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Education

FACULTIES OF THE UNIVERSITYOF PRETORIA

HUMANITIES

EDUCATION

NATURAL AND AGRICULTURAL SCIENCES

LAW

THEOLOGY

ECONOMIC AND MANAGEMENT SCIENCES

VETERINARY SCIENCE

HEALTH SCIENCES

ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY

Address all correspondence to:

The Director: Academic AdministrationUniversity of PretoriaPRETORIA0002

Cheques and postal orders must be crossed and made payable tothe University of Pretoria.

Telephone: (012) 420-4111Fax: (012) 362-5168/362-5190

ISBN 1-86854-341-2

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TABLE OF CONTENTS

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ACADEMIC PERSONNEL …………………………………………………………. 1

GENERAL INFORMATION ………………………………………………………... 3Admission …………………………………………………………………………….. 3Selection ……………………………………………………………………………… 3Statement of symbols ……………………………………………………………….. 3Medium of instruction ……………………………………………………………….. 3Bursaries and loans …………………………………………………………………. 3Accommodation ……………………………………………………………………… 3Welcoming day and academic information week ………………………………... 3Prescribed books ……………………………………………………………………. 3Amendment of regulations and fees ………………………………………………. 3

DEFINITION OF TERMS …………………………………………………………… 4

REGULATIONS AND CURRICULA ……………………………………………… 5Admission to undergraduate study ………………………………………………… 5Registration for a particular year of study ………………………………………… 6Examination and pass requirements ……………………………………………… 6Subminima in examination …………………………………………………………. 6Examinations ………………………………………………………………………… 6Ancillary examinations ……………………………………………………………… 6Remarking of examination papers ………………………………………………… 6Supplementary examinations ………………………………………………………. 7Special examinations ……………………………………………………………….. 7

DIPLOMAS AND DEGREES THAT WILL BE PHASED OUT AFTER 2001 ... 7E.1 Higher Education Diploma (Postgraduate) ……………………………….. 8E.2 Further Diploma in Education ………………………………………………. 10 (i) Family and Sex Education ……………………………………………. 10 (ii) Severe Disabilities ……………………………………………………... 11 (iii) Education Management ……………………………………………….. 11 (iv) Computer Assisted Education ………………………………………… 11 (v) Special Needs Education ……………………………………………... 11E.3 Baccalaureus Educationis (BEd) …………………………………………... 12 (i) Education Management ……………………………………………….. 12 (ii) Educational Psychology ……………………………………………….. 13 (iii) Computer Assisted Education ………………………………………… 13E.4 Magister Educationis (MEd) ………………………………………………… 14 (i) Education Management ……………………………………………….. 14 (ii) Computer Assisted Education ………………………………………… 14 (iii) Educational Psychology ……………………………………………….. 15E.5 PhD degree …………………………………………………………………... 17

CERTIFICATES, DIPLOMAS AND DEGREES FROM 2001 ………………….. 17E.6 Baccalaureus Educationis (BEd) …………………………………………... 17 (i) Early Childhood Development and Foundation Phase ……………. 18

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(ii) Intermediate Phase …………………………………………………… 19 (iii) Senior Phase …………………………………………………………... 19 (iv) Further Education and Training: General …………………………. 20 (v) Further Education and Training: Language ………………………. 21 (vi) Further Education and Training: Physical Education and Sport

Management …………………………..………………………………. 21 (vii) Further Education and Training: Economic and Business

Sciences ………………………………………………………………. 22 (viii) Further Education and Training: Natural Sciences ……………….. 22 (ix) Further Education and Training: Technica ………………………... 23E.7 Advanced Certificate in Education (ACE) …………………………………. 23 (i) Assessment and Quality Assurance ………………………………… 24 (ii) Hearing Impairment …………………………………………………… 24 (iii) Whole-brain Teaching and Learning ………………………………… 25 (iv) Hotelkeeping and Catering …………………………………………… 26E.8 Diploma in Higher Education and Training Practice (DHETP) ………….. 27E.9 Baccalaureus Educationis Honores [BEd(Hons)] ………………………… 28 (i) Assessment and Quality Assurance in Education and Training ….. 29 (ii) Curriculum and Instructional Design and Development …………… 29 (iii) Technology Education ………………………………………………… 30 (iv) Learner Support, Guidance and Counselling ………………………. 31E.10 Magister Educationis (MEd) ………………………………………………… 32 (i) Maximising Potential in Education and Training …………………… 34 (ii) Environmental Education …………………………………………….. 34E.11 Magister Philosophiae (MPhil) ……………………………………………… 35 (i) Education and Community Development …………………………... 36E.12 PhD degree …………………………………………………………………... 37E.13 DEd degree …………………………………………………………………... 37E.14 Other registrations …………………………………………………………… 38

SYLLABI ……………………………………………………………………………... 39

PRIZES AND MEDALS …………………………………………………………….. 59

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FACULTY OF EDUCATION

ACADEMIC PERSONNEL AS ON 30 SEPTEMBER 2000

DEANProf J.D. Jansen BSc(West Cape) BEd(Unisa)

MS(Cornell University) PhD(Stanford University) HED(Unisa)

Department of Teaching and Training StudiesFraser, W.J., BSc(PU vir CHO) BEd MEd DEd(Unisa)

THED NTD CBIOL MBOIL …………………………………… Professor (Head)Bagwandeen, D.R., BA(Hons) BEd(Unisa) MA(UDW)

PhD(Natal) PhD(Pret) NTD NTSD ………………………….. Extraordinary ProfessorKillen, L.R., BSc(Univ of Newcastle) MEd(EP) MEd

PhD(Univ of Newcastle) DipEd …………...………………… Extraordinary ProfessorVan Staden, M.J., BEd(Pret) DEd(Unisa) THED ….…………… Extraordinary ProfessorMalan, S.P.T., BA(Hons)(Unisa) MA(P.Ed)(PU vir CHO)

MA DPhil(Pret) DTE …………………………………………… ProfessorKnoetze, J.G., BSc BEd MEd PhD(Pret) HED ..……………….. Associate ProfessorKühn, M.J., BA(Hons) BEd MA DLitt(Pret) THED

UOLM UVLM …………………………………………………. Associate ProfessorSlabbert, J.A., BSc(Hons) BEd(RAU) MEd DEd(Pret) THED…. Associate ProfessorBlignaut, A.S., BSc(Home Ec)(Hons) MEd PhD(Pret) HED…… Senior LecturerDe Kock, D.M., BA(Stell) BA(Hons) MA PhD(Pret) SED………. Senior LecturerDu Toit, P.H., BA(Hons) MEd PhD(Pret) HED DTI ……..……… Senior LecturerLe Roux, S.S., BA(SW)(Pret) BEd(Unisa) MEd MEd(EP)

PhD(Pret) DKO(Unisa) ……………………………………….. Senior LecturerSpengler, J.J., BSc(Agric)(Pret) BCom(Hons)(Unisa)

MCom(PU vir CHO) PhD(Pret) UED(Unisa) ..……………… Senior LecturerVan Loggerenberg, A., BSc BEd MEd PhD(Pret) HED ……….. Senior LecturerRaseale, R.C.A., BSc(Ed)(North West) MEd(Pret) MCSSA ….. LecturerVandeyar, S., BA(Ed) BA(Hons)(Unisa) MEd(Wits)

PhD(Pret)………………………………………………………. Lecturer

Department of Biokinetics, Sport and Leisure SciencesSee Faculty of Humanities

Department of Education ManagementBeckmann, J.L., BA(PU vir CHO) BEd MEd(RAU) DEd(Pret)

THED(POK) ……………………………………………………. Professor (Head)Nkomo, M., BA(Univ of Pennsylvania) MEd EdD(Univ of

Massachusetts) CAGS …………………………………….…. Extraordinary ProfessorSmith, W.J., BA(Univ of Carleton) MA PhD(Univ of McGill)

TC ……………………………………………………………… Extraordinary ProfessorBerkhout, S.J., BCom BEd MEd DEd(Pret) HED …….….…….. ProfessorCalitz, L.P., BSc MEd(Pret) DEd(RAU) THED(P.Ed) ………….. ProfessorVan der Bank, A.J., BA BEd MEd PhD(Pret) THED……………. Associate ProfessorConradie, J.J., BCom(Hons)(Pret) BEd(Unisa) MEd

(PU vir CHO) DEd(Unisa) HED(NKP) …………..…………... Senior LecturerHeystek, J., BA BEd(PU vir CHO) MEd PhD(Pret) HED ………. Senior LecturerMaile, S., BA(Ed)(Unin) BEd(Unisa) MEd PhD(Pret).………….. Lecturer

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Smit, B., BA(Ed) BEd MEd(Pret) ………………………….……… LecturerVan Vollenhoven, W.J., BA BEd MEd(Pret) HED ……..….……. Lecturer

Department of OrthopedagogicsFerreira, G.V., MEd DEd(Pret) THED …….………..…….……… Professor (Head)Bouwer, A.C., MEd DEd(Pret) THED……………..……………... ProfessorViljoen, J., BA(Stell) BEd(UOVS) MEd(UPE) PhD(Pret) HED... Associate ProfessorDu Toit, P., BA(Hons) BEd MEd PhD(Pret) ……………………. Senior LecturerPrinsloo, H.M., BA(SW)(Hons) MEd DEd PhD(Pret) DSE…….. Senior LecturerSwanepoel, A.C., MEd PhD(Pret) NHED ……..……………….. Senior LecturerEloff, I., BA(PU vir CHO) BEd MEd(Pret) PhD(Stell) HED…….. LecturerMoletsane, M.E., BA(Unin) BEd MEd(Pret) UED ………………. LecturerNaudé, H., BA(Pret) MEd(Stell) DEd(Unisa) HED …….………. Lecturer

Department of Educational StudiesPretorius, J.W.M., MEd DEd PhD(Pret) THED …..……………. Professor (Head)Le Roux, J., BA(Stell) BEd(Unisa) MEd DEd(UPE) PhD(Pret)

PhD(UOVS) HED ….………………………………………... ProfessorVan Rooyen, L., BA(Unisa) BEd MEd PhD(Pret) HED ….…….. ProfessorMoller, T., BA BEd(PU vir CHO) BEd MEd DEd(Pret)

THED(P.Ed) ……………………….…………………………. Associate ProfessorBender, C.J.G., BA(MW)(Hons) BA(Psch)(Hons) BEd MA

MA(MW) DEd(Pret) HED(Unisa)..…………………………. Senior LecturerHartell, C.G., BA(Unisa) BEd MEd(Pret) ED(REC) …...……….. Senior Lecturer

Department of Educational Guidance and CounsellingJacobs, L.J., BA(Hons) MA MEd DLitt et Phil DEd(Unisa)

THED ………………………………………………………… Professor (Head)Maree, J.G., BA BEd MEd DEd PhD DPhil(Pret) HED …….… ProfessorEbersöhn, L., BPrimEd BEd MEd PhD(Pret) ………….………. Lecturer

Centre for Child and Adult GuidanceJacobs, L.J., BA(Hons) MA MEd DLitt et Phil DEd(Unisa)

THED …………………………………….………...………… Director

Faculty AdministrationLe Roux, L., BA(Stell) ………………………….…………………. Head

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GENERAL INFORMATION

AdmissionAny person who wishes to register at the University for the first time, or after aninterruption of studies, should apply or reapply for admission. Application for admissionto all courses closes on 30 September except where it is indicated differently.

SelectionA selection procedure takes place prior to admission to:• all undergraduate courses (including diplomas); and• all BEd(Hons), master's and doctor's courses (applications close on 31 October

annually).

Statement of symbolsWhen registering at this University for the first time, a candidate has to submit a record ofsymbols obtained for each subject in the grade 12 examination.

Medium of instructionIn conducting its business, the University uses two official languages, namely Afrikaansand English. In formal education, the medium of instruction is either Afrikaans or English,or both of these languages, provided that there is an demand and that it is academicallyand economically justifiable.

However, it remains the student's responsibility to ascertain on an annual basis in whichlanguage a course and any further level of that course is presented. In respect ofadministrative and other services, a student has the right to choose whether theUniversity should communicate with him or her in Afrikaans or English.

Bursaries and loansParticulars of bursaries and loans are available on request.

AccommodationApplications for accommodation in university residences for a particular year should besubmitted as from April 1 of the preceding year. Applications will be considered as longas vacancies exist, and prospective students are advised to apply well in advance.Please note that admission to the University does not automatically mean that lodging willalso be available.

Welcoming day and academic information weekDetails of the welcoming day to which all parents are cordially invited, and thesubsequent academic information week during which all new first-year students must bepresent, are obtainable from the Dean of Students, University of Pretoria 0002.

Prescribed booksLists of prescribed books are not available. The appropriate lecturers will supplyinformation regarding prescribed books to students at the commencement of lectures.

Amendment of regulations and feesThe University retains the right to amend the regulations and to change course feeswithout prior notification.

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Please note : As a result of the restructuring of the Faculty and the changes takingplace in education on national and international level, some of the information inthis publication might not reflect the latest developments in full. The educationpractice programme of the fourth year BA(Ed) and HED(pg) courses can beamended on short notice. Problems encountered should be taken up with theFaculty Administration.

