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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 Education Management 
SAQA QUAL ID QUALIFICATION TITLE
65286  Bachelor of Education Honours in Education Management 
ORIGINATOR
Central University of Technology, Free State 
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  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0733/25  2024-06-30  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 qualification is intended to prepare students for research-based post-graduate studies in the management field of education. It aims to consolidate and deepen learnert's knowledge of educational management. The qualification has a strong theoretical engagement with educational management aspects and allows students to develop and deepen their intellectual independence.

The purpose of the qualification is to:
  • Accredit candidates who demonstrate an understanding of the theoretical underpinnings of educational management.
  • Develop candidates' professional expertise in aspects and practices of educational management
  • Provide candidates with a deeper understanding of aspects of professional practices, institutions and/or systems of education.
  • Foster progressive thinking in the field of education by developing a cadre of educators with a wider and deeper understanding of the transformation of education.

    Upon completion of the qualification, qualifying learners will be able:
  • Demonstrate that they have acquired a sound knowledge base and critical understanding of education in general, and of educational management in particular.
  • Critically analyse and evaluate knowledge in various aspects of educational management and contribute to systematic and disciplined thinking about educational matters and issues, with reference to educational management.
  • Conduct ab independent inquiry in a specialised field of education, training or development, and report their findings in academically appropriate ways.
  • Exhibit the potential to act as academic leaders and experts in the field of education, training and development.

    Rationale:
    The qualification will provide professional educators and leaders at a post-graduate level with a clear understanding of educational management theories and theoretical frameworks, which underwrite education systems. This qualification will deepen the expertise of educators; broaden the leadership base in the field and in aspects of educational management.

    This qualification is a specialised post-graduate qualification intended to accredit advanced and specialised academic and professional study of aspects of educational management. It includes an introduction to independent research and prepares candidates for further post-graduate studies. In view of the different levels of preparation offered to educators it could, therefore, serve as a critical bridge between pre-service professional education and advanced studies at Master's level and beyond. Consequently, a primary function of this qualification is to ensure that educators have the competence required for independent research at higher levels

    By adding this one-year honours degree qualification to a student's existing Bachelor of Education (Teaching) qualification, students will enhance their ability to make a difference to other people and improve their career outcomes in Educational Management. They will be able to explore any burning questions, develop their knowledge through research, and study alongside expert academics who have years of experience in their field.

    Both the taught and research options will allow students to choose an area to explore more intensively, adding depth to their earned bachelor's degrees. Students will be offered an opportunity to carry out a supervised research project in their area of interest. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution's articulation policy is aligned with the Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education (CHE, 2016) and National Policy and Criteria for the Implementation of Recognition of Prior Learning (SAQA, 2013, amended 2019) and (DHET, 31 March 2016, Gazette no 381). The policy clearly states how RPL will be applied to gain admission and achieve module exemption or advanced standing.

    RPL for Access:
  • A functional system for RPL is in place at the institution where RPL is used as a mechanism to gain access to qualifications.
  • A maximum of 10 % of the cohort of students in this programme will be admitted through RPL.
  • Learners are required to complete an RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive work learning.
  • The candidate's portfolio will be assessed thoroughly against the relevant learning outcomes, after which the application is dispatched for approval before the final decision is communicated to the learner.

    This qualification may be achieved in part through the recognition of relevant prior learning and experience. This is done in accordance with the RPL policy of the institution 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.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education, NQF Level 7.
    Or
  • A four-year professional teaching degree, NQF Level 7.
    Or
  • An appropriate bachelor's degree, NQF Level 7, and a recognised professional teaching qualification, NQF Level. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at National Qualifications Framework (NQF) Level 8, totalling 126 Credits.

    Compulsory Modules, NQF Level 8,30 credits
  • Research Methods and Techniques, 30 credits

