CALENDAR Faculty of Education Sciences Postgraduate Potchefstroom Campus

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1 CALENDAR Faculty of Education Sciences Postgraduate Potchefstroom Campus

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3 CALENDAR 2006 Faculty of Education Sciences Honours and Post Graduate Programmes Hons. B.Ed., M.Ed. & Ph.D Address all correspondence to The Registrar North-West University, Potchefstroom Campus Private Bag X6001 POTCHEFSTROOM 2520 Tel: (018) /2222 Fax: (018) Internet: PLEASE MENTION YOUR UNIVERSITY NUMBER IN ALL CORRESPONDENCE The General Academic Rules of the University, to which all learners have to subject themselves and which apply to all the qualifications offered by the University, appear in a separate publication and are available on the web page at Please note: Although the information in this Calendar has been compiled with the utmost care and accuracy, the Council and the Senate of the University accept no responsibility whatsoever for errors that may occur. Before learners finally decide on the selection of modules, they must consult the class timetable. If a clash occurs in the planned selection of a learner, the relevant module combination is not permitted.

4 Table of contents 1 TEACHING POLICY RESEARCH POLICY RESEARCH FOCUS AREA SCHOOLS AND FOCUS AREA IN THE FACULTY QUALIFICATIONS, DIRECTIONS AND PROGRAMMES QUALIFICATIONS AWARDED IN THE FACULTY OF EDUCATION SCIENCES DEGREES CERTIFICATES DIPLOMAS MODULES AND CREDITS RELATION BETWEEN CREDITS AND TEACHING PERIODS RECOGNITION OF PRIOR LEARNING REGISTRATION EVALUATION OF ACADEMIC SKILLS...23 ON.1 RULES FOR THE DEGREE BACCALAUREUS EDUCATIONIS HONOURS (B.ED.HONS.)...24 ON.1.1 ON NATURE AND AIMS OF THE QUALIFICATION...24 Nature and general aims...24 ON Specific objectives...25 ON.1.2 DURATION OF THE STUDIES...25 ON.1.3 ON ADMISSION REQUIREMENTS...25 General admission requirements...25 ON Specific admission requirements for curricula...25 i

5 ON OLG Namibia...26 ON.1.4 RECOGNITION OF PRIOR LEARNING...26 ON.1.5 LIST OF MODULES...26 ON.1.6 EXIT LEVEL OUTCOMES...30 ON.1.7 CHANGE IN ENROLLMENT FOR A CURRICULUM...31 ON.1.8 ARTICULATION POSSIBILITIES...31 ON.1.9 PROGRAMME: TEACHING AND LEARNING...31 ON Curriculum: O601P/C/N General Teaching and Learning...31 ON Curriculum outcomes...31 ON Curriculum structure...32 ON Curriculum: O602P Life Sciences Education...32 ON Curriculum outcomes...32 ON Curriculum structure...33 ON Curriculum: O603P Natural Sciences Education...33 ON Curriculum outcomes...33 ON ON Curriculum structure...34 Curriculum: O604P Educational Training and Development...34 ON Curriculum outcomes...34 ON Curriculum structure...35 ON Curriculum: O606P Traffic Safety Education...35 ON Curriculum outcomes...35 ON Curriculum structure...36 ON Curriculum: O607P Mathematics Education...36 ON Curriculum outcomes...36 ON ON Curriculum structure...37 Curriculum: O601P Movement Education...37 ON Curriculum outcomes...37 ON Curriculum structure...38 ON Curriculum O612P Computer Science Education...38 ON Curriculum outcomes...38 ON ON Curriculum structure...39 Curriculum O613P Geography Education...39 ON Curriculum outcomes...39 ON Curriculum structure...40 ON Curriculum O614P Afrikaanse Taalonderwys...40 ON Kurrikulumuitkomste...40 ON Kurrikulumstruktuur...41 ON Curriculum O615P English Language Teaching...42 ii

6 ON Curriculum Outcomes...42 ON Curriculum structure...43 ON.1.10 PROGRAMME: EDUCATION MANAGEMENT, LAW AND SYSTEMS...44 ON Curriculum: O608P/C/N Education Management, Law and Systems...44 ON Curriculum outcomes...44 ON Curriculum structure...45 ON.1.11 PROGRAMME: EDUCATIONAL PSYCHOLOGY AND LEARNER SUPPORT...45 ON Curriculum: O609P Educational Psychology...45 ON Curriculum outcomes...45 ON Curriculum structure...46 ON Curriculum: O610P/C/N Learner support...46 ON Curriculum outcomes...46 ON Curriculum structure...47 ON.1.12 ON EXAMINATION...47 Composition of participation marks...47 ON Admission to the examinations...47 ON Module mark...48 ON Pass requirements of a curriculum...48 ON Repetition of modules...48 ON Termination of studies...48 ON.2 RULES FOR THE DEGREE MAGISTER EDUCATIONIS/ MASTER OF EDUCATION (M.ED.)...49 ON.2.1 RESEARCH MASTER S DEGREE...49 ON ON NATURE AND AIMS OF THE QUALIFICATION...49 General aim...49 ON Specific objectives...49 ON ON ADMISSION REQUIREMENTS AND REGISTRATION...50 General admission requirements...50 ON Specific admission requirements...50 ON ON RECOGNITION OF PRIOR LEARNING...50 STUDY PROGRAMME...50 ON DURATION OF THE STUDIES...50 ON EXTENSION OF STUDY PERIOD...51 ON LIST OF PROGRAMMES...51 iii

