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CALENDAR 2008

FACULTY OF EDUCATIONPOSTGRADUATE PROGRAMMES

Mafikeng Campus

NOTICE

Students are asked to note that this

calendar is valid for 2008 only. Rules and

Curricular may be changed in 2009 or in

any subsequent year.

Irrespective of the year of first

registration, a student must fulfil the

requirements for the degree as set out in

the Calendar for the year of current

registration, unless Senate determines

otherwise.

ADRESSES AND TELEPHONE NUMBERS

ADDRESSES:Executive DeanFaculty of Education

University of North-WestPrivate Bag X2046Mmabatho2735

Tel:(018)389 2340 / 2191E-mail: [email protected]

Faculty OfficerUniversity of North-WestPrivate Bag X2046Mmabatho2735

Tel: 018 – 389 2525 / 2191E-mail: [email protected]

TELEPHONE : 018 – 389 2111 Mafikeng CampusFAX: 018 – 389 2038 and 018 – 392 5775TELEX: 3072 BP Mmabatho CampusINTERNET: htt.//www.nwu.ac.za

School Address

School of Postgraduate StudiesDirector: Dr MW LumadiNorth West University – Mafikeng CampusPrivate Bag x2046MMABATHO2737

Fax Number: (018) 389 2038Tel Numbers: (018) 3892441/389 2500

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mailto:[email protected]

Address all correspondence to:

The Campus RegisgrarNorth West University, Mafikeng CampusPrivate Bag x 2046MMABATHO2735

Tel: (018) 3892140Fax: (018) 3892189

Internet: http//www.uniwest.ac.za

PLEASE MENTION YOUR STUDENT NUMBER IN ALL CORRESPONDENCE

The General Academic Rules of the University, to which all students have to subject themselves and which apply to all the qualification offered by the University, appear in a separate publication and are available on the web page at

Internet: http//www.nwu.ac.za

WARNING AGAINST PLAGIARISM: Assignments are individual tasks and not group activities (For further details see):-

http//www.nwu.ac.za

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SELECTION FOR ADMISSION TO CERTAIN FIELDS OF STUDY: Please take cognisance of the fact that , owing to specific capacity constraints, the University reserves the right to select candidates for admission to certain fields of study. This means that prospective students who comply with the minimum requirements may not necessarily be admitted to the relevant courses.

Please Note: Although the information in this Calendar has been compiled with the utmost care and accuracy, the Council and the Senate of the University accept no responsibility whatsoever for errors that my occur. Before learners finally decide on the selection of modules, they must consult the class timetable. If a clash occurs in the planned selection of a student, the module combination will not be permitted.

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LIST OF MEMBERS OF THE FACULTY BOARD

Executive Dean Dr D.H. GerickeDirector: School of Postgraduate Studies Dr M.W. LumadiAg. Director : School of Undergraduate Studies Dr. T.E.B AssanAg. Director: School of Continuing Education Dr M.E Mweaesongole

Professor SA AwudetseyProfessor C. Van WykProfessor M.W. MwenesongoleDr. I.M. LoateDr. F.N. KwayisiDr IR MathibeDr E MwenesongoleMr MM MakunyeMs. NE MarojaDr TEB AssanMs MA MolukaneleMs DS Nkosi(Librarian)Prof MwakapendaMr AS Seloro(Faculty Administrative Staff)Student Representatives (3)

OFFICE OF THE EXECUTIVE DEAN

Executive Dean Dr D.H. Gericke

Faculty Administrator Mr AS Seloro

Faculty Administrative Assistant Mr MM Gent

Senior Secretary Ms ME Mothibi

Secretary Ms GB Ratake

Secretary Ms RS Rapoo

Secretary Mrs MJ Tlhabanyane

Secretary Mrs TP Mokawane

Secretary Mrs NE Senne

Messenger Mr OM Mohonti

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BOARD OF THE SCHOOL OF POSTGRADUATE STUDIES (SPS)

Dr D.H. Gericke : Dean – Faculty of EducationDr MW Lumadi : Director - SPS

PROGRAMME COORDINATORS

Masechaba Molukanele :B Ed HonsDr IM Loate :M EdProf MW Mwenesongole :PhDDr FN Kwayisi :Teaching Practice

SUBJECT LEADERS

Educational Management :Prof C van WykProfessional Studies :Dr FN KwayisiTeaching and Curriculum :Dr RJ MonobeFoundations of Education :Shreen Gutta

BOARD MEMBERS

Dr MW Lumadi : Director and Research chairperson- SPSDr ME Mwenesongole : Director - SCEDr TEB Assan : Director - SUSDr FN KwayisiDr TEB AssanDr IM LoateDr RJ Monobe

PROFESSORS

Prof SA AwudetseyProf C Van WykProf MW MwenesongoleProf Mwakapenda

ADMINISTRATIVE

Mr A Seloro : Faculty OfficerMs. R Lekgoane : Secretary

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STAFF IN THE SCHOOL OF POSTGRADUATE STUDIES

Director & Senior Lecturer(SPS) Dr. M.W. Lumadi: STD (Veco); BA (Unisa); B.Ed Hons (Wits); BA Hons (Unisa); M.Ed; FDE – Computer Literacy (RAU); M.Admin (HRM – Cum Laude) NWU; D.Ed. (Unisa); DD (California).

Director(SUS) Dr TEB Assan: B. Com Hons; Dip. Ed(Cape Coast); B.Ed (Unisa); M.A (London; FSBT(Halifax); M.Ed(UNW); Ph.D(NWU)

Director(SCE) Dr ME. Mwenesongole: Dip Ed. (Kabwe, Zambia); B.A (CUNY)M..A. (Columbia) M.E.D (UNW), DED (NWU)

Senior Lecturer Dr. I.M. Loate: B.A. Paed, B.Ed (Unin), M.Ed (Wits), Ph.D (Potch)

Senior Lecturer Dr F.N. Kwayisi: BSC (Ed) (Ghana), B.Ed (UFH), M.Ed (Science Educ) (Rhodes University); Ph.D (NWU)

Senior Lecturer Dr. R.J. Monobe: Dip Paed ; BA; B.Ed. (Unin), M.Ed., D.Ed. (RAU); FDE – Media (Sacte)

PROFESSORS

Associate Professor Prof. M.W.A. Mwenesongole: Dip.Ed; Dip.Special Ed;BA. Ed (Zambia); M.A.; M.Ed; Ed.D (Columbia)

Associate Professor Prof C Van Wyk: BCOM, Bed(PU For CHE), MEd, DEd(UNISA)

Associate Professor Prof Mwakapenda

Associate Professor Prof SA Awudetsey: B.A.(Ed) (Ghana); DASE (Cape Coast)M.A. ED.D(Columbia)

ADMINISTRATIVE STAFF

Secretary Ms. R Lekgoane

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FACULTY OF EDUCATIONSCHOOL OF POSTGRADUATE STUDIES

ContentsAddresses and Telephone

Page

Addresses and Telephones………………………………………….. iAddress all correspondence to:……………………………………. iiSelection of Admission to certain field of study…………………. iiiList of Members of the Faculty Board……………………………… ivBoard of the School of Postgraduate……………………………… vStaff in the school of postgraduate studies………………………. viMission Statement……………………………………………………… 1Aims and objectives…………..………………………………………. 1Teaching Policy………………………………………………………… 1Research Policy……………..……………………………………….. .. 2Research Focus Area……………………..………………………….. 3Schools and focus are in the faculty……………………………… 3Qualifications and programmes…………………………………… 3Programmes offered by School of Postgraduate Studies……... 4Rules and Regulations………………………………………………… 4Rules: Bachelor of Education (Hons)………………………………. 4-18Rules: Master of Education…………………………………………..

19-30Rules: Doctoral of Philosophy and Doctor of Education………

31-33PRESCRIBED CURRICULA FOR PROGRAMMES

Bachelor of Education B.Ed (Hons) ………………………………... 9-18Master of Education(M.Ed)…………………………………………. 20-30Doctor of Philosophy and Doctor of Education ………………..

31-33

PRESCRIBED CURRICULA FOR PROGRAMMES

Adult Education …………………. …………………………………. 34-43Education Management…………………………………………… 44-68Foundations of Education………………………………………….. 69-92

Professional Studies and Internship………………………………..93-135

Teaching and Curriculum……………………………………………136-163

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1. MISSION STATEMENT

The Faculty of Education aims to utilise available expertise to contribute towards the development of human resources that meet the needs and challenges of pre-university education in South Africa. The main thrust of the teaching and research in the Faculty focuses on the production of high quality teachers, curriculum developers, educational planners, administrators, counsellors and researchers.

2. AIMS AND OBJECTIVES

2.1 To prepare graduate teachers for secondary schools in the Republic of South Africa and the Southern African region by offering both undergraduate and postgraduate courses of study.

2.2 To develop new courses to meet the changing education needs of RSA with special reference to innovations such as Outcomes-Based Education.

2.3 To prepare non-graduate specialist teachers for primary and secondary schools and where specific areas of needs are identified.

2.4 To assist in the preparation and upgrading of teacher educators through specialised programmes in Education e.g. the teaching of Maths, Science, Technology and Commerce Education.

2.5 To provide in-service education for teachers at all levels.

2.6 To promote, co-ordinate and conduct research into educational problems at all levels through the prescribed courses and programmes offered by the Faculty.

2.7 To shift emphasis to the provision of postgraduate training in various areas of Education.

2.8 To advance knowledge in the discipline of Education by conducting research.

2.9 To provide programmes in continuing Education and Community Development.

2.10 To provide programmes in literacy for organisational skills in

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effective school governance and vocational co-operation.

3.TEACHING POLICY

The teaching policy of the Faculty of Education is aligned with the vision and mission of the North-West University and the Faculty of Education. The policy determines the following aspects that bear on teaching in the Faculty:-

Effective teaching Education, teaching and training Medium of instruction Quality Assurance Support Staff Modes of delivery Assessment Technology and Teaching

4. RESEARCH POLICY

The activities in the School of Postgraduate Studies(SPS) are in accordance with both the mission of the North-West University and the strategic management plan of the Research Focus Area. The objectives of research done in the SPS are.

(i) Exploiting new knowledge in the education areas that are the focus of research in the SUS;

(ii) Interpreting, systematising and utilising in practice existing knowledge in view of the education task;

(iii) Investigating teaching methods typical of a subject;

(iv) Evaluating existing theories and new source of knowledge in order to be of service to the community;

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(v) Investigating all those activities enabling more effective education, such as activities concerning administration, law and systems.

4.1. RESEARCH FOCUS AREAThe research focus area of the faculty, which is the area in which the faculty conducts research is known as School Improvement and Effectiveness. The research programme of the Faculty covers various aspects of school improvement effectiveness whether in the area of management, curriculum development, teaching and learning or foundations of education. All M.Ed and Ph.D learners join the various aspects of the programme.

4.2. SCHOOLS AND FOCUS AREA IN THE FACULTY

The Faculty of Education consists of three schools which are responsible for the programmes presented in the Faculty.The programme of each school:-

The School of Postgraduate Studies (SPS) is responsible for providing post-graduate training by means of the B.Ed (Hons)., M.Ed and Ph.D programmes.

The School of Undergraduate Studies (SUS) is responsible for providing pre-service training (teachers) by means of the B.Ed and Post-Graduate Certificate in Education (PGCE).

The School of Continuing Education (SCE) is responsible for the upgrading of under and unqualified teachers as well as the further in-service training of practicing teachers. The different programmes are presented on campus and ensure that the teacher can further his/her studies whilst continuing with his/her daily task. The qualifications that can be obtained (ACE and NPDE) enable teachers to contribute in a responsible and meaningful way to the promotion of education in South Africa.

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5. QUALIFICATIONS AND PROGRAMMES

In the Faculty of Education different qualifications can be obtained in every school where there is one or more programmes, each of which has a fixed curriculum. A potential learner must, therefore, initially decide which qualification he/she wishes to obtain. After a learner has decided which qualification he/she wishes to obtain, a direction of study must be chosen, after which he/she must make a selection from the different presented in that direction.

6. PROGRAMMES OFFERED IN THE SCHOOL OF POSTGRADUATE STUDIES

6.1 Specialisations:

Bachelor of Education(Hons)Master of EducationMaster of PhilosophyDoctor of EducationDoctor of Philosophy

7. RULES AND REGULATIONS FOR BED (HONOURS)

7.1 ALL SPECIALISATIONS IN BACHELOR OF EDUCATION (HONS) (B.Ed HONS)

7.1.1 Admission

To be admitted into the B.Ed (HONS) degree programme, candidates must hold a degree recognised by Senate, and where this degree does not include a major in Education, candidates must then have a professional teaching certificate from a recognised institution.

7.1.2 Duration

7.1.2.1 The attention of all candidates is drawn to the general rules of the University.7.1.2.2 The curriculum shall extend over a minimum period of two semesters for full-time study.7.1.2.3 In the case of part-time, the curriculum shall extend over a minimum period of four semesters.

7.1.3 Programme Requirements

7.1.3.1 In order to be awarded the B.Ed (HONS) Degree a candidate should choose one of the degree structures identified in 7.2-7.8 and must successfully complete all prescribed courses under the chosen structure: i.e Fundamental, Core and Elective Learning.

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7.1.3.2 Each candidate must successfully complete a research project on a topic approved by the Faculty board, to be handed in for examination not later than six months after completion of the course work.

7.1.4 Examinations 7.4.1.1 The attention of all candidates is drawn to the general rules

which govern examinations7.4.1.2 Candidate will receive credit for a course only if he/she has

obtained an examination mark of at least 50% and a semester mark of at least 50%.

7.1.5 Programme Structure

The BEd (Hons) Programme comprises:a. Fundamental Learningb. Core Learningc. Elective Learning

Programme details and Prescribed curricula are outlined below according to areas of specialisation.

7.1.6 Re-Admission

7.1.6.1 A full-time student will not be allowed to proceed to Semester 2 of the programme until he/she passed at least two courses.

7.1.6.2 A part-time student will not be allowed to proceed to semester three of study until he/she passed at least two courses.

7.1.6.3 No courses may be repeated more than once without the special permission of the Faculty Academic Board.

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7.2 ADULT EDUCATION (not available for new students in 2008)

7.2.1 B.ED (Hons) Adult Education : 464 130 ED01M

Prescribed Curriculum

CORE: EDAM 612 COMPULSORY:

CHOOSE ANY TWO OTHER COURSES /MODULES 60

Code Module Title Duration

Weeks

Semester Credits

NQF Level

EDAM 611Adult Education and Gender in South Africa

16 1 24 7

EDA M 621Training and Manpower Development

16 2 24 7

EDA M 612 Teaching Methods and Techniques 16 1 12

EDAM 622 Planning and Administration 16 2 24 7

EDAM 613 Economics of Adult Education 16 1 24 7

EDAM 623Management Technology in Adult Education

16 2 24 7

EDAM 614 Continuing Education 16 1 24 7

EDAM 624Adult Education and National Development

16 2 24 7

ELECTIVE LEARNING 24EDAM 671 Guided Field Project

in Adult Education 16 1 & 2 24 7 TOTAL CREDITS 132

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7.3 EDUCATIONAL MANAGEMENT

7.3.1 B.Ed (HONS) EDUCATION MANAGEMENT : 464 137 EDO1M

Prescribed CurriculumCode Module Title Duratio

nWeeks

Semester Credits NQF Level

FUNDAMENTAL LEARNING 16

EDFM 611 Basic Research Methods 16 1 16 7

CORE LEARNING 72

EDPM 611 Educational Administration 16 1 24 7

EDPM 612 Educational Planning, 16 1 16 7

EDPM 613Human Resource Management in Education

16 1 16 7

Choose any one of the following EDPM 621 Education Policy 16 2 16 7

EDPM 622Introduction to Organizational Theory

16 2 16 7

EDPM 623 Comparative Education 16 2 16 7

ELECTIVE LEARNING 32

EDPM 671Guided Field Project in Education Management

32 1 and 2 32 7

TOTAL 120

7

7.3.2 B.Ed (HONS): Environmental Education : 464 137 ED02M

Prescribed Curriculum Code Module Title Duratio

nWeeks

Semester

Credits NQF Level

FUNDAMENTAL LEARNING

40

EDFM 611 Basic Research Methods

16 1 16 7

EDPM 615 Environmental Education

16 1 24 7

CORE 48EDPM 616 Natural Resource

Management16 1 16 7

EDPM 625 Curriculum Development in Environmental Education

16 2 16 7

EDPM 624 Selected Issues in Environmental Education

16 2 16 7

ELECTIVE 32EDPM 671 Guided Field Project in

Education32 1 and 2 32 7

TOTAL 120

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7.4 FOUNDATIONS OF EDUCATION

7.4.1 B.Ed (HONS) – General : 464 113 EDO1MPrescribed Curriculum


Weeks



EDFM 612 Psychology of Education

16 1 24 7

EDFM 611 Basic Research Methods and Report Writing in Education

16 1 16 7

CORE: EDFM 621COMPULSORY, CHOOSE ANY TWO OTHER MODULES 48EDFM 613 Philosophy of

Education16 1 24 7

EDFM 621 Sociology of Education

16 2 24 7

EDFM 622 Human Development and Abnormalities

16 2 24 7

EDFM 625 Developmental Psychology

16 2 24 7

ELECTIVE LEARNING 32EDFM 671 Guided Field

Project in Foundations of Education

32 1 and 2 32 7

TOTAL 120

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7.4.2 B.Ed (HONS) - Guidance And Counselling: 464 118 ED01M

Prescribed Curriculum:Code Module Title Duratio

nWeeks

Semester

Credits

NQF Level

FUNDAMENTAL LEARNING40


16 1 24 7

EDFM 611 Basic Research Methods & Report Wring in Education

16 1 16 7

CORE: EDFM 614 COMPULSORY, CHOOSE ANY OTHER TWO MODULES 48EDFM 622 Human Development

and Abnormalities16 2 24 7

EDFM 614 Guidance and Counselling

16 1 24 7

EDFM 624 Assessment and Diagnosistic Procedures

16 2 24 7


16 2 24 7

ELECTIVE LEARNINGEDFM 6 71 Guided Research

Project in Remedial Education

32 1 and 2 32 7

TOTAL 120

10

7.4.3 B.Ed (HONS) - Remedial Education: 464 117 ED01M

Prescribed CurriculumCode Module Title Duration

WeeksSemeste

rCredi

tsNQF Leve

l



16 1 24 7


16 1 16 7



EDFM 624 Assessment and Diagnostic Procedures

16 2 24 7

EDFM 615 Remedial Education 16 1 24 7EDFM 623 Developmental

Psychology16 2 24 7

ELECTIVE LEARNING 32EDFM 671 Guided Research

Project in Remedial Education

32 1 and 2 32 7

TOTAL 120

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7.4.4 B.Ed (HONS) - Special Education: 464 136 ED01M

Prescribed CurriculumCode Module Title Duratio

nWeeks

Semester

Credits NQF Level



16 1 24 7


16 1 16 7



EDFM 616 Education of Children with Special Needs

16 1 24 7

EDFM 624 Assessment and Diagnostic Procedures

16 2 24 7


16 2 24 7

ELECTIVE LEARNING 32EDFM 671 Guided Research

Project in Special Education

32 1 and 2 32 7

TOTAL 120

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7.5 PROFESSIONAL STUDIES

7.5.1 B.ED (HONS) ECONOMIC AND MANAGEMENT SCIENCES EDUCATION: 464 135 O601MPrescribed CurriculumCode Module Title Duratio

nWeeks

Semester

Credits

NQF Leve

lFUNDAMENTAL LEARNING 16EDFM611

Research Methods and report writing in Education

16 1 16 7

CORE LEARNING 72EDEM 611 Teaching and Learning

Theories, Strategies and Assessment Methods in Economics and Management Sciences

16 1 24 7

EDEM621 Issues in Economic and Management Sciences Education

16 2 24 7

EDEM 612 Management and Application of Information Technology, Learning Programmes and other Learning Support Systems in Economic and Management Sciences Education

16 1 24 7

ELECTIVE LEARNING 32EDEM 671 Guided Research

Project in Economic and Management Sciences Education

32 1 and 2 32 7

TOTAL 120

13

7.5.2 B.ED (HONS) MATHEMATICS/NATURAL SCIENCES: 464 134 O602M

Prescribed CurriculumCode Module Title Durati

onWeeks

Semester

Credits

NQF Level

FUNDAMENTAL LEARNING 16EDFM 611 Basic Research

Methods in Education16 1 16 7

CORE LEARNING 72SEDM 611 Science, Technology

in society and Science Education

16 1 16 7

SEDM 612 The Psychology of Teaching and Learning Mathematics / Natural Sciences

16 1 247

SEDM 621 Teaching and Curriculum Studies in Mathematics/Natural Sciences

16 2 16 7

SEDM 622 Assessment in Mathematics/Natural Sciences

16 2 16 7

ELECTIVE LEARNING 32SEDM 671 Guided Research

Project in Mathematics / Natural Sciences Education

32 1 and 2 32 7

TOTAL 120

14

7.5.3 B.ED (HONS) TECHNOLOGY EDUCATION: 464 133 O603M

Prescribed Curriculum :Code Module Title Duratio

nWeeks

Semester

Credit NQF Leve

l


EDFM 611

Basic Research Methods and Report Writing in Education

16 1 167

CORE LEARNING 72EDIM 611 Curriculum Studies

in Technology Education

16 1 16 7

EDIM 612 Learning theories for Technology Education

16 1 247

EDIM 621 Technology and Design Project

16 2 16 7

EDIM 622 Assessment in Technology Education

16 2 16 7


EDIM 671 Guided Research Project in Technology Education

32 1 and 2 32 7

TOTAL120

15

7.6. TEACHING AND CURRICULUM

7.6.1 B.Ed (HONS) - Curriculum Design And Development : 464 131 ED01M


Weeks

Semester

Credit NQF Leve

lFUNDAMENTAL LEARNING 16EDFM 611 Basic Research

Methods and Report Writing in Education

16 1 16 7

CORE LEARNING 72EDTM 611 Principles of

Curriculum Studies16 1 16 7

EDTM 621EDTM 612EDTM 622

Instructional Media The School Curriculum Introduction to Curriculum Change

161616

2 1 2

161624

777

ELECTIVE 32EDTM 671 Guided Research

Project in Curriculum

32 1 and 2 32 7

TOTAL 120

16

7.7 B.Ed (HONS) - Educational Technology : 464 132 ED01M

Code Module Title DurationWeeks



EDFM 611 Basic Research Methods and Report Writing in Education

16 1 16 7

CORE LEARNING 80EDTM 611EDTM 621EDTM 612EDTM 623

Principles of Curriculum StudiesInstructional MediaThe School CurriculumEducational Technology in Curriculum

16161616

1 212

24161624

7777

ELECTIVE LEARNING32

EDTM 671 Guided Field Project in Educational Technology

32 1 and 2 32 7

TOTAL 128

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7.8 B.ED (HONS) PROJECT MANAGEMENT IN EDUCATION : 464 114 O603MPrescribed Curriculum


Semester

Credits

NQF Level


EDTM 111 Computer Literacy 16 1 08 6EDFM 611 Basic Research

Methodology16 1 16 7

CORE LEARNING64

EDTM 613 Project Design and Planning II

16 1 16 7

EDTM 614

Project Management II

16 1 167

EDTM 625 Project Implementation Strategies and Problems

16 2 16 7

EDTM 624 Evaluation and Assessment in Project Management Challenges and Standards

16 2 16 7

ELECTIVE LEARNING32

EDTM 671 Guided Field Project in Project Education Management

32 1 or 2 32 7

TOTAL120

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8.1 MASTER OF EDUCATION (MEd)

8.1.1 Admission

8.1.1.1 To be admitted to the Master of Education Degree a candidate should normally be in possession of Bachelor of Education (HONS) degree or an equivalent qualification in education.

