Bachelor of Education Honours in Educational Leadership and Management
Education, Training and Development - Schooling
Purpose and Rationale
Purpose: The Bachelor of Education Honours in Educational Leadership and Management qualification aims to prepare teachers for research-based Postgraduate studies in a field of Education. It serves to consolidate and deepen the teachers' knowledge of the field and develop research capacity in the methodology and techniques of that field. This qualification demands a high level of theoretical engagement and intellectual independence. The curriculum takes a strong praxiological approach, with all assignments being closely related to professional practice and with Year 2 having research-based specialisms being framed as applied research. From Year 1, teachers are introduced to the multiple facets of qualitative educational research (purpose, orientations, as well as academic conventions in reading and writing about research). Teachers are required to engage critically and in theoretically-informed ways with current educational issues and must be able to consider the implications of these perspectives for their own educational practice.
Rationale: The Bachelor of Education Honours in Educational Leadership and Management qualification focuses primarily on continuing professional development for teachers with an emphasis on critical thinking and responsiveness to educational challenges. There is also a long-term need in the Eastern Cape to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. This qualification focuses on laying not only a foundation of educational knowledge (the sociological, psychological and philosophical dimensions of education), but it also enables the teachers to develop applied research competence and reflexive practice and lays a foundation for future research at a Masters level.
Outcomes
- Acquire a sound knowledge base and critical understanding of education in general and of the area(s) of specialisation in particular.
- Source, analyse and evaluate knowledge critically in their area(s) of specialisation.
- Conduct independent inquiry in a specialised area of education, training or development, and report their findings in academically appropriate ways.
- Exhibit the potential to act as academic leaders and/or experts in the field of education, training and development.
Assessment Criteria
Associated Assessment Criteria:
- Demonstrate a critically informed understanding of national and international policy context of education in general and of area of specialisation in particular.
- Demonstrate a critically and empirically informed understanding of the sociocultural, 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.
- Understand issues of rigour, validity and quality in educational research and demonstrate reflexive engagement with the ethics of conducting 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:
- Formative and Summative Assessment is used to guide and measure learning.
- Summative assessment includes written examinations at the end of each year, aligned with the university's Policy of Assessment.
- Assessment is open, transparent, and utilizes multiple forms.
- External examining policy ensures good practice.
- Results are internally examined, then sent to external examiners.
- Learning achievements are benchmarked at the exit level and externally examined.
- The Head of Department consults with lecturers on borderline cases.
- Finalized results are submitted to the Registrar's office for processing.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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