Bachelor of Education Honours in Education Development and Democracy
Education, Training and Development - Schooling
Purpose and Rationale
Honours in Education Development and Democracy
Purpose:
The purpose of the Honours in Education Development and Democracy is to enrich and deepen undergraduate knowledge by developing research capacity. The qualification also aims to:
- Identify and analyse concepts related to educational development and democracy.
- Establish and clarify conceptual links between theoretical perspectives and the professional environment.
- Develop a critical understanding of the current policy context and indicators for change.
- Demonstrate the ability to critically analyse assumptions underlying different research methods and utilize conceptual tools in research analysis.
- Cultivate a conceptual understanding of different discipline-based perspectives within the program.
Rationale:
This qualification aims to align the development of education with democratic principles and emphasizes the continuous improvement of education while focusing on individual teachers' specific goals. It provides learners with a comprehensive understanding of the education system and the societal context in which it operates. The target audience includes teachers, especially those in leadership roles like departmental heads, principals, subject advisors, inspectors, and other educational officials responsible for policy implementation. Individuals in the private sector and non-governmental organizations involved in educational development can also benefit. The qualification offers school leaders and policy implementers opportunities to enhance their academic qualifications. By integrating various modules, learners gain a comprehensive yet specialized view to promote educational development and better understand a democratic society.
Outcomes
- Identify and analyse concepts in relation to educational development and democracy.
- Understand and interpret educational development processes with reference to policy enactment in institutional sites.
- Deliberatively engage with contemporary challenges and changing patterns in educational leadership and management.
- Demonstrate an understanding of relationship between ethics and research.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Concepts in education and democracy are identified and analysed.
- Theoretical frameworks to reflect rationally and critically on policies focusing on education and democracy are used.
- A critical understanding of the complexities of democracy, and the responsibilities associated with the implementation of democratic education is developed.
Associated Assessment Criteria for Exit Level Outcome 2:
- The link between equality and economic development in order to make appropriate policy interventions is discussed.
- Educational reforms and policy enactment in localised educational sites are discussed.
- The systemic operation and organisation of schools in South Africa is critically engaged with.
Associated Assessment Criteria for Exit Level Outcome 3:
- A conceptual analysis of how management and leadership are constituted, and how they are enacted and experienced in practice is conducted.
- The inevitability of change, its related fears and resistances is explored.
- The close relationship between conceptions of leadership and management is examined.
- A notion of leadership as the possession of one person, namely the principal is re-considered.
- The numerous complexities present in schools and education management are identified and addressed.
Associated Assessment Criteria for Exit Level Outcome 4:
- Potential ethical dilemmas that could be faced in conducting educational research are discussed.
- Civic virtues such as integrity, diligence, responsibility, loyalty, respect, diligence, when conducting research are fostered.
Integrated Assessment:
- Learner assessment is integrated in the whole system of a programme approach to teaching and learning and as such forms part of the institutional context.
- Assessment may take place through a system of formative and summative assessments.
- Formative assessments will be made up of tests/assignments/projects/case studies, etc.
- Summative assessments will be formal examinations written in November, affording learners a first and second opportunity.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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