DEFINITION OF TERMS

Please note : The following terms are generally used in the academy.

academic year: the duration of the academic year as determined by the UniversityCouncil.

certificate of satisfactory preparation: satisfactory preparation also impliessatisfactory attendance of practical classes and clinical work.

core module: a subject course that is essential for a particular programme or package.credit: a value unit (credit) accredited to every subject course which represent the

complexity and amount of work needed for the subject course.curriculum: a series of courses grouped together from different subjects over a

specified period of time and in a certain sequence according to the regulations.elective module: a subject course that forms part of a package and which can be

selected on an elective basis, with the proviso that enough credits are obtained on thespecific year level, as required by the relevant degree or diploma.

examination mark: the mark awarded to a student in a subject course on the basis ofan examination in a paper / papers, including practical and clinical examinations, whereapplicable.

extended study programme: a study programme for a degree or diploma which, inaccordance with the regulations, is taken over a longer period than the normal minimumduration of the degree and diploma.

final mark: the mark calculated on the basis of the semester / year mark and theexamination mark awarded to a student in a subject course, using a formula which isdetermined from time to time by means of regulations for every subject course with theproviso that should no semester / year mark be required in a course, the examinationmark serves as the final mark.

fundamental module: a subject course that serves as the academic basis of thelearning activities for a particular programme or package.

GS: a combined mark (semester / year mark plus examination mark) of at least 40%required for admission to a specific prescribed subject course.

learning hours: the notional number of hours a student should spent to master thelearning content of a particular subject course or programme. The total number oflearning hours for a subject course consists of the time needed for lectures, practical,self-study and any other activity required by the training programme. Learning hoursfor subject courses are calculated on the basis of 40 working hours per week x 28weeks = 1120 + 80 additional hours for evaluation = 1200. For undergraduate subjectcourses, the total number of learning hours per subject course are calculated using theformula: number of credits (per subject course) x 10.

level (or year level): this is an indication of the complexity of a subject course (e.g. first,second or further level), and also implies a particular credit value. The first digit of thesubject course code indicates the (year) level (thus AFR 352 is a module in thediscipline of Afrikaans at level 3).

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module: see subject course.package: a group of subject courses which are connected and share a particular focus

and which are taken by students as an area of specialisation within a programme.package coordinator: the person responsible for organising, the compiling and teaching

of, as well as guidance with regard to a particular package.programme manager: the person responsible for the overhead management,

organisation and compiling of a particular programme, with the packages that make upthe programme.

regulation for admission: includes a provision regarding the selection process.semester mark / year mark: the mark awarded to a student on the basis of tests, class

work, practical work or any other work which was done in a subject course.subject: a demarcated field of study of which one course or more may be chosen for a

degree.subject course: a defined aspect of a subject which forms a whole.syllabus: the division of the study material for a specific course.weighted average: the weighted average is composed of the marks of the various

course, weighted with the credits of each course as a fraction of the total number ofcredits for the semester or year.

year course: a course that extends over one year.

REGULATIONS AND CURRICULA

1. Admission to undergraduate study

1.1 General1.1.1 To register for a first bachelor's degree at the University, a candidate must in

addition to the required grade 12 exemption certificate, comply with the specificadmission requirements for particular courses and fields of study as prescribedin the admission regulations and the faculty regulations of the departments.It is expected of every new undergraduate student who wishes to register at theUniversity of Pretoria, to complete a language proficiency test. Based on theresults of this test, the student will be enrolled in language developmentcourses that have to be passed before the degree will be awarded. Inexceptional circumstances, the test may be substituted by other courses asapproved by the Dean.

1.1.2 The following persons may also be considered for admission:(i) A candidate who is in possession of a certificate which is deemed by

the University to be equivalent to the required grade 12 certificatewith university exemption.

(ii) A candidate who is a graduate from another tertiary institution or hasbeen granted the status of a graduate of such an institution.

(iii) A candidate who passes an entrance examination, which isprescribed by the University from time to time.

Note: A conditional exemption certificate does not grant admission tobachelor's study. However, in certain circumstances some of the faculties doaccept a conditional exemption on the basis of mature age. Candidates areadvised to contact the specific faculty administration in this regard.

1.1.3 The Senate may limit the number of students allowed to register for a course, inwhich case the Dean concerned may, at his own discretion, select from thestudents who qualify for admission those who may be admitted.

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1.1.4 Subject to faculty regulations and the stipulations of General Regulations G.1.3and G.62, a candidate will only be admitted to postgraduate bachelor's degreestudies, if he or she is already in possession of a recognised bachelor's degree.

2. Registration for a particular year of studyAt the beginning of an academic year, a student registers for all the courses heor she intends taking in that particular year (whether these be first-semester,second-semester or year courses). Changes to the chosen course of studymay be made at the beginning of the second semester with the Dean'sapproval. A student may also only register for courses that will fit in the lecture,test and examination timetables. Should a student be prepared to attend onecourse after hours to avoid clashes on the timetables, the approval of the Deanis not required. (This will only be possible if the course in question is offeredfull-time and extramurally.)

3. Examination and pass requirementsA semester / year mark of at least 40% is required in order to be admitted tothe examination in any course, with the exception of first-semester courses at100-level for which the requirement is 30%. Excluding cases where facultyregulations require a higher percentage, a subminimum of 40% is required inthe examination in each course. A final mark of at least 50% is required topass. The pass mark for essays is at least 50%. The stipulations ofG.60.2.1.2(a) regarding requirements for theses apply mutatis mutandis toessays.

3.1 Subminima in examinationWhere applicable, the subminima required in examinations appear in theregulations of the degree in question and in the syllabi of the courses requiredfor that degree.

3.2 ExaminationsThe examinations for first-semester courses take place in May/June, while allother examinations (second-semester courses and year courses) take place inOctober/November.

3.3 Ancillary examinationsAfter completion of an examination and before the examination results arepublished, the examiners may summon a student for an ancillary examinationon particular aspects of the work of that course.

3.4 Remarking of examination papers (also consult General Regulation G.14)After an examination, departments give feedback to students about theframework that was used by the examiners during the examination. The way inwhich feedback is given, is determined by the departmental heads. Studentsmay, after they have looked into their examination paper, apply for remarking ofthe examination paper within 14 calendar days of commencement of lectures inthe next semester. The prescribed fee has to be paid. The paper will then beremarked by an examiner appointed by the Head of the Department.

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3.5 Supplementary examinations(a) Supplementary examinations in first-semester courses take place

after the June examinations, while those in second-semester andyear courses take place after the November examinations.

(b) To pass a supplementary examination, a student must obtain aminimum of 50%.

(c) The highest final percentage a student can obtain in a supplementaryexamination is 50%.

3.6 Special examinationsA student who has complied with all the requirements for a degree, with theexception of a maximum of four semester courses or two year courses in whicha final mark of at least 40% has been obtained, may be admitted to a specialexamination at any time prior to the scheduled examinations in the relevantcourses.

DEGREES, DIPLOMAS AND CERTIFICATES CONFERRED / ISSUED IN THEFACULTY OF EDUCATION

The following certificates, diplomas and degrees are issued/conferred in the Faculty(minimum duration in brackets).

a) CertificateAdvanced Certificate in Education (ACE) (two years full-time) withspecialisation in:- Assessment and Quality Assurance- Hearing Impairment- Whole-brain Teaching and Learning- Hotelkeeping and Catering

b) Diplomas(i) Advanced Diploma in Education (ADE) (two years part-time) with

specialisation in:- Severe Disabilities- Family and Sex Education- Education Management- Computer Assisted Education- Special Educational Needs

(ii) Higher Education Diploma (postgraduate) (HED) (one year full-time)(iii) Diploma in Higher Education and Training Practice (DHETP) (one

year part-time)

c) Degrees(i) Baccalaureus Educationis (BEd) (four years full-time) with

specialisation in:- Early Childhood Development and Foundation Phase- Intermediate Phase- Senior Phase- Further Education and Training:

• General

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• Language• Physical Education and Sport Management• Economic and Business Sciences• Natural Sciences• Technica

(ii) Baccalaureus Educationis (postgraduate) (BEd) (one year full-time /two years part-time) with specialisation in:- Education Management- Educational Psychology- Computer Assisted Education

(iii) Baccalaureus Educationis Honores [BEd(Hons)] (one year full-time /two years part-time) with specialisation in:- Assessment and Quality Assurance in Education and Training- Curriculum and Instructional Design and Development- Technology Education- Learner Support, Guidance and Counselling

(iv) Magister Educationis (MEd) (two years part-time)(v) Magister Philosophiae (MPhil) (two years part-time)(vi) Philosophiae Doctor (PhD) (two years part-time)(vii) Doctor Educationis (DEd)

DIPLOMAS AND DEGREES THAT WILL BE PHASED OUT AFTER 2001

DIPLOMAS

E.1 HIGHER EDUCATION DIPLOMA (Postgraduate) (09220001)One year full-time course for Secondary Education.Also consult Regulation E.3 of 2000.

(a) Requirements for admissionUnless the Dean decides differently, a bachelor's degree which:(i) includes six semester courses in one approved school subject and

four semester courses in another approved school subject; or(ii) includes four semester courses in each of two approved school

subjects and two semester courses in another approved schoolsubject; or

(iii) includes six semester courses in one approved school subject and atleast two semester courses in each of the other two approved schoolsubjects; or

(iv) is recognised for teaching purposes regardless of its subjectcombination.

Prospective students who have completed at least the minimum number ofyears of study for the bachelor's degree concerned, may apply to the Dean forconditional admission. A student who has been admitted in this way, mustcomplete either the HED ór the courses still outstanding for the degree outsideof the examination timetable. The diploma will not be awarded before all the

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requirements for the degree have been met. The Dean's decision in thisrespect is final.

(b) Notes(i) A student must ascertain on a regular basis, that the curriculum of

the degree he or she is following is still in line with the teachingrequirements of a particular Department of Education.

(ii) Religious EducationA student who takes Subject Didactics Biblical Studies may begranted exemption from Religious Education 400.

(iii) Human Movement ScienceA student who takes Subject Didactics Human Movement Science órhas completed Human Movement Science at 100-level, is exemptedfrom Human Movement Science 402, but must assist in the practicalsports training of education students as required by the Head ofDepartment.

(iv) School Practice- A student must acquire teaching experience while studying

for the Diploma by doing school practice for at least nineweeks; and

- Pass in at least six examination lessons in the schoolsubjects of his or her subject didactics.

(v) Subject Didactics MusicA student who holds the BMus degree will only be required to takeSubject Didactics Music 400, seeing that the Didactics of PracticalMusic has already been completed during the second, third andfourth year of study.

(vi) Subject Didactics Educational Guidance and CounsellingA student who has passed Psychology at 300-level, may take SubjectDidactics Educational Guidance and Counselling (VVB 401).

(vii) General School GuidanceA student who has passed Educational Guidance and Counselling at300-level, will be exempted from General School Guidance (ASV402).

(viii) Pedagogics- Students who have passed Education at 200-level, must

instead of Pedagogics 411, 412, 421 and 422, passEducation 351, 352, 353 and 354.

- Students who have passed Education at 300-level, mustinstead of Pedagogics 411, 412, 421 and 422, take andpass any other school subject not previously taken fordegree purposes at 100-, 200-, or 300-level.

(c) DurationThe course extends over one year of full-time study.

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(d) Curriculum1) PED 411, 412 Pedagogics 411, 412

PED 421, 422 Pedagogics 421, 4222) SKP 400 School Practice 4003) Subject Didactics of at least two school subjects4) ASV 402 General School Guidance 4025) GOW 400 Religious Education 400*6) MBK 402 Human Movement Science 402**7) OKO 401 Education Communication 4018) OWM 400 Education Media 4009) RGB 470 Computer use in Education 47010) SOA 410, 420 School Organisation and Administration 410, 42011) TED 400 Language Endorsement 400

* Consult E.1(b)(ii)** Consult E.1(b)(iii)

(e) Special examination (Also see General Regulation G.12)A final-year student who has failed a maximum of three semester courses ortheir equivalent with a final mark of at least 40% in each, may be admitted bythe Dean to a special examination/s in these courses during January of theensuing year, provided that this will enable the student to comply with all therequirements for the Diploma.

(f) Diploma with distinctionA student must obtain at least 75% in School Practice, Subject Didactics of twosubjects and Pedagogics 411, 412, 421 and 422, as well as an average of atleast 55% in the remaining courses.

E.2 FURTHER DIPLOMA IN EDUCATIONAlso consult Regulation E.5 of 2000.

(a) Requirements for admissionA professional teaching qualification of at least three years of full-time training(M + 3).

(b) Duration of the courseThe equivalent of two years of part-time study.

(c) Compilation of the curriculumChoose one of the following fields of specialisation:

(i) Family and Sex Education (FDE: FSE) Code 09121041CurriculumFirst year of studyGOV 401 Family Education 401GAV 401 Sex Education 401

Second year of studyGOV 402 Family Education 402GAV 402 Sex Education 402VGZ 400 Subject Didactics Family and Sex Education 400

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(ii) Severe Disabilities (FDE: SDS) Code 09121080CurriculumFirst year of studyAAK 401 Introduction: Severe Disabilities 401AAK 402 Communication and Literacy 402

Second year of studyAAK 403 Collaborative Teaming 403AAK 404 Inclusion 404AAK 405 Life Skills 405

(iii) Education Management (FDE: EDM) Code 09121061CurriculumFirst year of studyOWB 401 Education Management 401OWR 401 Education Law 401OBT 401 Organisation Management 401

Second year of studyOWB 402 Education Management 402OBT 402 Organisation Management 402

(iv) Computer Assisted Education (FDE: CAE) Code 09121030CurriculumFirst year of studyRGB 471 Computer Use in Teaching 471RGB 472 Computer Use in Teaching 472

Second year of studyTBG 471 Theoretical Principles 471RTS 471 Computer Assisted Testing 471NTG 471 New Technologies 471

(v) Special Needs Education (FDE: SNE) Code 09121050CurriculumFirst year of studyODK 401 Orthodidactics 401OPG 405 Orthopedagogics 405PSM 401 Practical Work: Psychometrics 401PRE 401 Practice Experience 401*

Second year of studyODK 402 Orthodidactics 402OPG 406 Orthopedagogics 406PDP 402 Practical Work: Program Design 402PRE 402 Practice Experience 402** At least 3 weeks.