8.1.1.2 In exceptional circumstances a candidate who does not fulfil the admission requirements in 12.1.1 may be admitted to the programme with special permission of Senate.

8.1.1.3 Candidates specialising in primary education must have a minimum of 2 years teaching experience at the primary school level.

8.1.2 Duration

8.1.2.1 The Curriculum shall extend over a minimum period of two semester of full-time study.

8.1.2.2 In the case of part-time study, the programme will extend over a minimum period of four semesters.

8.1.3 Programme Requirements

8.1.3.1 In order to be awarded the MED degree a candidate must either present for approval a dissertation on a topic approved by Senate, or successfully complete all prescribed postgraduate courses and present a dissertation in which he/she demonstrates an ability of applying appropriate research methods.

8.1.3.2 A candidate for the MEd degree by course work must pass the prescribed curriculum and successfully complete a dissertation of about 70-80 typed and bound paged.

8.1.3.3Programme details and prescribed curriculumThe programme comprises:

a. Fundamental Learningb. Core Learning (Areas of Specialization)c. Elective Learning (Mini-Dissertation)d. Full Dissertation

8.1.4 Examinations

The attention of all candidates is drawn to:8.1.4.1 The General Rules which govern examinations for a Masters

degree.8.1.4.2 The Faculty Rules which govern examinations of postgraduate

courses.8.1.4.3 Other modes of Examinations specified in the syllabus.

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8.2 M.Ed : Adult Education : 403 106 O801M

8.2.1 Adult Education (not available for new students in 2008)


Semester

Credits

NQF Level


EDAM812 Foundations of Adult Education

16 1 32 8

EDFM 811 Advanced Research Methods in Education

16 1 24 8

CORE: 64EDAM 811 Planning and

Administration of Adult Education

16 1 32 8

EDAM 821 Curriculum and the Teaching Learning Process in Adult Education

16 2 32 8

ELECTIVE LEARNING 120EDAM 873 Mini Dissertation in Adult

Education32 1 and 2 120 8

TOTAL

240

8.2.2 M.Ed: Adult Education (By Dissertation): 403 106 O802P

(not available for new students in 2008)



EDAM 871 Full Dissertation in Adult Education

32 1 and 2 240 8

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8.3 M.ED: EDUCATION MANAGEMENT: 403 107 O803M8.3.1 M.ED: Education Management


Semester

Credits

NQF Level

FUNDAMENTAL LEARNING 24EDFM 811

Advanced Research Methods in Education

16 1 24 8

CORE LEARNING 48

EDPM 811

The following courses are compulsory:Theory and Practice of Educational Management

16 1 24 8

EDPM 812

Advanced Human Resource Management in Education

16 1 24 8

EDPM 821

Choose any two from the following:

Organisational Theory 16 2 24 8

EDPM 822

Instructional Supervision 16 2 24 8

EDPM 823

Education Policy and Leadership

16 2 24 8

ELECTIVE LEARNING 120EDPM 873

Mini Dissertation in Educational Management

32 1 and 2

120 8

TOTAL 240

8.3.2 M.Ed: Education Management (By Dissertation) : 403 107 O804M



EDPM 871

Full Dissertation in Educational Management

32 1 & 2 240 8

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8.4 M.Ed: Environmental Education8.4.1 M.Ed: Environmental Education (By Dissertation only): 403 108 O805M


Semester Credits

NQF Level

EDPM 879

Full Dissertation in Environmental Education

32 1 & 2 240 8

8.5 MED: Educational Psychology8.5.1 MED: Educational Psychology 403 108 O807M




EDFM 811


16 1 24 8

CORE: 96EDFM 812

Educational Measurement and Evaluation

16 1 32 8

EDFM 813

Human Learning 16 1 32 8

EDFM 821

Personality and Education

16 2 32 8

ELECTIVE LEARNING 120EDFM 873

Mini Dissertation in Educational Psychology

32 1 and 2 120 8

TOTAL

240

8.6 M.Ed: Educational Psychology 8.6.1 M.Ed: Educational Psychology (by dissertation only) : 403 109 O808M


Semester

Credits

NQF Level

EDFM 871

Full Dissertation in Psychology

32 1 & 2 240 8

22

8.7.M.Ed: Guidance and Counselling8.7.1 M.Ed: Guidance and Counselling : 403 111 O809M




24

EDFM 811


16 1 24 8

CORE: 98EDFM 827

Child and Adolescent Development

16 2 32 8

EDFM 815

Counselling Theory and Practice

16 1 32 8

EDFM 823

Educational and Vocational Guidance

16 2 32 8

ELECTIVE LEARNING 120EDFM 873

Mini Dissertation in Guidance and Counselling 32 1 and 2 120 8

TOTAL 240

8.7.2 .M.Ed: Guidance And Counselling (By Dissertation) : 403 111 O801M


Semester

Credits

NQF Level

EDFM 871 Full Dissertation in Guidance and Counselling

32 1 & 2 240 8

23

8.8 M.Ed: Primary Education: 8.8.1 M.Ed: Primary Education: 403 112 O811M


Semester

Credits

NQF Level


48


16 1 24 8

EDTM 811 Critical Issues in Curriculum

16 1 24 8

CORE 72EDTM 812 The Primary School

Curri-culum 16 1 24 8

EDTM 821 Principles and Methods in the Primary School

16 2 24 8

EDFM 824 Psychology of Childhood 16 2 24 8ELECTIVE 120

EDTM 873 Mini Dissertation in Primary Education

32 1 and 2 120 8

TOTAL 240

8.8.2 M.Ed: Primary Education (By Dissertation): 403 112 O812M


Semester

Credits

NQF Level

EDTM 871 Full Dissertation in Primary Education

32 1 and 2 248 8

24

8.9 M.Ed: Special Education8.9.1 M.Ed: Special Education : 403 113 O801MPrescribed Curriculum


Semester

Credits

NQF Level


24


16 1 24 8

CORE: 96EDFM 816 Education of

Exceptional Children16 1 24 8

EDFM 827 Child and Adolescent Development

16 2 32 8

EDFM 817 Remedial Approaches to Children with Special Needs

16 1 32 8

ELECTIVE LEARNING 120EDFM 873 Mini Dissertation in

Special Education16 1 and 2 120 8

TOTAL

240

8.9.2 M.Ed: Special Education (By Dissertation) :403 113 O802M


Semester

Credits

NQF Level

ELECTIVE LEARNINGEDFM 871 Full Dissertation in

Foundations of Education

32 1 and 2 240 8

26

8.10 M.ED: MATHEMATICS /SCIENCE EDUCATION 8.10.1 M.ED: MATHEMATICS /SCIENCE EDUCATION : 403 114 O8013MPrescribed Curriculum


Semester

Credits NQF Level


EDFM 811


16 1 248

CORE LEARNING 96SEDM 811 Curriculum for

Mathematic Science Education

16 1 24 8

SEDM 812 Teaching and Learning in Science/ Mathematics Education

16 1 24 8

SEDM 821

Assessment in Mathematics Science Education

16 2 248

SEDM 822 Research Findings in Mathematic Science Education

16 2 24 8


SEDM 873 Mini Dissertation in Mathematic Science Education

32 1 and 2

120 8

Total Number of Credits 240

8.10.2 M.ED: SCIENCE/MATHEMATICS EDUCATION (By Dissertation) : 403 114 O814M


Semester

Credits

NQF Level

SEDM 871 Full Dissertation in Mathematic Science Education

32 1 and 2 240 8

27

8.11 M.ED: ECONOMIC & MANAGEMENT SCIENCES EDUCATION8.11.1 M.ED: ECONOMIC & MANAGEMENT SCIENCES EDUCATION:

403 115 O815MPrescribed CurriculumCode Module Title Duration

WeeksSemester Credits NQF

Level


EDFM 811


16 1 248

CORE LEARNING 96EDEM 811

The Business Classroom e-learning

16 1 24 8

EDEM 812

Teaching and Learning in EMS Education

16 1 24 8

EDEM 821

Entrepreneurship Education

16 2 248

OR

EDSM 823

Assessment in Education

16 2 24 8


EDSM 873

Mini Dissertation in EMS Education

32 1 and 2 120 8


8.11.2 M.ED: ECONOMIC & MANAGEMENT SCIENCE EDUCATION (By Dissertation) 403 115 O816M


Semester

Credits

NQF Level

EDSM 871

Full Dissertation in Science/ Mathematics

1 and 2 240 8

28

Education

29

8.12. MEd: Technology Education8.12.1 MEd: Technology Education : 403 118 O819MPrescribed Curriculum Code Module Title Duratio

nWeeks

Semester

Credits

NQF Level



16 1 24 8

CORE: 96 EDIM 811 Theories of

Learning and Teaching Technology Education

16 1 24 8

EDIM 821 Curriculum Issues in Technology Education

16 2 24 8

EDIM 812 Research Findings in Technology Education

16 1 24 8

EDIM 813 Assessment in Technology Education

16 1 24

ELECTIVE LEARNING 120EDI 873 Mini Dissertation

in Technology Educational

32 1 and 2 120 8

TOTAL

240

MEd: Technology Education (Full Dissertation) : 403 118 O820M

EDIM 871 Full Dissertation in Technology Education

32 1 and 2 240

30

8.13 MEd: Educational Technology8.13.1 M.Ed: Educational Technology : 403 110 O8017M


Semester

Credits

NQF Level



16 1 24 8

CORE: 96EDTM 814 Introduction to

Advanced Educational Technology

16 1 32 8

EDT M 825 Organisation, Administration and Evaluation of Educational Media

16 2 32 8

EDTM 814 Media Production (Including Practicum)

16 1 32 8

ELECTIVE LEARNING 120EDTM 873 Mini

Dissertation in Educational Technology

32 1 and 2 120 8

TOTAL

240

8.13.2 M.Ed: Educational Technology(Full Dissertation) : 403 110 O818M

EDT 871

Full Dissertation in Educational Technology

32 1 and 2 240 8

31

8.14 M.Ed: Curriculum Development 8.14.1 M.Ed: Curriculum Development : 403 116 O821M


Semester

Credits

NQF Level

FUNDAMENTAL LEARNING 48EDFM 811 Advanced Research

Methods in Education

16 1 24 8

EDTM 811 Critical Issues in Curriculum

16 1 24 8

CORE 72EDTM 813 Curriculum

Development16 1 24 8

EDTM 822 Curriculum Innovation

16 2 24 8

EDTM 823 Curriculum Evaluation

16 2 24 8

ELECTIVE 120EDTM 873 Mini Dissertation in

Curriculum and Teaching

32 1 and 2 120 8

TOTAL 240

8.14.2 M.Ed: Curriculum Development (By Dissertation) : 403 116 O822M


Semester

Credits

NQF Level

EDT 871

Full Dissertation in Curriculum and Teaching

32 1 and 2 240 8

32

9. SPECIALISATIONS IN DOCTOR OF PHILOSOPHY AND DOCTOR OF EDUCATION

9.1 General9.1.1 These rules must be read in conjunction with the General Rules for the Degree of Doctor of Philosophy.

9.1.2 The degree of Doctor of Philosophy (PhD) and Doctor of Education (D.Ed) are offered in the following fields of education:

DDFM 971 Philosophy of EducationDDPM 971 Educational PsychologyDDSM 971 Sociology of EducationDDCM 971 Guidance and CounsellingDSEM 971 Special EducationDREM 971 Remedial EducationDCEM 971 Comparative EducationDALM 971 Adult EducationDEPM 971 Education ManagementDEEM 971 Environmental EducationDCDM 971 Curriculum Development, Innovation and

EvaluationDETM 971 Educational TechnologyDDEM 971 Primary EducationDMSM 971 Maths and Science EducationDESM 971 Economic and Management Science educationDTEM 971 Technology Education

9.1.3 After the submission of a Thesis a Doctoral candidate for the Degree of PhD/DEd is encouraged to submit a Journal Article(s) for joint publication with his/her supervisor.

9.1.4 A Doctoral candidate is required to submit at least two progress reports to the supervisor each year of registration (1st and 2nd

reports by 30 June and 30 November respectively).

33

9.2 Prescribed Curriculum for Professional Studies and Internship (Doctor

of Philosophy in Mathematics/Science Education) : DMSM 901


Semester

Credits

NQFLEVEL

Fundamental LearningEDTM 911


16 1 24 9

Core ModulesSEDM972

First year seminar in Mathematics / Science Education

32 1 and 2 48 9

SEDM973

Second year seminar in Mathematics / Science Education

32 3 and 4 48 9

SEDM974

Field work Component in Doctoral Programme

32 1 and 2 12 9

SEDM975

Supporting Area 32 1 and 2 24 9

SEDM976

Mathematics and Science Content

64 1,2,3 and 4

60 9

Selected ModulesSEDM911

Quantitative Research Methods

16 3 24 9

ORSEDM921

Qualitative Research Methods

16 4 24 9

ElectiveSEDM971

Doctoral Thesis/Dissertation

96 1-2 360 9


34

9.4 Prescribed Curriculum for Teaching and Curriculum (i.e. Course Work) : DCDM 901


Semester

Credits

NQFLEVEL

Year 1 EDTM911 Seminar on Research

Design and Implementation in Education

16 1 24 8

EDTM912 Advance Seminar on Policies and Paradigm Shifts that have shaped Teacher Education in South Africa

16 1 24 8

EDTM913 Advanced Seminar on Research, Research Proposal Development and Presentation

16 1 24 8

Year 2EDTM972 Seminar on Statistical

Approaches to Data Presentation, Analysis and Interpretation

32 1 and 2 24 8

EDTM973 Advanced Seminar on Critical Issues in South African Teacher Education and Development

32 1 and 2 24 8

Year 3EDTM971 Doctoral Thesis /

Dissertation1 and 2 240 8


35

10.CURRICULA

10.1 B.ED (HONS) COURSES

ADULT EDUCATION: (Not available to new students in 2008)

CODEEDAM 611

CREDITS24

DURATION24 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: ADULT EDUCATION AND GENDER IN SOUTH AFRICA

PURPOSE: To acquaint learners with skills in gender inequalities.INTENDED LEARNING OUTCOMES:By the end of this module learners should be able to:- Recall the origin and functions of men and women in developing countries.- Identify gender stereotypes in education- Assess the role played by women in local, state and national programmes.- Explain gender dynamics in the curriculum.

PRE-REQUISITES: Admission to the B.Ed (Hons) Programme.CO-REQUISITES: NoneDELIVERY MODES:- Lectures - Directed Self Study- Project (Group/Individual)- SeminarsCONTENT:- Review of the origin and functions of men and women in developing Countries. - Historical background of gender stereotypes in education.- Gender dynamics in the curriculum.- The new orientation of women liberation and the changes in their status.- Women and development in international perspective.- Men participation in local, state and national programmes and their influence on international -development policies and legislation.

36

CODEEDAM 621

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: TRAINING AND MANPOWER DEVELOPMENT (Not available to new students in 2007)

PURPOSE: To acquaint learners with training and manpower development skills.

INTENDED LEARNING OUTCOMES:By the end of this module learners should be able to:- Recognize the relationship between education and training.- Identify the different functions of training.- Differentiate types and forms of training- Compare training agencies to manpower development in South Africa.

PRE-REQUISITES: Admission to the B.Ed (Hons) Programme.

CO-REQUISITES: None

DELIVERY MODES:- Lectures - Directed Self Study- Project (Group/Individual)- Seminars

CONTENT:- Education and Training (relationship). - Origin and conceptual framework of training.- Scope of training and development function.- Training content and processes. - Training needs assessment and objectives including its relevance to manpower development and utilization.- Types, forms and purpose of training programmes.- Evaluation of the roles of training agencies to national manpower development.- Future and trends of industrial training programmes in South Africa (case studies).

ASSESSMENT:- Written Assignments }- Seminar Presentations } 50%- Project Work } - End of Module Examination } 50%

CODEEDAM 612

CREDITS24

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL7

TITLE: ADULT EDUCATION TEACHING METHODS AND TECHNIQUES (Not available to new students in 2007)

PURPOSE: The purpose of this module is to analyse the critiques and interpretations of andragogy and its applications across a variety of fields.

37

INTENDED LEARNING OUTCOMES:

By the end of this module learners should be able to:- To enable the students to understand and explain the concept of teaching adults as opposed to

teaching adolescents.- Students should be able to illustrate methods, skills and techniques used in adult learning.- Students should apply some of the major models of evaluation that are current in a wide variety

of fields.- Students in a wide variety of fields.- Students should relate theory of teaching adults to practical situation.

PRE-REQUISITES: Admission to the B ED (Hons) Programme

CO-REQUISITES: None

DELIVERY MODES:

- Lectures - Directed Self Study- Project (Group/Individual)- Seminars

CONTENT:

- Definitions and case studies- Principles and Models- Principles of Effective Practice- Principles of Adult Learning- Models of Evaluation- Structuring programs around learners’ needs and abilities.

ASSESSMENT:

- Peer evaluation (oral presentations, written outputs, group work) } 50%- Self evaluation (Reports and assignments) }- End of Module Examination } 50%

38

CODEEDAM 622

CREDITS24

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL7

TITLE: PLANNING AND ADMINISTRATION OF ADULT EDUCATION. (Not available to new students in 2007)

PURPOSE: To acquaint learners with the skills of planning and administration of adult education.

INTENDED LEARNING OUTCOMES:By the end of this module learners should be able to:- Recognize the policy guidelines on key components of adult education for South Africa.- Identify directions in planning adult education.- Select appropriate methods of recruiting adult learners.- Explain different staff development strategies.- State the funding system of adult education by the government and other Agencies in South Africa.

PRE-REQUISITES:Admission to the B ED (Hons) Programme

CO-REQUISITES:None


CONTENT:- Policy studies in adult education - Directions in planning- National development- Issues in recruiting adult learners - Staff development- The role of a adult education- Funding of adult educationASSESSMENT:- Written Assignments }- Seminar Presentations } 50%- Project Work }- Examination } 50%

39

CODEEDAM 613

CREDITS24

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL7

TITLE: ECONOMICS OF ADULT EDUCATION(Not available to new students in 2007)

PURPOSE: To acquaint the Learners with Economics of Adult Education, the Human Capital Concept and its implications for Adult Education Programmes.


Learners should be able to:- Demonstrate an understanding of the production function approach.- Show the ability to apply strategies used in the measurement of returns.- Demonstrate the ability to use project evaluation and review techniques (PERT); and Planning

Programming and budgeting Systems (PPBS).


CO-REQUISITES: None

DELIVERY MODES:- Lectures - Directed Private Study- Tutorials- Guided Discussions - CONTENT:- Earlier Views- The production function approach- The Human Capital Formation- Measurement of returns- Costs and determinants of expenditures.- Costs benefit analysis. - The use of Project Evaluation and Review Techniques (PERT)- Planning Programming and Budgeting System (PPBS). - Job Evaluation and techniques with special reference to Adult Education

ASSESSMENT:

- Seminar Presentations }- Written Assignments } 50%- End of Module Examination } 50%

40

CODEEDAM 623

CREDITS24

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL7

TITLE: MANAGEMENT TECHNIQUES IN ADULT EDUCATION. (Not available to new students in 2007)

PURPOSE: To equip learners with techniques and managerial skills.

INTENDED LEARNING OUTCOMES:By the end of this module learners should be able to:- Recognize important functions of management.- Compare and contrast different types of leadership in the organization.- Select appropriate recruitment techniques.- Identify dimensions for effectiveness and efficiency in adult learning

centres.


CO-REQUISITES: None


CONTENT:- Functions of management.- Communication guidelines.- Leadership types, qualities and their role in organization.- Recruitment of adult tutors. - Motivation and supervision of personnel.- Employee and work load.- Effectiveness and efficiency in adult education or organization.ASSESSMENT:

- Written Assignments }- Seminar Presentations } 50%- Project Work }- End of Module Examination } 50%

41

CODEEDAM 614

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: CONTINUING EDUCATION (Not available to new students in 2007)

PURPOSE: To expose learners to the critical study related to continuing education/lifelong learning, goals and objectives.

INTENDED LEARNING OUTCOMES:Learners should be able to:- Employ a range of strategies to motivate learners.- Sustain the interest and motivation of the learners.- Select and use various methods to evaluate the projects.- Illustrate curriculum models for different processes and procedures.- Identify trends toward continuing education in the North West Province.


CO-REQUISITES: None

DELIVERY MODES:

- Lectures - Seminar Presentation- Case Study and Projects

CONTENT:- Goals and objectives of continuing education.- Philosophical and historical perspectives.- Motivation for learners.- Curriculum models indicating processes and procedures.- Evaluation in Adult Education.- Microcomputer facilities.- Funding, planning, organization and administration.- Trends of continuing education in the North West province.

ASSESSMENT:

- Written Assignments, Tests and Seminar Presentations 50%- End of Module Examination 50%

42

CODEEDAM 623

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: PRINCIPLES AND PRACTICE OF ADULT EDUCATION(Not available to new students in 2007)

PURPOSE: The module introduces learners to principles and practice of Adult Education.

INTENDED LEARNING OUTCOMES:Learners should be able to:- Compare adult education practice of other countries with that of South Africa.- Identify the role played by adult education in the socio-economic development in South Africa.- Recognize that adult learning differs from that of younger people.- Demonstrate the ability to evaluate and expand programmes in the context of human resource

development.


CO-REQUISITES:None

DELIVERY MODES:- Seminar Presentations- Case Studies- Structured Discussions- Lectures

CONTENT:- The purpose and the need for adult education in the life of every individual and its relevance to

national growth and development.- The scope of adult education practice in the international axis and its role to socio-economic

development of South Africa .- The fundamental disciplines of adult learning.- Human resource development in Adult Education .- Adult learning theories.- National Development policies, aims, objectives and processes.

