	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
87245	Bachelor of Education: Further Education and Training	Nelson Mandela University	Level 6	NQF Level 07	360	2017-10-26	CHE	HEQSF
87246	Bachelor of Education: Further Education and Training: Mathematics	Nelson Mandela University	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
87247	Bachelor of Education: Further Education and Training: Specialisation	Nelson Mandela University	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
19441	Bachelor of Education: Further Education: Consumer Science	Vista University	Level 6	Level TBA: Pre-2009 was L6	610	2009-06-30	CHE	HEQSF
12141	Bachelor of Education: Further Education: Natural Science	Vista University	Level 6	Level TBA: Pre-2009 was L6	511	2009-06-30	CHE	HEQSF
62011	Bachelor of Education: General	University of the Free State	Level 6	NQF Level 07	360		CHE	HEQSF
16078	Bachelor of Education: General Education	Stellenbosch University	Level 6	Level N/A: Pre-2009 was L6	480	2018-12-31	CHE	HEQSF
86029	Bachelor of Education: GET: Foundation Phase	Cape Peninsula University of Technology	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
85186	Bachelor of Education: GET: Foundation Phase	Tshwane University of Technology (TUT)	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
86028	Bachelor of Education: GET: Intermediate / Senior Phase	Cape Peninsula University of Technology	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
73084	Bachelor of Education: GET: Intermediate/Senior Phase	Tshwane University of Technology (TUT)	Level 6	Level N/A: Pre-2009 was L6	360	2018-12-31	CHE	HEQSF
62456	Bachelor of Education: Intermediate and Senior Phase	University of South Africa	Level 6	NQF Level 07	360		CHE	HEQSF
87248	Bachelor of Education: Intermediate Phase	Nelson Mandela University	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
62012	Bachelor of Education: Intermediate Phase	University of the Free State	Level 6	Level N/A: Pre-2009 was L6	360	2018-12-31	CHE	HEQSF
87249	Bachelor of Education: Intermediate Phase: Language	Nelson Mandela University	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
87250	Bachelor of Education: Intermediate Phase: Science and Mathematics	Nelson Mandela University	Level 6	NQF Level 07	360	2017-11-15	CHE	HEQSF
81928	Bachelor of Education: Kinesiology and Physical Education	University of Limpopo	Level 6	NQF Level 07	360		CHE	HEQSF
20991	Bachelor of Education: Kinesiology and Physical Education	University of the North	Level 6	Level TBA: Pre-2009 was L6	120	2009-06-30	CHE	HEQSF
20860	Bachelor of Education: Physical Education	University of the Western Cape	Level 6	Level N/A: Pre-2009 was L6	360	2018-12-31	CHE	HEQSF
116958	Bachelor of Education: Postgraduate	University of the Free State	Not Applicable	NQF Level 07	360			HEQSF
62013	Bachelor of Education: Pre-School Foundational Phase	University of the Free State	Level 6	Level N/A: Pre-2009 was L6	360	2018-12-31	CHE	HEQSF
73058	Bachelor of Education: Primary	North West University	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
62449	Bachelor of Education: Senior and Further Education and Training Phases	University of South Africa	Level 6	NQF Level 07	360		CHE	HEQSF
16399	Bachelor of Education: Senior and Further Education: Mathematics: Physical Science	University of Fort Hare	Level 6	NQF Level 07	480		CHE	HEQSF
62014	Bachelor of Education: Senior Phase	University of the Free State	Level 6	NQF Level 07	360		CHE	HEQSF
79116	Bachelor of Education: Senior Phase and Further Education and Training	University of Limpopo	Level 6	NQF Level 07	480		CHE	HEQSF
87251	Bachelor of Education: Senior Phase: Science and Mathematics	Nelson Mandela University	Level 6	NQF Level 07	360	2018-12-31	CHE	HEQSF
62015	Bachelor of Education: Subject Didactics	University of the Free State	Level 6	NQF Level 07	360		CHE	HEQSF
81775	Bachelor of Education: Training and Development	University of KwaZulu-Natal	Level 6	NQF Level 07	384		CHE	HEQSF
14984	Bachelor of Education: Training and Development	University of Natal	Level 6	Level TBA: Pre-2009 was L6	384	2009-06-30	CHE	HEQSF
117600	Bachelor of Pre-Primary Education	University of Venda	Level 6	NQF Level 07	360	2018-12-31		HEQSF
117601	Bachelor of Science in Education	University of Venda	Level 6	NQF Level 07	360	2018-12-31		HEQSF

PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:

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.