(d) Special examination (Also consult General Regulation G.12)A final-year student who has failed a maximum of two semester courses or oneyear course with a final mark of at least 40% in these, may be admitted by theDean to a special examination in those courses during January of the ensuingyear, provided that this will enable the student to comply with all requirementsfor the Diploma.

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(e) Diploma with distinctionThe Diploma is awarded with distinction in the fields of specialisation (i) to (iv) ifa student obtains at least 75% in three subjects, with at least 70% in each ofthe other subjects.For the field of specialisation (v), a student must obtain at least 75% in each ofthe three academic subjects, with at least 70% in each of the other subjects.

DEGREES

E.3 BACCALAUREUS EDUCATIONIS (BEd)Also consult Regulation E.9 of 2000.

(a) Requirements of admission(i) A bachelor's degree and at least a one-year Teacher's Diploma (e.g.

BA + HED); or(ii) A four-year composite degree in education [e.g. BA(Ed)]; or(iii) Any other academic qualification deemed adequate by the Dean for

admission to the course [e.g. BA(Hons) (Psychology)]. (In thisregard a BEd is not recognised for teaching purposes.)

(iv) Students who do not comply with the above-mentioned, but who holda qualification(s) at least equivalent to a M + 4 teacher's diploma,may be admitted to the course.

(b) DurationThe course extends over a period of at least two semesters full-time.

(c) CurriculumA student chooses one of the following groupings. Courses other than thosementioned below may be approved as an alternative by the Dean on therecommendation of the Head of Department.

(i) Education Management (09230061)This course is also presented by means of distance learning by NationalPrivate Colleges.Curriculum1) (OOK) Teaching and Training Studies 7102) (HPO) History of Education 7103) (OWB) Education Management 700*, 710*, 720*, 780*4) (VPD) Comparative Pedagogics 710, 720; and5) Five semester courses from the following:

(FLO) Philosophy of Education 710, 720(HPO) History of Education 720(NME) Research Methodology 710, 720(PPG) Psychopedagogics 710, 720(SPG) Sociopedagogics 710, 720(OOK) Teaching and Training Studies 720

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(ii) Educational Psychology (09230201)Since only a limited number of students are allowed to the course, applicationswill be submitted for selection.

Requirements for admissionApart from the requirements as set out in Regulation E.3(a) a student mustpass Education at 300-level ór Pedagogics 411, 412, 421, 422 and Psychologyup to 300-level.

Curriculum1) (OVB) Educational Guidance and Counselling 7102) (ODK) Orthodidactics 7103) (OPG) Orthopedagogics 710*, 720, 721*4) (OPD) Orthopedagogical Diagnostics 700*5) (OPR) Educational Psychology Practice 700*6) (KPT) Child Psychotherapy 7207) (NME) Research Methodology 7208) (OOK) Teaching and Training Studies 7209) (FLO) Philosophy of Education 71010) (PPG) Psychopedagogics 710, 720

(iii) Computer Assisted Education (09230451)Curriculum1) (OOK) Teaching and Training Studies 710, 7202) (PPG) Psychopedagogics 710, 7203) (NME) Research Methodology 710, 7204) (RGO) Computer Assisted Education 700*, 710*, 720*

(RGO 710 is a prerequisite for admission to RGO 720)5) Essay: Computer Assisted Education (RGO 785)*6) Three semester courses from the following, chosen in consultation

with the Head of Department and in consideration of the timetable:(KUR) Curriculum Studies 710, 720(FLO) Philosophy of Education 710, 720(SPG) Sociopedagogics 710, 720(ODK) Orthodidactics 710(OWB) Education Management 710, 720

(d) Special examination (Also consult General Regulation G.12)A final-year student who has failed a maximum of two semester courses or theirequivalent, with a final mark of at least 40% in each, may be admitted by theDean to a special examination/s in these courses during January of the ensuingyear, provided that this will enable the student to comply with all therequirements for the degree.

(e) Degree with distinctionThe degree is conferred with distinction on a student when an average of atleast 75% is obtained in the subjects marked * and an average of 70% in theremaining subjects.

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14

MASTER'S DEGREE

E.4 MAGISTER EDUCATIONIS (MEd)Also consult Regulation E.10 of 2000. All applications are subject to selection.

(a) Requirements for admissionSubject to the stipulations of General Regulation G.30, a student who holds theBEd degree or another standard of competence deemed equivalent by theDean, may be admitted to the study for the master's degree.

(b) Research MethodologyAll master's students who submit a dissertation or an essay must passResearch Methodology 710, 720 (NME 710, 720). A student may apply forexemption from this requirements if these courses (or similar courses) havebeen passed recently.

(c) Degree with distinctionThe MEd degree with course work (all fields of specialisation) is conferred withdistinction on a student who obtains an average of at least 75% in the essayand an average of at least 75% in the remaining modules.

(d) MEd degree with course workFields of specialisation:

(i) Education Management (09250211)CurriculumOWB 801 Education Management 801OWB 810 Education Management 810OWB 820 Education Management 820VPD 810 Comparative Pedagogics 810VPD 820 Comparative Pedagogics 820NME 710 Research Methodology 710*NME 720 Research Methodology 720** Consult E.4(b)

An essay (OWB 895) [Consult Regulation E.4(e)].

(ii) Computer Assisted Education (09250062)CurriculumFirst year of studyStudents must take all seven courses.EEL 880 Evaluation of CAE programmes and its effect on

learningMIO 880 Modalities of technology for education and trainingORO 880 Education EssenceLOO 880 Learning Theory for Education and Training with

technologyISO 880 Instructional DesignNME 710 Research Methodology 710*NME 720 Research Methodology 720** Consult E.4(b)

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15

Second year of studyStudents choose four of the following:SRX 880 Systems and Aids for CAE AuthorsRMX 880 Computer Assisted Aids for EducationRET 880 Computer Assisted Evaluation and TestingIVO 880 Information Technology for SchoolsIRX 880 Implementation and Management of CAE and CMERBO 880 Computer Assisted Communication and

ManagementIVX 880 Information Technology for Adult Education

An essay (RGO 895) [Consult Regulation E.4(e)].

(iii) Educational Psychology (09250202)The course extends over a period of at least one year and includes15 hours of practical work per week, and enables the student tocomply with the requirements for registration as EducationalPsychologist with the Health Professions Council of South Africa,after completion of an internship in Educational Psychology at aninstitution approved by the above-mentioned Council for this purpose.The University is under no obligation to provide students with orassist them in finding internships.

Requirements for admissionA student holding the BEd degree with specialisation in EducationalPsychology, or an equivalent qualification, and who has passedPsychology at 300-level, may be admitted to this course.

CurriculumBOP 804 Vocational Orientation Pedagogics 804ODD 874 Orthodidactic Diagnostics 874ODH 874 Orthodidactic Assistance 874OPG 804 Orthopedagogics 804OUB 804 Parent Education 804OPR 800 Educational Psychology Practice 800NME 710 Research Methodology 710*NME 720 Research Methodology 720** Consult E.4(b)

An Essay chosen from one of the following: [Consult RegulationE.4(e)]

BOP 895 Vocational Orientation PedagogicsODK 895 OrthodidacticsOPG 895 OrthopedagogicsOUB 895 Parent Education

(e) An essay for the master's degree(i) An essay is more limited in scope than a dissertation and consists of

50 to 80 typed A4 pages.

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16

(ii) A single phase of a problem or phenomenon in Education may beresearched and an original contribution to science is not expected.- A report on an empirical project of limited scope is also

acceptable.- A literature study is acceptable.

(ii) Approval of the topicAs General Regulation G.57.1.

(iii) Nomination of a supervisor and a co-supervisorAs General Regulation G.57.2.

(iv) Preparation and submissionAs General Regulation G.57.3.

(v) Technical editingAs General Regulation G.58.

(vi) ResuméA resumé of 150 to 200 words in Afrikaans or English, i.e. thelanguage medium other than the one used for the essay, must bebound into the publication, following the table of contents.

(vii) Examination panel and reportsAs General Regulation G.60.1.

(viii) EvaluationAs General Regulation G.60.2.

(ix) Pass requirementsAs General Regulation G.60.2.1.2.

(f) Master's degree course with DissertationAlso consult General Regulations G.57 to G.61.

(i) An MEd student must submit a dissertation of limited scope on atopic approved by the Dean on the recommendation of the Head ofDepartment.

(ii) Degree with distinctionThe MEd degree is conferred with distinction on a student whoobtains at least 75% in the dissertation.

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17

DOCTORAL DEGREE

E.5 PHILOSOPHIAE DOCTOR (PhD)Also consult Regulation E.11 of 2000.

(a) Requirements for admissionSubject to the stipulations of General Regulation G.45 a student who holds aMEd degree or another qualification considered equivalent by the Dean, maybe admitted to study for the PhD degree in Education.

(b) A student for this degree must:(i) submit a thesis on a topic approved by the Dean on the

recommendation of the Head of Department; and(iii) pass an examination.

(c) Minimum duration of study and requirements of doctor's degreesAlso consult General Regulation G.51.

A doctor's degree is conferred- at least two years after complying with all the requirements for a

master's degree; and- after registration for at least one year as a student for a doctor's

degree at the University prior to submitting his thesis.

CERTIFICATES, DIPLOMAS AND DEGREES AS FROM 2001

UNDERGRADUATE

E.6 BACCALAUREUS EDUCATIONIS (BEd)Subject to the approval of the Council of Higher Education.

(a) Requirements for admission(i) A grade 12 certificate with university exemption and an M score of at

least 11 with:- Afrikaans ór English (first or second language) passed at HG;

and- one other official language passed at HG ór SG.

(ii) Candidates who apply with the above-mentioned requirements withan M score of less than 11, may be admitted to the course after theyhave passed the admission examination or test.

(iii) Candidates with a senior certificate may be admitted conditionally,with Senate's discretion, after they have passed the admissionexamination or test; provided that they have also passed:- three subjects at HG of which Afrikaans ór English (first or

second language) must be one; and

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18

- another official language (HG ór SG) (if this official languageis passed at SG, then two other subjects must have beenpassed at HG.)

(b) DurationThe programme extends over a two-year period, full time, for at least four years(eight semesters).

(c) Special examination (also consult Regulation G.12)A final-year student who has failed a maximum of four semester courses or theequivalent thereof, with a final mark of at least 40% in each, may be admittedby the Dean to a special examination in those courses during January of theensuing year, provided that this will enable the student to comply with allrequirements for the degree.

(d) Degree with distinctionThe degree is conferred with distinction on a student who obtains an average of75% in all the modules of Educational Studies and in the final-year modules oftwo of the elective modules, with a minimum of 70% in each module.

(e) The following packages will be presented in the programme:Only the basic outline of each of the BEd-packages will appear in thispublication due to the restructuring that is taking place in the Faculty. All thedetails with regard to the different modules, module codes and credit values willbe made available during registration.

(i) EARLY CHILDHOOD DEVELOPMENT AND FOUNDATION PHASE(Code 09133010)

Package coordinator: Mrs M Botha, Tel: 343 9009

MODULES DESCRIPTIONFundamental modules Computer Skills

Language SkillsStudy and Learning Skills

Core modules Professional Studies: Field of SpecialisationProfessional Studies: Learning AreasEducational Studies

Elective modules Choose two of the following:AfrikaansArt EducationBiblical StudiesEnglishField of Specialisation (ECD-Studies)Field of Specialisation (Foundation Phase Studies)General MathematicsGeneral ScienceMusic EducationPsychology

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(ii) INTERMEDIATE PHASE (Code 09133020)

Package coordinator: Mrs M Botha, Tel: 343 9009



Core modules Professional Studies: Field of SpecialisationProfessional Studies: Learning AreasEducational Studies

Elective modules Choose two of the following:AfrikaansArt EducationBiblical StudiesEnglishField of Specialisation (Foundation Phase Studies)General MathematicsGeneral ScienceMusic EducationPhysical EducationPsychology

(iii) SENIOR PHASE (Code 09133030)

Package coordinator: Dr W Louw, Tel: 343 9009



Core modules Educational StudiesResearch MethodologyLanguage over the Curriculum: Afrikaans and EnglishProfessional StudiesLearning Areas

Elective modules Choose two of the following:AfrikaansArtBiblical StudiesBiologyComputer ScienceComputer TypingEnglishFrenchGeographyGeneral MathematicsGermanGuidance and Counselling

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20

HistoryisiZulu or isiNdebeleMusicMusic EducationNatural SciencePhysical EducationPsychologyRemedial EducationSepedi or SetswanaTechnical DrawingTechnology

(iv) FURTHER EDUCATION AND TRAINING (General) (Code 09133040)

Package coordinator: Mr LD Beukes, Tel: 343 90019



Core modules Educational StudiesResearch MethodologyLanguage over the Curriculum: Afrikaans and EnglishProfessional StudiesMethodology

Elective modules Choose three of the following:AfrikaansArtBiblical StudiesBiologyComputer ScienceComputer TypingEnglishFrenchGeneral MathematicsGeographyGermanGuidance and CounsellingHistoryisiZulu or isiNdebeleMusicMusic EducationNatural SciencePhysical EducationPsychologyRemedial EducationSepedi or SetswanaTechnical DrawingTechnology

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21

(v) FURTHER EDUCATION AND TRAINING (Language)(Code 09133050)

Package coordinator: Dr W Louw, Tel: 343 9009




Elective modules Choose three of the following:AfrikaansEnglishFrenchGermanisiZulu or isiNdebeleSepedi or Setswana

(vi) FURTHER EDUCATION AND TRAINING (Physical Education and SportManagement) (Code 09133070)

Package coordinator: Dr G van Wyk, Tel: 343 9009




Elective modules Physical Education (Compulsory)Sport Management (Compulsory)Choose one of the following:BiologyComputer ScienceGeneral MathematicsNatural ScienceTechnology

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(vii) FURTHER EDUCATION AND TRAINING (Economic and Business Sciences)(Code 09133060)

Package coordinator: Dr JJ Spengler, Tel: 420 2498




Elective modules Choose three of the following:Business ManagementComputer TypingEconomics*EntrepreneurialshipFinancial Accounting

* A pass mark in Mathematics in grade 12, HG(E) / SG(D) ór Statistics 113, 123 isrequired for admission to Economics at 200-level.