ASSESSMENT:

- Written Assignments, Tests and Seminar Presentation 50%- End of Module Examination 50%

43

CODEEDAM 671

CREDITS32

DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL6

TITLE: GUIDED FIELD PROJECT IN EDUCATION (Not available to new students in 2007)

PURPOSE: The module provides Basic Skills in Research and Report Writing with specific reference to area of specialization in Adult Education at the B.Ed (Hons) Level.

INTENDED LEARNING OUTCOMES:Learners should be able to:- Identify a research problem in area of specialization.- Apply skills and principles of conducting Research.- Write a guided Research report which shows an understanding of basic research

principles.


CO-REQUISITES:None

DELIVERY MODES:- Lectures - Proposal Writing- Seminar- Data Collecting - Consultations- Report Chapters Presentation and Feedback

CONTENT:

- Research Methods overview.- Project problem identification and presentation.- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation

i. Presentation of Draft Project Reportii. Presentation of Final Project Report

ASSESSMENT:- Mini Research Proposal- Mini Research Project Report

CODEEDAM 624

CREDITS24

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL7

TITLE: ADULT EDUCATION AND NATIONAL DEVELOPMENT (Not available to new students in 2006)

PURPOSE: To expose learners to the role-played by Adult Education as an instrument of development.

44

INTENDED LEARNING OUTCOMES:Learners should be able to:- Demonstrate the ability to function within the education system and to apply policies and

development plans in formal schooling.- Identify roles played by adult education in the socio-economic growth and development of the

country.- Recognize the role adult education plays in the improvement of quality of life for individuals

and the nation.- Identify organizations and agencies involved in developmental plans of adult education.


CO-REQUISITES:None

DELIVERY MODES:- Lectures - Seminar Presentation- Structured Discussions- Projects and Case Studies

CONTENT:- Conceptions of Education and development.- Forms of education: Formal Education and Non-formal Education.- Education and development: emerging confidence in formal schooling as an agent of change.- Dimensions of development.- Adult Education; Economic Growth and Employment.- Adult Education; modernization and quality of life.- Adult Education; the state and development- Organizations and agencies involved in developmental programmes.

ASSESSMENT:- Written Assignments, Tests and Seminar Presentation 50%- End of Module Examination 50%

45

10.2 M.ED COURSES

Adult Education: (Not available to new students in 2007)

CODEEDAM 811

CREDITS32

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: PLANNING AND ADMINISTRATION OF ADULT EDUCATION

PURPOSE: The purpose of this module is to expose students to various issues, approaches/ directions and practices of planning for educational activities of adults.INTENDED LEARNING OUTCOMES:-Demonstrate an understanding of the function of adult education in relation to national

development.-Develop intellectual skills in order to apply a planning approach to adult education.-Identify the socio-economic context of the adult learners in the North West Province in relation to adult developmental tasks, roles and responsibilities.-To develop a critical attitude to foreign experiences in relation to their relevance to the North West.PRE-REQUISITES:Admission to the M.Ed ProgrammeCO-REQUISITES:NoneDELIVERY MODES:- Directed Self Study - Project (Group/Individual)- Resource Centre - SeminarsCONTENT:Content Issues- Conceptual, political and legal issues of planning.- Concepts, terminology and definitions around the term such as lifelong education, recurrent

education, and adult education.- Political issues of planning adult learning.- Policy development for adult education: The Law.Practices of Planning Adult Learning- An illustration of what are the plans and planning practice of national and international

agencies.Directions in Planning Adult Learning- Frameworks, approaches to or components of plans for adult education at the state and national

levels of the government.ASSESSMENT:Peer evaluation (oral presentations, written outputs, group work }Projects } 50%Self Evaluation (reports and assignments) }

End of Module Examination } 50%

CODEEDAM 821

CREDITS24

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL8

TITLE: CURRICULUM AND THE TEACHING-LEARNING PROCESS IN ADULT EDUCATION

PURPOSE: The purpose of this module is to clarify the concept of curriculum in the education of

46

adults, with special reference to the concept of need which has been central to consideration in adult education.INTENDED LEARNING OUTCOMES:At the end of the module student will be able to:- Apply the concepts of Curriculum and the Teaching-Learning Process in the field of adult

education.- Demonstrate an understanding of adult education and curriculum Development; modern

techniques in adult and continuing education.- Explore and analyse the curriculum field.- Compare curricular patterns in adult education.PRE-REQUISITES: Admission to the M.Ed Programme

CO-REQUISITES: NoneDELIVERY MODES:- Lectures - Project (Group/Individual)- Directed Self Study - Resource CentreCONTENT:Models and Definitions - The concept of curriculum and the education of Adults.- Classical and Romantic Curricula.- Application of classical and Romantic Curricula models to the education of adults.- Elements in the curriculum planning and teaching and learning modelsLearning and Teaching Process of the Curriculum - Aims and objectives of the Education- Selection and Organization of content of the curriculum.- How curriculum knowledge is selected from culture.- The extent to which education is from above and between equals.- Teaching Methods and Learning ( 3 Broad Categories)- Didactic teaching.- Socratic Approaches.- Facilitative teaching.- Evaluation of the outcomes.- Help define a social reality and then legitimate it.- Reproduce the hierarchical relations in society.- Reduce education to a commodity.- Provide status and identity for the candidate.- Reflect the individual’s subsequent performance in the education system.- Analysis of self assessmentThe Hidden Curriculum in the Education of Adults- Peer evaluation – (Oral presentations, written outputs, group work and projects). - Self Evaluation – reports and assignments.- Tests and examinations : Oral/written.ASSESSMENT:- Written Assignments and Exercises } - Self Evaluation }- Project Work } 50% - End of Module Examination } 50%

CODEEDAM 812

CREDITS32

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: FOUNDATIONS OF ADULT EDUCATION (Not available to new students in 2007)

PURPOSE: The module exposes learners to the Foundations of Adult Education, Historical, Philosophical and Social Foundations of Adult Education; human and acquisition of knowledge in adult life; motivating adult learners.

47

Guidance and Counselling for Adult Learners.INTENDED LEARNING OUTCOMES:- Formulate conceptual and social meanings of Adult Education.- Compare historical evolution of adult education in a first and a third world.- Apply existing approaches to understanding human and acquisition of knowledge in adult life.- Demonstrate the social provision of Adult Education.PRE-REQUISITES: Admission to the M.Ed ProgrammeCO-REQUISITES: NoneDELIVERY MODES:- Lectures - Directed Self Study- Project (Group/Individual)- Resource CentreCONTENT:Social Foundation- A rationale for the provision of education for adults.- Race relations and the traditions of adult education- Adult education with unemployed people.- Adult education and the disadvantaged.Historical Foundations- Adult Education in the Third World.- The Historical Evolution of Adult Education in Great BritainPhilosophical Foundations- An analysis of contemporary concepts.- Radical Interpretations of Adult Education- A critical Theory of Adult EducationPsychological Foundations- Adults Learning – some theoretical perspective.- Theoretical Perspectives on teaching adults.- Educational Guidance for Adults.ASSESSMENT:- Written Assignment and Exercises } 50%- Peer Evaluation (oral presentations, written outputs, group and projects) }- Self Evaluation (reports and assignments }- End of Module Examination } 50%

48

CODEEDAM 873

CREDITS120

DURATION32 WEEKS

SEMESTERS1 and 2

NQF LEVEL8

TITLE: MINI DISSERTATION IN ADULT EDUCATION (Not available to new students in 2007)

PURPOSE: The module provides Advanced Skills in Research and Report Writing with specific reference to area of specialization in Adult Education at the M.Ed Level.


Learners should be able to:- Identify a research problem in area of specialization.- Apply skills and principles of conducting Research.- Write a mini research report which shows an understanding of basic research principles.

PRE-REQUISITES:

Admission to the M.Ed Programme

CO-REQUISITES:None

DELIVERY MODES:

- Proposal WritingSeminars

- Data collecting } 100%- Consultations- Report Chapters Presentation and Feedback

49

CODEEDAM 871

CREDITS240

DURATION32 WEEKS

SEMESTERS1 and 2

NQF LEVEL8

TITLE: FULL DISSERTATION IN ADULT EDUCATION (Not available to new students in 2007)

PURPOSE: The module provides Advanced Skills in Research and Report Writing with specific reference to area of specialization in Adult Education at the M.Ed Level.

INTENDED LEARNING OUTCOMES:Learners should be able to:- Identify a research problem in area of specialization.- Apply skills and principles of conducting Research.- Write a research report which is academically and professionally acceptable.

PRE-REQUISITES:Admission to the M..ED programme

CO-REQUISITES:None

DELIVERY MODES:- Proposal Writing- Seminars - Data collecting- Consultations- Report Chapters Presentation and Feedback

CONTENT:- Research Methods overview.- Project problem identification and presentation.- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation


ASSESSMENT:Research Proposal } 100Research Project Report

50

PhD/DED

CODEEDAM 971

CREDITS360

DURATION64

WEEKS

SEMESTERS

1 and 2

NQF LEVEL

8

TITLE: DOCTORAL THESIS / DISSERTATION IN ADULT EDUCATION

(Not available to new students in 2007)

PURPOSE: The module provides Advanced Skills in Research and Report Writing with specific reference to area of specialization in Adult Education.


Learners should be able to:

- Identify a research problem in area of specialization.- Apply skills and principles of conducting Research.- Write a research report which is academically and professionally

acceptable.

PRE-REQUISITES: M.Ed or its equivalent

CO-REQUISITES: None

DELIVERY MODES:

- Proposal Writing- Seminars - Data collecting- Consultations- Report Chapters Presentation and Feedback

CONTENT:

- Research Methods overview.- Project problem identification and presentation.- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation


ASSESSMENT:Research ProposalDissertation

51

Education Management

CODEEDPM 622

CREDITS16

DURATION16 WEEKS

SEMESTER 1

NQF LEVEL7

TITLE: INTRODUCTION TO ORGANIZATIONAL THEORY

PURPOSE: To broaden students’ understanding of organizational theory and to provide a basis for a critical analysis of the dynamics of organizations.


The students should be able to:

- Demonstrate an understanding of key concepts in organizational theory.- Apply theoretical knowledge of concepts to problems in real life situation.- Demonstrate critical awareness of current trends in organizational issues.

PRE-REQUISITES:B.A Ed or any recognized University Degree plus teacher’s Certificate/Diploma or its equivalent.

CO-REQUISITES:None

DELIVERY MODES:- Project Work- Lectures- Self-Study- Seminar and Group Presentation

CONTENT:- What is organizational theory? - The school as an organization - Organizational culture, climate, conflict and change - Facilitating of change

ASSESSMENT:- Assignment }- Class Presentation } 50% - End of module exam } 50%

52

CODEEDPM 616

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: NATURAL RESOURCE MANAGEMENT

PURPOSE: This course aims at looking critically at the nature of natural resources; problems regarding their use; debate and solutions.



- Demonstrate an understanding of nature of natural resources.- Make sound judgements on matters related to natural resources use.- Analyse policies on natural resources and their implementation in the Southern Africa.- Analyse the role of environmental education in natural resource management.

PRE-REQUISITES:BA.Ed or any recognized University Degree plus teacher’s Certificate/Diploma or its equivalent.

CO-REQUISITES:None

DELIVERY MODES:- Lectures- Self-Study- Presentation- Research

CONTENT:- Nature of natural resources globally and locally - Natural resources management - Sustainable development and natural resources use - Environmental education and natural resources management

ASSESSMENT:- Assignment }- Class Presentation } 50% - End of module exam } 50%

53

CODEEDPM 621

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: EDUCATION POLICY

PURPOSE: To provide students with broad knowledge and understanding of the origins of education policy and policy issues in developing countries.

INTENDED LEARNING OUTCOMES:The students should be able to:- Demonstrate understanding of policy development in developing countries.- Make judgements on issues related to education policy in the education setting.- Carry out a small-scale project on education policy.- Impact of policies on education planning.PRE-REQUISITES:B.Ed or Honours Degree in Education or its equivalent.CO-REQUISITES:NoneDELIVERY MODES:- Lectures- Self-Study- Seminars- Case Study

CONTENT:- Origins of education policy- The South African School Act- Legal issues in Education- The role of leadership in policy development

- Management of change- SWOT analysis- School marketing

ASSESSMENT:- Written Work }- Presentation }- Project } 50%- Examination } 50%

54

CODEEDPM 612

CREDITS16

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: EDUCATIONAL PLANNING

PURPOSE:

- To introduce students to theories of educational planning.- To enable students to examine critically current educational policies and problems in

developing countries.



- Demonstrate an understanding of different theories if educational planning and the ability to apply them as educational planners.

- Demonstrate the ability to identify and analyse educational problems and issues arising from schooling in a developing country.


CO-REQUISITES:None

DELIVERY MODES:- Lectures- Self-Study- Seminars

CONTENT:- Approaches and theories of educational planning - Problems and issues arising from schooling in developing countries - Current debates and approaches in educational planning

ASSESSMENT:- Written Assignments 25%- Seminar Presentations 25%- End of module examination 50%

55

CODEEDPM 611

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: EDUCATIONAL ADMINISTRATION

PURPOSE:The purpose of this course is to introduce students to:- Theories of Educational Administration, and- The nature and critical tasks of Educational Administration from the perspective of the role

educational leader.INTENDED LEARNING OUTCOMES:The students should be able to:- Demonstrate critical understanding of Total Quality Management and its application.- Critically examine the application of principles and techniques planning.- Examine administrative theories and their implementation.PRE-REQUISITES:BA.Ed or any recognized University Degree plus teacher’s Certificate/Diploma or its equivalent.

CO-REQUISITES:None


CONTENT:- Management Tasks- Educational Management Theories- Scientific Management Approach- Human Relation- Total Quality Management (TQM)

- Quality Assurance- Theories of Motivation

- Instructional Leadership- Effective Schools- Conflict and Learner Management- Managing Change

ASSESSMENT:- Written Work }- Group Participation } 50%- Examination } 50%

56

CODEEDPM 623

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: COMPARATIVE EDUCATION

PURPOSE:- To promote the analytical study of foreign educational systems and methodology of comparing

systems.- To provide tools for the evaluation of educational systems and develop expertise in guiding

reform and change in systems.


The students should be able to:- Demonstrate an understanding of the origin and development of comparative education.- Compare different education systems along cross-cultural lines.PRE-REQUISITES:BA.Ed or any recognized University Degree plus teacher’s Certificate/Diploma or its equivalent.CO-REQUISITES:NoneDELIVERY MODES:- Lectures- Self-Study- Seminars

CONTENT:- Definition of comparative education- Purpose and history of comparative education- Methodological issues in comparative education

- Scientific approaches- Factors and forces and historical tradition

- Comparative analysis of foreign education systems- UK- USA- USSR- CUBA and TANZANIA- SOUTH AFRICA

ASSESSMENT:- Assignment }- Presentation (Group) } 50%- Examination } 50%

57

CODEEDPM 615

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: ENVIRONMENTAL EDUCATION

PURPOSE: This course introduces students to critical issues in environmental education.


The students should be able to:- Display critical knowledge of various approaches in environmental education.- Demonstrate critical awareness of environmental education and its application.- Analyse current environmental education policies and practices.


CO-REQUISITES:None


CONTENT:- Environmental education (nature, practices) and policies - Trends in environmental education - Environmental education implementation - The role of environmental education centres and other bodies.

ASSESSMENT:- Assignment }- Class Presentation } 50%- Examination } 50%

58

CODEEDPM 625

CREDITS16

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: CURRICULUM DEVELOPMENT IN ENVIRONMENTAL EDUCATION

PURPOSE: This course aims at examining Curriculum Development and the place of environmental education in various curricula.



- Determine the extent to which environmental issues are addressed in the curriculum.- Demonstrate critical awareness of curriculum development in relation to inclusion of

environmental education.- Examine various implementation strategies for environmental education- Carry out a school-based environmental education project.

PRE-REQUISITES: BA.Ed or any recognized University Degree plus teacher’s Certificate/Diploma or its equivalent.

CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Self-Study- Seminars - Project

CONTENT:

- Curriculum development and issues related to environmental education in South Africa- Teaching methods; school-based project - Case study (Environmental Education)

ASSESSMENT:

- Written Work }- Class Presentation } 50%- Examination } 50%

59

CODEEDPM 624

CREDITS16

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL7

TITLE: SELECTED ISSUES IN ENVIRONMENTAL EDUCATION

PURPOSE: This course aims at examining selecting issues in environmental education.



- Demonstrate critical understanding of selected issues in environmental education.- Examine the extent to which environmental education theories are applied in the real life

situation.- Make sound arguments on selected issues related to the environment.- Investigate and current environmental problem through a project.

PRE-REQUISITES: BA.Ed or any recognized University Degree plus teacher’s Certificate/Diploma or its equivalent.

CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Self-Study- Seminars

CONTENT:

- Current Environmental Issues- Sustainable Development and Environmental Education- Environmental Perception and Learning Theory- Media and Environmental Messages

ASSESSMENT:

- Written Work }- Seminar } 50%- Exam } 50%

60

CODEEDPM 613

CREDITS16

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: HUMAN RESOURCE MANAGEMENT IN EDUCATION

PURPOSE: To introduce students to approaches of personnel management, critical issues in Human Resource Management and Education Law.

INTENDED LEARNING OUTCOMES:The students should be able to:- Demonstrate an understanding of major concepts processes, issues and challenges in the human

resource management.- Apply marketing skills and principles in the school situation.- Debate issues related to human resource management in education.- Analyse the existing laws and policies in education and their implications.PRE-REQUISITES: BA.Ed or any recognized University Degree plus teacher’s

Certificate/Diploma or its equivalent.CO-REQUISITES: NoneDELIVERY MODES:- Lectures- Self-Study- Seminars

CONTENT:- Concept of Human Resource Management- Aims of Human Resource- Personnel Policy and Procedures- Personnel Processes

- Staff Recruitment- Staff Selection- Staff Appointment and Placement- Potential Problem Areas for Educators Appointed at Different Post-levels.

- Education Law and Policy - Education Acts- Policy Development- Negotiation and Dispute Resolution Procedure

- School Marketing and Community Liaison

ASSESSMENT:- Assignment }- Class Presentation } 50%- End of module exam } 50%

61

CODEEDPM 671

CREDITS32

DURATION32 WEEKS

SEMESTERS1 and 2

NQF LEVEL7

TITLE: GUIDED FIELD PROJECT IN EDUCATION

PURPOSE: The module provides basic skills in research and report writing with specific reference to area of specialization in Educational Planning and Administration at the B.Ed (Hons) Level.



- Identify a research problem in project management.- Apply skills and principles of conducting research.- Write a guided research report which shows an understanding of basic research principles.


CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Proposal Writing- Seminars - Data Collecting- Consultations- Report Chapters Presentations and Feedback

CONTENT:- Research Methods Overview- Project Problem Identification and Presentation- Proposal Writing and Presentation- Data Collection and Presentation- Data Analysis and Presentation- i. Presentation of Draft Project Report- ii. Presentation of Final Project Report

ASSESSMENT:

- Research Proposal } 100%- Research Project Report }

62

10.2 M.Ed COURSES

CODEEDPM 811

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: THEORY AND PRACTICE OF EDUCATIONAL MANAGEMENT

PURPOSE: To provide students with broad knowledge and understanding of concepts, theories and issues in educational management.

INTENDED LEARNING OUTCOMES:The students should be able to:- demonstrate critical understanding of theory and practice of Educational management.- evaluate current educational approaches and practices.- identify and examine issues and challenges in the education system.- apply knowledge and skills acquired in this module in a practical situation.

PRE-REQUISITES: B.Ed, or Honours Degree in Education or its equivalent.CO-REQUISITES: None

DELIVERY MODES:- Lectures- Directed Self-Study- Seminars - Case Study

CONTENT:- Perspectives on Educational Management- Management Grids- TQM, Quality Assurance - Bureaucracy and Bureaucratization - Governance Models- Strategic Planning- Leadership theories- Motivation theories

ASSESSMENT:- Written Work } 50%- Presentation } - Project }- Examination } 50%- Research paper }

63

CODEEDPM 812

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: ADVANCED HUMAN RESOURCE MANAGEMENT IN EDUCATION

PURPOSE: To provide students with broad knowledge and understanding of the human resource management and labour relation issues and challenges.

INTENDED LEARNING OUTCOMES:The students should be able to:- Demonstrate critical understanding of human resource management in education.- Apply techniques of forecasting and predicting human resources

to analyse the union management relationships.- Make sound judgements on issues related to human resources management in the education

setting.- Carry out a small-scale project on human resource management.

PRE-REQUISITES: B.Ed, or Honours Degree in Education or its equivalent.CO-REQUISITES: NoneDELIVERY MODES:- Lectures- Self-Study- Seminars - Case Study

CONTENT:- Human Resource Planning and Management - Staff Provisioning- Induction Models- Mentoring in Education - Personnel Development (Nature and Scope)- Collective Bargaining and Models- Staff compensation- Staff appraisal- Staff evaluation

ASSESSMENT:- Written Work } 50%- Presentation } - Examination } 50%- Research paper

64

CODEEDPM 821

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: ORGANIZATIONAL THEORY

PURPOSE: To broaden students’ understand of organizational theory and to provide a basis for a critical analysis of the dynamics of organizations.



- Demonstrate an understanding of key concepts in organizational theory.- Apply theoretical knowledge of concepts to the solution of problems in real work situations.- Critically analyse current organizational issues.

PRE-REQUISITES:B.Ed, or Honours Degree in Education or its equivalent.

CO-REQUISITES:None

DELIVERY MODES:- Lectures- Self-Study- Seminars - Case Study

CONTENT:- What is organizational theory?- The school as an organization- Organizational culture, climate, conflict and change- Facilitating of change; application of theory to practice

ASSESSMENT:- Assignment }- Class Presentation } 50%- Examination } 50%

65

CODEEDPM 822

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: INSTRUCTIONAL SUPERVISION

PURPOSE: To broaden students’ understand of organizational theory and to provide a basis for a critical analysis of the dynamics of organizations.



- Supervise and support their staff on instructional matters.- Facilitate a one-to-one feedback with educators.- Improve instruction.- Apply knowledge and skills acquired in the course in a practical situation.

PRE-REQUISITES: B.Ed, or Honours Degree in Education or its equivalent.

CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Self-Study- Seminars - Case Study

CONTENT:- Instructional Leadership- The concept “Instructional Supervision”- Direct assistance- Group development- Professional development- Curriculum development- Action research - Effective school movement

ASSESSMENT:

- Assignment } 50%- Presentation }- Examination or small scale project } 50%

66

CODEEDPM 823

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: EDUCATION POLICY AND LEADERSHIP

PURPOSE: To provide students with broad knowledge and understanding of the human Resource management and labour relation issues and challenges.