LP ID	Learning Programme Title	Accredited Provider
62511	Bachelor Education (Senior and FET Phases): Economics and Management Science/Human and Social Science	University of Zululand
62849	Bachelor of Education	Centre for Creative Education/Iziko La Bantu Be Afrika NPC
73076	Bachelor of Education	Durban University of Technology
61690	Bachelor of Education	Helderberg College
73011	Bachelor of Education	University of KwaZulu-Natal
81927	Bachelor of Education	University of Limpopo
62009	Bachelor of Education	University of the Free State
50378	Bachelor of Education	University of Witwatersrand
80201	Bachelor of Education	Walter Sisulu University
62483	Bachelor of Education (Foundation and Intermediate Phase): Arts Culture and Life Orientation	University of Zululand
62493	Bachelor of Education (Foundation and Intermediate Phase): Human Social Economic and Management Science	University of Zululand
62489	Bachelor of Education (Foundation and Intermediate Phase): Language Literacy and Communication	University of Zululand
62470	Bachelor of Education (Foundation and Intermediate Phase): Mathematics Education	University of Zululand
62503	Bachelor of Education (Senior and FET Phase): Music and Life Orientation	University of Zululand
62498	Bachelor of Education (Senior and FET Phase): Science Education/Mathematics Education	University of Zululand
62500	Bachelor of Education (Senior and FET Phases): Human and Social Science/Science Education	University of Zululand
62514	Bachelor of Education (Senior and FET Phases): Human and Social Sciences/Language Education	University of Zululand
62492	Bachelor of Education (Senior and FET Phases): Life Orientation/Language Education	University of Zululand
62478	Bachelor of Education (Senior and FET Phases): Science Education/Technology	University of Zululand
58022	Bachelor of Education (Senior School Phase and FET (Schooling))	University of Johannesburg
63029	Bachelor of Education in Foundation Phase Teaching	Embury Institute for Teacher Education
62453	Bachelor of Education: Early childhood Development, Foundation Phase	University of South Africa
73085	Bachelor of Education: Economic and Management Sciences	Tshwane University of Technology (TUT)
62010	Bachelor of Education: Educational	University of the Free State
86030	Bachelor of Education: FET	Cape Peninsula University of Technology
73083	Bachelor of Education: FET	Tshwane University of Technology (TUT)
65279	Bachelor of Education: FET: Computer Science	Central University of Technology, Free State
65280	Bachelor of Education: FET: Economic and Management Sciences	Central University of Technology, Free State
80246	Bachelor of Education: FET: Economic and Management Sciences	Durban University of Technology
65281	Bachelor of Education: FET: Languages	Central University of Technology, Free State
65282	Bachelor of Education: FET: Natural Sciences	Central University of Technology, Free State
80247	Bachelor of Education: FET: Natural Sciences	Durban University of Technology
65283	Bachelor of Education: FET: Technology	Central University of Technology, Free State
80248	Bachelor of Education: FET: Technology	Durban University of Technology
87244	Bachelor of Education: Foundation Phase	Nelson Mandela University
20868	Bachelor of Education: Foundation, Intermediate, Senior and FET Phase	Rhodes University
87245	Bachelor of Education: Further Education and Training	Nelson Mandela University
87246	Bachelor of Education: Further Education and Training: Mathematics	Nelson Mandela University
87247	Bachelor of Education: Further Education and Training: Specialisation	Nelson Mandela University
62011	Bachelor of Education: General	University of the Free State
16078	Bachelor of Education: General Education	Stellenbosch University
86029	Bachelor of Education: GET: Foundation Phase	Cape Peninsula University of Technology
85186	Bachelor of Education: GET: Foundation Phase	Tshwane University of Technology (TUT)
86028	Bachelor of Education: GET: Intermediate / Senior Phase	Cape Peninsula University of Technology
73084	Bachelor of Education: GET: Intermediate/Senior Phase	Tshwane University of Technology (TUT)
62456	Bachelor of Education: Intermediate and Senior Phase	University of South Africa
87248	Bachelor of Education: Intermediate Phase	Nelson Mandela University
62012	Bachelor of Education: Intermediate Phase	University of the Free State
87249	Bachelor of Education: Intermediate Phase: Language	Nelson Mandela University
87250	Bachelor of Education: Intermediate Phase: Science and Mathematics	Nelson Mandela University
81928	Bachelor of Education: Kinesiology and Physical Education	University of Limpopo
20860	Bachelor of Education: Physical Education	University of the Western Cape
62013	Bachelor of Education: Pre-School Foundational Phase	University of the Free State
73058	Bachelor of Education: Primary	North West University
62449	Bachelor of Education: Senior and Further Education and Training Phases	University of South Africa
16399	Bachelor of Education: Senior and Further Education: Mathematics: Physical Science	University of Fort Hare
62014	Bachelor of Education: Senior Phase	University of the Free State
79116	Bachelor of Education: Senior Phase and Further Education and Training	University of Limpopo
87251	Bachelor of Education: Senior Phase: Science and Mathematics	Nelson Mandela University
62015	Bachelor of Education: Subject Didactics	University of the Free State
81775	Bachelor of Education: Training and Development	University of KwaZulu-Natal