(viii) FURTHER EDUCATION AND TRAINING (Natural Sciences) (Code 09133080)

Package coordinator: Dr T Röhrbeck, Tel: 343 9009


Language SkillsStudy and Learning SkillsNumeracy Skills

Core modules Educational StudiesEducation of Science TeachingLanguage over the Curriculum: Afrikaans and EnglishProfessional StudiesMethodology

Elective modules Choose one of the following:Botany and ZoologyChemistry and PhysicsPlant Production and Animal ScienceAnd one of the following:Biology **Computer ScienceMathematics *Technology

* A pass mark in Mathematics in grade 12, HG(E) or SG(D) is required for admission.** Can not be taken with Botany and Zoology.

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(ix) FURTHER EDUCATION AND TRAINING (Technica) (Code 09133090)

Package coordinator: Mr D Joubert, Tel: 343 9009




Elective modules Technology (Compulsory)Choose one of the following:Electronics and Electrical**Civil and Wood Work*Mechanical* and one of:• Metal Work• Motor Mechanics• Fitting and TurningAnd one other subject chosen from the GeneralGroup (* **)

* Technical Drawing is compulsory with Civil or Mechanical.** General Mathematics / Mathematics is recommended with Electronics and

Electrical.

CERTIFICATE

E.7 ADVANCED CERTIFICATE IN EDUCATION (ACE)

(a) Requirements for admission(i) A professional teaching diploma of at least three years full-time study

(M + 3).(ii) Any other M + 3 diploma with appropriate work reference. In this

case the certificate will not be acknowledge for educational purposes.

(b) Duration of courseThe equivalent of two years of part-time study.

(c) Special examination (Also consult General Regulation G.12)A final-year student who has failed a maximum of three semester courses ortheir equivalent with a final mark of at least 40% in each, may be admitted bythe Dean to a special examination in these courses during January of theensuing year, provided that this will enable the student to comply with all therequirements for the certificate.

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24

(d) Certificate with distinctionThe certificate is awarded with distinction to a student who obtains an averageof at least 75%, with a minimum of 70% in each module.

(e) The following packages will be presented in the programme:

(i) ASSESSMENT AND QUALITY ASSURANCE (Code 09121100)

Package coordinator: Prof WJ Fraser, Tel: 420 2207e-mail: [email protected]

Total credits: 120 NQF Level: 6

Year 1 Year 2Modules Number Credits Number CreditsFundamental modules 4 40Core modules 2 20 4 40Elective modules 2 20TOTAL 6 60 6 60

MODULES DESCRIPTION CODE CrFundamentalmodules

Educational StudiesLearning MediationStatistics for AssessmentFoundation of OBE

EDS 470LMD 470SFA 400FOB 400

10101010

Core modules Principles of AssessmentAssessment Strategies for OBEContinuous Assessment for OBEComputer-integrated AssessmentReporting and FeedbackQuality Assurance in OBE

ASP 400ASU 400KAU 400CIA 400RAF 400QAO 400

101010101010

Electivemodules

Choose two of the following:Science Education AssessmentAssessment in Language EducationAssessment in Soc. Science Ed.Assessment in Mathematics

WOA 400ATO 400ASE 400AWO 400

10101010

(ii) HEARING IMPAIRMENT (Code 09121130)

Package coordinator: Dr C Swanepoel, Tel: 420 2604e-mail: [email protected]


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Year 1 Year 2Modules Number Credits Number CreditsFundamental modules 2 20Core modules 3 45 2 55Elective modulesTOTAL 3 45 4 75


Educational StudiesLearning Mediation

EDS 470LMD 470

1010

Core modules Educational Audiology 1Educational Audiology 2OrthopedagogicsOrthodidactics & Classroom PracticeSpecialised Education:• Pre-primary Education• Primary Education• Secondary Education• Mainstream Education

OOD 401OOD 402OPG 401OKP 401SOX 402

1515151540

Electivemodules

None

(iii) WHOLE-BRAIN TEACHING AND LEARNING (Code 09121120)

Package coordinator: Dr PH du Toit, Tel: 420 2817e-mail: [email protected]





EDS 470LMD 470

1010

Core modules Education and Training PolicyCurriculum DevelopmentWhole-brain LearningProblem-based LearningWhole-brain Assessment PracticeWhole-brain Learning Material DesignWhole-brain Teaching and Training PracticeLeadership and Management

EPO 410KRO 410HBL 410PGL 410HBA 420HBO 420HBP 420LAM 420

1010101010101010

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Information Technology for Whole-brainLearning

Professional Development for Practitioners

ITH 420

PFO 410

10

10Electivemodules

None

(iv) HOTELKEEPING AND CATERING (Code 09121140)

Package coordinator: Mrs. GE du Rand, Tel: 420 2488e-mail: [email protected]





EDS 470LMD 470

1010

Core modules Tourism Management (TBE):*Structure and Organisation of the Tourism

IndustryThe Tourism System and the Key Compon-

ents of TourismTourism Demand, Consumer Behaviour and

Market ResearchTourism Supply, Planning and DevelopmentHospitality ManagementHospitality ManagementFoods(VDS):**Culinary Art 1Culinary Art 2Culinary Art 3Culinary Art 4Project Hospitality Management 1Project Hospitality Management 2Experiential Training in Industry 1Experiential Training in Industry 2

TBE 151

TBE 152

TBE 161

TBE 162TBE 361TBE 362VDS 354VDS 453VDS 454VDS 464VDS 465PGB 401PGB 402OPI 401OPI 402

6

6

6

61010477776

1062

Electivemodules

None

* Also consult the "Regulations and Syllabi" of Economic and ManagementSciences for the correct information on the TBE modules.

** Also consult the "Regulations and Syllabi" of Natural and AgriculturalSciences for the correct information on the VDS modules.

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DIPLOMA

E.8 DIPLOMA IN HIGHER EDUCATION AND TRAINING PRACTICE (DHETP)

(a) Requirements for admission(i) a Bachelor's degree from an approved University; or(ii) a National Diploma; or(iii) a grade 12 certificate with university exemption as well as another M + 3

qualification and appropriate experience deemed adequate by the Deanfor admission to the course.

(b) DurationThe course extends over one year and will be presented in block sessions ofwhich two will be presented in the first and the other two in the secondsemester.

(c) Diploma with distinctionThe Diploma is awarded with distinction to a student who has obtained anaverage of at least 75%, with a minimum of 70% in each module.

(d) The programme:

DIPLOMA IN HIGHER EDUCATION AND TRAINING PRACTICE(Code 09121002)

Program coordinator: Dr PH du Toit, Tel: 420 2817e-mail: [email protected]


Year 1Modules Number CreditsFundamental modules 2 20Core modules 10 100Elective modulesTOTAL 12 120

MODULES DESCRIPTION CODEFundamentalmodules

Professional Development for PractitionersLearning Mediation

PFO 410LMD 470

1010

Core modules Curriculum DevelopmentWhole-brain LearningProblem-based LearningAssessment PracticeAdult LearningEducation and Training PracticeLeadership and Management

KRO 410HBL 410PGL 410ASK 410VWL 420OOP 420LAM 420

10101010101010

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Academic DevelopmentEducation CommunicationEducation Technology

ADO 420OKO 420OWT 420

101010

Electivemodules

None

POSTGRADUATE PROGRAMMES

BACCALAUREUS HONORES DEGREE

E.9 BACCALAUREUS EDUCATIONIS HONORES [BEd(Hons)]Applications are subject to selection.

(a) Requirements for admissionSubject to the stipulations of General Regulations G1.3 and G.62 a candidatecan be admitted if he/she holds one of the following qualifications:

(i) a Baccalaureus degree and a teacher's diploma (eg. BA + HED); or(ii) a four-year composite degree in Education [eg. BA(Ed)]; or(iii) an M + 4 teacher's diploma; or(iv) an M + 3 teacher's diploma and a Further Diploma in Education (FDE);

or(v) another academic qualification considered equivalent by the Dean for

admission to a specific package [e.g. BA(Hons) Psychology for admissionto package (iv)]. In this regard the qualification will not be recognised forteaching purposes.

(b) Duration(i) The programme extends over a period of at least two semesters full-time

or four semesters part-time.(ii) The programme must be completed within eight semesters.

(c) Degree with distinctionThe degree is conferred with distinction on a student who has obtained anaverage of at least 75%, with a minimum of 70% in each module.

(d) Special examination (Also consult General Regulation G.12)A final-year student who has failed a maximum of three semester courses ortheir equivalent, with a final mark of at least 40 % in each, may be admitted bythe Dean to a special examination/s in these courses during January of theensuing year, provided that this will enable the student to comply with all therequirements for the degree.

(e) EssayWhere required, an essay of limited scope must be handed in for examination,as prescribed by the particular department.

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29

(f) The following packages are presented:

(i) ASSESSMENT AND QUALITY ASSURANCE IN EDUCATION AND TRAINING(Code 09240010)

Package coordinator: Prof WJ Fraser, tel: 420 2207e-mail: [email protected]



MODULES DESCRIPTION CODEFundamentalmodules

Research MethodologyResearch MethodologyEducational Studies

NME 710NME 720EDS 710

121212

Core modules Assessment Approaches and InstrumentsAssessment in Practice*Quality Assurance Approaches and

InstrumentsQuality Assurance in Practice**Research Article

API 710API 720QPI 710

QPI 720AQA 780

121212

1212

Electivemodules

Any four modules as approved by thepackage coordinator

* API 710 is a prerequisite for API 720.** QPI 710 is a prerequisite for QPI 720.

Please note : The core modules will be presented in English only.

(ii) CURRICULUM AND INSTRUCTIONAL DESIGN AND DEVELOPMENT(Code 09240020)

Package coordinator: Dr A van Loggerenberg, Tel: 420 2771e-mail: [email protected]


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Year 1 Year 2Modules Number Credits Number CreditsFundamental modules 3 36Core modules 3 36 3 39Elective modules 1 12 2 24TOTAL 7 84 5 63




121212

Core modules Instructional Design and DevelopmentFacilitating Learning: Cultivating ExpertiseCurriculum and Learning Programme Design

and DevelopmentAssessment Approaches and InstrumentsComputer-integrated Techniques for

Cognitive Tools in Education and TrainingResearch Article

IDD 720CFL 710CDD 720

API 710CIT 720

CDV 780

121212

1215

12Electivemodules

Any three elective modules approved by thepackage coordinator.

(iii) TECHNOLOGY EDUCATION (Code 09240030)

Package coordinator: Dr A van Loggerenberg, Tel: 420 2771e-mail: [email protected]


Year 1 Year 2Modules Number Credits Number CreditsFundamental modules 3 36Core modules 2 24 3 39Elective modules 1 12 3 36TOTAL 6 72 6 75




121212

Core modules Instructional Design and DevelopmentFacilitating Learning: Cultivating ExpertiseCurriculum and Learning Programme Design

and DevelopmentAssessment Approaches and InstrumentsComputer-integrated Techniques for

Cognitive Tools in Education and Training

IDD 720CFL 710CDD 720

API 710CIT 720

121212

1215

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31

MODULES DESCRIPTION CODE CrTechnology Education FundamentalsTechnology Education in PracticeTechnological CompetenciesIdentification and Assessment of Learners'

Needs

TNO 740TNO 711TNO 721ILN 710

12121212

Electivemodules

None

(iv) LEARNER SUPPORT, GUIDANCE AND COUNSELLING (Code 09240040)

Package coordinator: Prof AC Bouwer, Tel: 420 2339e-mail: [email protected]


Year 1Modules Number CreditsFundamental modules 3 36Core modules 5 60Elective modules 4 48TOTAL 12 144




121212

Core modules Communication and Interviewing SkillsIdentification and Assessment of Learners'

NeedsCounselling for Behaviour, Emotional and

Career DifficultiesLearning SupportCareer Guidance

KMV 710ILN 710

BGE 720

LSG 720BPV 710

1212

12

1212

Electivemodules

Four modules as approved by the packagecoordinator, at least three from onespecialism of A/B/C:A Behaviour and Emotional Difficulties in

ChildrenBehaviour and Emotional Problems of

ChildrenAssessment of Child Problems: EmotionalChild and Play Therapy

B Learning DifficultiesInclusive Education in South African ContextAssessment Approaches and InstrumentsAssessment in Practice*Technology-integrated Support for LSEN

GEP 710

ASG 720KDS 720

ISA 720API 710API 720TGL 720

12

1212

12121212

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32

MODULES DESCRIPTION CODE CrInterventions for Language, Literacy,

Communication, Numeracy and Mathema-tic Difficulties

C Career Guidance and CounsellingLifeskillsSelf-concept in Career GuidancePractice of Career Guidance and Counsel-

ling

Other ElectivesChild Development: Early Childhood Ü

AdolescenceGroup-based InterventionsThe Counselling PracticeCommunity EducationLifelong Learning

ILM 720

LVH 710SKV 720PBB 720

KVA 710

GBI 720DBP 720GKO 710LLL 720

12

121212

12

12121212

* API 710 is a prerequisite for API 720.