INTENED LEARNING OUTCOMES:

The students should be able to:- Demonstrate critical understanding of policy development process in education.- Apply techniques of forecasting and predicting human resources to analyze the union

management relationships.- Make sound judgements on issues related to education policy in the education setting.- Carry out a small-scale project on education policy.

PRE-REQUISITES: B.Ed, or Honours Degree in Education or its equivalent.

CO-REQUISITES: None

DELIVERY MODES:- Lectures- Self-study- Seminars- Case Study

CONTENT:

- Education policy development- Education policy implementation- Education policy evaluation- Critical issues in Education policy in South Africa.- Case study of policies e.g.

Quality Assurance, Resource allocation, (staff) Funding

ASSESSMENT- Written Work }- Presentation } 50%- Project }- Examination } 50%

67

CODEEDPM 873

CREDITS120

DURATION32 WEEKS

SEMESTERS1 and 2

NQF LEVEL8

TITLE: MINI DISSERTATION IN EDUCATION MANAGEMENT

PURPOSE: The module provides Advanced Skills in research and report writing with specific reference to area of specialization in Education Management at the M.Ed Level.



- Identify a research problem in area of specialization.- Apply skills and principles of conducting research.- Write a mini research report which shows an understanding of basic research principles.

PRE-REQUISITES: Admission to the B.Ed (Hons) or its equivalent.

CO-REQUISITES: None

DELIVERY MODES:- Proposal Writing- Seminars - Data Collecting- Consultations- Report Chapters Presentations and feedback

CONTENT:- Research Methods overview- Project problem identification and presentation- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation- i. Presentation of Draft Project Report- ii. Presentation of Final Project Report

ASSESSMENT:- Mini Research Proposal }- Mini Research Project Report }100%

68

CODEEDPM 871

CREDITS240

DURATION32 WEEKS

SEMESTERS1 and 2

NQF LEVEL8

TITLE: FULL DISSERTATION IN EDUCATION MANAGEMENT

PURPOSE: The module provides Advanced Skills in research and report writing with specific reference to area of specialization in Education Management



- Identify a research problem in area of specialization.- Apply skills and principles of conducting research.- Write a mini research report which is academically and professionally acceptable.

PRE-REQUISITES: M.Ed or its equivalent.

CO-REQUISITES: None

DELIVERY MODES:

- Proposal Writing- Seminars - Data Collecting- Consultations- Report Chapters Presentations and feedback

CONTENT:- Research Methods overview- Project problem identification and presentation- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation- i. Presentation of Draft Project Report- ii. Presentation of Final Project Report

ASSESSMENT:- Research Proposal }- Research Project Report } 100%

69

10.3 PHD/DED

CODEEDPM 971

CREDITS

360

DURATION32 WEEKS

SEMESTERS1 and 2

NQF LEVEL8

TITLE: DOCTORAL THESIS/DISSERTATION

PURPOSE: The module provides Advanced Skills in research and report writing with specific reference to area of specialization in Education Management.



- Identify a research problem in area of specialization.- Apply skills and principles of conducting research.- Write a mini research report which is academically and professionally acceptable.

PRE-REQUISITES: M.Ed or its equivalent.

CO-REQUISITES: None

DELIVERY MODES:- Proposal Writing- Seminars - Data Collecting- Consultations- Report Chapters Presentations and Feedback

CONTENT:- Research Methods Overview- Project Problem Identification and Presentation- Proposal Writing and Presentation- Data Collection and Presentation- Data Analysis and Presentation- i. Presentation of Draft Project Report- ii. Presentation of Final Project Report

ASSESSMENT:

- Research Proposal }- Thesis } 100%

70

10.4 B.ED HONS COURSES: FOUNDATIONS

CODEEDFM 613

CREDITS24

DURATION 16 WEEKS

SEMESTERS1

NQF LEVEL 7

TITLE: PHILOSOPHY OF EDUCATION

PURPOSE: The course focuses on ontology, epistemology, and axiology philosophies that lay the foundations of education. This focus is also underpinned by treatment of the following branches of Philosophy:1. Idealism2. Realism3. Pragmatism4. existentialism, as they manifest themselves in the education process

INTENDED LEARNING OUTCOMES: Learners will be able to:- realise, appreciate, and show commitment to the issue of core culture. - critically analyse the nation as a transitional reality.- demonstrate knowledge of basics of education policy that should be grounded in major tenets

of philosophy of education.- engage with critical analysis and explanations of education and the value of knowledge.- contextualise utilitarian theory of education in the current education provisioning.

PRE-REQUISITES: Admission to the B.Ed (Hons) programmeCO-REQUISITES: NoneDELIVERY MODES:- Lectures- Seminars- Guest speakersCONTENTS: i. Philosophy and Educationii. Ontologyiii. Epistemologyiv. Axiologyv. Idealismvi. Realism and pragmatismvii. Existentialism and phenomenology

ASSESSMENT:- Project }- Assignments }50%- Seminars }- Examination 50%

71

CODEEDFM 612

CREDITS24

DURATION 16 WEEKS

SEMESTER 1

NQF LEVEL 7

TITLE: PSYCHOLOGY OF EDUCATION

PURPOSE: To provide learners with psychological principles and how they impact on education.

INTENDED LEARNING OUTCOMES: Learners will be able to:

- demonstrate an understanding on how psychology impacts on educational practices.- equip learners with motivational theories and their educational implications.- assess current trends and issues related to the education of children with special needs.- evaluate the significance of intelligence in education.- compare and contrast the role of personality in teaching and learning.- use assessment techniques in teaching and learning.- relate cognitive development to educational practice- recognise strategies that encourage creative thinking in education.- evaluate the role of discipline in education.

PRE-REQUISITES: A degree or equivalent plus a teaching qualification.CO-REQUISITES: None

DELIVERY MODES:- Lectures- Seminar presentation- Group work

CONTENTS:

- Psychology and Education- Motivation- Education for special needs- Intelligence- Personality and Education- Educational assessment- Cognitive development- Creative thinking in education- Discipline and classroom management

ASSESSMENT:

- Written assignments }- Project } 50%- End of module examination 50%

72

CODEEDFM 611

CREDITS 16

DURATION16 WEEKS

SEMESTER 1

NQF LEVEL7

TITLE: BASIC RESEARCH METHODS AND REPORT WRITING IN EDUCATION

PURPOSE: The course is aimed at making learners understand the tasks involved in the scientific methods of educational research; to identify research problems; formulate hypothesis; research designs; data collection techniques; analysing data and writing research report.

INTENDED LEARNING OUTCOMES:Learners will be able to: - understand and implement scientific methods of educational research- use these methods in analysing data - write research reports.

PRE-REQUISITES: Admission to the B.Ed honours programme.CO-REQUISITES: None

DELIVERY MODES: - Lectures- Seminars and Tutorials

CONTENTS: - Introduction to Education Research- Selection and definition of a research problem- Formulation of hypothesis- Review of literature- Types of research- Sampling techniques- Collection of data- Research designs in Education Research- Analysis of data: Qualitative approach- Analysis of data: Quantitative approach- Descriptive statistics- Inferential statistics- Preparation of research reportASSESSMENT: - Assignments - 50%- End of module examination/project - 50%*** EDT 703 will be offered again in Semester 2 if 10 or more students register for it.

73

CODEEDFM 621

CREDITS24

DURATION 16 WEEKS

SEMESTER 2

NQF LEVEL 7

TITLE: SOCIOLOGY OF EDUCATION

PURPOSE: To ground students in major and fundamental issues of education policy by engaging and dealing with the nature and role of sociology of education as a sub-discipline in education theory. Under girding the thrust of the course are investigations and treatment of the following aspects related to the theme of the course:

(a) the role and influence of family, values and general socialisation process of educational achievements.

(b) the relationship of schooling to the economy.(c) the ideology and politics of schooling, education and development.

INTENDED LEARNING OUTCOMES: Learners will be able to:- demonstrate the knowledge of central role of sociology of education in education policy.- show knowledge of the main trends in the ongoing research, debates and developments in the

linkages between schooling and the economy.- address themselves to the issues of family as a social unit and its relationship to the

educational process and progress.- demonstrate ability to critically analyse ideology and politics of schooling, education and

development and how these impact on education provisioning.

PRE-REQUISITES: Admission to the B.Ed (Hons) ProgrammeCO-REQUISITES: NoneDELIVERY MODES:- Lectures- Seminars and Tutorials

CONTENTS: i. Education policy and the Sociology of Education ii. School choice in Theory and Practiceiii. Functionalist approach to education - critical analysisiv. Chosen aspects of vocational education relevant to current

labour markets demands - critical analysis and education policy adjustmentsv. Family as a social unit and its linkages with education process and participation

Politics and ideologies in the context of current education system 12%

ASSESSMENT:- Assignments - 50%- Group presentations in Seminars -- Examinations - 50%

74

CODEEDFM 622

CREDITS 24

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL 7

TITLE: HUMAN DEVELOPMENT AND ABNORMALITIES

PURPOSE: Provide an intensive study of human development and abnormalities in education.


- Examine theories of human development - Examine critically the causes of abnormalities in human development - Identify and examine critically assess the incidence and classification of abnormal behaviour- Demonstrate an in-depth knowledge in forms of abnormal behaviour- The influence of abnormality on educational practice

PRE-REQUISITES: Admission to the B.Ed (Hons) ProgrammeCO-REQUISITES: None

DELIVERY MODES:

- Lectures- Seminars and Tutorials- Group work

CONTENTS:

- Theories of human growth and development- Behavioural and psychodynamic theories- Abnormalities in human development (physical, social, cognitive,

emotional)- Research project on incidence of abnormal behaviour

ASSESSMENT:

- Written assignments - Project (on incidence of abnormality; 2000 - 2500 words) - 50%- End of module examination - 50%

75

CODEEDFM 616

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL 7

TITLE: EDUCATION OF CHILDREN WITH SPECIAL NEEDS

PURPOSE: To acquaint student teachers with the nature and character of the exceptional child within the context of education.


On successful completion of this module students will:

i. Demonstrate an understanding of proposed etiologies of learning disabilities.ii. Deal and apply psychological dysfunction interventions, this enabling learning disabled

learners to access all levels of learning that they can manage to reach.iii. Identify and diagnose abnormalities in human development and participate in prescription of

relevant therapy for such abnormalities.iv. Be competent in identification and diagnosis of various forms of learning disability.v. Be capable to be professional members of multi-disciplinary teams that design modified

curricula for statemented learners.


DELIVERY MODES: - Lectures- Tutorials- Seminars

CONTENT:- Giftedness and gifted children- Mental retardation- Learning disabilities- Communication disorders- Hearing deficiencies- Visual handicaps- Behavioural problem- Educational provision for the above-mentioned

ASSESSMENT: - Project }- Assignments }50%- Oral presentation }- Examination 50%

76

CODEEDFM 614

CREDITS24

DURATION 1 SEMESTER

SEMESTER1

NQF LEVEL7

TITLE: GUIDANCE AND COUNSELLING IN EDUCATION

PURPOSE: The course is aimed specifically at providing information to the learner in the field of psychology of adolescence; interaction between society and the individual, role of the counsellor in schools; assessment in psychological matters; counselling techniques, individual and group counselling and career information.


Learners will be able to:

- understand counselling procedures - guide learners in career development.

PRE-REQUISITES: Admission to the B.Ed ((Hons) ProgrammeCO-REQUISITES: None

DELIVERY MODES:

- Lectures- Research in library- Seminars and group discussions

CONTENTS: - Objectives of Guidance and Counselling- Theories of Counselling- Vocational Guidance and Development (Determinants)- Career Counselling- Interviewing skills in Counselling, counselling children, adolescents, adults with special

needs:- Child Abuse- Substance Abuse

- Problems of Adolescence- Sex Education

ASSESSMENT: - Project on Guidance and Counselling }- Assignments }50%- End of module examination 50%

77

CODEEDFM 624

CREDITS 18

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL7

TITLE: ASSESSMENT AND DIAGNOSTIC PROCEDURES

PURPOSE: To get students engaged with matters that require assessment and diagnosis of learners who, both inside and outside of the classroom, signal symptoms and specific performances/ activities that call for assessment and diagnosis. The students of this course, therefore, have to get familiar with details of assessment and diagnosis processes.

INTENDED LEARNING OUTCOMES: Learners will be able to: - Examine the individual needs and the educational system- Demonstrate an understanding of the assessment process- Examine the basic concepts of measurements- Conduct exercises in assessment and diagnostic procedures in schools- Consider, assess statements and apply procedures in assessment- Examine the basic concepts of measurement- Consider and discuss assessment of academic achievement- Examine and practise diagnostic systems- Make instructional planning decisions


DELIVERY MODES: - Lectures- Seminars- Tutorials

CONTENTS: - Education system and the issue of individual needs- The assessment process- Basic consideration in assessment- Statements and appeal procedures in assessment- Basic concepts of measurement - Assessment of academic achievement and diagnostic systems- Instructional approaches and decisions in assessment and

diagnostic procedures- Research into assessment in academic achievement in schools

ASSESSMENT: - Written assignments - Project (2000 - 2500 words) - 50%- End of module examination- 50%

78

CODEEDFM 615

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL 7

TITLE: REMEDIAL EDUCATION

PURPOSE: To provide learners with theoretical and practical knowledge as well as understanding into remedial education.

INTENDED LEARNING OUTCOMES: Learners will be able to: - examine critically the scope and aims of remedial education- Evaluate the role of the remedial teacher- Design curricula for remedial teaching and learning- Assess and select methods and materials at different development levels for remedial support- Demonstrate an understanding of the cultural and social factors in development and behaviour- Conduct studies in remedial education within the school system- Identify learners with learning difficulties- Examine the psychological influence on remedial education


DELIVERY MODES:

- Lectures- Seminars- Tutorials

CONTENTS:

- scope and aims of Remedial Education- psychological background of Remedial Education- identification of learners with learning difficulties- role of remedial teacher- instructional strategies and design in Remedial Education- identify and select instructional support services and

materials- social and cultural factors in development and behaviour

ASSESSMENT:

- Written assignments - 50%- Project (disabled learners and remedial strategies) -- End of module examination - 50%

79

CODEEDFM 623

CREDITS18

DURATION16 WEEKS

SEMESTERS 2

NQF LEVEL6

TITLE: DEVELOPMENTAL PSYCHOLOGY

PURPOSE: To help learners to get an understanding of human development with specific reference to its nature and theories in order to apply this knowledge to education.

INTENDED LEARNING OUTCOMES: Learners will demonstrate:

- an understanding/knowledge of human development.- knowledge of theories of human development.- ability to link this knowledge to child-rearing and education / teaching / managing.


DELIVERY MODES:

- Lectures- Seminars- Tutorials

CONTENTS:

- The object of Developmental Psychology- Features/nature of human development- Modes of explaining human development- Child development (physical, social, emotional,

cognitive) from infancy to adolescence.- Personality development and adolescence- Theories of human development

ASSESSMENT: - Project }- Seminars } 50%- Assignments }- End of module examination 50%

80

CODEEDFM 671

CREDITS 24

DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL 7

TITLE: GUIDED FIELD PROJECT

PURPOSE: The module provides basic skills in research and report writing with specific reference to area of specialisation in the Foundations of Education at the B.Ed (Hons)

INTENDED LEARNING OUTCOMES: Learners will demonstrate:

1. identify a research problem in area of specialisation2. apply skills and principles of conducting research3. write a guided research report which shows an understanding of basic research principles


DELIVERY MODES: - Lectures- Proposal writing- Seminars- Data collecting- Consultations- Report chapters presentation and feedback

CONTENTS: 1. Research Methods overview2. Project problem identification and presentation3. Proposal writing and presentation4. Data collection and presentation5. Data analysis and presentation6. (i) Presentation of Draft Project report

(ii) Presentation of Final Project report

ASSESSMENT: - Research Proposal - 50%- Research Project Report - 50%

81

10.5 M.ED

CODEEDFM 811

CREDITS32

DURATION16 WEEKS

SEMESTER1

NQF LEVEL 8

TITLE: ADVANCED RESEARCH METHODS IN EDUCATION

PURPOSE: To provide learners with advanced approaches of designing educational research studies,

constructing measuring instrument, collecting data, using statistical and non-statistical techniques for

analysing data, interpreting data, and writing research reports.INTENDED LEARNING OUTCOMES: Learners will be able to: - differentiate between the major paradigms in Educational research and types of research.- develop an educational research problem.- conduct the review of the literature and demonstrate an understanding of the importance and

procedures thereof.- develop different types of hypothesis.- examine and use various experimental designs and approaches.- demonstrate an understanding of the fundamentals of measurement and tools of research.- demonstrate an understanding and do practical exercises in descriptive statistics.- demonstrate an understanding and conduct practical exercises in inferential statistics.- compile research proposals and present research reports.PRE-REQUISITES: B.Ed (Hons) degree or any other recognised honours degree.CO-REQUISITES: NoneDELIVERY MODES: - Lectures- Directed private study- Seminars- Project workCONTENTS: - Different perspectives on and types of paradigms in Educational Research.- Development of Research Problems.- Advanced studies in the review of the literature.- Development of and types of hypotheses in educational research.- Experimental research designs.- Fundamentals of measurement and tools of research.- Qualitative vs Quantitative approaches in educational research.- Descriptive versus inferential statistics in educational research.- Research proposals.- Research reports.ASSESSMENT:- Assignment I (Research problems) - - Assignment II (hypothesis) - 50%- Project (Research proposal 3500 - 4000 words) -- End of module examination - 50%

*** This module (EDFM 811) will be offered again in Semester 2 if 10 or more students register for it.

82

CODEEDFM 812

CREDITS32

DURATION 16 WEEKS

SEMESTER1

NQF LEVEL9

TITLE: EDUCATIONAL MEASUREMENT AND EVALUATION

PURPOSE: The aim of this course is to provide the learner with insight into the scope of educational measurement and evaluation.



- implement the criteria for test evaluation and test construction. - administer tests; interpret test scores and report test results.

PRE-REQUISITES: B.Ed honours degree in EducationCO-REQUISITES: None

DELIVERY MODES:

- Contact through lectures- Research in library - Seminars and group discussions

CONTENTS:

- Scope of Educational Measurement- Criteria for test evaluation- Test construction- Different type of Tests- Administration of Tests- Methods of scoring Tests- Interpretation of Scores- Reporting test results

ASSESSMENT: - Written assignments -- Seminar presentations - 50%- End of module examinations - 50%

83

CODEEDFM 813

CREDITS30

DURATION16 WEEKS

SEMESTER1

NQF LEVEL 8

TITLE: HUMAN LEARNING

PURPOSE: To provide learners with knowledge of how human behaviour is acquired/learned, and how psychology sheds more light on this process.

INTENDED LEARNING OUTCOMES: Learners will be able to: - describe how information on human behaviour is obtained.- explain and understand human behaviour.- assess behaviourist approaches to learning.- evaluate cognitive approach to learning.- show how human memory works and enhances learning.- discuss ways in which to engage in thinking, organising information and solving problems.

PRE-REQUISITES: Honours degree in Education or equivalentCO-REQUISITES: None

DELIVERY MODES: - Lectures- Directed Private study- Tutorials- Project

CONTENTS: Gathering information on human behaviour

- case study- psychological tests- cross-section study

Behaviourist approach to learning- discovery learning- reception learning

Memory- short term and long term- theories of remembering

ASSESSMENT:- Written assignments - Project (apply one of the methods of gathering information on human behaviour) 50%- End of module examination

50%

84

CODEEDFM 821

CREDITS32

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL 8

TITLE: PERSONALITY AND EDUCATION

PURPOSE: Providing learners with in-depth knowledge of how personality can play an important role in whether one experiences success or failure in education.

INTENDED LEARNING OUTCOMES: Learners will be able to: - give various definitions of personality and theories behind such definitions.- explain various theories of personality.- assess the role of personality in learning and teaching.- show how the knowledge of personality contributes to classroom management.- analyse how knowledge of personality contributes to understanding and predicting of human

behaviour.

PRE-REQUISITES: An honours degree in education plus a qualification in teaching.CO-REQUISITES: None

DELIVERY MODES: - Lectures- Directed private study- Tutorials and Seminars- Project

CONTENTS: - Definitions of personality- How personality develops- Theories of personality

- psychoanalytical- phenomenological- psychosocial and interpersonal

- Personality in learning and teaching

ASSESSMENT:

- Written assignments }- Group work }50%- Project on one of the theories of personality }- End of module examinations }50%

85

CODEEDFM 816

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL 8

TITLE: EDUCATION OF EXCEPTIONAL CHILDREN

PURPOSE: To ground regular class teachers with knowledge of the various exceptionalities that can be accommodated in regular schools. And provide them with appropriate intervention strategies.

INTENDED LEARNING OUTCOMES: Learners will be able to: - illustrate the causes of each type of exceptionality.- recognise society's attitude towards exceptional children.- demonstrate knowledge of advantages and disadvantages of main-streaming exceptional

children.- identify how exceptional children are labelled, the pros and cons.- demonstrate curriculum modification for each type of exceptionality.


DELIVERY MODES: - Lectures- Directed private study- Seminars- Project

CONTENTS: - Exceptional children and their environment.- Labelling and classification.- Main-streaming and inclusion.- Types of exceptionalities and curriculum modification

- physical and health impairments- sensory impairments- mental retardation- learning disabilities- giftedness- communication disorders- emotional and behaviour disorders

ASSESSMENT: - Written assignments -- Group work - 50%- Project on one type of disorders -- End of module examination- - 50%

86

CODEEDFM 824

CREDITS24

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL 8

TITLE: PSYCHOLOGY OF CHILDHOOD

PURPOSE: Providing learners with knowledge of human behaviour from conception to late childhood.

INTENDED LEARNING OUTCOMES: Learners will be able to: - formulate the aims of child psychology.- explain the changes in growth through maturation and interaction with the environment.- trace human growth and development in terms of phases or stages.- evaluate the role of play in the education of young children.- identify children with special needs in regular classes.- demonstrate curriculum adjustments for children with special needs in regular schools.


DELIVERY MODES: - Lecture- Directed private study- Seminars- Project

CONTENTS:- Aims of child psychology- Changes in growth due to heredity and environment

- physical- intellectual- emotional- social- language

- Growth and development in stages- prenatal- infancy- early childhood- late childhood

- Play in children- Challenges during childhood

ASSESSMENT: - Written assignments }- Project } 50%- End of module examination} 50%

87

CODEEDFM 827

CREDITS32

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL 8

TITLE: CHILD AND ADOLESCENT DEVELOPMENT

PURPOSE: Provide learners with knowledge of psychological principles that impact on the child from birth to adolescence.