7 ON EXAMINATIONS...51 ON Appointment of examiners...52 ON Requirements to which the dissertation must conform...52 ON Submission in the dissertation for examination...52 ON Requirements for passing...52 ON ON.2.2 TERMINATION OF STUDIES...52 RULES FOR THE STRUCTURED MASTER S DEGREE...52 ON NATURE AND AIMS OF THE QUALIFICATION...53 ON General aim...53 ON Specific objectives...53 ON ADMISSION REQUIREMENTS AND REGISTRATION...53 ON General admission requirements...53 ON Specific admission requirements...53 ON RECOGNITION OF PRIOR LEARNING...54 ON LIST OF MODULES...54 ON ON ON ON ON ON ON ON ON ON CURRICULA Educational Practice Curriculum: O817P Learning and Teaching Educational Practice Curriculum: O818P Natural Sciences Education Educational Practice Curriculum: O819P Education Management and Educational Organisations Educational Practice Curriculum: O821P Training and Development Educational Practice Curriculum: O822P Comparative Education Educational Practice Curriculum: O823P Mathematics Education Educational Practice Curriculum: O824P Movement Education Educational Practice Curriculum: O825P Computer Science Education Educational Practice Curriculum: O826P Traffic Safety Education and Management...58 ON DURATION OF THE STUDIES...58 ON EXTENSION OF STUDY PERIOD...58 ON ON EXAMINATIONS...59 Admission to examinations...59 ON Composition of participation marks...59 iv

8 ON Module mark...59 ON Pass requirements of a programme...59 ON Repetition of modules...59 ON Requirements for the mini-dissertation...60 ON ON.3 ON.3.1 Termination of studies...60 RULES FOR THE DEGREE PHILOSOPHIAE DOCTOR (PH.D.)...61 AIMS OF THE DOCTOR S DEGREE PROGRAMME...61 ON.3.2 ON ADMISSION REQUIREMENTS...61 General admission requirements...61 ON Specific admission requirements...61 ON.3.3 ON.3.4 RECOGNITION OF PRIOR LEARNING...62 STUDY PROGRAMME...62 ON.3.5 DURATION OF THE STUDIES...62 ON.3.6 EXTENSION OF THE STUDY PERIOD...62 ON.3.7 LIST OF PROGRAMMES...63 ON.3.8 ON EXAMINATIONS...63 Appointment of examiners...63 ON Examinations...63 ON.3.9 ON.3.10 ON.4 ON.4.1 ON.4.2 REQUIREMENTS FOR A DOCTORAL THESIS...64 TERMINATION OF STUDIES...64 MODULE OUTCOMES...65 BACCALAUREUS EDUCATIONIS HONOURS...65 STRUCTURED MASTER S DEGREE...79 v

9 Officials DEAN Prof HJ Steyn, B.A., D.Ed., U.O.D. (PU for CHE) DIRECTORS Graduate School of Education Prof PC van der Westhuizen, BA Hons, DEd (PU for CHE), DEd (Unisa) THED (PCE) Potchefstroom College of Education Prof BW Richter, BA, BA Hons MA, PhD, UED (PU for CHE) Teachers' Centre Prof EJ Spamer, BA, BA Hons, MA, PhD, HED (S) (US) School for Education and Training Prof PJ Mentz, BA, BEd (UP), MEd (RAU), DEd, DTE (PU for CHE), HED (UP) School for Teacher Training (Human-oriented school subjects) Prof SC Steyn, BA, BEd, MEd, PhD (PU for CHE), THED (PCE), DTE (PU for CHE) School for Teacher Training (Nature-oriented school subjects) Prof E Mentz, BA (UP), BSc Hons (PU for CHE), MSc (PU for CHE), PhD (PU for CHE), HED (UP) Faculty Council The composition of the faculty council may change. Chairperson: Prof HJ Steyn Secretary: Mrs JM van Heerden Dreyer, C (Prof) Haasbroek, A (Dr) Mentz, E (Prof) Mentz, PJ (Prof) Monteith, JL dek (Prof) Richter, BW (Prof) Spamer, EJ (Prof) Steyn, SC (Prof) Van der Westhuizen, PC (Prof) Vermeulen, LM (Prof) Representative: Faculty of Natural Sciences Faculty of Arts Programme leaders: Graduate School of Education Potchefstroom College of Education Teachers' Centre Subject chairs: School for Education and Training School for Teacher Training (Humanoriented school subjects) School for Teacher Training (Natureoriented school subjects) Project leaders Representative: CENETS Outside representatives: Cedar College Kimberley College Open Learning Group Student representatives: Undergraduate students Post-graduate students vi

10 1 TEACHING POLICY The teaching policy of the Faculty of Education Sciences is aligned with the vision and mission of the North-West University and the Faculty of Education Sciences. The policy determines the following aspects that bear on teaching in the Faculty: Effective teaching Education, teaching, and training Medium of instruction Teaching based on religiously-grounded values Quality assurance Support of staff Modes of delivery Assessment Technology and teaching 2 RESEARCH POLICY The post-graduate activities in the Graduate School of Education (GSE) are in accordance with both the mission of the North-West University and the strategic management plan of the Research Focus Area. The objectives of research done in the GSE are: (i) (ii) (iii) (iv) (v) (vi) exploiting new knowledge in the education areas that are the focus of research in the GSE; interpreting, systematising and utilising in practice existing knowledge in view of the education task; investigating teaching methods typical of a subject; evaluating existing theories and methods, developing new theories and developing new methods; exploiting existing and new sources of knowledge in order to be of service to the community; investigating all those activities enabling more effective education, such as activities concerning education administration, law and systems. 3 RESEARCH FOCUS AREA The research focus area of the faculty, which is the area in which the faculty conducts research, is known as Teaching-learning Organisations. The research programme in the focus area focuses on the advancement of the well-being of teaching-learning organisations in accordance with the unique teaching needs in South Africa. This research programme currently consists of five projects, each with a number of sub-projects. All M.Ed. and Ph.D. learners join one of these projects. 1