Please note: The modules will only be presented if enough students register therefor.

MASTER'S DEGREES

MASTER'S DEGREESAlso consult General Regulations G.30 to G.44. All applications are subject to selection.

E.10 MAGISTER EDUCATIONIS (MEd)

(a) Requirements for AdmissionSubject to the stipulations of General Regulation G.30 a candidate can beadmitted if he/she holds one of the following qualifications:(i) a BEd(Hons) degree; or(ii) an applicable Honores degree and a teacher's diploma.

(b) Duration(i) A minimum of one academic year for the research programme and

two years (four semesters) for the course work packages.(ii) The programme must be completed within four years (eight

semesters).(iii) If students wish to discontinue their studies after successfully

completing all the modules (with the dissertation of limited scope stilloutstanding) they may apply for the Postgraduate Diploma inEducation which will be issued at a graduation ceremony.

(c) Research MethodologyAll master's students who submit a dissertation or a dissertation of limitedscope must pass Research Methodology 710, 720 (NME 710, 720). A student

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33

may apply for exemption from this requirement if these modules (or similarmodules) have been passed recently.

(d) Degree with distinction(i) The MEd degree is conferred with distinction on a student who

obtains at least 75% in the dissertation.(ii) The MEd degree with course work and the MPhil degree is conferred

with distinction on a student who obtains at least 75% in thedissertation of limited scope and an average of at least 75% in theremaining modules.

(e) Dissertation of limited scope(i) A dissertation of limited scope consists of 50 to 80 typed A4 pages.- A single phase of a problem or phenomenon in Education may be

researched and an original contribution to science is not expected.- A report on an empirical project of limited scope is also acceptable.- A literature study is acceptable.

(ii) Approval of the topic

As General Regulation G.57.1.

(iii) Nomination of a supervisor and a co-supervisorAs General Regulation G.57.2.

(iv) Preparation and submissionAs General Regulation G.57.3.

(v) Technical editingAs General Regulation G.58.

(vi) ResuméA resumé of 150 - 200 words in English must be bound into thepublication, following the table of contents.

(vii) Examination panel and reportsAs General Regulation G.60.1.

(viii) EvaluationAs General Regulation G.60.2.

(ix) Pass requirementsAs General Regulations G.60.2.1.2.

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(f) MEd degree with course work:

(i) MAXIMISING POTENTIAL IN EDUCATION AND TRAINING (Code 09250511)

Package coordinator: Prof JA Slabbert, Tel: 420 2773e-mail: [email protected]


Year 1 Year 2Modules Number Credits Number CreditsFundamental modulesCore modules 6 90 1 120Elective modules 2 30TOTAL 8 120 1 120

MODULES DESCRIPTION CODE CrFundamentalmodulesCore modules Maximising of Personal Potential

Facilitating Independent and InterdependentLearning

Education Models and StrategiesCurriculum Design and DevelopmentAssessment and Quality AssuranceLeadership in EducationDissertation of limited scope

MPP 880FVL 880

OWS 880KKO 880AQA 880OWB 882MPP 895

1515

1515151515

Electivemodules

Choose any two modules:Facilitating Creative Problem SolvingFacilitating ChangeFacilitating Learning Through Written

MaterialsComputer-integrated Database Management

Information Systems for Education andTraining

Education and Training EntrepreneurialPractice

Maximising Potential in an Anti-racistMulticultural Diverse Society

FKP 880FVV 880FVL 881

CIM 880

EPK 880

MPP 881

151515

15

15

15

(ii) ENVIRONMENTAL EDUCATION (Code 09250481)

Package coordinator: Prof WJ Fraser, Tel: 420 2207e-mail: [email protected]


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35



Foundations of Environmental EducationTeaching and Learning in EnvironmentalEducation

ENO 811ENO 821

2020

Core modules Environmental ParadigmsEnvironmental GovernanceEnvironmental Analysis, Assessment and

ModelingDissertation of limited scope

ENV 810ENV 811ENV 812

ENV 895

202020

120Electivemodules

Choose one module:Eco-tourismPhilosophy of the EnvironmentPolar and Mountain EnvironmentInternational Environmental LawCurriculum Development and Assessment inScience EducationTrends in Science Education

GGY 887FIL 886OMS 883PUR 820SCE 883

SCE 884

2020202020

20

(g) MEd-programme with DissertationAlso consult General Regulations G.57 to G.61.

(i) An MEd student must submit a dissertation on a topic approved by theDean on the recommendation of the Head of Department.

(ii) Disciplines Field ofStudy code

Dissertationcode

• Curriculum and Instructional Designand Development

09250540 CDV 890

• Adult and Community Education andTraining

09250550 ACT 890

• Maximising Potential in Education andTraining

09250510 MPP 890

• Learner Support, Guidance andCounselling

09250500 LVB 890

E.11 MAGISTER PHILOSOPHIAE (MPhil)Consult also Regulation E.10(b) - (e)This is an interdisciplinary qualification and will provide persons who did notreceive any previous tertiary training in the Faculty of Education, theopportunity to further their postgraduate studies in the Faculty.

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36

(a) Requirements for admissionCandidates who hold a suitable honores degree may be admitted to thisprogramme.

(i) EDUCATION FOR COMMUNITY DEVELOPMENT (Code 09250700)

Package coordinator: Prof JA Slabbert, Tel: 420 2773e-mail: [email protected]


Year 1 Year 2Modules Number Credits Number CreditsFundamental modulesCore modules 8 120 1 120Elective modulesTOTAL 8 120 1 120


None

Core modules Education and Community: Relationshipsfor Development

Leadership in EducationCurriculum and Education: Developing

Professional Learning CommunitiesCommunication for Community DevelopmentMulticultural Education for Community

DevelopmentPolitical and Policy Theories for Community

DevelopmentIntroduction to Health and Health CareSettlement and Housing DevelopmentDissertation of limited scope: A valid and

reliable scientific centrepiece researchproject incorporating and integrating allmodules

EAC 880

OWB 882CED 880

CCR 880MCD 880

PPC 880

IHC 880SHD 880CDV 895

15

1515

1515

15

1515

120

Electivemodules

None

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DOCTORAL DEGREES

E.12 PHILOSOPHIAE DOCTOR (PhD)Also consult General Regulations G.45 to G.55.

(a) Requirements for admissionSubject to the stipulations of General Regulation G.45, a student who holds anMEd degree or another qualification considered equivalent by the Dean, maybe admitted to study for the PhD degree in Education.

(b) (i) A student for the PhD degree must submit a thesis on a topicapproved by the Dean on the recommendation of the Head ofDepartment; and

(ii) pass an oral examination.

(c) Minimum duration of study and requirements of doctor's degreesAlso consult General Regulation G.51.

A doctor's degree is conferred- at least two years after complying with all the requirements for a

master's degree; and- after registration for at least one year as a student for a doctor's

degree at the University prior to submitting his/her thesis.

(d) Field of study Field ofStudy code

Subject code

Examination Thesis• Assessment and Quality Assurance in

Education and Training09261500 AQA 900 AQA 990

• Maximising Potential in Education andTraining

09261510 MPP 900 MPP 990

• Computer-integrated Education 09261520 CIE 900 CIE 990• Education Leadership, Law and Policy 09261530 OWB 900 OWB 990• Learner Support, Guidance and

Counselling09261540 LVB 900 LVB 990

• Adult and Community Education andTraining

09261550 ACT 900 ACT 990

• Curriculum and Instructional Designand Development

09261560 CDV 900 CDV 990

E.13 DOCTOR EDUCATIONIS (DEd) (Code 09261700)Also consult General Regulation G.56.

This degree follows on a doctoral degree in Education and is conferred byvirtue of international publications emanating from independent research. Thepublications must represent a meaningful contribution to a specific field of studyin Education.

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(a) Guidelines for evaluation(i) Criteria

The work submitted for the DEd must constitute an original andimportant contribution to scientific knowledge and insight in that it- is regarded as a substantial and coherent contribution to the

advancement of the frontiers of knowledge and insight into thespecific field of study.

- is proof of the candidate's international leadership role in thespecific field of research.

Emphasis in the assessment of the work of a DEd candidate will beplaced on originality, substance and excellence.

(ii) PresentationThe document submitted for examination must consist of a selectionof published articles as well as a motivated representation in whichthe grounds for submission and coherency of the work is evident.

E.14 OTHER REGISTRATIONSSingle subjects – for non-degree purposes.

(a) Local Undergraduate Postgraduate(i) Education Special 09180001 09280001(ii) Education Non-examination

purposes 09190001 09290001

(b) Foreign(i) Education Foreign 09185001 09285001(ii) Education Foreign Non-

examination purposes 09185002 09285002(iii) Education Foreign Co-operation 09185003 09285003(iv) Education Exchange 09185004 09285004

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SYLLABI

Abreviations:Language: A/E = separate lectures for Afrikaans and English A&E = dubble mediumlpw = lectures per weekppw = practicals per weekYear = year moduleSem = semester moduleQr = quarter moduleCr = credit value

1. ADVANCED CERTIFICATE IN EDUCATION (ACE)

Module code Dept Lang lpw ppw Year Sem CrASE 400 OOK A&E Block lectures 10Assessment in Soc. Science Ed.Nature and structure of the social sciences; The social science process skills andrelated functions; Generating evidence in the social sciences; Relationship betweentasks and performance; Selecting assessment strategies and methods (evidence-gathering methods) for the social sciences; Writing outcomes; Integrating outcomes;Writing performance criteria; Writing assessment criteria; Writing range statements;Scoring tests in the social sciences; Different types of tests for the social sciences;Rating performance.ASP 400 OOK A&E Block lectures 10Assessment PrinciplesTheoretical foundations regarding the following: Recent trends in assessment andevaluation; Research in assessment and evaluation; Assessment from a Positivistand Constructivist point of view; Edumetric models; Reasons for assessment to beapplied; Functions and purposes of assessment; Development of multipleopportunities; Performance and human diversity; The nature of HumanPerformance; Cognitive; Psychomotor and Affective influences; Task descriptionand task performance; The assessment and instructional gaps; Performance-basedassessment; Authentic Assessment; Continuous assessment; Variables influencingassessment; The aims with OBE assessment: formative and summativeassessment: diagnosis of learning problems; Improvement of the quality of learning;Enhancement of teaching and learning; Application of assessment principles inOBE: reliability, validity, fairness and practicality; Association between reliability andvalidity; Transparency in assessment.ASU 400 OOK A&E Block lectures 10Assessment Strategies for OBEPractical implementation of the former module: Evidence generation and theassessment gap; Error of measurement and influence on test reliability; Assessmentgeneration strategies and appropriate criteria to be taken into consideration whenconstructing assessment strategies for OBE and CBE; Diversity and special needseducation; Oral examinations and demonstration of evidence by means of oralpresentations; Simulations and performance roles; Portfolios, journals, practicalexaminations, assessment of practical work, peer assessment, work-placeassessments, cooperative assessment practices, projects, group work. Differenttypes of questions and the construction of such questions. Writing of outcomes and

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Module code Dept Lang lpw ppw Year Sem Crperformance criteria; Developing assessment criteria; Writing assessment criteriaand range statements.ATO 400 OOK A&E Block lectures 10Assessment in Language EducationNature and structure of the languages; The language process skills and relatedfunctions; Generating evidence in the languages; Relationship between tasks andperformance; Selecting assessment strategies and methods (evidence gatheringmethods) for the languages; Writing outcomes; Integrating outcomes; Writingperformance criteria; Writing assessment criteria; Writing range statements; Scoringtests in the languages; Different types of tests for the languages; Ratingperformance.AWO 400 OOK A&E Block lectures 10Assessment in MathematicsNature and structure of mathematics; The mathematical process skills and relatedfunctions; Generating evidence in mathematics; Relationship between tasks andperformance; Selecting assessment strategies and methods (evidence-gatheringmethods) for mathematics; Writing outcomes; Integrating outcomes; Writingperformance criteria; Writing assessment criteria; Writing range statements; Scoringtests in mathematics; Different types of tests for mathematics; Rating performance;Initial evaluation tests in mathematics; Construction and use of diagnostic tests inmathematics.CIA 400 OOK A&E Block lectures 10Computer-integrated Assessment in Education and TrainingThe purpose of this module is to enable the candidate to implement computer-integrated assessment tools in education and training.EDS 470 OPS A&E Block lectures 10Educational StudiesHuman rights and values (especially equality) in education. Concepts of humandevelopment: diversity and identity, modernity and self-concept, cognitive andemotional development. South African education in a changing contemporary world:global local interaction with education. Changing fields of understanding, knowledgeconstruction and education.EPO 410 OWB A&E Block lectures 10Education and Training PolicyThe national education system and the NQF. Moderation and quality assurance.Outcomes-based Education and Training.FOB 400 OOK A&E Block lectures 10Foundation of OBEDeparture from the Positivist and industrial paradigms to the Postmodern paradigmof thinking; Problems of performance; Product-driven versus the outcomes-basedparadigm of thinking; The construction of outcomes; Knowledge (information); Taskspecification.Performance criteria; Assessment criteria and range statements; Development ofstandards; Different types of outcomes: critical cross-field outcomes; The writing ofcross-field outcomes; Specific outcomes; OBE, competence-based education andmastery learning; Spady’s principles of OBE: clarity of focus; Designing downprinciple; Creation of multiple opportunities; Demonstration of performance; Visibilityof performances; Facilitation and mediation of learning; Curriculum 21; Learningareas and subject specialisation.