INTENDED LEARNING OUTCOMES: Learners will be able to: - explain the role of psychology as a science and a profession.- demonstrate phases of development from conception to adolescence.- describe changes in growth from conception to adolescence.- evaluate the role of personality in education.- assess challenges encountered by adolescents.- show how adolescents manage their challenges.PRE-REQUISITES: An honours degree in education plus a qualification in teaching.CO-REQUISITES: NoneDELIVERY MODES: - Lectures- Directed private study- Seminars- ProjectCONTENTS: - Psychology as a science and a profession- Phases of development

- early development- adolescence

- Changes in growth during adolescence- physiological- language- emotional- social- intellectual

- Parental involvement- Adolescents and their challenges

ASSESSMENT:

- Written assignments }- Group work } 50%- Project on adolescents' challenges }- End of module examinations }50%

88

CODEEDFM 817

CREDITS32

DURATION16 WEEKS

SEMESTER1

NQF LEVEL 8

TITLE: REMEDIAL APPROACHES TO EDUCATION OF CHILDREN WITH SPECIAL NEEDS

PURPOSE: The course deals with remedial strategies for learners with learning disabilities or difficulties. It traces some learning disability traits from the probands of such learners where such tracts exist and deals with clinical and empirical implications of such learning disabilities. This area of the course is also accompanied by selected studies in psychopharmacology that focuses on psychotropic medication for students with learning disabilities.

INTENDED LEARNING OUTCOMES: Learners will be able to: - identify and diagnose abnormalities in human development and engage with therapeutic

measures for learners with inherited and developmental learning disabilities.- deal with and apply psychological dysfunction interventions. thus enabling learning - disabled

learners to access all levels of learning that they can research.- contribute to designing modified curricula for statemented learners including policy issues

related to provision of education for learning disabled learners.- Be familiar with selected areas of psychopharmacology that focus on psychotropic medication

for students with learning disabilities.

PRE-REQUISITES: B.Ed Honours or its equivalentCO-REQUISITES: None

DELIVERY MODES: - Lectures- Directed private study- Visits to Special Schools, Reports, Seminars and Oral presentations- TutorialsCONTENTS: i. Nature and characteristics of learning disabilityii. Genetic influencesiii. Psychopharmacology and psychotropic medicationiv. Specific learning disabilities and their remedial treatmentv. General tips on modifying the curriculum for students withvi. problems in learningvii. Policy documents on special needs in education

ASSESSMENT: - Assignment }- Seminars } 50%- Mini-case-study }- Examination } 50%

89

CODEEDFM 815

CREDITS32

DURATION16 Weeks

SEMESTER1

NQF LEVEL8

TITLE: COUNSELLING IN EDUCATION: THEORY AND PRACTICE

PURPOSE: The broad aim of this module is to get a deep insight into the psychological approaches explaining the why and how of counselling especially with reference to the Southern African scenario.


Comprehend and implement the counselling process which covers a wide range of client needs, this includes therapeutic personal changes to developmental decisions and practical work in school settings.

PRE-REQUISITES: B.Ed honours degree in Education or its equivalentCO-REQUISITES: NoneDELIVERY MODES: - Contact through lectures - Research in library - Seminars and group discussions CONTENTS: - Guidance and Counselling theories- Counselling Process:

- advanced counselling skills- memory- problem solving and creativity- therapy- health psychology - stress and coping

- School Counselling:- school guidance and counselling- advanced interviewing skills- psychological testing- practical work at schools

ASSESSMENT:

- Written assignments }-- Seminar presentations }50%- Project work }- End of module examination}50%

90

CODEEDFM 823

CREDITS32

DURATION 16 Weeks

SEMESTER 2

NQF LEVEL8

TITLE: EDUCATIONAL AND VOCATIONAL GUIDANCE

PURPOSE: The main purpose of this course is to provide sufficient guidance in relation to educational progress and the choice of academic subjects. Also to have an insight into vocational guidance and career development of the disadvantaged.


- be fully conversant with the principles of Educational and Vocational Guidance - implement the theories of career development including the career development of the

disadvantaged and women.PRE-REQUISITES: B.Ed honours degree in Education or its equivalentCO-REQUISITES: None

DELIVERY MODES:

- Contact through lectures - Research in library - Seminars and group discussions

CONTENTS: - Introduction to Vocational Guidance:

- theories of career development- determinants of vocational guidance- tests used in vocational guidance- career decision making etc.

- Psychological Testing- Advanced Counselling- Models of Consultation- Practical Work

ASSESSMENT:

- Written assignments }-- Project work on careers } 50%- End of module examination } 50%

91

CODEEDFM 873

CREDITS60

DURATION 32 WEEKS

SEMESTER1 and 2

NQF LEVEL8

TITLE: MINI DISSERTATION IN FOUNDATIONS OF EDUCATION

PURPOSE: The module provides Advanced Skills in research and report writing with specific reference to area of specialisation in the Foundations of Education at the M.Ed level.


1. Identify a research problem in area of specialisation2. apply skills and principles of conducting research3. write a mini research report which is academically and professionally acceptable

PRE-REQUISITES: B.Ed honours or its equivalentCO-REQUISITES: None

DELIVERY MODES:

- Proposal writing- Seminars - Data collecting- Consultations- Report chapters presentation and feedback

CONTENTS:

1. Research Methods overview2. Project problem identification and presentation3. Proposal writing and presentation4. Data collection and presentation5. Data analysis and presentation6. i. Presentation of draft project report

ii. Presentation of final project report

ASSESSMENT:

- Research Proposal }- Research Project Report }100%

92

CODEEDFM 871

CREDITS180

DURATION 32 WEEKS

SEMESTER1 and 2

NQF LEVEL8

TITLE: FULL DISSERTATION IN FOUNDATIONS OF EDUCATION



1. Identify a research problem in area of specialisation2. apply skills and principles of conducting research3. write a research report which is academically and professionally acceptable

PRE-REQUISITES: B.Ed honours or its equivalentCO-REQUISITES: None

DELIVERY MODES: - Lectures- Proposal writing- Seminars- Data collecting- Consultations- Report chapters presentation and feedback

CONTENTS:



ASSESSMENT: - Research Proposal } 100%- Research Project Report }

93

10.6 PhD/DED

CODEEDFM 971

CREDITS 360

DURATION 64 WEEKS

SEMESTER1 and 2

NQF LEVEL 8

TITLE: DOCTORAL THESIS / DISSERTATION


INTENDED LEARNING OUTCOMES: Learners will be able to:1. Identify a research problem in area of specialisation2. apply skills and principles of conducting research3. write a research report which is academically and professionally acceptable

PRE-REQUISITES: M.Ed or its equivalentCO-REQUISITES: None

DELIVERY MODES: - Proposal writing - Seminars - Data collecting- Consultations- Report chapters presentation and feedback

CONTENTS:



ASSESSMENT: - Research Proposal }- Dissertation }100%

94

10.7 BED. (HONS) ECONOMIC AND MANAGEMENT SCIENCES EDUCATION

CODEEDEM 611

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: TEACHING AND LEARNING THEORIES, STRATEGIES AND ASSESSMENT METHODS

PURPOSE: Provide students with in-depth knowledge and understanding in learning and teaching theories, instructional strategies and assessment methods and their application in Economic and Management Sciences Education.

INTENDED LEARNING OUTCOMES:- Show understanding of Human Development Theories and apply them in different learning

phases.- Examine critically the different teaching and learning theories and evaluate their impact on

Senior and FET phases of Economic and Management Sciences Education.- Identify, evaluate and develop appropriate teaching and learning strategies suitable for Senior

and FET phases.- Identify, select and evaluate a variety of assessment methods and their application to Senior

and FET phases.- Plan and implement learning activities in EMS.- Reflect on instructional and assessments methods used.PRE-REQUISITE/S: ACE and/or any relevant degree certificateCO-REQUISITE/S: NoneDELIVERY MODES: - Directed self study- Lectures- Seminars and TutorialsCONTENT- Theories of human development and learning (Piaget, Skinner, Bruner, Donaldson,

Thorndike, Ausubel, Bandura, Vygotsky; Constructivism and Phenomenography theories, etc.

- Instructional strategies in Economic and Management Sciences (direct instruction, lecture/exposition; Enquiry methods/problem solving/discovery; Activity-based teaching; Role play; Drama projects; Group work; Individualised instruction; Field work, etc.

- Assessment methods: Purpose of assessment (skills, knowledge, attitudes, understanding); Formative (clinical work, diagnostic, learning journal, simulation, worksheet, etc); Summative (learning achievement, final achievements, assignment grade); Continuous assessment.

- OBE principles and practices.ASSESSMENT MODES- Seminar presentations } 50%- Project work }- End of module examination/ Final Project } 50%

95

CODEEDEM 621

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: CRITICAL ISSUES IN ECONOMIC AND MANAGEMENT SCIENCESEDUCATION

PURPOSE: Provide opportunity for students to debate, evaluate and critically examine Current issues, which impinge of EMS education.

INTENDED LEARNING OUTCOMES:Students should be able to:- Explore philosophy, psychology and pedagogical issues in Economic and Management

Sciences Disciplines.- Identify and evaluate the impact of some social determinants of Economic and Management

Sciences Education these may include globalisation, poverty and employment, HIV/AIDS. Business Community etc. Church and Education, Religion and Economics.

- Recognise and evaluate the impact the relationships between learner, facilitator, school manages and community members; school policies and procedures.

- Explain the concept to Entrepreneurship and Development and assess their impact on livelihood.

- Explore the concept of budget and credit facilities and evaluate their role in education.- Examine other relevant socio-economic issues relevant to teaching and learning in EMS.PRE-REQUISITE/S: ACE and/or any relevant degree certificateCO-REQUISITE/S: NoneDELIVERY MODES: - Lectures- Seminars - Project work- Directed private-studyCONTENT- Philosophy, psychology and pedagogical issues in Economic and Management Sciences

Discipline.- Social determinants of Economic Management Sciences Education (globalisation, poverty

and employment, HIV/AIDS, Business Community etc. Church and Education, Religion and Economics).

- Relationships between learner, facilitator, school manages and community members; school policies and procedures.

- Entrepreneurship and Development and Budget.- Multiculturalism, equity and language issues in Economic and Management Sciences

Education.- Professional associations, professional duties and responsibilities, labour unions/relations and

teacher development.ASSESSMENT MODES- Seminar presentations- Assignments and written exercises- Project work - Presentations

96

CODEEDEM 612

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: MANAGEMENT AND APPLICATION OF INFORMATION TECHNOLOGYAND OTHER LEARNING SUPPORT SYSTEMS IN ECONOMIC AND MANAGEMENT SCIENCES EDUCATION

PURPOSE: Provide students with practical Computer Methods/Information Processing and Technology, development of learning programmes from curricula documents, use textbook effectively, develop and use a variety of resources and assessment instruments in Economic and Management Sciences.INTENDED LEARNING OUTCOMES:Students should be able to:- Demonstrate an understanding of Information Technology and elements of micro-computer

hardware and software relevant to Economic and Management Sciences Education.- Incorporate media in learning activities.- Select appropriate resources including the textbook, to support implementation of a learning

programme using Information Processing and Technology and practical Computer Methods.- Devise, administer, mark and record results for assessment items using Information

Processing and Technology and practical Computer Methods.- Examine critically the impact of Information Technology and the use of Computers in

Schools.- Identify and select appropriate framework for content.- Evaluate and integrate different resources teaching and learning.PRE-REQUISITE/S: ACE and/or any relevant degree certificateCO-REQUISITE/S: NoneDELIVERY MODES: - Lectures - Computer Practicals- Seminars and Tutorials - Project work- Directed self-studyCONTENT- Computer Hardware ad Software- Information Technology products and uses- Internet applications- Learning programmes, Media and Computer programmes (graphics, spreadsheet, Excel,

Access, Power Point, and other Office and other software programmes and their application to education).

- Conceptual framework for selecting content.- Introduction to e-learning for EMS.ASSESSMENT MODES- Seminar presentations- Assignments and written exercises] 50%- Project work - Practical Work ] 50%

97

CODEEDEM 673 CREDITS

24DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL7

TITLE: MINI RESEARCH PROJECT IN ECONOMIC AND MANAGEMENT SCIENCES EDUCATION

PURPOSE: To provide basic skills in research and report writing with specific reference to EMS Learning area teaching/learning at the B.Ed (Hons)

INTENDED LEARNING OUTCOMES:Students should be able to:

- Identify a research problem in EMS learning area- Apply skills and principles of conducting research- Write a guided research report, which shows an understanding of basic research principlesPRE-REQUISITE/S: Admission to the B.Ed (Hons) ProgrammeCO-REQUISITE/S: None

DELIVERY MODES: - Lectures- Proposal writing- Seminars - Data collecting- Consultations- Report chapters presentation and feedback

CONTENT- Research methods overview- Project problem identification and presentation- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation- Presentation of Draft Project report- Presentation of Final Project report

ASSESSMENT MODES- Research Proposal 20% - Research Project Report 80%

98

CODEEDEM671 CREDITS

24DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL7

TITLE: MINI RESEARCH PROJECT IN ECONOMIC AND MANAGEMENT SCIENCES EDUCATION

PURPOSE: To provide basic skills in research and report writing with specific reference to EMS

Learning area teaching/learning at the B.Ed (Hons)

INTENDED LEARNING OUTCOMES:Students should be able to:

- Identify a research problem in EMS learning area- Apply skills and principles of conducting research- Write a guided research report, which shows an understanding of basic research principlesPRE-REQUISITE/S: Admission to the B.Ed (Hons) ProgrammeCO-REQUISITE/S: None

DELIVERY MODES: - Lectures- Proposal writing- Seminars - Data collecting- Consultations- Report chapters presentation and feedback

CONTENT- Research methods overview- Project problem identification and presentation- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation- Presentation of Draft Project report- Presentation of Final Project report

ASSESSMENT MODES- Research Proposal 20% - Research Project Report 80%

99

10.8 M.ED.: EMS

CODE EDEM 813

CREDITS24

DURATION16 WEEKS

SEMESTER 1

NQF LEVEL8

TITLE: RESEARCH FINDINGS IN ECONOMIC AND MANAGEMENT SCIENCES EDUCATIONPURPOSE: The purpose of this module is to:

- Become familiar with the current knowledge based in Economic and Management Sciences - Explore specific topics such as achievement, curriculum, assessment, teaching methods and

ways of learning as they relate to economic and management sciences education- Apply knowledge of economic and management sciences education research to reform

current beliefs and practices in the schoolsINTENDED LEARNING OUTCOMES:At the end of the module learners should:Become familiar with the current knowledge base in education and apply it to reform current beliefs and practices in schools. Be able to research further into teaching methods, assessment, curriculum and other aspects as they relate to educationPRE-REQUISITE/S: Admission to the M.Ed Education ProgrammeCO-REQUISITE/S: 1. Qualification in B.Ed or B.Ed Education or equivalent 2. Practicing Teacher DELIVERY MODES:

- Lectures - Seminars/Presentations- Discussions/Group work - Directed Study

CONTENT: Research findings on1. Curriculum development and implications for economic and management sciences 2. Strategies and methods of teaching and learning economic and management sciences 3. Practical/Lab work in economic and management sciences 4. Attitudes to economic and management sciences5. Learning of economic and management sciences concepts6. History of economic and management sciences7. Policy and practice in economic and management sciences8. Science teachers day to day work9. Investigation in economic and management sciences education 10. Language in the teaching of economic and management sciences11. Society and economics12. Interdisciplinary approach to economic and management sciences teaching and learning13. Research reporting in economic and management science education14. Gender issues in economic and management science education15. Problem solving in economic and management science education

ASSESSMENT MODES- Assignments } - Presentations }- Develop a report of analysis of research findings } 50% - Portfolio } 50%

100

CODEEDEM 811

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: THE BUSINESS CLASSROOM – e-LEARNINGPURPOSE: - Expose students to the opportunities for enhancing teaching and learning using Internet based

sources;- Evaluate e-learning initiatives in theory and practice in relation to the EMS curriculum;- Take a constructive critical stance to evaluate the implications of e-learning and teaching,

drawing on the major paradigms in learning theory;- Expose students to the broader implications of on-line management systems in education;- Critically evaluate the role of, and opportunities for, e-learning in schools and colleges in

RSA.INTENDED LEARNING OUTCOMES:Students should be able to:- Demonstrate an understanding of the theoretical basis for e-learning;- Apply e-learning to EMS contexts;- Compare critically the outcomes of e-learning with other approaches to learning and

teaching;- Demonstrate the knowledge, skill and attitude to support the incorporation of e-learning

strategies into curriculum development, teaching, learning and assessment;- Demonstrate the knowledge, skill and attitude which underpin the successful use of on-line

systems to manage educational processes.PRE-REQUISITE/S: ICT competence at an appropriate levelCO-REQUISITE/S: EDF 803DELIVERY MODES: - Lectures- Seminars - Workshops- Self-studyCONTENT- Internet as a learning resource;- Web-based learning in EMS – developing simulated learning environments;- Using e-tools for data analysis and problem solving in EMS- Interactive on-line problem solving- Modelling in EMS using software applications;- Approaches to e-assessment;- On-line management systems;- Challenges and opportunities for e-learning in schools and colleges.ASSESSMENT MODESA portfolio of assessments including- Seminars }- Oral presentations }- Written Assignment } 50%- Final paper } 50%

101

CODEEDEM 812

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: TEACHING AND LEARNING IN ECONOMIC AND MANAGEMENT SCIENCES EDUCATIONPURPOSE: - To expose students to the theories that could be used to underpin an EMS curriculum;- Critically analyse the learning theories and their implications for teaching and learning EMS;- Evaluate approaches to teaching and their relationship to the quality of the learning outcome.INTENDED LEARNING OUTCOMES:Students should be able to:- Demonstrate an understanding of learning theories for EMS- Apply the theories to teaching- Evaluate the theories in practice, through the development of teaching and learning episodes,

for their relevance to teaching and learning EMS- Reflect critically on their own approaches to teaching and learning.PRE-REQUISITE/S: B.ED. (EMS)CO-REQUISITE/S: NoneDELIVERY MODES: - Lectures- Seminars - Workshops- Self-studyCONTENT- Theories of learning (Behavioural; Cognitive; Constructivist; Phenomenographic – the

learners’ experience of learning; Situated – communities of learning);- The analysis and evaluation of rationales for teaching and their theoretical and practical

bases;- Outcome-based models for instruction compared with interpretations of the reflective

practice;- Measurement of differences in the learning outcome related to the educational paradigm from

which the metric derives – purposes, rationales and the quality of measurement;- Relating approaches to teaching, learning in EMS contexts to curriculum concerns of schools

and colleges against the national agenda for educational change in RSA and internationally.ASSESSMENT MODESA portfolio of assessments including- Seminars- Oral presentations- Written Assignment- Project/Final paper ] 50%

102

CODEEDEM 821

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: ENTREPRENEURSHIP EDUCATIONPURPOSE: - Expose students to the theoretical basis of initiative- and risk-taking behaviours and their

development;- Evaluate critically classroom and community-based approaches to the development of

entrepreneurial skill, understanding and attitudes;- Analyse the value dimension of the EMS curriculum through a study of approaches to

entrepreneurial education programmes.INTENDED LEARNING OUTCOMES:Students should be able to:- Understand the theoretical basis of research into perspectives on risk and uncertainty in

economics and business contexts for decision-making.- Understand the relevance of economic psychology for the development of entrepreneur

education programmes.- Understand the social, cultural and psychological factors underpinning entrepreneurial

actions.- Critically evaluate the ethical dimension of business practice as it is developed in the EMS

curriculum.- Critically evaluate strategies for the development of entrepreneurial learning in school and

college based programmes in RSA and internationally.PRE-REQUISITE/S: B.Ed. (EMS) or equivalentCO-REQUISITE/S: NoneDELIVERY MODES: - Lectures - Seminars - Workshops - Self-studyCONTENT- The ethical dimension of the business curriculum.- Economic psychological perspectives on risk and uncertainty.- Educational models for the development of initiative– and risk-taking.- Cultural perspectives on entrepreneurship.- Learning about entrepreneurship in local, national and international contexts – the case study

method and other approaches examined.- Comparative perspectives on the use of business games, simulations and workplace learning

to develop entrepreneurial understanding.ASSESSMENT MODES - A portfolio of assessments including- Seminars- Oral presentations- Written Assignment } 50%- Research Project / Final paper } 50%

103

CODEEDEM 823

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: ASSESSMENT IN ECONOMIC AND MANAGEMENT SCIENCES EDUCATIONPURPOSE: - Expose students to arrangements for gaining high quality information about students’

achievements.- Critically evaluate modes of assessment.- Analyse the role of assessment practices in the improvement of teaching and learning.- Review critically the relationship of assessment to theories of learning (e.g. behaviourist,

cognitivist, constructivist, and theories underpinned by relational views of learning).INTENDED LEARNING OUTCOMES:Students should be able to:- Demonstrate a critical understanding of assessment methods and practices.- Develop and critically review assessment formats designed for specific purposes.- Evaluate assessment items.- Take a reflective stance on the quality of information generated through assessment.- Design confidently assessment instrument and critique published formats.PRE-REQUISITE/S: B.Ed. (EMS)CO-REQUISITE/S: NoneDELIVERY MODES: - Lectures- Seminars - Workshops- Self-studyCONTENT- International approaches to assessment in EMS.- Formative and summative assessment.- Criterion referenced and norm referenced assessment.- Design of assessment instruments.- Tests including attitude testing.- Factor analysis.- Structure of the learning outcome.ASSESSMENT MODESA portfolio of assessments including- Seminars- Oral presentations- Written Assignment- Project

104

10.9 MED

CODEEDEM 873

CREDITS60

DURATION16 WEEKS

SEMESTER1 and 2

NQF LEVEL8

TITLE: MINI DISSERTATION IN ECONOMIC AND MANAGEMENT SCIENCES EDUCATION


Learning area teaching/learning at the M.Ed level


Students should be able to:- Identify a research problem in EMS learning area- Apply skills and principles of conducting research- Write a guided research report, which shows an understanding of basic research principlesPRE-REQUISITE/S: Admission to the M.Ed ProgrammeCO-REQUISITE/S: None

DELIVERY MODES: - Lectures- Proposal writing- Seminars - Data collection- Consultations- Report chapters presentation and feedbackCONTENT- Research methods overview- Project problem identification and presentation- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation- Presentation of Draft Project report- Presentation of Final Project report

ASSESSMENT MODES- Presentation – Research Methods 10%- Research Proposal 20%- Mini dissertation 70%

105

CODEEDEM 871

CREDITS180

DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL8

TITLE: FULL DISSERTATION IN ECONOMIC AND MANAGEMENT SCIENCES EDUCATION


Learning area teaching/learning at the M.Ed level

INTENDED LEARNING OUTCOMES:Students should be able to:- Identify a research problem in EMS learning area- Apply skills and principles of conducting research- Write a guided research report, which shows an understanding of basic research principlesPRE-REQUISITE/S: Admission to the M.Ed ProgrammeCO-REQUISITE/S: None

DELIVERY MODES:

- Lectures- Proposal writing- Seminars - Data collection- Consultations- Report chapters presentation and feedbackCONTENT- Research methods overview- Project problem identification and presentation- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation- Presentation of Draft Project report- Presentation of Final Project report

ASSESSMENT MODES

- Presentations 10%- Research Proposal 20%- Full Dissertation 70%

106

10.10 PHD/DED

Doctor of Philosophy/Doctor of Education in Economic and Management Sciences Education

Code Module Duration Weeks


EDEM 971 Doctoral Thesis/Dissertation in Economic and Management Sciences Education

96 1-6 360 9

107

10.11 BEd HONOURS: TECHNOLOGY EDUCATION

CODEEDIM 611

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: CURRICULUM STUDIES IN TECHNOLOGY EDUCATION

PURPOSE: To provide learners with skills, knowledge and practice in the basic principles of curriculum studies

INTENDED LEARNING OUTCOMES:Learners will demonstrate an understanding of:- Design and development of OBE programmes.- Curriculum design in technology.- Computer based curriculum design.