11 All available research funding is canalised to the focus area in order to ensure a greater impact with regard to effective research, research results and disseminating results. More details are available from the research focus area director or the envisaged study leader or promoter. 4 SCHOOLS AND FOCUS AREA IN THE FACULTY The Faculty of Education Sciences consists of six schools, of which three are responsible for the programmes presented in the faculty, three for all subject academic training, and a research focus area. The programme schools: The Graduate School of Education (GSE) is responsible for providing post-graduate training by means of the B.Ed. Hons., M.Ed. and Ph.D. programmes. The Potchefstroom College of Education (POK) is responsible for providing pre-service training (teachers) by means of the B.Ed. and Postgraduate Certificate in Education (PGCE). The Teachers Centre is responsible for the upgrading of under and unqualified teachers as well as the further in-service training of practicing teachers. The different programmes are presented off-campus and ensure that the teacher can further his/her studies whilst continuing with his/her daily task. The qualifications that can be obtained (ACE and NPDE) enable teachers to contribute in a responsible and meaningful way to the promotion of education in South Africa. The subject schools The School for Education and Training (SET) is responsible for all the subjects and modules that are directed at education and training. It includes the broad spectrum of education disciplines such as Teaching and Learning, Education Management, Philosophy of Education and Religious Instruction, Comparative Education, Educational Psychology and Learner Support, Educational Law, as well as Training. The School for Teachers Training (Human-oriented school subjects) is responsible for the attainable and sustainable delivery of quality subject training and research in the human-oriented school subjects within the faculty. The School for Teachers Training (Nature-oriented school subjects) is responsible for the attainable and sustainable delivery of quality subject training and research in the nature-oriented school subjects within the faculty. The research focus area The research focus area, Teaching-Learning Organisations, resides within the Graduate School of Education. The director of the GSE is also the director of the research focus area 2

12 5 QUALIFICATIONS, DIRECTIONS AND PROGRAMMES In the Faculty of Education Sciences different qualifications can be obtained. A certain qualification is presented in one or more schools and in every school there is one or more programmes, of which each has a fixed curriculum. A potential learner must, therefore, initially decide which qualification he or she wishes to obtain. After a learner has decided which qualification he/she wishes to obtain, a direction of study must be chosen, after which he/she must make a selection from the different programmes presented in that direction. 6 QUALIFICATIONS AWARDED IN THE FACULTY OF EDUCATION SCIENCES The university is authorised to award the following degrees, certificates and diplomas that are presented in the Faculty of Education Sciences 3

13 6.1 DEGREES Qualification and abbreviation Baccalaureus Educationis (B.Ed.) Qualification code Programmes Curriculum code Curriculum Foundation Phase (Grades 1-3) Intermediate and Senior Phase (Grades 4-9) Method of presentation * See OP.1.5 See OP.1.5 F P Cedar College CI SBT AROS See OP.1.6 See OP.1.6 F P Cedar College CI SBT AROS * Key to Method of Presentation; F=Full-time; P=Part-time; CI=Christian Institute; SBT=School Based Training; VSM=Vacation School Model; Flexi; C=Open Learning Group Johannesburg (OLG); N=Open Learning Group Namibia. 4

14 Qualification and abbreviation Qualification code Programmes Curriculum code Curriculum Method of presentation Baccalaureus Educationis (B.Ed.) Bachelor of Training and Development (B.TD) Senior and Further Education and Training Phase (Grades 7-12) Senior and Further Education and Training Phase (Technica) Human Resource Development See OP.1.7 See OP.1.7 F P Cedar College CI SBT AROS See OP See OP F P SBT See OP.3.8 See OP.3.8 F P 5

15 Qualification and abbreviation Baccalaureus Educationis Honours (B.Ed.Hons.) Qualification code Teaching and Learning Programmes Curriculum code Curriculum Method of presentation O601P/C/N General Teaching and Learning F P VSM OLG OLG NAM Flexi Kimberley Upington O6011P Movement Education F P VSM O602P Life Sciences Education F P VSM O603P Natural Sciences Education F P VSM 6

16 Qualification and abbreviation Baccalaureus Educationis Honours (B.Ed.Hons.) Qualification code Teaching and Learning Programmes Curriculum code Curriculum Method of presentation O604P Educational Training and Development VSM O606P Traffic Safety Education F P VSM O607P Mathematics Education F P VSM Flexi O612P Computer Science Education F P VSM O613P Geography Education F P VSM 7

17 Qualification and abbreviation Baccalaureus Educationis Honours (B.Ed.Hons.) Qualification code Teaching and Learning Programmes Curriculum code Curriculum Method of presentation Education Management, Law and Systems O614P Afrikaanse Taalonderwys F P VSM O615P English Language Teaching * F P VSM O608P/C/N Education Management, Law and Systems F P VSM OLG OLG NAM Flexi Kimberley Upington * Not presented in

18 Qualification and abbreviation Baccalaureus Educationis Honours (B.Ed.Hons.) Qualification code Educational Psychology Programmes Curriculum code Curriculum Method of presentation O609P Educational Psychology F P VSM O610P/C/N Learner Support F P VSM OLG OLG NAM Flexi Kimberley Upington 9

19 Qualification and abbreviation Magister Educationis (M.Ed.) Qualification code Programmes Curriculum code Curriculum Method of presentation Learning and O801P Learning and Teaching V / D Teaching Natural Sciences O802P Natural Sciences Education V / D Education Education O803P Education Management V / D Management Education Law O804P Education Law V / D Educational O805P Educational Psychology V / D Psychology Comparative O806P Comparative Education V / D Education Mathematics O807P Mathematics Education V / D Education Learner Support 0808P Learner Support V / D School Counselling and Guidance Philosophy of Education 0809P School Counselling and Guidance V / D O810P Philosophy of Education V / D 10