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Module code Dept Lang lpw ppw Year Sem CrHBA 420 OOK A&E Block lectures 10Whole-brain Assessment PracticeMethods of assessment in a formative and summative fashion. Basic principles ofaccountable whole-brain assessment, applicable to a specific practice. Record oflearning. Assessment instruments. Diagnostic assessment.HBL 410 OOK A&E Block lectures 1 10Whole-brain LearningDifferent theories of whole-brain learning and learning styles. Flexible learning.Application of principles of whole-brain learning and learning style differentiation incurriculum development, mediating learning, and assessment practice.HBO 420 OOK A&E Block lectures 2 10Whole-brain Learning Material DesignBasic principles of learning material design. Design of appropriate learning materialfor specific practice. Learning material for contact and distance learning.Application of whole-brain and outcomes-based learning principles in materialdesign.HBP 420 OOK A&E Block lectures 2 10Whole-brain Teaching and Training PracticeSpecialization in specific learning area/subject. Workplace-related specialization.Application of whole-brain principles in designing learning programmes, mediatinglearning and assessment practice for a specific learning area/subject.ITH 420 OOK A&E Block lectures 2 10Information Technology for Whole-brain LearningApplication of basic information technology and design principles for facilitatingwhole-brain learning. Integration of multimedia in whole-brain teaching and learningactivities. Utilization of information technology for whole-brain curriculumdevelopment and assessment of learning.KAU 400 OOK A&E Block lectures 10Continuous Assessment for OBEPerformance-based assessment strategies; Defining and describing performance inthe classroom; Continuous assessment; Continuous assessment planning; Groupwork assessment in co-operative learning; Assessment strategies for diversestudent characteristics; Assessing learners with specific needs; Development ofscore sheets; Questionnaires; Rubrics and inventories; Performance of taskanalyses and job descriptions; Scoring of performance; Assessment of prior learningexperience; Placing learners to performance; The school system and assessmentpractices; Changing the system to fit OB assessment; Assessment of problem-solving, creativity and workplace-related skills and competencies.

KRO 410 OOK A&E Block lectures 1 10Curriculum DevelopmentExploring models and principles of curriculum development. Adapt principles tocomply to the process of outcomes-based curriculum development. Developing astudy guide/manual as outcome of outcomes-based curriculum development.LAM 420 OWB A&E Block lectures 2 10Leadership and ManagementThe role and profile of the education, training and development practitioner.Leadership, administration and management. Conflict management. Teammanagement. Networking.

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Module code Dept Lang lpw ppw Year Sem CrLMD 470 OOK A&E Block lectures 1 10Learning MediationThe function of the learning mediator role as the central educator role. The appliedand integrated competence required in terms of the six educator roles as they relateto the central educator role of learning mediation, namely:• Interpreter and designer of learning programmes and materials• Leader, administrator and manager• Scholar researcher and lifelong learner• Community, citizen and pastoral role• Assessor• Learning area/subject/phase specialist.How to mediate learning in a manner which is sensitive to the diverse needs of thelearner, including those with barriers to learning; construct learning environmentsthat are appropriately contextualised and inspirational; communicate effectivelyshowing recognition of and respect for differences of others. In addition, how todemonstrate sound knowledge of subject content and various principles, strategiesand resources appropriate to teaching in a South African context.OKP 401 OPG A&E Block lectures 15Orthodidactics & Classroom PracticeOrthodidactic principles in classroom contexts, the impact of a hearing impairmenton the language development of the learner, learning problems of hearing-impaired(HI) learners, principles regarding the teaching of deaf and hearing-impairedlearners, learners with sensory impairments, early identification of hearingimpairment, role of the teachers regarding additional training, specialized knowledgeand skills, additional learning aids in classrooms, school placement of hearing-impaired learners, inclusion of hearing-impaired learners, group dynamics regardinghearing-impaired learners and their peers, role of sign language, communicatingwith hearing-impaired learners effectively.OOD 401 KMP A&E Block lectures 15Educational Audiology 1Anatomy and physiology of hearing and perception of sound; Audiometric diagnosisof hearing loss and interpretation of results; Criteria for hearing loss and hearingimpairment in relation to normal hearing; Specific characteristics and consequencesof hearing loss; Role of teacher in early identification and prevention of hearing loss;Normal communication and communication development; Communicationcharacteristics of hearing-impaired learners.OOD 402 KMP A&E Block lectures 15Educational Audiology 2Advantages & disadvantages of different communication options in the education ofhearing-impaired learners, language development of hearing impaired learner;Various language teaching approaches for implementation in classrooms; Technicalaspects of hearing-aids; Guidelines in the orientation towards hearing aids usage;Evaluation of factors influencing acoustic environment & methods to improveacoustic environment; Purpose & types of classroom amplification systems; Levelsof auditory function & teachers responsibilities pertaining to the auditory training ofhearing impaired learners.OPG 401 OPG A&E Block lectures 15OrthopedagogicsEmotional & cognitive development of normal hearing learners, impact of hearingimpairment on emotional development of learner, emotional development of HI

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Module code Dept Lang lpw ppw Year Sem Crlearner, language development of hearing & hearing-impaired learner, problematicbehavior of HI learner, family situation of HI learner, impact of hearing impairment onfamily dynamics, educational implications of hearing impairment, different rearingimplications, disciplinary structure within these families, informal identification ofhearing impairment.OPI 401 6Experiential Training in Industry 1Compulsory practical training in the Hospitality industry during the two years ofstudy, as determined by the Head of the Department.OPI 402 2Experiential Training in Industry 2Compulsory practical training in the Hospitality industry during the two years ofstudy, as determined by the Head of Department.PFO 410 OOK A&E Block lectures 1 10Professional Development for PractitionersProfessional development. Self-assessment. Developing the full potential. The roleof action research. Developing a professional portfolio.PGB 401 6Project Hospitality Management 1The theoretical and practical aspects of teaching Hotelkeeping and Catering will becovered in these two modules. Industry exposure and practical involvement is anessential component of these modules.PGB 402 10Project Hospitality Management 2The theoretical and practical aspects of teaching Hotelkeeping and Catering will becovered in these two modules. Industry exposure and practical involvement is anessential component of these modules.PGL 410 OOK A&E Block lectures 1 10Problem-based LearningConceptual dimensions of Problem-based Learning (PBL). The relationshipbetween problem-based learning and outcomes-based education. Advantages anddisadvantages of PBL curricula and traditional context-based curricula. The cross-curricular nature of PBL. Authentic problems in PBL.QAO 400 OOK A&E Block lectures 10Quality Assurance in OBESAQA and the NQF; Nature and construction of standards; Standard units;Maintaining standards; Practices and procedures; Maintaining and monitoringstandards; Excellence in performance; International standards; Role of the StandardGenerating Bodies (SGBs); Developing programmes; Assessment of programmes;Criteria and categories appropriate to the maintenance of standards: programmedevelopment; Course and instructional design; Tutors; Learner support; Assessmentof learners; Success rates; Development of human potential; Management andadministration; Professional conduct; Promotion and human capacity development;Marketing; Co-operation between institutions; Curriculum development andcurriculum evaluation.RAF 400 OOK A&E Block lectures 10Reporting and FeedbackUsing score cards and marks sheets to report on learners’ progress; Interpretingscore cards; Using standardised tests and applying standardised tests to learners inthe classroom; Interpreting learners' scores in terms of the normal and standard

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Module code Dept Lang lpw ppw Year Sem Crscores; Knowing and using standards, etc.; Reporting on diagnostic instruments;Problem identification and recommendations; Feedback to parents and other role-players; Interviews with learners and teachers; Motivation in assessment andlearning; The impact of assessment of performance.SFA 400 OOK A&E Block lectures 10Statistics for AssessmentKnowledge of, understanding and calculation of the following: raw scores,frequencies, totals, mode, median, averages (means), error scores, standarddeviation, test reliability, test reliability coefficients, discrimination indices, difficultylevels, equation of scores, construction of rubrics in competence- and outcomes-based education, grading of rubrics, grading scales, level descriptors, levels ofperformance, utilisation of PC programmes that can calculate the listed values,scores and item discrimination indices where applicable.SOX 402 OPG A&E Block lectures 40Specialised Education:• Pre-primary EducationPrinciples and goals of pre-primary education program; The use of individualeducational plans (IEP); individual family service plans (IFSP); consultation andcollaboration models; Language, speech and auditory training in the pre-primaryschool program; Whole language teaching; Life skills and parental guidance as wellas parental involvement.• Primary EducationHearing learner's educational needs in primary school; Language and cognitivedevelopment age; Emotional development of the HI-primary school learner; Socialdevelopment and interpersonal relationships of primary school HI-learners;Perceptual abilities and limitations of the HI-primary learner; Role of the educator;Inclusive education for the HI-primary learner; Reading and learning preparationprograms; Didactic components regarding reading instruction of the HI-learner;Specific didactic principles regarding mathematical & reading abilities.• Secondary EducationPractical teaching of HI-learners within inclusive educational system; Aims andobjectives of secondary education of HI-learners; Views of HI-learners on futureperspectives; Current provision of education to HI-learners; Guidelines for theselection of subjects by HI-learners; Technical education of HI-learners; Socialorientation and adaptation of secondary HI-learner; Scholastic assessment ofsecondary HI-learner; Sign language in secondary schools.• Mainstream EducationPlacement of HI-learners in inclusive education; Justification of inclusion; Selectionprocedures; Specific educational needs of HI-learners; Trans-disciplinary team;Utilization of parental involvement; Specific role of teacher.TBE 151 6Structure and Organisation of the Tourism IndustryThis introductory module provides an introduction to and overview of the tourismindustry. Firstly definitions and concepts are explored, whereafter the evolution oftourism through the ages is addressed. With a sound frame of reference in place,the structure and organization of tourism at the international, national, provincial andprivate sector levels, is examined.TBE 152 6The Tourism System and the Key Components of TourismThis module provides various perspectives on the tourism system and then focuses

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Module code Dept Lang lpw ppw Year Sem Cron the specific componenets of the tourism system, their relationships and theirinterdependence. Specific attention is placed on key components such asattractions, transportation, distribution channels, hospitality and related services.TBE 161 6Tourism Demand, Consumer Behaviour and Market ResearchAs the consumer is central to success in the tourism industry, this module addressestourism demand from both a quantitative and a qualitative perspective. Anunderstanding is proveded of tourist behaviour; cultural and international aspects oftravel as well as the sociology of tourism. The latter part of this module focuses onthe key role of travel and tourism research, particularly the application of researchtechniques and the interpretation of research results as an aid in tourism planningand decision-making.TBE 162 6Tourism Supply, Planning and DevelopmentThis module focuses on supply-side activities and services that need to beaddressed to ensure quality visitor experiences. Particular attention is given to theformulation and implementation of sustainable tourism planning, development andmanagement principles and practices.TBE 361 10Hospitality ManagementThis module covers the "guest cycle" and addresses the process and procedures,from the moment a potential guest contacts an accommodation establishment to thetime that he or she departs. All the operational and management functions of thisprocess are covered in detail as well as key supportive aspects such as hospitality,social skills and customer care. A distinction is drawn between revenue centres andsupport centres. All the key support centres such as housekeeping, maintenanceand security are covered. This module concludes with a well-rounded overview ofthe operational and management aspects of front office and its support units.TBE 362 10Hospitality ManagementThis module firstly covers the key operational and management aspects of food andbeverage management, which forms a vital part of hospitality managment. Industryexposure and practical involvement is an essential component of this module. Asfinancial management and costing is critical to the success of any hospitalityorganisation, the second part of this module covers all the policies, principles andprocedures pertaining to financial operations and financial management in suchestablishments.VDS 354 4FoodsPrinciples of food safety.VDS 453 7Culinary Art 1Advanced food preparation techniques: baked products such as bread, cakes,pastries and dessert.VDS 454 7Culinary Art 2Advanced food preparation techniques: starters, side dishes and sauces.VDS 464 7Culinary Art 3Advanced food preparation techniques: meat poultry, fish and shellfish.

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Module code Dept Lang lpw ppw Year Sem CrVDS 465 7Culinary Art 4Project: event planning and banqueting.WOA 400 OOK A&E Block lectures 10Science Education AssessmentNature and structure of the sciences; The science process skills and relatedfunctions; Generating evidence in the sciences; Relationship between tasks andperformance; Selecting assessment strategies and methods (evidence-gatheringmethods) for the sciences; Writing outcomes; Integrating outcomes; Writingperformance criteria; Writing assessment criteria; Writing range statements; Scoringtests in the sciences; Different types of tests for the sciences; Rating performance.