PRE-REQUISITES: Admission to B.Ed (Hons) Programme

CO-REQUISITES: None

DELIVERY MODES:- Lectures- Self directed study- Presentations- Tutorials

CONTENT:- Curriculum development in Technology Education- Instructional Design in Technology Education.- Computer based curriculum design in Technology Education

ASSESSMENT:- Assignments } 50%- Portfolio } 50%- Presentations } 50%- Final Project }50%

108

CODEEDIM 612

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: LEARNING THEORIES FOR TECHNOLOGY EDUCATION

PURPOSE: To introduce learners to learning theories underpinning Technology Education


Learners will demonstrate knowledge of:The nature and structure of Technology Education.The learning theories underlying the teaching of Technology.International and local perspectives in Technology Education.Science, Technology and Society


CO-REQUISITES: None

DELIVERY MODES:- Lectures- Self directed study- TutorialsCONTENT:Theories of human development and learning (Piaget, Skinner, Bruner, Donaldson, Thorndike, Ausubel, Bandura, Vygotsky; Constructivism and Phenomenography theories, etc.Instructional strategies in Economic and Management Sciences (direct instruction, lecture/exposition; Enquiry methods/problem solving/discovery; Activity-based teaching; Role play; Drama projects; Group work; Individualised instruction; Field work, etc.Assessment methods: Purpose of assessment (skills, knowledge, attitudes, understanding); Formative (clinical work, diagnostic, learning journal, simulation, worksheet, etc); Summative (learning achievement, final achievements, assignment grade); Continuous assessment.OBE principles and practices.

109

CODEEDIM 621

CREDITS16

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: TECHNOLOGY AND DESIGN PROJECT

To provide learners with industrial research and practical skills applied to Technology Education.


Learners will demonstrate an understanding of:

Critical and creative thinkingThinking process and thinking skillsDecision makingProblem solvingDesigningMakingEvaluatingFacility design and organisation


CO-REQUISITES: None

DELIVERY MODES:LecturesSelf directed studyPresentationsTutorials

CONTENT:Critical and creative thinkingThinking process and thinking skillsDecision makingProblem solving in technologyPhysical planning: facility design and organisation

ASSESSMENT:- Assignments } 50%- Tests, Portfolio }- Artefact } 50%

110

CODEEDIM 622

CREDITS16

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: ASSESSMENT IN TECHNOLOGY EDUCATION

PURPOSE: To offer insight into the process of principles of implementing assessment in Technology Education.



- Apply analytical skills in assessment.- Demonstrate an understanding of the importance of disseminating and using the information

from the assessment process.

PRE-REQUISITES: Admission to B.Ed. (Hons) degree programme

CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Group discussions- Seminars- Presentations

CONTENT:

- Assessment and Evaluation of Technology.- Normative and criterion referenced assessment.- Outcomes based Model for assessment.- Assessing the Technology Department.

ASSESSMENT:- Assignment + }- Presentation } 50%- Practical }- End of module examination } 50%

111

CODEEDIM 671

CREDITS32

DURATION32 WEEKS

SEMESTER1 & 2

NQF LEVEL7

TITLE: MINI RESEARCH PROJECT IN TECHNOLOGY EDUCATION

PURPOSE: To provide learners with - The theoretical background to research- An opportunity to conduct research.


- Learners will be able to undertake a research project and write an appropriate report under guidance.

PRE-REQUISITES: ACE: Technology/Admission requirements to the B.Ed (Hons) Programme

CO-REQUISITES: None

DELIVERY MODES:

- Lectures- Presentations- Individual / Group work

CONTENT:

- Basic research concepts- Research in Education- Research Design- Basic Statistics- Communicating about Research

ASSESSMENT:- Proposal ] 100%- Research Project]

112

10.12 MEd: TECHNOLOGY EDUCATION.

CODEEDIM 811

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: THEORIES OF LEARNING AND TEACHING TECHNOLOGY EDUCATION PURPOSE: The purpose of this module is to:- Expose students to the theories that underpin Technology as a Learning Area.- Critically analyse learning theories and their implication to teaching and learning Technology

Education.- Evaluate various methods of teaching to determine how they relate to learning.INTENDED LEARNING OUTCOMES:At the end of the module, learners should be able to:- Demonstrate an understanding of learning theories that relate to Technology.- Apply various teaching methods/strategies to the teaching of Technology.- Compare and contrast the different theories noting advantages and disadvantages.- Develop lessons that apply to each theory and their intended benefits to the learner.- Evaluate which theory works best for the greatest number of children.

PRE-REQUISITE/S: Admission to the M.Ed (Technology Education) ProgrammeCO-REQUISITE/S: 1. Qualification in B.Ed Science or B.Ed Science Education or equivalent

2. Practicing TeacherDELIVERY MODES: - Lectures- Discussions and group work- Seminars and Presentations- Directed study- Hands-on activitiesCONTENT- Ausubel’s theory – organisers and their applications in mathematics and science lessons.- Brownell’s meaning theory and emphasis on relationships.- Bruner’s four theories of learning.- Constructivism as a theory of learning mathematics and natural sciences.- Davis’ theory on discovery, inquiry and successive approximations.- Jean Piaget’s theory on cognitive developmental stages.- Skemp’s views on relational and instrumental learning.- Von Glaserfeld’s theory of radical constructivism.- Vygotsky’s theory of the zone of Proximal development.ASSESSMENT MODES- Lesson development applying several theories to a specific topic }- Assignments }- Research and seminar presentations } 50%- End of module Assignment } 50%

113

CODE EDIM 821

CREDITS24

DURATION32 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: CURRICULUM ISSUES IN TECHNOLOGY EDUCATIONPURPOSE: The purpose of this module is to:

- Expose students to theories that underpin technology-learning are- Critically analyse the learning theories and their implication to teaching and learning

technology education- Evaluate various methods of teaching to determine how they relate to learning- Expose students to principles underlying curriculum development in technology

curricular for schools- Analyse critically the technology curricula in the light of learning theory- Apply knowledge gained to develop their own curricula

INTENDED LEARNING OUTCOMES: - At the end of the module, learners should be able to:

- Demonstrate an understanding of learning theories for technology- Compare and contrast the different theories noting advantages and disadvantages- Develop lessons that apply to each theory and their intended benefits to the learner- Evaluate which theory works best for the greatest number of children- Describe the concepts related to the development of a curriculum- Critically analyse the technology curricula for C2005 and RNCS- Develop curricular for a specific course- Integrate curriculum, pedagogy and assessment

PRE-REQUISITES: Admission to the M.Ed (Technology Education) ProgrammeCO-REQUISITES: 1. Qualification in B.ED Technology Education or equivalent2. Be a practicing educatorDELIVERY MODES:

- Lectures Discussions and groupwork- Hands on activities

CONTENT:Gender Issues in Technology Education

- Science, Technology & Society.- The nature of Technology Education- Philosophy of Technology Education- Ethics in Technology Education- Indigenous knowledge Systems & Technology Education- Application if theories of Learning to curriculum Formulation & Development- Management of Technology Education

ASSESSMENT MODES:- Write abstracts from course readings- Assignments- Develop a report for an analysis of a curriculum 50%- Design learner support material in technology education 50%- Presentatioins/Projects/Research

114

CODE EDIM 812

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: RESEARCH FINDINGS IN TECHNOLOGY EDUCATION

PURPOSE: The purpose of this module is to:- Become familiar with the current knowledge base in technology education research- Explore specific topics such as achievement, curriculum, assessment, teaching methods

and ways of learning as they relate to technology educationINTENDED LEARNING OUTCOMES:

At the end of the module, learners should be able to:

- Become familiar with the current knowledge base in technology education and use it to reform practices in schools

- Be able to research further into learning methods, curriculum and other aspects as they relate to technology education

PRE-REQUISITES: Admission to the M.Ed (Technology Education) ProgrammeCO-REQUISITES: 1. Qualification in B.ED Technology Education or equivalent

2. Be a practicing educatorDELIVERY MODES:

- Lectures- Seminars/Presentations- Discussions/Groupwork

CONTENT: Research findings on1. Curriculum development and implications for science and mathematics education2. Strategies and methods of teaching and learning science and mathematics3. Practical/Lab work in science and mathematics education4. Attitudes to science and mathematics education5. Learning of science and mathematics education concepts6. History of science and mathematics7. Policy and practice in science and mathematics education8. Science teachers day to day work9. Investigation in science and mathematics education10. Language in the teaching of science and mathematics11. Society and science12. Interdisciplinary approach to science and mathematics teaching and learning13. Research reporting in science and mathematics education14. Gender issues in science and mathematics education15. Problem solving in science and mathematics education

115

CODE EDIM 813

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: ASSESSMENT IN TECHNOLOGY EDUCATIONPURPOSE: The purpose of this module is to:

- Learn about trends in assessment practices- Let students know about the different types of assessment- Critically analyse assessment practices- Develop and use different assessment formats- Research into assessment practices-

INTENDED LEARNING OUTCOMES:At the end of the module, learners should be able to:

- Demonstrate an understanding of assessment methods and practices- Develop and test different types of questions- Understand what kind of information is gained by various types of assessment- Develop a scoring rubric for performance tabs

PRE-REQUISITES: Admission to the M.Ed (Technology Education) ProgrammeCO-REQUISITES: 1. Qualification in B.ED Technology Education or equivalent 2. Be a practicing educator DELIVERY MODES:

- Lectures- Seminars/Presentations- Discussions/Groupwork- Hands-on activities

CONTENT:Trends in assessment practices

- Types of assessment- Assessment methods and instruments- Development of assessment scoring rubrics- Principles of a good assessment- Assessment in South African schools- The role of the NQF in assessment

ASSESSMENT MODES:- Assignment }- Seminars } 50%- Presentations/Reports }- Portfolio } 50%

116

CODE EDIM 873

CREDITS90

DURATION32 WEEKS

SEMESTER1 & 2

NQF LEVEL8

TITLE: MINI-RESEARCH IN TECHNOLOGY EDUCATION

PURPOSE:

- To provide students with the opportunity of using research knowledge and experience to research into and report on school based projects


- To identify and research on problems related to technology education- Apply skills in conducting research- To write a research report in order to communicate research findings


2. Be a practicing educator

DELIVERY MODES:- Seminars- Proposal writing- Data collection/directed study- Consultations/presentations- Research writing

CONTENT:Fieldwork

- Proposal- Research report

ASSESSMENT MODES:- Research proposal }- Mini- Dissertation }100%

117

CODE EDIM 871

CREDITS180

DURATION32 WEEKS

SEMESTER1&2

NQF LEVEL8

TITLE: FULL RESEARCH IN TECHNOLOGY EDUCATIONPURPOSE:

- To provide students with the opportunity of using research knowledge and experience to research into and report on school based projects


- To identify and research on problems related to technology education- Apply skills in conducting research- To write a research report in order to communicate research findings


2. Be a practicing educator

DELIVERY MODES:- Proposal writing- Seminars- Data collection- Consultations- Presentations and feedback

CONTENT:- Research methods overview- Project problem identification and presentation- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation- Presentation of draft project report- Presentation of final project report

ASSESSMENT MODES:- Research proposal 50%

- Research project report 50%

118

10.12 PHD/DED



EDIM 971 Doctoral Thesis/Dissertation in Technology Education

96 1-6 360 9

119

B.ED. (Honours)

CODESEDM 611

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: SCIENCE, TECHNOLOGY IN SOCIETY AND MATHEMATICS / SCIENCE EDUCATION

PURPOSE: To provide learners with knowledge about Science, Technology and society issues and the importance of scientific literacy.

INTENDED LEARNING OUTCOMES:Learners should be able to :1. Contribute positively to scientific discussions, and2. Take responsibility for decisions affecting maths/science education3. Articulate the importance of maths/natural sciences to society4. Design a physical environment conducive to learning maths and science.

PRE-REQUISITE/S: A recognized first University degree in mathematics/natural sciences

CO-REQUISITE/S: None

DELIVERY MODES: 1. Lectures2. Assignments3. Seminars4. Directed study5. Discussions/Group Work

CONTENT

1. Developments in mathematics/natural science.2. Science, Technology and society3. Science, Technology education worldwide4. Curriculum 2005 and STS5. Developing a science curriculum for schools.ASSESSMENT MODES- Assignments }- Presentations } 50%- Portfolio }- End of Module Examinations } 50%

120

CODESEDM 621

CREDITS16

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: TEACHING AND CURRICULUM STUDIES IN MATHEMATICS/SCIENCE EDUCATION

PURPOSE: To provide learners with knowledge about curriculum and teaching-learning issues.


By the end of the module students should be able to

1. Demonstrate competence by developing thoughtful teaching programmes and lesson plans.2. Design a physical environment conducive to teaching maths and science.3. Evaluate how a specific method influences learning.

PRE-REQUISITE/S: A first university degree in mathematics/natural sciencesCO-REQUISITE/S: None

DELIVERY MODES:

1. Lectures2. Assignments3. Seminar 4. Directed Study5. Discussion/Group Work

CONTENT

1. OBE and Constructivism in maths/natural sciences education2. Principles of curriculum design and curriculum 20053. Planning and development of lesson units4. Strategies for teaching maths/natural sciences5. Developing teaching skills

ASSESSMENT MODES

1. Assignments2. Presentation3. Project Work4. Portfolio

121

CODESEDM 622

CREDITS16

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: ASSESSMENT IN MATHEMATICS/SCIENCE EDUCATION

PURPOSE: To provide learners with knowledge about different types of assessment and assessment formats .


By the end of the module students will demonstrate knowledge of:

1. Different types of assessment2. How to prepare different assessment formats3. How to use formats to assess maths/science work


DELIVERY MODES:

- Lectures- Presentations- Individual/Group work- Assignments

CONTENT

- Paradigms in assessment practices- Principles of good assessment- Types of assessment- Assessment practice in schools- Assessment of Outcomes-Based learning- Assessment formats and methods in schools- NQF and assessment practice

ASSESSMENT MODES

- Presentations }- Assignments } 50%- Examination } 50%

122

CODESEDM 612

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: THE PSYCHOLOGY OF TEACHING / LEARNING MATHEMATICS/ SCIENCE NATURAL SCIENCES

PURPOSE: To provide learners with knowledge about Outcomes Based Education and other methods of teaching mathematics/natural science.



1. Apply principles of learning theories to the teaching/learning of mathematics/natural sciences.

2. Apply principles of Outcomes Based Education in the classroom

PRE-REQUISITE/S: A recognised first University degree in mathematics/natural sciences

CO-REQUISITE/S: None

DELIVERY MODES:

- Lectures- Seminar and Presentations- Tutorials- Assignments

CONTENT

1. Paradigms of scientific thought2. Outcomes-Based Education3. Constructivism and social constructivism4. Other teaching/learning theories: Classical, cognitive, Gestalt, Discovery of inquiry and

successive approximations5. Factors that affect teaching/learning mathematics/natural sciences.

ASSESSMENT MODES

- Seminar }- Assignments } 50%- Examinations } 50%

123

CODESEDM 671

CREDITS24

DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL7

TITLE: MINI RESEARCH IN MATHEMATICS/SCIENCE EDUCATION AND REPORT WRITING

PURPOSE: To provide learners with:

1. the theoretical background to research2. an opportunity to conduct research


Students will be able to undertake a research project and write appropriate report under guidance.


DELIVERY MODES:

- Lectures- Presentations- Individual/Group work- Assignments

CONTENT

- Basic Research Concepts- Research in Education- Research Design- Basic Statistics- Communicating about Research

ASSESSMENT MODES

- Presentations }- Assignments } 100%- Assessment of Project Report }

124

10.13 MED

CODE:SEDM 811

CREDITS24

DURATION 32 WEEKS

SEMESTER1 & 2

NQF LEVEL8

TITLE: CURRICULUM ISSUES IN MATHEMATICS/SCIENCE EDUCATIONPURPOSE: The purpose of this module is to:

- Expose students to the principles underlying curriculum development with special reference to the country’s natural science and mathematics curricula for schools.

- Analyse critically the natural sciences and mathematics curricula in the light of learning theory

- Apply knowledge gained LEARNING OUTCOMES:At the end of the module, learners should be able to:

- apply various teaching and learning strategies to mathematics/science teaching and learning- evaluate which theory works best for the greatest number of learners- develop lessons that apply to specific learning theory and the intended benefits to the learner- debate and come to a positive decision on issues concerning the society

INSTRUCTIONAL AND LEARNING STRATEGIES1. Lectures2. Seminar/presentations3. co-operative learning4. individual projects

PRE-REQUISITE/S: Admission to the M.Ed (Mathematics/Science Education) ProgrammeCO-REQUISITE/S: 1. Qualification in B.Ed Science or B.Ed Science Education or Equivalent 2. Practicing TeacherCONTENT

- Gender issues in Mathematics/Science Education- Ethics in Mathematics/Science Education- Philosophy of Mathematics/Science- Science, Technology and Society- Indigenous knowledge systems and Mathematics/Science Education- Critical issues in strategy and Instructional material selection for Mathematics/Science

Education- Application of theories of learning to curriculum formulation and development- Management of Mathematics/Science Education- Mathematics/Science Literacy

ASSESSMENT PLAN1. Journal 10%2. Portfolio 10%3. Abstracts form course readings 20%4. Analysis of a curriculum 30%5. Develop a mathematics or a science curriculum for a school for a year 30%

125

CODESEDM 812

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: TEACHING AND LEARNING IN MATHEMATICS/ SCIECNE EDUCATION PURPOSE: The purpose of this module is to:- expose students to the theories that underpin the natural sciences and mathematics learning

areas.- Critically analyse the learning theories and their implication to teaching and learning the

natural sciences and mathematics.- Evaluate various methods of teaching to determine how they relate to learning.

INTENDED LEARNING OUTCOMES:At the end of the module, learners should be able to:- Demonstrate an understanding of learning theories for mathematics/natural sciences.- Apply various teaching methods/strategies to mathematics/natural sciences teaching/learning.- Compare and contrast the different theories noting advantages and disadvantages.- Develop lessons that apply to each theory and their intended benefits to the learner.- Evaluate which theory works best for the greatest number of children.PRE-REQUISITE/S: Admission to the M.Ed (Science/Mathematics Education)

ProgrammeCO-REQUISITE/S: 1. Qualification in B.Ed Science or B.Ed Science Education or equivalent

2. Practicing TeacherDELIVERY MODES: - Lectures- Discussions and group work- Seminars and Presentations- Directed study- Hands-on activitiesCONTENT- Ausubel’s theory – organisers and their applications in mathematics and science lessons.- Brownell’s meaning theory and emphasis on relationships.- Bruner’s four theories of learning.- Constructivism as a theory of learning mathematics and natural sciences.- Davis’ theory on discovery, inquiry and successive approximations.- Jean Piaget’s theory on cognitive developmental stages.- Skemp’s views on relational and instrumental learning.- Von Glaserfeld’s theory of radical constructivism.- Vygotsky’s theory of the zone of Proximal development.

ASSESSMENT MODES- Lesson development applying several theories to a specific topic }- Assignments }- Research and seminar presentations } 50%- Research which methods are appropriate for which theories } 50%

126

CODE:SEDM 821

CREDITS24

DURATION 16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: ASSESSMENT IN MATHEMATICS AND SCIENCE EDUCATION LEARNING OUTCOMES:Students will be able to:

1. Demonstrate an understanding of assessment methods and practices2. Develop and test different assessment formats3. Evaluate and use different types of questions4. Understand what kind of information various types of assessment gain5. Develop a scoring rubric for performance tabs

INSTRUCTIONAL AND LEARNING STRATEGIES1. Lectures2. Presentations/Seminars3. Discussions/Group work4. Directed Study

PRE-REQUISITE/S: Admission to the M.Ed (Mathematics/Science Education) ProgrammeCO-REQUISITE/S: 1. Qualification in B.Ed Science or B.Ed Science Education or Equivalent 2. Practicing TeacherCONTENT

1. Trends in assessment practices – a brief overview2. Types of assessment3. Assessment methods and instruments4. Development of assessment formats5. Development of assessment scoring rubrics6. Principles of good assessment7. Assessment in RSA schools8. The role of the NQF in assessment

ASSESSMENT PLAN1. Portfolio 2. Seminars 3. Assignments 4. Presentations/Reports

127

CODE:SEDM 822

CREDITS24

DURATION 16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: RESEARCH FINDINGS IN MATHEMATICS/SCIENCE EDUCATION PURPOSE:

1. Become familiar with the current knowledge base in science and mathematics education research

2. Explore specific topics such as achievement, curriculum, assessment, teaching methods and ways of learning as they relate to science and mathematics education

3. Apply knowledge of science and mathematics education research to reform current beliefs and practices in the schools

LEARNING OUTCOMES: At the end of the module learners should:1. Become familiar with the current knowledge base in science and mathematics education and apply

it to reform current beliefs and practices in schools2. Be able to research further into teaching methods, assessment, curriculum and other aspects as

they relate to science and mathematics education INSTRUCTIONAL AND LEARNING STRATEGIES1. Lectures2. Presentations/Seminars3. Discussions/Group work4. Directed StudyPRE-REQUISITE/S: Admission to the M.Ed (Mathematics/Science Education) ProgrammeCO-REQUISITE/S: 1. Qualification in B.Ed Science or B.Ed Science Education or Equivalent 2. Practicing TeacherCONTENT: Research findings on1. Curriculum development and implications for science and mathematics education2. Strategies and methods of teaching and learning science and mathematics3. Practical/Lab work in science and mathematics education4. Attitudes to science and mathematics education5. Learning of science and mathematics education concepts6. History of science and mathematics7. Policy and practice in science and mathematics education8. Science teachers day to day work9. Investigation in science and mathematics education10. Language in the teaching of science and mathematics11. Society and science12. Interdisciplinary approach to science and mathematics teaching and learning13. Research reporting in science and mathematics education14. Gender issues in science and mathematics education15. Problem solving in science and mathematics educationASSESSMENT PLAN1. Assignments 2. Develop a report of analysis of research findings 3. Presentations 4. Portfolio

128

CODE:SEDM 823

CREDITS18

DURATION 16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: SOCIAL & TECHNOLOGY ISSUES IN MATHEMATICS/SCIENCE EDUCATION PURPOSE: The purpose of this module is to:1. Explore current trends and issues in mathematics and science education2. Explore the role of technology in mathematics and science education3. Develop relationships with parents and the community4. Research the effect of multicultural on mathematics and science educationLEARNING OUTCOMES:

At the end of the module, learners should be able to:a. identify, explore and discuss major educational issues in the countryb. examine multicultural issues in the countryc. examine and apply the use of technology in solving mathematics, science and

community problems PRE-REQUISITE/S: Admission to the M.Ed (Mathematics/Science Education) ProgrammeCO-REQUISITE/S: 1. Qualification in B.Ed Science or B.Ed Science Education or equivalent 2. Practicing TeacherCONTENT1. Science and mathematics education in the RSA – historical perspective2. Multicultural including issues of racism, sexism and classism in Mathematics and Science education3. The school and community/society in Mathematics and Science education4. Professional associations, conferences, and professional duties and responsibilities of the teacher5. The computer and the Internet in Science and Mathematics education6. Development of lessons in Mathematics and Science making use of appropriate technologyASSESSMENT PLAN1. Presentation and Seminars2. Assignments 50%3. Research paper on any of the content topics in the module 50%

129

CODESEDM 873 CREDITS

60DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL8

TITLE: MINI DISSERTATION IN SCIENCE/MATHEMATICS EDUCATION

PURPOSE: To provide students with the opportunity of using research knowledge and experience

to research and report on school based projects.