20 Qualification and abbreviation Magister Educationis (M.Ed.) Qualification code Programmes Curriculum code Curriculum Method of presentation Movement Education O811P Movement Education V / D Computer Science Education Training and Development Traffic Safety Education and Management O812P Computer Science Education V / D O813P Training and Development V / D O814P Traffic Safety Education and Management Educational Practice O8P Learner Support and Life-orientation P O817P Learning and Teaching P O818P Natural Science Education P O819P Education Management and Teaching Organisations O820P Education Law P V / D O821P Training and Development P P 11

21 Qualification and abbreviation Magister Educationis (M.Ed.) Qualification code Programmes Curriculum code Curriculum Method of presentation Educational Practice O822P Comparative Education P O823P Mathematics Education P O824P Movement Education P O825P Computer Science Education P O826P Traffic Safety Education and Management P 12

22 Qualification and abbreviation Philosophiae Doctor (Ph.D.) Qualification code Programmes Curriculum code Curriculum Method of presentation Learning and Teaching Natural Sciences Education O901P Learning and Teaching F / P O902P Natural Sciences Education F / P Education Management O903P Education Management F / P Education Law O904P Education Law F / P Educational Psychology Comparative Education O905P Educational Psychology F / P O906P Comparative Education F / P 13

23 Qualification and abbreviation Philosophiae Doctor (Ph.D.) Qualification code Mathematics Education Programmes Curriculum code Curriculum Method of presentation O907P Mathematics Education F / P Learner Support 0908P Learner Support F / P School Counselling and Guidance Philosophy of Education 0909P School Counselling and Guidance F / P O910P Philosophy of Education F / P Movement Education O911P Movement Education F / P Computer Science Teaching Training and Development O912P Computer Science Teaching F / P O913P Training and Development F / P 14

24 6.2 CERTIFICATES The university is authorised to award the following certificates in the Faculty of Education Sciences: Qualification and abbreviation Post-Graduate Certificate in Education (PGCE) Qualification code Programmes Curriculum code Curriculum Intermediate and Senior Phase (Grades 4-9) Senior and Further Education and Training Phase (Grades 7-12) Method of presentation See OP.2.6 See OP.2.6 F P Cedar College SBT See OP.2.7 See OP.2.7 F P Cedar College SBT CI With Specialisation in School Guidance See OP.2.8 See OP.2.8 F P Cedar College SBT 15

25 Qualification and abbreviation Advanced Certificate in Education (ACE) Qualification code Programmes Curriculum code Curriculum Method of presentation Afrikaans Education O401P/C Afrikaans Education Movement Science O402P Movement Science Education Education English Education O403P/C English Education Geography Education O404P Geography Education History Education O405P/C History Education Natural Sciences O406P Natural Sciences Education Education (Further Education and Training Band) * O407P Natural Sciences Education (General Education and Training Band) Education O408C/P Education Management Management Education Law O409P Education Law Educational Training and Development O410P Educational Training and Development Part-Time Flexi OLG OLG NAM Cedar College Kimberley Upington * Only Part-time Only Part-time

26 Qualification and abbreviation Advanced Certificate in Education (ACE) Qualification code Programmes Curriculum code Curriculum Method of presentation Professional Educator O412P Professional Educator Development Development (only for students with 360 previous credits) (see OO.3) O413C/P/K Professional Educator Development (Foundation Phase) (see OO.4) O414C/P/K Professional Educator Development (Intermediate and Secondary Phase) (see OO.4) O427 P/C Professional Educator Development (Life Orientation) O424P Professional Educator Development (Technology Integrated Teaching) O428 P/C Professional Educator Development: Mathematical Literacy P Flex OLG OLG NAM Cedar College Kimberley Upington 17

27 Qualification and abbreviation Advanced Certificate in Education (ACE) Qualification code Programmes Curriculum code Curriculum Method of presentation Learner Support O4 K/P/C Setswana Education O417P Traffic Safety Education Traffic Safety Education and Training Mathematics Education O418P O426P O420K/P/C Mathematics Education (Further Education and Training Band) * O421K/P/C Mathematics Education (General Education and Training Band) Tourism O422P/C Tourism P Flex OLG OLG NAM Cedar College Kimberley Upington * Only Part-time Only Part-time 18

28 Qualification and abbreviation Qualification code Programmes Curriculum code Curriculum Method of presentation Advanced Certificate in Education (ACE) Technology Education * Traffic Safety Education and Training Sediba NASOP O425P Technology Education P O426P Traffic Safety Education and Training P P P * General Education and Sediba ( ) 19

29 6.3 DIPLOMAS The university is authorised to award the following diplomas in the Faculty of Education Sciences: Qualification and abbreviation Qualification code Programmes Curriculum code Curriculum Method of presentation National Professional Diploma in Education (NPDE) (Registration until year diploma) Foundation Phase Grades 1-3) Intermediate and Senior Phase (Grades 4-9) Senior and Further Education and Training Phase (Grades 7-12) See OO2.8 See OO2.8 Flexi OLA Cedar College Kimberley Upington See OO2.9 See OO2.9 Flexi OLA Cedar College Kimberley Upington See OO2.10 See OO2.10 Flexi OLA Cedar College Kimberley Upington 20