2. DIPLOMA IN HIGHER EDUCATION AND TRAINING PRACTICE (DHETP)

Module code Dept Lang lpw ppw Year Sem CrADO 420 OOK A&E Block lectures 2 10Academic DevelopmentImplementing strategies for developing academic skills across the curriculum,including creativity, language proficiency, self-management, thinking and studyskills.ASK 410 OOK A&E Block lectures 1 10Assessment PracticeMethods of assessment in a formative and summative fashion. Basic principles ofaccountable assessment. Record of learning. Assessment instruments.HBL 410 OOK A&E Block lectures 1 10Whole-brain LearningSee Advance Certificate in Education.KRO 410 OOK A&E Block lectures 1 10Curriculum DevelopmentSee Advanced Certificate in Education.LAM 420 OWB A&E Block lectures 2 10Leadership and ManagementSee Advanced Certificate in Education.LMD 470 OOK A&E Block lectures 1 10Learning MediationSee Advanced Certificate in Education.OKO 420 OOK A&E Block lectures 2 10Education CommunicationTheoretical foundation of education communication, linked to appropriate educationand training practices. Practical exercises in effective education communication.OOP 420 OOK A&E Block lectures 2 10Education and Training PracticeSpecialisation in learning area/subject. Workplace-related specialisation.Application of principles of designing learning programmes, mediating learning andassessment practice for a specific learning area/subject.OWT 420 OOK A&E Block lectures 2 10Education TechnologyMedia as sources of learning. Developing and utilising media by learner. Media and

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Module code Dept Lang lpw ppw Year Sem Crwhole-brain learning, maximising multi-intelligences, maximising potential. Lowerand higher level technology.Integrating media. Multimedia learning packages.PFO 410 OOK A&E Block lectures 1 10Professional Development for PractitionersSee Advance Certificate in Education.PGL 410 OOK A&E Block lectures 1 10Problem-based LearningSee Advanced Certificate in Education.VWL 420 OOK A&E Block lectures 2 10Adult LearningAndragogy. Principles of adult learning. The profile of the adult learner. Adultlearners with special needs. Promoting a positive learning culture, conducive tolearning creating a positive learning environment. Identification of learningproblems.

3. BACCALAUREUS EDUCATIONIS HONORES [BEd(Hons)]

Modulecode

Dept Lang lpw ppw Year Sem Qr Cr

API 710 OOK E 1 1 12Assessment Approaches and InstrumentsFoundations, principles and ethics of assessment practices. International trends inassessment practices in OBE. Quantitative and qualitative assessment instruments.Modes of assessment. Assessment practices. Generating evidence forassessment. Assessment and quality assurance.API 720 OOK E 1 2 2 12Assessment in PracticeAssessment strategies. Assessment in telematic education. Assessment ofprofessional practice. Assessment of learning. Performance assessment.Assessment within NQF context.AQA 780 OOK A/E 2 12Research ArticleStudents write a publishable scientific article based on a limited investigationregarding a workplace-related assessment and quality assurance phenomenon oftheir choice.ASG 720 OPG A/E 1 2 12Assessment of Child Problems: EmotionalEstablishing rapport; Distinguishing relevant and appropriate assessment methods andtests for children; Conducting and interpreting formal and informal assessments;Obtaining and integrating additional relevant information; Identifying and respondingappropriately to the need for specific intervention / referral.BGE 720 OPG A/E 1 2 12Counselling for Behaviour, Emotional and Career DifficultiesCounselling theories and skills; Specified for behaviour, emotional and careerdifficulties; Management approaches to behaviour, emotional and career difficulties;Assessing the effectiveness of the counselling.

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Modulecode


BPV 710 OVB A/E 1 1 12Career GuidanceTheoretical approaches to guidance and counselling; Professional profile of thecareers educator/ practitioner; Career guidance needs of South Africans; Nationaland international indicators in career guidance; Career guidance content;Multicultural, individual and group-based career guidance.CDD 720 OOK E 1 2 12Curriculum and Learning Programme Design and Development- Principles and foundations of curriculum/programme design and development.- International and national models and trends in curriculum/programme

development.- Principles of outcomes-based programming in the South African context.- Curriculum development models and instruments in action.

• Situation and task analysis, needs-assessment.• Development.• Dissemination.• Implementation as a change process.• Assessment and evaluation.

CDV 780 OOK A/E 2 12Research ArticleStudents write a publishable scientific article on a limited investigation regarding aworkplace-related phenomena or problem in the field of curriculum and instructionaldesign.CFL 710 OOK E 1 1 12Facilitating Learning: Cultivating ExpertiseImplementing criteria for designing the best possible learning experiences inauthentic contexts.Strategies to select the most appropriate format for the learning experience.Strategies for presenting the learning experience in the most conducive andconvincing way to induce the best possible quality learning experience. Strategiesto compel learners to work and learn individually (meta-learning). Strategies tocompel learners to work and learn cooperatively (co-operative learning).Asking meta-learning questions to enhance learning quality. Strategies of the mostappropriate feedback to ensure continuous and sustained learning to achieve thehighest possible learning quality.CIT 720 OOK 3 4 15Computer-integrated Techniques for Cognitive Tools in Education andTrainingThe purpose of this module is to enable the candidate to master computer-integrated techniques pertaining to cognitive tools in education.DBP 720 OVB A/E 1 2 12The Counselling PracticeThe professional profile of the counsellor; Personal strategic planning for theprofessional; Business networking, marketing and management competency;Reading the peak performance zone in the professional service; Continual personaland professional development; International and national indicators as principles forthe effective functioning of a practice.

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Modulecode


EDS 710 OPS A/E 1 1 12Educational StudiesThe practising of science as a human activity. The relationship between scienceand education. Different approaches to education (Behaviourism, Criticalrationalism, Critical Theory, Fenomenology, Hermeneutics and Systems Theory).Views on humanity and values within the specific context of a democratic society.Comparative perspectives on the development and learning cycles of children andadults and the meaning thereof for education.GBI 720 OPG A/E 1 2 12Group-based InterventionsGroup processes ; Intra-group relationships; Facilitation skills; Community situationanalysis; Age/level-appropriate group-intervention strategies for behaviour,emotional, learning and career needs.GEP 710 OPG A/E 1 1 12Behaviour and Emotional Problems of ChildrenHolistic approach in understanding the child; Models explaining child deviancy; Thecyclic dynamics underpinning behaviour and emotional difficulties in children;Manifestations of specific behaviour and emotional difficulties; Identifying andresponding appropriately to the need for referral.GKO 710 OPS A/E 1 1 12Community EducationCommunity assessment; Community development; The community action planningprocess; Differences and diversity; Impact assessment; Networks, partnershipsand coalitions; Leadership for development; Community communications, groupprocesses and team building.IDD 720 OOK E 1 2 12Instructional Design and Development

• In-depth study of contemporary models for instructional design.• Instructional and learning strategies.• Accommodating learner differences.• Instructional use of computers.• Learning styles and facilitating learning.• Measurement and assessment.• Team teaching.

ILM 720 OPG A/E 1 2 12Interventions for Language, Literacy, Communication, Numeracy andMathematic DifficultiesAssessment of language, literacy, communication, numeracy and mathematicaldifficulties in the foundation and intermediate school phases ; Approaches andtechniques to support learners with difficulties in language, reading, writing,numeracy and mathematics.ILN 710 OPG A/E 1 1 12Identification and Assessment of Learners' NeedsPrinciples of, approaches to and techniques and instruments for assessment andidentification of learners’ needs in terms of behaviour, emotional, learning andcareer counselling difficulties.

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Modulecode


ISA 720 OPG A/E 1 2 12Inclusive Education in South African ContextInclusive education in the South African education policy; Models of practice in thepresent South African context; Promoting an inclusive school ethos; Enabling andutilising institutional resources; Classroom-based assistive principles for variousspecific forms of diversity; Accessing resources in the broader education systemand community; Prevention and early identification of learning difficulties.KDS 720 OPG A/E 1 2 12Child and Play TherapyFoundations of child psychotherapy ; Therapeutic approaches and techniques and theirgrounded use with children with emotional and behaviour difficulties; Planning andconducting therapy with children.KMV 710 OPG A/E 1 1 12Communication and Interviewing SkillsCommunication styles ; Communication and interviewing skills; Cross-culturalcommunication; The nature, content and styles of child-communication; Barriers incommunication with children; Ethical aspects; The rights of the client.KVA 710 OPS A/E 1 1 12Child Development: Early Childhood ÔÔ AdolescenceDevelopment theories and their implications for education; Neonatal, infant, toddler,preschool, middle to late childhood and adolescent phases with regard to physicaldevelopment (growth, motor, brain, sexual development), cognitive and languagedevelopment, social and emotional development and moral development;Milestones and development tasks in each phase; Family tasks; Parent guidance;Child development programmes.LLL 720 OPS A/E 1 2 12Lifelong LearningFoundations of learning theory; Learning models for the 21st century: brain-based,discovery, constructivist, experiential, reflexive and self-regulating learning, meta-cognition; The learner-centred approach; Thinking and learning styles;Approaches to learning; Problem-solving and critical thinking; Multiple intelligences;Emotional intelligence; Adult learning.LSG 720 OPG A/E 1 2 12Learning SupportPrinciples and age/level-appropriate, institution-based strategies and techniques(best practice) for supporting learners with learning, study and time managementdifficulties of various kinds; Adapting the curriculum; Parental involvement;Promoting a culture of learning and teaching; Multidisciplinary practice; Peertutoring.LVH 710 OPS A/E 1 1 12Life skillsThe domain of life skills; The empowering value of life skills; Facilitation of lifeskills; Intra-psychic life skills: self-awareness and the forming of identity; Self-regulation by means of pro-active self-talk; Inter-psychic life skills: motivation andperseverance, empathy, interpersonal relationships; A theoretical template for aguidance and counselling model in core life skills; Case studies of the application ofa guidance and counselling model in core life skills.

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Modulecode


NME 710 OOK A/E 1 1 12Research MethodologyThe nature of practising science. The contexts of research, science, researchethics, truth, rationality and objectivity. The need for human sciences technology.Quantitative and qualitative research approaches, research designs and datacollecting techniques. Research processes and planning for research. Researchmanagement.NME 720 OOK A/E 1 2 12Research MethodologyStatistical techniques in the educational research process. Basic concepts andprinciples. Survey methodology and questionnaire design. Classification andgraphical representation of data. Descriptive measures. Statistical inference. Dataprocessing procedures. Parametric versus non-parametric tests. Some teststatistics [e.g., F-test, t-test and c²].PBB 720 OVB A/E 1 2 12Practice of Career Guidance and CounsellingCareer guidance as part of life orientation; Diagnostic assessment of humanpotential and functioning; Career exploration practice; Job analysis questionnaireand career study memorandum; Places for further training; Information sourcesand indicators of career needs; Referral and professional networking; Design,organisation and development of career guidance programmes to service thecommunity; Canvassing for programme sponsorship; Encouragingentrepreneurship; Design of new career guidance and counselling tools and media.QPI 710 OOK E 1 1 12Quality Assurance Approaches and InstrumentsFoundations, principles and ethics of quality assurance practices. Internationaltrends in quality assurance practices in OBE. Quantitative and qualitative qualityassurance instruments. Modes of quality assurance. Quality assurance practices.Generating evidence for quality assurance.QPI 720 OOK E 1 2 12Quality Assurance in PracticeQuality assurance strategies. Quality assurance in telematic education.International quality guidelines. Standard setting for quality assurance. Qualitystandards and total quality management. Education organisation quality assurance.SKV 720 OVB A/E 1 2 12Self Concept in Career GuidanceTheoretical foundation for the study of the self-concept; The dynamics of the self-concept; Intra-psychic self talk; Training in the use of self talk in guidance andcounselling; Effect of an unrealistic negative self-concept on the development of thelearner; Use of standardised, non-standardised, aptitude, intelligence and personalitytests in self-concept oriented career guidance; Internal and external frames ofreference.TGL 720 OPG A/E 1 2 12Technology-integrated Support for LSENEducational technology ; Selecting, utilising and developing appropriate designs andlevels of single-purpose and multipurpose assessment, learner support and assistivesoftware / technology for learners with special educational and developmental needs.

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Modulecode


TNO 711 OOK A/E 1 1 12Technology Education in PracticeA learner will be able to design, implement and access technology learning tasksfrom an outcomes-based approach.• Exploring and implementing learner-centered strategies and methods.• Using a problem-based approach to facilitate learning in technology education

as a cross-curricular activity.• Develop and implement case studies, resource tasks and capability tasks.• Selecting and developing resources and materials.• Assessing technology learning tasks.TNO 721 OOK A/E 1 2 12Technological CompetenciesTo enable learners to teach technology in the themes: materials, structures,systems, processing and production. Learners will become competent and facilitatelearning in the content themes described in Curriculum 2005. Throughout they willconsider the impact on the environment, society, health and safety of self andothers.TNO 740 OOK A/E 1 2 12Technology Education FundamentalsA learner will conceptualise technology, technology education and the technologicalprocess within a national and international framework.• The nature of technology and technology education is explored and

misconceptions are addressed. The rationale for technology education and itsrelation to other learning areas.

• Understanding the technological process.- Creative problem-solving which involves different types of intelligences.- Design processes.- Communicating ideas and designs (design portfolio).- Making and prototypes.- Testing and evaluation.

• Safety and awareness in technology education.