- To identify and research on problems related to their areas of specialisation.- Apply skills in conducting research.- To write a research report to communicate research findings.

PRE-REQUISITE/S: Admission to the M.Ed (Science/Mathematics Education) Programme

CO-REQUISITE/S: 1. Qualification in B.Ed Science or B.Ed Science Education or equivalent2. Practicing Teacher

DELIVERY MODES: - Seminars- Proposal writing- Data collection / Directed study- Consultations / Presentations- Research Writing

CONTENT- Field work- Proposal- Research Report

ASSESSMENT MODES- Research Proposal- Mini-Dissertation

130

CODESEDM 871

CREDITS180

DURATION32 WEEKS

SEMESTER1 & 2

NQF LEVEL8

TITLE: FULL DISSERTATION IN SCIENCE/MATHEMATICS EDUCATION

PURPOSE: The module provides advanced skills in research and report writing with reference to an area of specialisation in the teaching and learning of science and mathematics education.

INTENDED LEARNING OUTCOMES:Learners will be able to:- identify a research problem in science and mathematics education.- Apply skills and principles of conducting research.- Write a research report that is academically and professionally acceptable.

PRE-REQUISITE/S: Admission to the M.Ed (Science/Mathematics Education) Programme

CO-REQUISITE/S: 1. Qualification in B.Ed Science or B.Ed Science Education or equivalent2. Practicing Teacher

DELIVERY MODES: - Proposal writing- Seminars- Data Collection- Consultations- Presentations and Feedback

CONTENT- Research methods overview- Project problem identification and presentation- Proposal writing and presentation- Data collection and presentation- Data analysis and presentation- Presentation of draft project report- Presentation of final project report

ASSESSMENT MODES- Research Proposal }- Full Dissertation }100%

131

10.14 PHD\DED

CODESEDM 972

CREDITS48

DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL8

TITLE: FIRST YEAR DOCTORAL SEMINAR FOR MATHEMATICS/SCIENCE EDUCATIONPURPOSE: The purpose of this module is to:1. Introduce students to the fields of mathematics and science education at large.2. Become familiar with major trends, issues, and national concerns in mathematics and/or

science education.3. Analyse critically the national curricula, pedagogy, and assessment in the light of learning

theory for mathematics and/or science education.4. Analyse critically the teacher preparation programme in mathematics and/or science

education.5. Develop an extensive familiarity with the literature in these cognate areas.INTENDED LEARNING OUTCOMES:At the end of the module, learners should be able to:1.Identify and discuss major trends, issues, and concerns regarding mathematics and/or science education.2.Engage in critical activism to bring positive change to pre-service and in-service teacher development.3.Research appropriate curriculum, pedagogy, and assessment practices that will work best for South African learners and educators.4.Design appropriate curriculum, pedagogy, and assessment modules at both pre-service and in-service levels.5.Engage in technical writing activities such as research article summaries and abstracts.6.Develop an annotated bibliography in mathematics and/or science education.7.Write a critical review of current literature in mathematics and/or science education.PRE-REQUISITE/S:1. Admission to the Doctor of Philosophy (Mathematics and Science Education) Programme2. Qualification in Master of Education (Mathematics and Science Education)CO-REQUISITE/S:1. Practising Teacher 2.Complete Mathematics/Science Content Requirements.INSTRUCTIONAL AND LEARNING STRATEGIES:1. Discuss readings 4. Technical writing2. Debate issues 5. Peer ecaluation of writing3. Research presentationCONTENT1. Research literature in mathematics and/or science education.2. Curriculum, pedagogy, and assessment in mathematics and/or science education.3. Technical writing.4. Technical reporting.5. Teacher education.ASSESSMENT PLAN1. Class participation 20% 3. Other technical writing 20%2. Article summaries and abstracts 30% 4. Final paper 30%

132

CODESEDM 973

CREDITS48

DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL8

TITLE: SECOND YEAR DOCTORAL SEMINAR FOR MATHEMATICS/SCIENCE EDUCATIONPURPOSE: The purpose of this module is to:1. Focus students’ research on a single area of interest in mathematics and/or science

education.2. Develop a theoretical framework for the area of study.3. Write a literature review for the area of study.4. Design a pilot study for the dissertation.5. Create measuring instruments for use in the pilot study.6. Complete a dissertation proposal.INTENDED LEARNING OUTCOMES:At the end of the module, learners should be able to:1. Identify a topic for study.2. Write a statement of the problem with a clearly defined focus.3. Develop a rationale for the study.4. Create a theoretical framework for the study.5. Write a comprehensive review of related literature.6. Design a pilot study.7. Collect, organise, analyse, and interpret data.8. Make a formal presentation of research results.9. Complete a dissertation proposal.PRE-REQUISITE/S:1. Admission to the Doctor of Philosophy (Mathematics and Science Education) Programme2. Completion of the First Year Doctoral Seminar.3. Qualification in Master of Education (Mathematics and Science Education)CO-REQUISITE/S: 1. Practising Teacher2. Completion of Content Requirements.3. Completion of Research Course Requirements.INSTRUCTIONAL AND LEARNING STRATEGIES:1. Class discussion2. Debate issues3. Research presentation4. Investigation5. Technical writingCONTENT1. Research Design2. Pilot Study3. Dissertation Proposal DevelopmentASSESSMENT PLAN1.Class participation }20% 2. Pilot Study }50%3.Research Presentation }30%

133

CODESEDM 975

CREDITS12

DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL8

TITLE: FIELD WORK COMPONENT FOR DOCTORAL PROGRAMME

PURPOSE: The purpose of this module is to:1. Assign each student to work with a specific faculty member in mathematics or science

education.2. Acquaint students with an insider’s view of the mathematics and science education

profession.3. Become familiar with mathematics and science educators’ day-to-day work.4. Expose students to things not normally covered in programme curriculum.

INTENDED LEARNING OUTCOMES:At the end of the module, learners should be able to:1. Understand the position of mathematics and science educators.2. Discuss the current priorities in the department and in the region.3. Assist the faculty in their current research.

PRE-REQUISITE/S:1. Admission to the Doctor of Philosophy (Mathematics and Science Education) Programme2. Qualification in Master of Education (Mathematics and Science Education)CO-REQUISITE/S:1. Practising Teacher2. Complete Mathematics/Science Content Requirements.

INSTRUCTIONAL AND LEARNING STRATEGIES:1. Discussion2. Observation and Interviews3. Research / Technical Writing

CONTENT1. Mathematics and Science educators’ duties and responsibilities.2. Mathematics and Science educators’ teaching, research, and service.3. Other content may include grant writing, intern supervision, professional development, co-

teaching college courses.

ASSESSMENT PLAN1. Portfolio evaluation2. Oral discussion of learning3. Reflective journal

134

CODESEDM 974

CREDITS24

DURATION16 WEEKS

SEMESTER1 and 2

NQF LEVEL8

TITLE: SUPPORTING AREAS FOR MATHEMATICS AND SCIENCE EDUCATIONPURPOSE: The purpose of this module is to:1. Prepare students with a broad perspective of what it means to be a mathematics or science

educator.2. Allow for students to specialise in a related area of interest.3. Expose students to topics in which they would most likely be engaged in their chosen

career.INTENDED LEARNING OUTCOMES:At the end of the module, learners should be able to:1. Be knowledgeable about a related topic to mathematics and science educators.2. Identify major trends, issues, and concerns to South Africans on the chosen topic.3. Take a position on an issue and defend it with appropriate research and literature.4. Take action in the chosen area by first developing an action plan to improve the educational

situations in South Africa.PRE-REQUISITE/S:1. Admission to the Doctor of Philosophy (Mathematics and Science Education) Programme2. Qualification in Master of Education (Mathematics and Science Education)CO-REQUISITE/S: 1. Practising Teacher

INSTRUCTIONAL AND LEARNING STRATEGIES:1. Class discussion2. Debate3. Class presentationCONTENTThe content in this module will vary depending on student choice of supporting area. Some possible choices may include:1. Urgan education2. Ethics3. Technology4. Professional development5. Educational policy6. Grant writing7. Teacher educationASSESSMENT MODES1. Class participation 10%2. Portfolio 30%3. Article summaries 30%4. Final paper 30%

135

CODESEDM 971

CREDITS120

DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL8

TITLE: DISSERTATION RESEARCH FOR MATHEMATICS OR SCIENCE EDUCATION

PURPOSE: The purpose of this module is to:1. Design and conduct dissertation research.2. Write the complete dissertation.3. Defend the dissertation orally.INTENDED LEARNING OUTCOMES:At the end of the module, learners should be able to:1. Identify a researchable topic.2. Develop hypotheses, research questions.3. Collect, organise, prioritise, analyse, and interpret data.4. Write a technically correct manuscript.5. Orally defend the dissertation.

PRE-REQUISITE/S:1. Admission to the Doctor of Philosophy (Mathematics and Science Education) Programme2. Qualification in Master of Education (Mathematics and Science Education)3. Completion of PhD modules.CO-REQUISITE/S:1. Practising Teacher2. Complete Mathematics/Science Content Requirements.

INSTRUCTIONAL AND LEARNING STRATEGIES:1. Discussion2. Observation and interviews3. Research/technical writing.

CONTENT1. Hypothesis generation.2. Scientific research design methodologies.3. Building a robust study including a theoretical framework and extensive literature review.

ASSESSMENT MODESWritten Dissertation Manuscript}50%Oral Defence of Dissertation } 50%

136

PHD/DED

Doctor of Philosophy/Doctor of Education in Mathematics/Science Education



SEDM 971 Doctoral Thesis/Dissertation in Maths/Science Education

96 1-6 360 9

137

10.15 B.ED (HONS) COURSES

CODEEDTM 611

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: PRINCIPLES OF CURRICULUM STUDIES

PURPOSE: The module aims at introducing students to a critical study of the theory and practice of curriculum especially the epistemological assumptions that underlie the major perspectives that define the field.

INTENDED LEARNING OUTCOMES:By the end of the module, learners should be able to:1. Define and explain the concepts, curriculum and curriculum development.2. Explain the major concepts used in the curriculum field.3. Demonstrate an understanding of Curriculum 2005 and OBE as they apply to RSA.PRE-REQUISITES: Admission to the B.Ed Honours Programme.

CO-REQUISITES: None

DELIVERY MODES:1. Lectures2. Research and Seminars3. Project Work 4. Tutorials

CONTENT:1. Curriculum as a field of study2. Major perspectives3. The curriculum process and Instructional Design4. Curriculum 2005 and schooling in RSA5. Problems of effective curriculum development and implementation

ASSESSMENT:- Written assignments }- Research and seminar presentations }- Project work }- School visits and log writing } 50%- End of module examinations } 50%

138

CODEEDTM 621

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: INSTRUCTIONAL MEDIAPURPOSE: Learners should come to grips with the contributions of learning,

communication and perception theory and research to the learning process as they relate to media instruction; procedures for the systematic development of instruction.

INTENDED LEARNING OUTCOMES:At the completion of the module, learners will be able to:1. Demonstrate competencies in selected media projects2. Design and develop appropriate instructional and learning materials3. Demonstrate skills in integrating media in instruction and learning4. Use computers for instruction and learningPRE-REQUISITES: Admission to the B.Ed Honours Programme.

CO-REQUISITES: NoneDELIVERY MODES:- Lectures- Practicals

* use of media* computer skills* development of learning materials* production of media

- Seminar presentation- Guest speakers- Project work

CONTENT:1. Definition of instructional media2. The evolutionary development of media technology3. Learning theories, their implications for media instruction4. Principles and /or theories of communication for the classroom practitioner

5. Perception theories, their implication's for media instruction

6. Schemes for classifying and selecting instruction media; media management

7. Instructional packages and curriculum integration8. Evaluation of media for instructional use; media practicumASSESSMENT:- Practicals }- Seminar presentation }- Research projects } 50%- End of module examination } 50%

139

CODEEDTM 612

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: THE SCHOOL CURRICULUM

PURPOSE: The module provides an in-depth study of what constitutes a school curriculum, procedures for curriculum development in South Africa today as well as Curriculum 2005 and OBE.

INTENDED LEARNING OUTCOMES:Learners will be able to:1. Demonstrate an understanding of the processes of curriculum development in general and

South Africa in particular.2. Describe intelligently the principles of OBE and its demands on the educator.3. Discuss Curriculum 2005 and its place in schooling in RSA.4. Demonstrate an understanding of the principles and procedures for constructing a School

Time-table.

PRE-REQUISITES: Admission to the B.Ed Honours programme.

CO-REQUISITES: None

DELIVERY MODES:1. Lectures2. Research and Seminars3. School visits and log writing4. Tutorials5. Project work6. Directed self-study

CONTENT:1. The concept "School Curriculum"2. Brief History of School Curriculum - RSA3. Processes of School Curriculum Development4. Curriculum 2005 and OBE5. The School Time-table6. Developing Curriculum for Schooling

ASSESSMENT:- Written assignments }- Seminar Presentations }- Project work } 50%- End of module examinations } 50%

140

CODEEDTM 622

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: INTRODUCTION TO CURRICULUM CHANGE

PURPOSE: The objective of this module is to introduce students to the theories, processes and implementation of curriculum change.


By the end of the module learners should be able to:

1. Identify and explain models and patterns of curriculum change for school improvement.2. Conduct an in-depth discussion of the role of educators in curriculum change in a

multicultural situation.3. Discuss procedures for effective management of curriculum change.

PRE-REQUISITES: Admission to the B.Ed Honours Programmes.

CO-REQUISITES: None

DELIVERY MODES:- Lectures- Research and Seminars- Tutorials- Project work

CONTENT:1. Curriculum change as a concept2. Theories of change3. Models of curriculum change4. Roles and responsibilities of stakeholders in the

curriculum change process5. Leadership in curriculum change management

ASSESSMENT:- Written assignments }- Seminar presentations }- Project work } 50%- End of module examinations } 50%

141

CODEEDTM 623

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: EDUCATIONAL TECHNOLOGY IN CURRICULUM

PURPOSE: The module introduces learners to the nature and purpose of educational technology and its usefulness in instruction, problem-solving, designing the learning process, assessment and evaluation as well as individualised learning techniques.

INTENDED LEARNING OUTCOMES:Learners will be able to:

1. Demonstrate an understanding of the nature and field of educational technology.2. Show the difference, between educational technology and instructional media.3. Design instructional media for use in programme development.

PRE-REQUISITES: Admission to the B.Ed Honours Programme.

CO-REQUISITES: None

DELIVERY MODES:1. Lectures2. Research and Seminars3. Practicals4. Directed self-study

CONTENT:1. Nature and scope of Educational Technology2. Educational Technology and Instructional Media3. Systems analysis and problem solving in curriculum development; classroom assessment

techniques4. Designing the learning programme5. Using educational technological assessment and education, individualisation of instruction6. Educational technology and the future

ASSESSMENT:- Written assignments }- Research and seminar presentation }- Project work } 50%- End of module examinations } 50%

142

CODEEDTM 613

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: PROJECT DESIGN AND PLANNING IIPURPOSE: The module gives theoretical and analytical skills in issues related to project design

and planning.

INTENDED LEARNING OUTCOMES:By the end of the module learners should be able to:1.Identify and critically analyse major issues on project design and planning.2.Demonstrate knowledge and understanding of issues on leadership and risks inherent in projects.

PRE-REQUISITE/S: Admission to the B.Ed honours programmeCO-REQUISITE/S: NoneDELIVERY MODES: - Lectures - Seminar presentation- Group discussion- Practicals

CONTENT- Situation and context analysis- Identifying key success indicators- Project initiating, planning, presentation and approval- Leadership in project management – identification of a leader- Identifying, understanding, responding and managing risks- Monitoring and evaluation plans- Identification of target groups and stakeholders

ASSESSMENT MODES- Written assignments }- Tutorial presentations }- Practicals } 50%- End of module examinations } 50%

143

CODEEDTM 614

CREDITS16

DURATION16 WEEKS

SEMESTER1

NQF LEVEL7

TITLE: PROJECT MANAGEMENT II

PURPOSE: The module provides advanced knowledge and skills; building on earlier studies in the area of project management.

INTENDED LEARNING OUTCOMES:Learners will be able to:1. Demonstrate knowledge in theories of project management2. Apply the use of Information Technology in project management3. Manage a project in a multi-project environment4. Apply relevant skills in project management and monitoring5. Conduct progress review and write progress reports

PRE-REQUISITE/S: Admission to the B.Ed honours programmeCO-REQUISITE/S: NoneDELIVERY MODES: - Lectures- Simulation Exercises- Visits to project sites- Practicals- Guest Speaker/video presentationCONTENT- Project management as a discipline- Managing projects in a multi-project environment- Project office establishment and management for communication and records- Management, monitoring and progress review and writingASSESSMENT MODES- Written assignments }- Practicals }- Seminar Presentations } 50%- End of module examinations } 50%

144

CODEEDTM 625

CREDITS16

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: PROJECT IMPLEMENTATION: STRATEGIES AND PROBLEMS

PURPOSE: The module provides an understanding of the strategies and problems of implementing a project in education.

INTENDED LEARNING OUTCOMES:By the end of the module learners will be able to:1. Demonstrate knowledge and understanding of methods of implementing an educational

project.2. Monitor a project in education.3. Demonstrate skills in strategies of budgeting and mobilizing project resources.

PRE-REQUISITE/S: Admission to the B.Ed honours degree programmeCO-REQUISITE/S: None

DELIVERY MODES: - Lectures- Group discussions- Practicals in writing work and monitoring plans- Library study- Guest Speaker/video presentation

CONTENT- Drawing work plan- Budget structure- Funding and resource mobilization- Monitoring and evaluation of plans- Organisation of progress reviews- Adjusting to unexpected setbacks and ground factors

ASSESSMENT MODES- Written assignments }- Seminar presentation }- Practicals } 50%- End of module Examination } 50%

145

CODEEDTM 624

CREDITS16

DURATION16 WEEKS

SEMESTER2

NQF LEVEL7

TITLE: EVALUATION AND ASSESSMENT IN PROJECT MANAGEMENT: CHALLENGES AND STANDARDS

PURPOSE: The module offers insights into the process and principles of implementing evaluation and assessment in project management. It also provides analytical skills of unravelling challenges and standards towards successful evaluation and assessment of projects.

INTENDED LEARNING OUTCOMES:Learners will be able to:1. Review the management of project cycle2. Apply analytical skills in evaluation and assessment3. Demonstrate an understanding of the importance of disseminating and using the information

from the evaluation process

PRE-REQUISITE/S: Admission to the B.Ed honours degree programmeCO-REQUISITE/S: NoneDELIVERY MODES: - Lectures- Group discussions- Visits to project sites- Seminars and presentation- Guest SpeakersCONTENT- Evaluation and assessment – theories and techniques- Planning evaluation- The process of evaluation and assessment- Writing evaluation reports- Dissemination and use of findings, conclusions and recommendations- Lessons learned

ASSESSMENT MODES- Written assignments }- Seminar presentation } 50%- End of module Examination } 50%

146

CODEEDTM 671

CREDITS32

DURATION32 WEEKS

SEMESTER1 and 2

NQF LEVEL7

TITLE: GUIDED FIELD PROJECT IN EDUCATION

PURPOSE: The module provides Basic Skills in research and report writing with specific reference to area of specialisation in the Teaching and Curriculum at the B.Ed (Hons) level.

INTENDED LEARNING OUTCOMES:Learners will be able to:1. Identify a research problem in area of specialisation.2. Apply skills and principles of conducting research.3. Write guided research report which shows an understanding of basic research principles.


CO-REQUISITES: None

DELIVERY MODES:1. Proposal writing2. Seminars3. Data collecting4. Consultations5. Report chapters presentation and feedback 48 hours

CONTENT:

1. Research methods overview2. Project problem identification and presentation3. Proposal writing and presentation4. Data collection and presentation5. Data analysis and presentation6. (i) Presentation of draft project report (ii) Presentation of final project report

ASSESSMENT:- Research proposal }50%- Research project report }50%

147

10. 15 M.Ed COURSES

TEACHING AND CURRICULUM

CODEEDTM 811

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: CRITICAL ISSUES IN CURRICULUMPURPOSE: The module provides learners with an understanding of major concepts,

problems and issues in curriculum. It also encourages reflective and critical thought and debate on current curriculum issues and enables learners to conduct school based curriculum design.

INTENDED LEARNING OUTCOMES:After completion of the module, learners will be able to:1. Define the concept ‘curriculum’ and present different elements of curriculum design.2. Discuss the theoretical basis of curriculum.3. Analyse the different approaches to curriculum development and implementation.4. Identify the different factors that control curriculum development.5. Evaluate a learning programme.PRE-REQUISITES: Admission to the M.Ed programme.