30 Qualification and abbreviation Qualification code Programmes Curriculum code Curriculum Method of presentation National Professional Diploma in Education (NPDE) (Registration from year diploma) Foundation Phase Grades 1-3) Intermediate and Senior Phase (Grades 4-9) Senior and Further Education and Training Phase (Grades 7-12) See OO2.8 See OO2.8 Flexi OLA Cedar College Kimberley Upington See OO2.9 See OO2.9 Flexi OLA Cedar College Kimberley Upington See OO2.10 See OO2.10 Flexi OLA Cedar College Kimberley Upington 21

31 7 MODULES AND CREDITS Subjects are presented according to modules to which specific credit values have been assigned. 8 RELATION BETWEEN CREDITS AND TEACHING PERIODS In the GSE each module of eight as well as sixteen credits is entitled to six contact periods of 50 minutes each. 9 RECOGNITION OF PRIOR LEARNING (i) The North-West University accepts the principle underlying outcomes-based, sourcebased and lifelong learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that recognition of prior learning, whether it has been acquired by formal education programmes at this or other institutions, or informally (by experience), is an indispensable element in deciding on admission to and awarding credits in an explicitly chosen teaching-learning programme of the university. (ii) The recognition of prior learning concerns the provable knowledge and learning that an applicant has acquired, whether by having completed formal education programmes, or by experience. At all times the question will be what the level of skills are, and skills will be judged in the context of the exit level skills required for the intended teaching-learning programme or modules in the programme, or the status for which the applicant applies, and not merely by virtue of the experience recorded by the applicant. Recognition of prior learning will therefore take place in terms of applied competencies demonstrated by the applicant in his/her application, taking into consideration the exit level outcomes that have to be obtained by means of the selected teaching-learning programme. (iii) (iv) The North-West University accepts that recognition of prior learning must take place within the normal existing policy on the admission of potential and existing learners whether from this or another institution with regard to awarding credits in a valid, trustworthy and fair way. For processing an application for recognition of prior learning a non-refundable administrative fee determined by the university from time to time is payable. 10 REGISTRATION Registration is a prescribed complete process that a learner has to go through to become enrolled as a learner of the university. An admitted learner registers annually for the duration of the study for a specific study programme at the place and time determined by the university. The process comprises that the prescribed registration fee be paid, the registration form completed and the necessary signatures put on it. The learner hands in the registration form at the registration section, whereupon a proof of registration is issued. 22

32 11 EVALUATION OF ACADEMIC SKILLS (i) (ii) (iii) (iv) (v) All first time first-year learners at the University must present themselves for a compulsory academic skills test in order to assess their ability to function in an academic environment. The purpose of the test is to help the learner to identify weaknesses so that the necessary guidance can be provided. This test is taken during the orientation period according to residences, but the cources are presented according to relevant faculties. Learners who do not reside in residences must also take the test. Such learners must report to the office of the academic language proficiency programme on the different campuses to make the necessary arrangements to take the test. The curriculum for which a learner registers determines the language medium in which (a) the test is taken and (b) the assistance offered. It will determine whether students register for AFNL 181 (mother tongue speakers of Afrikaans, AFNL 182 (non-mother tongue speakers of Afrikaans), ENGL 181 (General English Skills). (vi) If a learner is identified as a candidate for one of the above-mentioned modules, the particular module must be passed before the learner can register for the second year of study. 23

33 ON.1 ON.1.1 ON RULES FOR THE DEGREE BACCALAUREUS EDUCATIONIS HONOURS (B.ED.HONS.) BACHELOR OF EDUCATION HONOURS METHOD OF PRESENTATION: Full-time Part-time Part-time VSM Open learning OLA Open learning OLG Namibia Flexi-time Kimberley Upington This qualification can be obtained in one of the directions and curricula described in ON.1.9 ON.1.11 and can be enrolled for part-time VSM. The outcomes of these directions and curricula are negotiated in mainly three programmes, namely education management, law and systems; teaching and learning; and educational psychology. A learner follows a selected curriculum with a professional or academic focus (see ON.1.5 and ON ). The terms professional learners and academic learners are used to distinguish between these two groups of learners. Professional learner: A learner that is admitted to the study in terms of ON.1.3 and possesses a recognised professional teacher s qualification. Academic learner: A learner that is admitted to the study in terms of ON.1.3, but does not possess a recognised professional teacher s qualification. The rules for B.Ed.Hons. must be read together with the general academic rules of the university, which are available on Internet at: beheer-bestuur/beleid-reëls.html NATURE AND AIMS OF THE QUALIFICATION Nature and general aims This qualification is intended to acknowledge specialised academic or professional studies in education. On completion of the studies candidates will be able to demonstrate an advanced reflexive understanding of and a competency in knowledge, skills, values, principles, methods and procedures relevant to the specific specialisation in education. 24

34 ON ON.1.2 ON.1.3 ON ON Specific objectives (i) This qualification prepares learners for studies leading to a Master s degree in Education (M.Ed.) at NQF level 8. (ii) Learners will be able to understand the role that research plays in education, make basic evaluations and conduct educational research. (iii) These studies will enable learners to play a leadership role in professional educational activities in the different sectors of teaching in South Africa. DURATION OF THE STUDIES The minimum duration of the studies for this degree is one (1) year and the maximum duration for completing the degree is three (3) years. ADMISSION REQUIREMENTS Admission to this qualification takes place according to the general rules (A.4) of the university. In particular the following admission requirements are valid for the B.Ed.Hons. degree. General admission requirements Demonstration of learning outcomes at NQF level 7 (480 credits of which 72 at NQF level 7) comprising the following: (i) pass in a Bachelor degree or licentiate (360 credits) plus a Post-graduate Certificate in Education or any other professional education qualification (120 credits, of which 72 at level 7); or (ii) pass in a Bachelor in Education degree (480 credits); or (iii) pass in a Bachelor degree (480 credits) that is evaluated as applicable; or (iv) any other recognised education qualification that adds up to 480 credits (of which 72 at level 7); or (v) A minimum pass of 60% in the final year of the qualification that permits entry to the B.Ed. Hons. (vi) any recognised RPL equivalent of the above-mentioned. (vii) Candidates without teaching experience or a recognised qualification in education may be admitted to the B.Ed.Hons. with an academic focus. The B.Ed.Hons. does not, however, give qualified teacher s status to these learners. A recognised professional education qualification and applicable teaching experience are in all cases prerequisites for admission to the B.Ed.Hons. with a professional focus. Specific admission requirements for curricula (i) Learners wishing to follow a curriculum in subject teaching (see ON.1.5 and ON ) must have a training adapting them to be appointed in a permanent position as educator in the relevant learning area in a school phase. 25