    Elective Modules, NQF Level 8, 96 credits (choose any four modules from the following options):
  • Law of Education, 24 credits
  • Financial Management in Education, 24 credits
  • Human Resources Management in Education, 24 credits
  • Management of Educational Institutions, 24 credits
  • Educational Psychology, 24 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate that they have acquired a sound knowledge base and critical understanding of education in general, and of educational management in particular.
    2. Demonstrate the ability to critically analyse and evaluate knowledge in various aspects of educational management, and to contribute to systematic and disciplined thinking about educational matters and issues, with reference to educational management.
    3. Demonstrate the ability to conduct independent inquiry in a specialised field of education, training, or development, and to report their findings in academically appropriate ways
    4. Exhibit the potential to act as academic leaders and experts in the field of education, training, and development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Understand contemporary educational conditions and policies against the backdrop of the socio-historical development in Southern Africa.
  • Demonstrate a familiarity with major lines of debate in the broad field of education.
  • Provide well-founded interpretations of literature in the study, and succinct and accurate syntheses of written material.
  • Locate studies in a relevant and coherent theoretical framework.
  • Use specialist and applied knowledge appropriately in educational management.
  • Show sensitivity for and understanding of the relative and contextual nature of thought and knowledge.
  • Interpret knowledge as a source of meaning and as a guide to reflection, choice, and action.
  • Grasp the dialectical relationship between theoretical and practical knowledge
  • Demonstrate an awareness of the variety of educational contexts in which knowledge might apply.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • understand the principles and concepts underpinning the field of study and its boundaries and limitations.
  • write with fluency in an academic mode.
  • analyse educational situations with a view to identifying problems.
  • assess the weight of various kinds of evidence for claims and theories in the field of education.
  • justify conclusions with appropriate argument or evidence in theorising about education.
  • identify and solve educational problems by using critical and creative thinking to arrive at responsible decisions.
  • display some intellectual independence and analytical skill in the development of systematic arguments.
  • make sound theoretical judgements and evaluations based on evidence.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • complete papers, major assignments, and/or project reports in a way that shows knowledge of different research approaches and methodology.
  • Collect, analyse, organize, and critically evaluate educational and related information from primary and secondary sources.
  • Use appropriate resources for academic work, including information and communications technology.
  • Plan, and conduct, an elementary piece of research, using basic research techniques.
  • Communicate research results accurately and reliably by way of written reports and oral presentations.
  • Demonstrate basic knowledge of different research approaches in the field of education.
  • Demonstrate the skills and disposition to undertake research and remain a lifelong learner.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • interpret educational principles and concepts flexibly in a range of institutional contexts.
  • participate effectively in debates in educational management and interact productively within a learning or professional community.
  • stimulate and encourage others to become engaged in disciplined thinking about education.
  • communicate effectively with academic and professional colleagues and collaborate with others in addressing educational problems.
  • demonstrate an openness towards the views of others and show a desire to initiate or facilitate discussion in a perceptive, sensitive, and thought-provoking manner.
  • balance rights and responsibilities, as well as constructive criticism and commitment to service, in the wider interests of all those represented in the school or wider educational environment.
  • demonstrate contextualised educational leadership skills.
  • communicate effectively from a position of leadership within the education profession.
    foster recognition of educational rights and priorities in the context of educational leadership.

    Integrated assessment:
    The qualification allows for an integrated approach to assessment, based on the use of appropriate and diverse assessment methods. The variety of assessment methods increases assessment opportunities and encourages the academic success of the learners. It also provides the opportunity for all learners to excel in one or more methods of assessment, creating a culture of success. In the assessment strategy, evidence of professional competencies must be demonstrated through a variety of options, which include case studies, problem-solving assignments and strategies, a portfolio of learning materials, projects and presentations, and written assessments. Some strategies will be more suited to assess foundational competence, while others are more suited to assess practical and reflexive competence.

    Applied competence is the central purpose of the integrated assessment. The focus should be on candidates' ability to apply their theoretical knowledge and understanding in solving educational problems, discussing educational issues, and doing and using educational research in their area of specialisation.

    Formative assessment:
    Learners are assessed by means of formative assessment tasks (assignments, group discussions, collaborative learning, etc.)

    Summative assessment:
    Learners are assessed by means of summative assessment tasks (tests and examinations after sections of the work have been completed) 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African qualification was compared with similar qualifications offered by the following countries.

    Country: Australia
    Institution: University of Auckland
    Qualification Title: Bachelor of Education (Teaching) Honours
    Credits: 120
    Duration: 1 year Full-time
    Entry Requirements:
  • Bachelor of Education (Teaching)

    Purpose:
    The qualification will equip learners with transferable skills that can be applied to a range of professions. Learners will gain the skills and knowledge needed to take leading roles in effective planning, coordination, and management of projects and in professional learning.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.