CO-REQUISITES: NoneDELIVERY MODES:- Lectures- Seminar- Curriculum Research Project- Guest Speaker- Library Study

CONTENT:1. The concept ‘curriculum’ overview.2. Critical analysis of conflicting theory and practice of curriculum development.3. Objectives of the whole curriculum.4. Curriculum and classroom interaction.5. Conflict and consensus in curriculum development and implementation.6. Control of the curriculum.7. Programme evaluationASSESSMENT:- Research Project }- Seminar Presentation }- Written Assignments and Exercises } 50%- End of Module Examination } 50%

148

CODEEDTM 812

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: THE PRIMARY SCHOOL CURRICULUMPURPOSE: The course provides an in-depth study of the theoretical foundations of the

primary school curriculum as a pre-requisite for developing reflection skills and understanding of the

problemsand possibilities in the construction, renewal and appraisal of the primary curriculum.

INTENDED LEARNING OUTCOMES:On completing this module, learners must be able to:1. Identify and explain the main concepts applicable in the Primary School Curriculum

Development process.2. Show a clear understanding of curriculum 2005 and OBE.3. Articulate the workings of the various facets of the implementation of OBE in the Primary

School of RSA.4. Show deep understanding of Curriculum Development Project in Southern Africa and

selected Third World countries.PRE-REQUISITES: Possession of B.Ed (Hons) degree or an equivalent qualification in

education.

CO-REQUISITES: NoneDELIVERY MODES:1. Lectures 2. Research and Seminars3. Directed self-study 4. Tutorials5. Experiential 6. Project Work

CONTENT:1. The Primary School

- Educational theory, ideology and the primary curriculum- Factors influencing the curriculum development process- Community participation

2. Objectives of the Primary School- Curriculum and “life skills”- Content-based V. concept-based planning

3. Curriculum organisation in the Primary School4. Teacher Education and the curriculum5. Curriculum 2005 and OBEASSESSMENT:- Written assignments or exercises }- Seminar presentation }- Peer assessment }- Project work }- Experiential } 50%- End of module examination } 50%

149

CODEEDTM 821

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: PRINCIPLES AND METHODS IN THE PRIMARY SCHOOL

PURPOSE: The course exposes learners to the main principles related to the planning and delivery of lessons in the Primary School.

INTENDED LEARNING OUTCOMES:By the end of the module, the learners should be able to:1. Identify and explain the major educational principles related to programme planning and

delivery to young pupils.2. Differentiate between general and subject methodology.3. Show deep understanding of concepts that affect school pedagogy, e.g. learner-centredness,

teacher-centredness, resource based teaching, integrated learning, individualisation of instruction, etc.

4. Demonstrate an understanding of classroom strategies that can be applied in the primary school.

5. Show how to use research results in improving classroom practice.

PRE-REQUISITES: B.Ed (Hons) degree or an equivalent qualification in education.

CO-REQUISITES: NoneDELIVERY MODES:1. Lectures2. Research and Seminars3. Directed self-study4. Tutorials5. Experiential6. Project Work

CONTENT:1. Education as the process of human upbringing2. The teaching-learning process3. Principal methods of instruction4. Lesson planning and delivery5. The primary classroom6. Curriculum 2005 and OBEASSESSMENT:- Written assignments or exercises }- Seminar presentation }- Peer assessment }- Project work }- Experiential } 50%- End of module examination } 50%

150

CODEEDTM 813

CREDITS24

DURATION16 WEEKS

SEMESTERS1

NQF LEVEL8

TITLE: CURRICULUM DEVELOPMENTPURPOSE: The module offers learners insights into issues in curriculum design and

development and also develops critical analysis in learners about curriculum projects at material level.

INTENDED LEARNING OUTCOMES:After completion of the module, learners will be able to:

1. Develop a deep understanding of the field of curriculum development in terms of its growth orientation and perspectives.

2. Examine and analyse curriculum development models, policies and frameworks.3. Develop critical thinking and writing skills on a wide range of topics on curriculum

development.4. Critique Curriculum 2005 basing on an understanding of political and social control theories

on curriculum.5. Analyse the role of research in curriculum development, implementation and evaluation.PRE-REQUISITES: Admission to M.Ed. Programme.

CO-REQUISITES: NoneDELIVERY MODES:1. Lectures2. Research project on curriculum issues3. Seminars4. Self study in library

CONTENT:1. The concept curriculum - a review2. Curriculum and the teaching-learning process3. Curriculum design and development4. Models for curriculum development5. The national curriculum6. School based projects7. Curriculum researchASSESSMENT:- Research project }- Seminar presentation }- Written assignments or exercises } 50%- End of module examination } 50%

151

CODEEDTM 823

CREDITS24

DURATION16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: CURRICULUM EVALUATION

PURPOSE: The main purpose is to train students in the determination, importance and use of the following in curriculum evaluation: cope, purpose, ethics, approaches, levels, standards, models and testing.

INTENDED LEARNING OUTCOMES:By the end of the module, learners will be able to:1. Show an understanding of the main principles of curriculum evaluation.2. Identify and explain the scope, purpose and ethics of evaluation.3. Design and apply curriculum evaluation instruments in the school situation.4. Explain the relationship between the examination system and curriculum change.5. Show how research in curriculum evaluation can be used to effect course improvement.

PRE-REQUISITES: M.Ed. Degree or an equivalent qualification in education.

CO-REQUISITES: NoneDELIVERY MODES:1. Lectures2. Research and Seminars3. Directed self-study4. Tutorials5. Experiential6. Project Work

CONTENT:1. Scope, purpose and ethics of evaluation2. Curriculum evaluation principles, processes and procedures3. Designing and applying evaluation instruments4. Models of evaluation5. Research in evaluation6. Evaluating curriculum 2005 and the RNCS.

ASSESSMENT:- Written assignments or exercises }- Seminar presentation }- Peer assessment }- Project work }- Experiential } 50%- End of module examination } 50%

152

CODEEDTM 822

CREDITS24

DRATION16 WEEKS

SEMESTER2

NQF LEVEL8

TITLE: CURRICULUM INNOVATIONPURPOSE: The module offers an opportunity for learners to have an in-depth study of

agents and processes of curriculum change. Special attention is paid to the role of the teacher in curriculum innovation.

INTENDED LEARNING OUTCOMES:After completion of the module, learners will be able to:1. Identify the agents of curriculum change.2. Discuss theories and models of curriculum innovation.3. Appreciate the role of the teacher in curriculum innovations.4. Evaluate curriculum innovations/changes with special reference to Curriculum 2005.PRE-REQUISITES: Admission to M.Ed. Programme.

CO-REQUISITES: NoneDELIVERY MODES:- Lectures- Research project- Seminars- Guest speakers- Directed self-study

CONTENT:1. Agents of curriculum change2. Socio-political pressure and curriculum innovations3. Models and theories of the diffusion of curriculum innovation4. Variation in curriculum innovation systems5. A framework for curriculum dissemination6. The teacher’s role in the accountability and implementation of change7. Evaluating curriculum innovationsASSESSMENT:- Research project }- Seminar presentation }- Written assignments or exercises } 50%- End of module examination } 50%

153

CODEEDTM 814

CREDITS32

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: INTRODUCTION TO ADVANCED EDUCATIONAL TECHNOLOGY

PURPOSE: The module exposes learners to the philosophy and principles of media education. It also offers analytic and practical skills in selection and use of technology in instruction and learning.

INTENDED LEARNING OUTCOMES:After completion of the module, learners will be able to:1. Apply the principles and philosophy of media education.2. Practise the use of media in classroom learning and teaching according to the underlying

principles of media in education.3. Be acquainted with theories of communication and models of instructional design.4. Use computers as an aid to programmed instruction and independent learning.

PRE-REQUISITES: Admission to M.Ed. Programme.

CO-REQUISITES: None

DELIVERY MODES:1. Lectures2. Seminars3. Directed self-study4. Tutorials5. Practicals6. Project work

CONTENT:1. Principles and philosophy of media education2. Principles of classroom teaching and the learning process3. Perception theory and media education4. The role of media in classroom instruction5. Analysis of theories of communication6. Advanced programmed and computer assisted instruction7. Improving and selection of instructional media

ASSESSMENT- Research project }- Seminar presentation }- Written assignments or exercises } 50%- End of module examination } 50%

154

CODEEDTM 825

CREDITS32

DURATION16 WEEKS

SEMESTER 2

NQF LEVEL8

TITLE: ORGANISATION, ADMINISTRATION AND EVALUATION OF EDUCATIONAL MEDIA PROGRAMMES.

PURPOSE: The purpose is to have an in-depth study of the theory and practice of the organisation and administration of education media programmes.

INTENDED LEARNING OUTCOMES:At the end of the module, learners should be able to:1. Identify and explain the main management functions applicable to the organisation and

administration of educational media programmes.2. Show a clear understanding of the role of media in education.3. Discuss intelligently what constitutes mass media and the use of mass information

technology and educational media.4. Demonstrate an understanding of the principles and processes involved in organising an

effective educational media programme.5. Analyse the effects of mass information technology and educational media.PRE-REQUISITES: B.Ed (Hons) degree or an equivalent qualification in education.

CO-REQUISITES: NoneDELIVERY MODES:1. Lectures2. Research and seminars3. Directed self-study4. Tutorials5. Experiential6. Group work

CONTENT:1. Management, Administration and organization.2. Management and administration theory applied to education.3. Media in education.4. Principles of media service and media programme management5. Mass media and mass information technology6. Staff development for effective media programme management7. Research and evaluation in educational technologyASSESSMENT:- Written assignments or exercises }- Seminar presentation }- Peer assessment }- Project work }- Experiential } 50%- End of module examination } 50%

155

CODEEDTM 814

CREDITS32

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: MEDIA PRODUCTIONPURPOSE: The purpose of this module is basically to give learners a hands-on experience

in media production. That is, be able to determine instructional strategies and produce the media necessary for effective use of such strategies.

INTENDED LEARNING OUTCOMES:At the end of the module, learners should be able to:1. Explain ‘media production’ and identify the various items involved.2. Design and produce common items of educational media applicable in the classroom3. Produce an inventory of instructional media that can be used effectively in the classroom.4. Analyse the principles relating to:

- selection of instructional media- production and storage of media items- resource package building- conducting media production workshops

PRE-REQUISITES: B.Ed. (Hons) degree or an equivalent qualification in education.

CO-REQUISITES: NoneDELIVERY MODES:1. Lectures2. Seminars3. Directed self-study4. Tutorials5. Practicals6. Project work

CONTENT:1. Determining instructional strategies2. Selecting instructional media for classroom use3. Inventory, production and storage of media materials4. Resource-package building5. Conducting media production workshops6. Research on media services7. PracticalsASSESSMENT:- Written assignments or exercises }- Seminar presentation }- Project work }100%- Experiential }

156

CODEEDTM 873

CREDITS60

DURATION32 WEEKS

SEMESTERS1 and 2

NQF LEVEL8

TITLE: MINI DISSERTATION IN CURRICULUM / EDUCATIONAL TECHNOLOGY

PURPOSE: The module provides Advanced Skills in research and report writing with specific reference to area of specialisation in Teaching and Curriculum at the M.Ed level.


1. Identify a research problem in area of specialisation.2. Apply skills and principles of conducting research.3. Write a mini research report which is academically and professionally acceptable.

PRE-REQUISITES: B.Ed (Hons) or its equivalent.

CO-REQUISITES: None

DELIVERY MODES:1. Proposal writing2. Seminars3. Data collecting4. Consultations5. Report chapters presentation and feedback

CONTENT:1. Research Methods overview2. Project problem identification and presentation3. Proposal writing and presentation4. Data Collection and presentation5. Data analysis and presentation6. i. Presentation of Draft Project report ii. Presentation of Final Project report

ASSESSMENT:- Research Proposal}- Research Project Report } 100%

157

CODEEDTM 871

CREDITS240

DURATION16 WEEKS

SEMESTERS1 and 2

NQF LEVEL8

TITLE: FULL DISSERTATION IN CURRICULUM / EDUCATIONAL TECHNOLGOY

PURPOSE: The module provides Advanced Skills in research and report writing with specific reference to area of specialisation in the Teaching and Curriculum at the M.Ed Level.


1. Identify a research problem in area of specialisation.2. Apply skills and principles of conducting research.3. Write a research report which is academically and professionally acceptable.

PRE-REQUISITES: B.Ed (Hons) or its equivalent.

CO-REQUISITES: None

DELIVERY MODES:1. Proposal writing2. Seminars3. Data collecting4. Consultations5. Report chapters presentation and feedback

CONTENT:- Research Methods overview- Project problem identification and presentation- Proposal writing and presentation- Data Collection and presentation- Data analysis and presentation

i Presentation of Draft Project reportii. Presentation of Final Project report

ASSESSMENT:- Research Proposal }- Research Project Report } 100%

158

10.14 DPH/DED

CODEEDTM 911

CREDITS24

DURATION16 WEEKS

SEMESTER1

NQF LEVEL8

TITLE: SEMINAR ON RESEARCH DESIGN AND IMPLEMENTATION IN EDUCATION

PURPOSE: The module acquaints candidates with different designs in solving educational problems through a variety of research models.


Candidates should be able to:

1. Design research methodology which is relevant to identified educational problems2. Demonstrate in a seminar how such a research design could be implemented3. Apply appropriate research design for different educational problems

PRE-REQUISITES: Admission to the Doctoral Programme

CO-REQUISITES: None

DELIVERY MODES:

- Seminar presentation of research design- Critique of presented research design

CONTENT:1. Formulation of viable education problem for research2. Formulation of research questions or hypothesis3. Selecting sampling procedures from a selected population4. Selecting data collection procedures5. Deciding on data analysis techniques6. Determining the time scale for conducting the research

ASSESSMENT:

- Oral presentation } 50%- Written paper } 50%

159

CODEEDTM 912

CREDITS24

DURATION32 WEEKS

SEMESTER 1

NQF LEVEL9

TITLE: ADVANCED SEMINARS ON POLICIES AND PARADIGM SHIFTS THAT HAVE SHAPED TEACHER EDUCATION IN SOUTH AFRICA

PURPOSE: The module presents different processes of policy formulation in education with a view to developing in participants the skills for critical analysis and evaluation of the impact

such policies have had on teacher education in South Africa.

INTENDED LEARNING OUTCOMES: Candidates should be able to:1. Identify different stakeholders in teacher education policy formulation2. Analyse the effects of different educational policies on different peoples of South Africa3. Interrogate the explicit and implicit motives of teacher education policies in South Africa4. Trace and analyse the educational policies in pre–apartheid, apartheid and post apartheid eras

with specific reference to the impact on teacher education, welfare of educators, learners and the economy.


CO-REQUISITES: None

DELIVERY MODES:- Lecture : Resident lectures; Visiting academics- Seminar paper presentation; Discussion; Library research- Presentation of joint paper at conference or faculty seminar

CONTENT:1. Teacher Education Policy : an overview 2. Identification and analysis of policies during

a) Pre 1910 (pre colonial and external colonial era )b) The union Government (internal colonialism ) 1910- 1948c) The apartheid Era (the dark ages ) 1949- 1994d) The democratic dispersion (era of enlightenment ) 1994 to present

3. Format for policy analysis will encompass the role played by the following formulationa) Civil societyb) Various interest groups (NGO, UNION, CHURCHES etc )c) The mediad) Government appointed commission and committeese) Political partiesf) Policy research units g) Multinational funding agenciesh) Teachers and studentsi) International Commission Reports

4. Challenges in the implementation of teacher education policiesa) Dissemination of policy informationb) Resources c) Readiness of implementersd) Resistance to policies

5. Reaction of educators, learners , parents and civil society to the teacher education policies

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6. The impact of policies on :ASSESSMENT:- Two seminar papers } 40% - Long term paper } 60%

CODEEDTM 921

CREDITS24

DURATION24 WEEKS

SEMESTER2

NQF LEVEL9

TITLE: ADVANCED SEMINAR ON RESEARCH PROPOSAL DEVELOPMENT AND PRESENTATIONPURPOSE: The module presents to participants a format and description of stages in preparing a

blue print for research. Different formats of proposal writing will be presented for participant’s

exposure.INTENDED LEARNING OUTCOMES:Candidates should be able to:1. Present a first rate filly developed proposal that will be accepted by the supervisor and relevant

structure2. Recognise that proposal writing entails a series of tasks which are logically ordered3. Present convincing arguments of the research design of choice4. State concisely the research problem and hypothesis or research questions.PRE-REQUISITES: Admission to the Doctoral ProgrammeCO-REQUISITES: None

DELIVERY MODES:

Lectures; Resident lecturers and supervisors; Practicals in proposal writing; Seminar presentation; Library research; Presentation of completed proposalCONTENT:1. Different formats for proposal development (as indicated in research books). Examples:

Locke, (1976). LE Proposals that Work: A Guide for Planning Research; Teachers College, Columbia UniversityFraenkel, J.R and Norman E Wallen (2000). How to Design and Evaluate Research in Education. Mc Graw Hill, LondonEstelle M. Phillips and Derek S. Pugh (2000). How to Get a PhD: A Handbook for Students and their Supervisors.

2. General Formata) Introducing the problemb) Stating the problemc) Discussing the background of the problemd) Formulating research questions or hypothesise) Explaining procedures

- Identification of population and sampling procedure- Presentation of instrument and techniques for measurement- Presentation of design for the collection of Data- Presentation of plans for the analysis of data

3. Style of referencing, paragraphing, creating headings and sub-heading4. Providing supplementary materials used in the study (appendices)5. Use of guidelines from writers manuals

- Publication manual of APA- HSRC guidelines for proposal writing

ASSESSMENT:Practicals and completed proposal 100%

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CODEEDTM 972

CREDITS24

DURATION16 WEEKS

SEMESTER1 and 2

NQF LEVEL9

TITLE: SEMINAR ON STATISTICAL APPROACHES TO DATA PRESENTATION AND INTERPRETATION

PURPOSE: The module offers practical skills in identifying and applying a statistical technique or package for analysing data using manual computation and/or a computer.

INTENDED LEARNING OUTCOMES:Candidates should be able to:1. Identify an appropriate techniques for analysing data for a specific research design2. Demonstrate skills and competence in the use of computer for data analysis3. Distinguish between descriptive and inferential statistics


CO-REQUISITES: None

DELIVERY MODES:1. Demonstration and use of computer2. Discussions3. Practical work on data analysis4. Cooperative learning (groups or pairs)

CONTENT:- Basic terms and concepts in statistics- Frequency distribution and their graphic representation- Statistical notation- Averages- Correlation: Prediction and interpretation of correlation- Sampling and estimates- Test of significance: means and other statistics

ASSESSMENT:One exercise in each of the four selected research designs (4 x 25) 100%

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CODEEDTM 973

CREDITS24

DURATION32 WEEKS

SEMESTER1 AND 2

NQF LEVEL9

TITLE: ADVANCED SEMINAR ON CRITICAL ISSUES IN RSA TEACHER EDUCATION AND DEVELOPMENT

PURPOSE: The module provides a platform for candidates to critically analyse Teacher Education provisions and practices in South Africa for different levels of the Education system before and after 1994.

INTENDED LEARNING OUTCOMES: Candidates should be able to:1. Identify different models in initial teacher education and in-service teacher education.2. Analyse the changes which have occurred in teacher education curriculum at different times in

South Africa’s history.3. Discuss rationally and analytically the impact of rationalisation, redeployment and

retrenchment of teachers and teacher education institutions.4. Identify and analyse the obstacles inherent in the implementation of teacher education

innovations.5. Explain the dynamics of curriculum changes being implemented in Faculties of Education in

Universities.PRE-REQUISITES: Admission to the Doctoral Programme

CO-REQUISITES: NoneDELIVERY MODES:1. Lecture: Resident lecturer2. Visiting academics3. Seminar Paper4. Library research5. Presentation of joint paper at conference or faculty seminarCONTENT:1. The politics, provisions and practices in teacher education before and after 1994: With

examples drawn from the following:- Pre-primary school teacher education- Teacher education for learners with special education needs (LSEN)- Secondary school teacher education- Teacher education for post secondary education (tertiary education)- Teacher education for Adult Education including ABET

2. Teacher education curriculum- Changes and innovations in initial teacher education- Changes in Education institutions and their Programmes- Rationalisation and merger of teacher education institutions

3. Impact of Retrenchment, redeployment and rationalism of teachers on initial teacher education and the teaching profession

4 Models of initial and in–service teacher education6. Research, policy and practice in teacher education: past, present and future directions7. Interrelated obstacles to quality education in SA and SADC region8. New directions for teacher education in the Faculties of Education in universities in SA9. Policy formulation and implementation in teacher education in SA

ASSESSMENT:Two seminar papers (20 x 2) 40% Long term paper 60%

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CODEEDTM 971

CREDITS240

DURATION64 WEEKS

SEMESTERS1 and 2 (x2)

NQF LEVEL8

TITLE: DOCTORAL THESIS / DISSERTATION (WITH COURSE WORK)PURPOSE: The module provides advanced skills in research and report writing with

specific reference to area of specialisation in the Teaching and Curriculum at the Doctoral Level.

INTENDED LEARNING OUTCOMES:Learners will be able to:1. Identify a research problem in the area of specialisation.2. Apply skills and principles of conducting research.3. Write a research report which is academically and professionally acceptable.

PRE-REQUISITES: M.Ed or equivalent.

CO-REQUISITES: None

DELIVERY MODES:

1. Proposal writing2. Seminars 3. Data collecting4. Consultations 5. Report chapters presentation and feedback

CONTENT:1. Research Methods overview2. Project problem identification and presentation3. Proposal writing and presentation4. Data Collection and presentation5. Data analysis and presentation

i. Presentation of Draft Project reportii. Presentation of Final Project report

ASSESSMENT:- Research Proposal }- Thesis } 100%

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CODEEDTM 971

CREDITS360

DURATION64 WEEKS

SEMESTERS1 and 2 (x2)

NQF LEVEL8

TITLE: DOCTORAL THESIS / DISSERTATION

PURPOSE: The module provides advanced skills in research and report writing with specific reference to area of specialisation in the Teaching and Curriculum at the Doctoral Level.

INTENDED LEARNING OUTCOMES:Learners will be able to:1. Identify a research problem in area of specialisation.2. Apply skills and principles of conducting research.3. Write a research report which is academically and professionally acceptable.

PRE-REQUISITES: M.Ed or equivalent.

CO-REQUISITES: None

DELIVERY MODES:

1. Proposal writing2. Seminars 3. Data collecting4. Consultations 5. Report chapters presentation and feedback

CONTENT:

1. Research Methods overview2. Project problem identification and presentation3. Proposal writing and presentation4. Data Collection and presentation5. Data analysis and presentation

i. Presentation of Draft Project reportii. Presentation of Final Project report

ASSESSMENT:- Research Proposal }- Thesis } 100%

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