35 (ii) The curriculum in Educational Training and Development (see ON.1.9.4) is aimed at persons finding themselves in training outside the formal school teaching sector. As such this curriculum is not accessible to full-time teachers in service. (iii) Learners who wish to follow the curriculum in Educational Psychology (see ON ) a) should already have passed Psychology III, and b) are subject to screening. (iv) Human Movement Sciences on grade level 3 is a strong recommendation for learners who want to register for the curriculum in Movement Education (see ON.1.9.7). (v) Learners who wish to follow the curriculum in Afrikaanse Taalonderwys should see the Afrikaans yearbook for the specific admission requirements for this curriculum. (vi) For learners who wish to register for the curriculum in English Language Teaching (ON ) a) a B.Ed. degree with either English at degree level 3 or with the Learning Area Languages at degree level 2 (i.e. with two languages at degree level 2); or b) a BA degree with English at degree level 3 and a PGCE or equivalent professional qualification; c) all candidates must further command appropriate (Academic) language skills. Standardised tests may be required for this purpose. Learners who have already passed these tests will be exempted from these requirements. ON ON.1.4 ON.1.5 OLG Namibia OLG Namibia set their own admission requirements according to the Namibian Qualification Authority. RECOGNITION OF PRIOR LEARNING Prior relevant learning as recognised by the faculty council. LIST OF MODULES The list of modules, of which the curricula are comprised, together with their credit values, are listed in the table below. The requirements with regard to the assumed learning for NAVR 621, 622 and 623 are indicated in the last column. To be allowed into NAVR 621, 622 and 623 a module mark of at least 50% in NAVR 611 is required or a participation mark of at least 45% where learners did not make use of the first examination opportunity. NAVR 621 or 622 must be completed in one of the core modules of a curriculum. 26

36 Module code Descriptive name Credits Assumed learning and/or references Fundamental modules LEON 611 Learning Perspectives 8 LEON 612 Teaching Perspectives 8 LEON 613 The OBE Curriculum 8 ONWB 611 Educational Organisations 8 NAVR 611 Educational Research NAVR 621 Action Research 8 NAVR % or 45% participation mark NAVR 622 Research Assignment 12 NAVR % or 45% participation mark NAVR 623 Research Project * NAVR % or 45% participation mark Core and selective modules offering a choice per programme TOAF 611 TOAF 621 Programme: Teaching and Learning Afrikaans Language Teaching Taalonderwyspraktyk: kurrikulumimplementering en assessering Kreatiwiteit in taalonderwys: kyk, lees en skryf TOAF 622 Taalonderwystegnologie 8 TOAF 623 Afrikaans as addisionele taal in die skool 8 Life Sciences Education 8 BLON 611 BLON 621 RWON 611 RWON 621 Interdisciplinary perspectives on core aspects in Bioethics Life Sciences Education: Theory and practice Computer Science Education Learning in computer applications and information technology Computer applications and information technology: Instruction * Only for curriculum O611P Movement Education 27

37 Module code Descriptive name Credits Assumed learning and/or references RWON 622 Computer applications and information technology: Education theory and practice Educational Training and Development OPLN 611 Training and Development Perspectives OPLN 621 The Learning Organisation OPLN 622 OPLN 624 OPLN 625 Research Management in Education, Training, and Development Entrepreneurship in Education, Training, and Development Human Resources Development in a Changing World English Language Teaching * 8 8 LTEN 611 Language Teaching Practice: Curriculum development and assessment LTEN 621 Creative Literature Teaching 8 LTEN 622 Language Teaching Technology 8 LTEN 623 Teaching English as an Additional Language in the South African Context General Teaching and Learning 8 LEON 621 Strategic Learning and Motivation LEON 622 Strategic Teaching LEON 614 Classroom Communication LEON 623 Curriculum Development LEON 624 Assessment of Learning 8 Geography Education GEOH 611 Nature of Geography Education international and local trends GEOH 621 GEOH 622 Teaching and learning in Geography education The use of ICT (information and communication technology) in Geography Education * Not presented in

38 Module code Descriptive name Credits Assumed learning and/or references Mathematics Education WISO 611 Mathematics Education in Perspective WISO 621 Mathematics Education: Theory and Practice WISO 622 The Mathematics Learning Area Curriculum Movement Education BWOS 611 Exercise Science BWOS 621 Talent dentification and Development of School Sport BWOS 622 Motor Learning and the Development of the Learner BWOS 623 Education Law and Movement Education Natural Sciences Education NWOW 621 The Learning of Natural Sciences NWOW 622 The Teaching of Natural Sciences NWOW 623 Innovation in Natural Sciences Traffic Safety Education VVON 621 Man as Road User VVON 622 Traffic Safety Education in Formal Education Programme: Education Management, Law and Systems ONWB 621 Education Management Tasks ONWB 622 Financial Management 8 ONWB 623 Human Resources Development: Labour Law 8 ONWR 621 Introduction to Education Law 8 ONWR 622 Interpretation of Statutes 8 ONWR 623 Human Rights in Education 8 Alternative module VGLO 612 Education Systems VGLO 621 Particularisation of Education Systems 8 Alternative module 29