4. MAGISTER EDUCATIONIS (MEd) AND MAGISTER PHILOSOPHIAE (MPhil)

Modulecode

Dept Lang Lpw ppw Year Sem Qr Cr

AQA 880 OOK A&E 15Assessment and Quality AssuranceEvaluation and assessment. Concepts and practices of assessment and qualityassurance in outcomes-based education. The link between assessment andensuring the quality of programmes and learning outcomes. Strategies andtechniques to generate evidence for assessment. Performance and assessmentcriteria. Applying criteria to maintain, monitor and assess standards and quality inoutcomes-based education.CCR 880 BKD 15Communication for Community DevelopmentThis module will explore how communication occurs in educational institutions anddeveloping communities with emphasis on intrapersonal, interpersonal, group,

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intercultural, organizational, public and mass communication. Appliedcommunication theory, research and practice will assist learners in developinginfrastructures within their educational institutions and communities to complete theircenterpiece research projects.CDV 895 OOK 120Dissertation of limited scope / Research ProjectThrough applying the knowledge base of education for community development, thecentrepiece Research Project will provide learners with the opportunity to identify,analyse, and help solve problems in their local educational institutions andcommunities. The project requires the use of inquiry skills/research methods and iswoven into each module in the programme. The project helps connect modulecontent with real problems faced by educational institutions and communities. Thiswill include:• Foundations of education for community developmentLearners begin by articulating their beliefs about good education, and communities.Subsequently, the literature about good education for community development issynthesised to incorporate all the fundamental aspects of the related issuesincluding the need for social development. The democratic IDEALS (Inquiry,Discourse, Equity, Authenticity, Leadership, Service) framework and maximizinghuman potential through facilitating lifelong learning is introduced. Learners revisetheir beliefs based on new understandings; Analyse their educational institutions andcommunities with respect to their newly formulated beliefs; develop an action planfor reconstructing their education in their institutions and communities in a fashionthat is consistent with their newly articulated beliefs. In this module, learners alsoidentify a research project that will serve as a centrepiece of their capacity to effectcommunity development in the degree programme.• Inquiry as a tool for investigating education for community developmentInquiry and action research are introduced as tools for better understandingeducation and communities. Understanding acquired via inquiry and actionresearch will assist learners in challenging the way things are, discovering moreempowering practices, and developing action plans leading to democraticdevelopment. The use of action research is integral in the learner’s completion oftheir centrepiece research project. Learners will conceptualise the action researchaspect of their centrepiece research project in this section of the research project.• Using electronic research resources as an aid in inquiryThis section of the research project complements the previously described inquirysection. The section has two main objectives:1. to familiarise and give learners practice in using various electronic research

resources that will help them collect data for their centerpiece research project.2. to familiarise learners with, and engage them in, using various forms of

electronic communication to network with each other and their internationalcohort colleagues.

• InternshipLearners will engage in an internship with local and international educational changeand community development efforts.Potential internship options include: Oklahoma Networks for Excellence inEducation (O.N.E.), consisting of 25 Oklahoma schools and their local communities;South Africa’s Tirisano Network, consisting of school-university-communitypartnerships designed to help learners maximize human potential; community

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agencies and renewal organizations such as Institute for Child Advocacy, WorldNeighbours and Rotary International.CED 880 OOK 15Curriculum and Education: Developing Professional Learning CommunitiesThis module will study programme design, instruction and assessment pertaining tothe characteristics of professional learning communities and explore structures andprocesses that lead to the enhancement of community development. Learners willassess the extent to which the educational institution and community that is thesubject of their centrepiece research project is a professional learning communityand identify strategies for facilitating the educational institution's or community’sgrowth as a professional learning community.CIM 880 OOK A&E Block lectures 4 15Computer-integrated Database Management Information Systems forEducation and TrainingUse of a variety of multipurpose computer programmes; Computer-integratedinformation management systems; Generating printed media formats usingmultipurpose programmes; Generating electronic media products usingmultipurpose electronic tools.EAC 880 OWB 15Education and Community: Relationships for DevelopmentLearners will examine the literature on relationships between education andcommunities which includes its governance by law. Learners will also study theeducation institutions and communities in which they live to better understand themand their various facets – particularly those that may relate in some way to theircentrepiece research project. Education and community profiles will be developedwhich identify goals, demographics, problems, resources, and other significantcharacteristics.ENO 811 OOK A&E 20Foundations of Environmental EducationEnvironmental education, paradigms, philosophies, ideologies, ethos, social vsenvironmental paradigms, ecocentrism, anthropocentrism, techno-centrism, empirical,hermeneutic and critical theories. Environmental education principles, issues,symptoms, own learning experiences. Individual environmental responsibility, co-operation, complexity, critical, creative, cognitive skills. Experiential learning activities,ethical principles, social principles, ecological principles. Economics, science andpolitics in environmental issues. Personal commitments of care and respect for theenvironment.ENO 821 OOK A&E 20Teaching and Learning in Environmental EducationEnvironmental education learning tasks: foundation of initiating learning. Learning taskdesign process: criteria, format, and presentation. Engagement. Sustainability as object,meta-learning: strategies. Multiple intelligences.Teaching styles and strategies. Learning theories and learning styles. Thinking modes:planning, monitoring, evaluating, novel assessment tools, and creativity.Products, resources, personality, the environment and process, creative problemsolving, mega life skills, cooperative learning and requirements: group size, –composition, positive interdependence, individual accountability, promoting interaction,evaluation, roles and functions.

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Modulecode


ENV 810 D&E 20Environmental ParadigmsEnvironmental philosophy and ethics, environmental ecology; Environment, society anddevelopment, environmental economics, environmental management, critical resourcesmanagement: water utilisation, air quality control, land-use planning: soil characteristics,biodiversity planning, critical resource management: determinism vs co-evolutionaryenvironmental frameworks, research methodology and practice.ENV 811 D&E 20Environmental GovernanceEnvironmental advocacy, diplomacy and politics, environmental management tools:SEA, EIA, EMPR, ISO 14000, EMF, environmental accounting, guiding principles:precautionary, polluter pays, subsidiarity, equity, democracy, freedom of information;Frameworks for socio-environmental development: GEAR, RDP, IDP, SA Land reformprogramme; Urban development framework, SDI’s. Environmental businessadministration: environmental leadership, green business, environmental auditing, sitemanagement, business management, environmental law: command and control vsincentive approaches, perversive subsidies, environmental decision-making.International agreements, environmental education, participatory role appraisal,negotiation and environmental conflict resolution.ENV 812 D&E 20Environmental Analysis, Assessment and ModellingFundamentals of univariate statistics, classification and ordination, multivariatestatistics, introduction to GIS and remote sensing tools for environmental analysis,spatial statistics – interpolation, trend surfaces, spatial autocorrelation, regression,risk assessment, social impact assessment.EPK 880 OOK A&E 15Education and Training Entrepreneurial PracticeBasic principles in marketing and management of entrepreneurial practices;Authentic entrepreneurial practice operation; Self-appraisal of entrepreneurialenterprise; Relevant business principles for educational purposes.FIL 886 FIL 20Philosophy of the EnvironmentFundamental attitudes towards the environment. The Cartesian-Newtonianparadigm: the unconstrained domination and exploitation of the environment byhumankind. The idea of humans as stewards of nature. The emerging systemsparadigm: humankind’s unity. Conflicting views on development: the underlyingethical values. Guidelines for policy making, striking the balance betweenenvironmental quality and human development.FKP 880 OOK A&E 15Facilitating Creative Problem SolvingDesigning a challenging problem for learners where they have to produce somethingnew through using creative problem solving. Strategies for objective finding, factfinding, problem finding, idea finding, solution finding, acceptance finding, andimplementing.FVL 880 OOK A&E 15Facilitating Independent and Interdependent LearningDesigning, presenting and having challenging learning experiences executed tomaximise learners' potential as educators. Facilitating meta-learning and itscomposite thinking and creativity skills to acquire the intrapersonal or mega lifeskills.

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Modulecode


Facilitating cooperative learning and its composite requirements to acquire theinterpersonal or social lifeskills. Facilitating learning quality through effectivefeedback for reflective and flexible learning practice. Whole-brain learning andlearning-style differentiated learning.FVL 881 OOK A&E 15Facilitating Learning Through Written MaterialsFacilitating learning as concept; Meaning attribution; Development ofinstructional/training packages; Delivering systems: textbooks, newspapers, studymanuals; Interactive text; Individualisation of text; Text, language and meaningattribution; Variables influencing learning through written text: role of prior learning,advanced organisers; Use of media, design and selection; Simulations.FVV 880 OOK A&E 15Facilitating ChangeThe science of change, causes of change, resistance to change, the human make-up for facilitating change, initiating change, effective, sustained, progressive anddynamic change.GGY 887 GGY 20Eco-tourismThe role and impact of eco-tourism as environmental, educational, conservation anddevelopment factor within the international context. Problems and trends areinvestigated.IHC 880 GG 15Introduction to Health and Health CareThis module introduces students to basic concepts of health and health care. Itgives an overview of health problems in a theoretical as well as practical way, anduses case studies as part of teaching. It covers environmental determinants ofhealth, the health risk assessment, health promotion and disease prevention.Communicable diseases, AIDS and tropical diseases are also covered.KKO 880 OOK A&E 15Curriculum Design and DevelopmentAcknowledgement and integration of national and international perspectives oncurriculum development and management in research. Analysis, scrutiny, evaluationand adaptation of different curriculum models and their underpinning philosophiesand principles for the SA context. Study and generation of appropriate curriculumapproaches for the SA education and training context. Working knowledge andhands-on skills in outcomes-based programming. Different stages of the curriculummodel in action.MCD 880 15Multicultural Education for Community DevelopmentThis module will explore both implicit and explicit issues of race, class, and genderthat pervade and are embedded in the daily life of educational institutions andcommunities. The module will work towards developing an understanding of howindividual and institutional racism, classism, and sexism result in unjust practicesand inequitable oppression. Learners will research and begin to address issues ofrace, class and gender pertaining to their centrepiece research project to effectdemocratic community development.MPP 880 OOK A&E 15Maximising Personal PotentialDeveloping human potential paradigms for maximising independence, inter-

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dependence, and self-renewal. Implementing principles of personal vision, personalleadership, personal management, interpersonal leadership, empathiccommunication, creative co-operation, balanced self-renewal.MPP 881 OOK A&E 15Maximising Potential in an Anti-racist Multicultural Diverse SocietyAnti-racist and multicultural studies. Comparative contextual studies in diversity.Psychology of racism and its relation to multiculturalism. The constitution of ahealthy diverse society.OMS 883 GGY 20Polar and Mountain EnvironmentsMountain and polar environments are investigated from one or more perspectives.The topic will involve the study of the following in mountain and polar environments:environmental change, climate and weather, geomorphological processes,settlement and human habitation, and cultural Geography.OWB 882 OWB A&E 15Leadership in EducationLeadership for change: Leadership in a new context; Redefining leadership;Changing leadership roles; Innovative capacity building; Changing concept oforganisational leadership; Leadership styles. Transformative leadership;Participative leadership; Team participation; Obstancles towards participativeleadership; The process of participative leadership; Participative leadership inpractice; Participative leadership roles. Reflective leadership: Theory and practiceof reflective leadership; Personal leadership; Multicultural dimensions of time andtime-management; Power, influence and empowerment; Human resourcemanagement; Staff development; Entrepreneurship: The entrepreneurial process;The entrepreneurial decision; Identifying opportunities; Development of anentrepreneurial vision; The strategic "window of opportunities"; Management,growth and the development of the enterprise.OWS 880 OOK A&E 15Education Models and StrategiesModels and strategies for learning. Critical analysis of educational models andstrategies for learning. Design of authentic learning strategies. Educationcommunication: perception, motivation, negotiation and reflection.PPC 880 POW 15Political and Policy Theories for Community DevelopmentThis module focuses on the political and policy considerations about education andcommunity development.The module explores the complexities and interdependence of politics, policy,education and community development. Learners will evaluate different political andpolicy models and assess its relevancy to further education and communitydevelopment objectives.PUR 820 PBR 20International Environmental LawSources of environmental law: international agreements, international precedent,non-binding instruments: international bodies and declarations, relationship betweeninternational environmental law and South African law, applications of internationalenvironmental law in South African law, South African policy regarding internationalenvironmental law.

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SCE 883 NLW 20Curriculum Development and Assessment in Science EducationThe course reviews modern thinking in science content and curriculum developmentin both a national and international context. Assessment is treated as an integralpart of curriculum design. Special attention is given to the theoretical principles ofassessment, with special reference to accuracy and reliability. The application ofthese elements to standardised as well as teacher-developed tests is reviewed.Finally, new forms of assessment are explored.SCE 884 NLW 20Trends in Science EducationThe purpose of this course is to: explore critically and discuss modern trends inscience education (e.g. constructivist learning); restructuring suggestions currentlybeing proposed in science education are critically explored; The implications of theabove for a teacher are explored; The curriculum or curriculum units in a sciencedirection are developed; Assessment strategies in line with the goals of thecurriculum design; To explore activities, computer software, computer-coupledlaboratory equipment, video material and integrated technological systems thatsupport the curriculum.SHD 880 ALA 15Settlement and Housing DevelopmentHistorical overview of origin, growth and change of settlements and cities;Urbanization; Theoretical aspects, context and principles of housing and communitydevelopment; Policy and statutory frameworks for planning and developing housingand settlements; Planning and managing urban and rural development and renewalprogrammes and projects, including finance and technical aspects; Settlement andurban management; Local and international case studies and comparative analysis.

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PRIZES AND MEDALS IN THE FACULTY

Name Donor AwardFAK Award Federasie van

AfrikaanseKultuurvereniging

A certificate and book prize to the bestfinal year student in Subject DidacticsHistory.

Old Mutual GoldMedal

SA Mutual LifeInsuranceAssociation

A gold medal and certificate to the mostdeserving student in the final year ofSecondary Education.

PA van NiekerkAward

City Council ofCenturion

An award in the form of a bursary to thebest MEd student in EducationalPsychology.

Rama Award Rama Service toEducation, Durban

An award to the most promising student inSubject Didactics Home Economics

TO Award Transvaal EducationSociety

Award to the best student in SchoolPractice and Subject Didactics.

Van SchaikAward

J.L. van Schaik (Pty.)Ltd

Award to the best student in the final yearof Pre-Primary Education.

S.R.CHonouraryMedal *

StudentRepresentativeCouncil

For the student who rendered importantservice to the student community

* Not limited to this Faculty.

The Afrikaans text of this publication is the official version and will be given precedence inthe interpretation of the content.

faculties of the university of pretoria · 2019-06-14 · education faculties of the university of...

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