    Modules:
  • Research Project I
  • Research project Points I
  • Education and Empowerment
  • Research Methodologies is comparable to Research Methods and Techniques
  • Research project II
  • Research project Points II
  • Special Topic: Digital Enhancement

    Similarities:
  • University of Auckland (UA) and South African (SA) qualifications are offered over one year full-time.
  • The UA and SA qualifications consist of a minimum of 120 credits.
  • Both qualifications require applicants who have completed the Bachelor of Education.
  • The purpose of the SA and AU qualifications is to equip learners with leadership, administrative, and strategic management skills specifically for educational environments. When compared to global equivalents.
  • The UA and SA qualifications consist of compulsory and elective modules.
  • Both qualifications articulate vertically into the Master of Education.

    Country: United States of America
    Institution: Florida State University
    Qualification Title: Master of Educational Leadership and Administration.
    Delivery Mode: Online
    Duration: 24 months for the part-time option
    Entry Requirements:
  • Bachelor's Degree

    Purpose:
    From practice and leadership to research and policy, the Educational Leadership and Administration prepare leaders to shape the future of K-12 education and researchers to inform policy and practice. The purpose of the qualification is to develop and enhance dynamic, high-performing leadership for the renewal and improvement of educational systems. This qualification is designed to prepare professionals for entry-level administrative positions in schools, school districts, and educational agencies. Course content is aligned with state and national standards and blends both theoretical and practical applications to K-12 educational leadership.

    Learning Outcomes
  • Promote learner-centred achievement and learning
  • Model and participate in shared governance based upon data-driven decision making
  • Develop a positive school culture and healthy climate
  • Mentor and guide teachers in their professional growth and leadership
  • Model ethical and collegial leadership behaviours for your teachers and stakeholders
  • Support continuous school improvement efforts for the benefit of all stakeholders

    Key topics such as:
  • Theories and practices used to increase human relations and communications in an educational institution
  • Improving learning programs through effective human resources
  • The various laws and policies related to education
  • Principles, trends, practices, and financial support systems used in financing public education
  • Issues, practices, and theories relevant to school administration
  • The tools and concepts used to evaluate learner learning outcomes and progress
  • Foundations of curriculum development
  • Usage of learner achievement data to develop curricula and learning environments that will further enhance learner learning

    Candidates for this qualification include:
  • Those wanting to improve the educational experience for their school's learners
  • Current teachers who wish to pursue an administrative role, such as principal, dean, or district supervisor
  • Learners seeking an educational leadership role in Florida

    Similarities:
  • Florida State University (FSU) and South African (SA) qualifications require applicants who have completed a bachelor's degree in education
  • The FSU qualification is completed in two years part-time, similar to one year full-time in the SA qualification
  • The FSU and SA qualifications share similar learning outcomes and have the same target audience.
  • Both qualifications are designed to prepare professionals for entry-level administrative positions in schools, school districts, and educational agencies.

    Differences:
    The FSU qualification is delivered online to accommodate the working learners, while the SA qualification is delivered face-to-face and offers no part-time option.

    Conclusion:
    Internationally, the two foreign qualifications often prioritise broader leadership theories applicable to a range of educational and non-educational settings, whereas the SA qualification is deeply rooted in the South African educational context, addressing issues sus as policy implementations, transformational leadership, and inclusivity aligned with national priorities such as the National Development Plan and Agenda 2063.

    The shared emphasis across all qualifications lies in developing critical thinking, leadership, and organisational improvement capabilities. The SA qualification offers a distinct competitive edge by producing education managers who are not only operationally and strategically competent, but also socially responsive and aligned with regional development goals. Its focus on ethical leadership, community engagement, and transformation prepares graduates to lead in diverse and dynamic educational contexts, giving them an advantage in both local and international employment markets. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal, vertical, and diagonal articulation options.

    Horizontal Articulation:
  • Bachelor of Education Honours in Further Education and Training, NQF Level 8
  • Bachelor of Education Honours, NQF Level 8
  • Post Graduate Diploma in Educational Management and Leadership, NQF Level 8
  • Postgraduate Diploma in Education, NQF Level 8

    Vertical Articulation:
  • Master of Education, NQF Level 9.
  • Master of Education in Education Management, NQF Level 9.
  • Master of Education in Educational Leadership, NQF Level 9.
  • Master of Education in Educational Leadership and Management, NQF Level 9.
  • Master of Education in Educational Leadership, Management and Policy, NQF Level 9.
  • Master of Philosophy in Education, NQF Level 9.
  • Master of Philosophy in Education and Training for Lifelong Learning, NQF Level 9.

    Diagonal Articulation
  • Occupational Certificate: School Principal (School Manager), NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Recorded in 2015. 

    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. Central University of Technology, Free State 


    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.