39 Module code Descriptive name Credits Assumed learning and/or references Programme: Educational Psychology and Learner Support Educational Psychology OPSK 611 Theory and Practice of Counselling OPSK 612 Learners with Special Needs A OPSK 613 Health Promotion and Organisational Development OPSK 621 Psychopathology and Wellness OPSK 622 Psychometrics and Assessment OPSK 623 Applied Counselling OPSK 624 School Guidance 8 Learner Support OPSK 625 Learners with Special Needs B 8 ON.1.6 EXIT LEVEL OUTCOMES After completing the qualification learners will be able to demonstrate an advanced reflexive competency regarding: (i) fundamental knowledge, skills, values and principles underlying education as a scientific discipline, and also underlying other sub-disciplines, and the ability to analyse and critically evaluate information in the field; (ii) basic knowledge and skills with regard to the phenomena of learning, teaching, curriculum and educational organisations in view of organising the teaching-learning environment effectively; (iii) the ability to conduct educational research in order to identify and constructively address critical education problems and issues; (iv) responsible decision-making and solving fundamental problems regarding key education matters; (v) effective co-operation with others in a team, with personnel and learners of the school as teaching-learning organisation and with parents and the community as parties concerned with education. Apart from these the exit level outcomes of the different directions and curricula will show a unique academic or professional focus in the following manner: (i) Professional: Learners will be able to demonstrate a profound reflexive knowledge of the different aspects of education as scientific discipline and of its theoretical foundation in order to fulfil a leadership role in educational activities that are related to the selected programme, and to perform basic evaluations and undertake action research projects in the relevant field. 30

40 (ii) Academic: Learners will be able to demonstrate a profound reflexive knowledge of the different aspects of education as a scientific discipline and of its theoretical foundation, and to apply the relevant skills in order to contribute to facilitating and improving teaching and learning in South Africa by means of purposeful and relevant research. In all directions and programmes academic learners conduct a more comprehensive assignment in comparison to action research conducted by professional learners. This instruction is more comprehensive in terms of scope, as well as the use of multiple research methods, and it is conducted in context of the selected programme. ON.1.7 ON.1.8 ON.1.9 CHANGE IN ENROLLMENT FOR A CURRICULUM During their studies learners may change one curriculum for another or make changes in the curriculum for which they are enrolled only with written consent of the school director. ARTICULATION POSSIBILITIES The B.Ed.Hons. degree grants admission to the Master s Degree in Education PROGRAMME: TEACHING AND LEARNING ON Curriculum: O601P/C/N General Teaching and Learning ON Curriculum outcomes After completing this curriculum learners will demonstrate an advanced reflexive competency regarding: (i) Specialised knowledge, skills, values and principles regarding effective learning, teaching, assessing and developing curricula in a general or specific teaching-learning context in order to effectively plan, design, implement and evaluate appropriate teaching-learning programmes, materials, resources and technologies in the specific teaching-learning context. In addition to that: (ii) Professional learners will demonstrate a basic reflexive competency regarding planning, conducting and evaluating a research project of limited scope, which will at least include a literature study and action research, in order to identify, investigate and report on a fundamental and relevant problem in the field of teaching-learning. (iii) Academic learners will demonstrate an advanced reflexive competency regarding planning, conducting and evaluating a research project, which will at least include a literature study and two further research methods, in order to identify, investigate and report on a fundamental and relevant problem in the field of teaching-learning. P is applicable to campus learners; C to OLA learners; N to OLG Namibia learners. 31

41 ON Curriculum structure Block A Semester 1 Cr Semester 2 Cr LEON 611: Learning Perspectives 8 LEON 621: Strategic Learning and Motivation LEON 612: Teaching Perspectives 8 LEON 622: Strategic Teaching LEON 614: Classroom Communication Total credits Block B Semester 1 Cr Semester 2 Cr LEON 613: The OBE Curriculum 8 LEON 623: Curriculum Development ONWB 611: Educational Organisations 8 LEON 624: Assessment of 8 Learning NAVR 611: Educational Research Professional learners take: NAVR 621: Action Research Academic learners take: NAVR 622: Research Assignment 8 12 Total credits (36) ON Curriculum: O602P Life Sciences Education ON Curriculum outcomes After completing this curriculum learners will demonstrate an advanced reflexive competency regarding: (i) Specialised knowledge, skills, values and principles regarding effective learning, teaching, assessing and developing curricula in biology education in order to effectively plan, design, implement and evaluate appropriate teaching-learning programmes, material, resources and technologies. In addition to that: (ii) Professional learners will demonstrate a basic reflexive competency regarding planning, conducting and evaluating a research project of limited scope, which will at least include a literature study and action research, in order to identify, investigate and report on a fundamental and relevant problem in the field of biology education. (iii) Academic learners will demonstrate an advanced reflexive competency regarding planning, conducting and evaluating a research project, which will at least include a literature study and two further research methods, in order to identify, investigate and report on a fundamental and relevant problem in the field of biology education. 32

42 ON Curriculum structure Block A Semester 1 Cr Semester 2 Cr LEON 611: Learning Perspectives 8 LEON 621: Strategic Learning and Motivation LEON 612: Teaching Perspectives 8 BLON 621: Life Sciences Education: Theory and practice BLON 611: Interdisciplinary perspectives on core aspects in Bioethics Total credits Block B Semester 1 Cr Semester 2 Cr LEON 613: The OBE Curriculum 8 LEON 623: Curriculum Development ONWB 611: Educational Organisations 8 LEON 624: Assessment of 8 Learning NAVR 611: Educational Research Academic learners take: NAVR 623: Research Assignment Total credits ON Curriculum: O603P Natural Sciences Education ON Curriculum outcomes After completing this curriculum learners will demonstrate an advanced reflexive competency regarding: (i) Specialised knowledge, skills, values and principles regarding effective learning, teaching, assessing and developing curricula in natural sciences education in order to effectively plan, design, implement and evaluate appropriate teaching-learning programmes, material, resources and technologies. In addition to that: (ii) Professional learners will demonstrate a basic reflexive competency regarding planning, conducting and evaluating a research project of limited scope, which will at least include a literature study and action research, in order to identify, investigate and report on a fundamental and relevant problem in the field of natural sciences education. (iii) Academic learners will demonstrate an advanced reflexive competency regarding planning, conducting and evaluating a research project, which will at least include a literature study and two further research methods, in order to identify, investigate and report on a fundamental and relevant problem in the field of natural sciences education. 33

43 ON Curriculum structure Block A Semester 1 Cr Semester 2 Cr LEON 611: Learning Perspectives 8 NWOW 621: The Learning of Natural Sciences LEON 612: Teaching Perspectives 8 NWOW 622: Natural Sciences Teaching LEON 614: Classroom Communication Total credits Block B Semester 1 Cr Semester 2 Cr LEON 613: The OBE Curriculum 8 NWOW 623: Innovation in Natural Sciences ONWB 611: Educational Organisations 8 LEON 624: Assessment of Learning 8 NAVR 611: Educational Research Professional learners take: NAVR 621: Action Research Academic learners take: NAVR 622: Research Assignment 8 12 Total credits (36) ON Curriculum: O604P Educational Training and Development This curriculum is presented only by means of the vacation school model. Learners who register for this curriculum must have relevant non-school-directed training experience, and have access to a training environment where adults are instructed. ON Curriculum outcomes After completing this curriculum learners will demonstrate an advanced reflexive competency regarding: (i) Specialised knowledge, skills, values and principles regarding education, training and development (ETD) in order to identify and compare the influence of these aspects on the vocationally directed market, and to compare, evaluate and assess the different bands and systems in ETD; (ii) specialised knowledge, skills, values and principles regarding effective learning, teaching, assessing and developing curricula in the field of education, training and development in order to effectively plan, design, implement and evaluate appropriate teaching-learning programmes, material, resources and technologies. 34

44 In addition to that: (iii) (iv) Professional learners will demonstrate a basic reflexive competency regarding planning, conducting and evaluating a research project of limited scope, which will at least include a literature study and action research, in order to identify, investigate and report on a fundamental and relevant problem in the field of education, training and development. Academic learners will demonstrate a reflexive competency regarding planning, conducting and evaluating a research project, which will at least include a literature study and two further research methods, in order to identify, investigate and report on a fundamental and relevant problem in the field of education, training and development. ON Curriculum structure Block A Semester 1 Cr Semester 2 Cr LEON 611: Learning Perspectives 8 OPLN 621: The Learning Organisation LEON 612: Teaching Perspectives 8 OPLN 624: Entrepreneurship in Education, Training and Development 8 OPLN 611: Training and Development Perspectives OPLN 625: Human Resource Development in a Changing World Total credits Block B Semester 1 Semester 2 LEON 613: The OBE Curriculum 8 OPLN 622: Research Management in Education, Training, and Development ONWB 611: Educational Organisations 8 LEON 624: Assessment of Learning 8 NAVR 611: Educational Research Professional learners take: NAVR 621: Action Research Academic learners take: NAVR 622: Research Assignment 8 12 Total credits (36) ON Curriculum: O606P Traffic Safety Education 8 ON Curriculum outcomes After completing this curriculum learners will demonstrate an advanced reflexive competency regarding: (i) Specialised knowledge, skills, values and principles regarding effective learning, teaching, assessing and developing curricula in traffic safety education in order to effectively plan, design, implement and evaluate 35

45 appropriate teaching-learning programmes, material, resources and technologies. In addition to that: (ii) (iii) Professional learners will demonstrate a basic reflexive competency regarding planning, conducting and evaluating a research project of limited scope, which will at least include a literature study and action research, in order to identify, investigate and report on a fundamental and relevant problem in the field of traffic safety education. Academic learners will demonstrate an advanced reflexive competency regarding planning, conducting and evaluating a research project, which will at least include a literature study and two further research methods, in order to identify, investigate and report on a fundamental and relevant problem in the field of traffic safety education. ON Curriculum structure Block A Semester 1 Cr Semester 2 Cr LEON 611: Learning Perspectives 8 VVON 621: Man as Road User LEON 612: Teaching Perspectives 8 VVON 622: Traffic Safety Education in Formal Education LEON 614: Classroom Communication Total credits Block B Semester 1 Cr Semester 2 Cr LEON 613: The OBE Curriculum 8 LEON 623: Curriculum Development ONWB 611: Educational Organisations 8 LEON 624: Assessment of Learning 8 NAVR 611: Educational research Professional learners take: NAVR 621: Action Research Academic learners take: NAVR 622: Research Assignment 8 12 Total credits (36) ON Curriculum: O607P Mathematics Education ON Curriculum outcomes After completing this curriculum learners will demonstrate an advanced reflexive competency regarding: (i) Specialised knowledge, skills, values and principles regarding effective learning, teaching, assessing and developing curricula in mathematics education in order to effectively plan, design, implement and evaluate appropriate teaching-learning programmes, material, resources and technologies. 36