School of Education

School of Education

Introduction

The Acting Director of the School of Education is Dr. S Maoto and the school is situated in the R-Block complex.

Education is one of the core academic fields supporting the African Renaissance. To make sure that our country continues to develop and provide a better standard of living for everyone, we need a well-educated populace. Since 1994, enormous changes in educational policies as well as practices have occurred. These changes attempt to provide a responsive and relevant education system for South Africa . The School of Education is deeply committed to this ambitious Education Project and sets out “to make a difference.”

Vision
To be a leading African centre of excellence that produces highly skilled and competent educators of an international standard in a rural setting

Mission
The School of Education is primarily committed to rural regeneration, empowerment and development, through a life-long approach to teaching and inter-disciplinary research.

Contact Details
Dr. S Maoto
Acting Director
Tel: +27 15 268 2687
Mrs E Lebepe
Principal Administrative Officer
Tel: +27 15 268 3006
email: lebepej@ul.ac.za

School of Education   Programmes

Pre-service, in-service and post-graduate programmes are available in the School of Education :

Certificates and degrees

Advanced Certificate in Education – Mathematics (ACEM)
Advanced Certificate in Education – Science (ACES)
Advanced Certificate in Education – Grade R (ACEGR)
Advanced Certificate in Education – Learners with Barriers to Learning and Education – Remedial Education (ACERE)
Advanced Certificate in Adult Basic Education and Training (ACEABE)
Advanced Certificate in Education – Life Orientation (ACELO)
Advanced Certificate in Education – Integrating Values and Human Rights in Education (ACEHRE)
Post Graduate Certificate In Education (PGCE)
Bachelor of Education Senior Phase and FET (BEDSPF)
Post graduate degrees

Bachelor of Education (B.Ed Hons)
Master of Education (M.Ed)
Masters by course work
Masters in Science and Mathematics Education (M.Ed Maths & Sci)
Masters in Language and Communication (M.Ed LED)
Masters in Adult Education (M.Ed AE
Doctor of Philosophy (Ph.D)

School of Education Departments

Department Of Mathematics, Science and Technology Education

MSTE Programmes

1. Bachelor of Education – First Degree

B.Ed. First Degree is a 480 credits qualification at NQF level 6. Norms and Standards for Educator (February 2000) specifies that:

The learner will have a strong practical, foundational and reflexive competence to make judgements in a wide variety of contexts.

B.Ed. First Degree in Mathematics, Physical Science, Biology and Technology is an initial qualification for teachers at Senior Phase (SP) and Further Education Training (FET) levels.

Specific Outcomes

B.Ed. SPF in Mathematics, Physical Science, Biology and Technology:

  • Has sound mastery of content knowledge and pedagogical content knowledge (PCK) in the chosen learning areas.
  • Can translate theory into practice
  • Can design, execute and assess learning activities that reflect processes, acquisition of new concepts and problems solving skill.
  • Can carry out action research that will inform ongoing development and improvement of personal classroom practice
  • Has a professional thirst for life-long learning.

Key Performance Indicators

  • A practical understanding of the role of language, resources and teaching aids within MST learning.
  • A practical understanding of the learners’ existing ideas, skills and attitudes within MST and their influence on the learning programme and process.
  • A practical understanding of social constructivist learning approaches and techniques in Senior/FET Phase MST learning.
  • An ability to reflect on teaching approaches used and the ability to adjust and change these approaches according to the context (learners, school, geographical area) in which learning takes place.
  • An ability to choose appropriate assessment approaches and techniques for different purposes recognising underlying theories, assumptions, strengths and weaknesses.
  • An ability to use the results from formative and summative assessment appropriately for administrative purposes, learning programme development as well as feedback to learners, parents and colleagues.
  • An ability to design assessment according to requirements of learners, the learning programme and language.

2. Advanced Certificate in Education-ACE (MST)

ACE in MST is a 240 credits qualification at NQF level 6. It provides an opportunity for practicing teachers to enhance their content knowledge and pedagogical content knowledge in the area of specialisation thereby leading them into career opportunities.

The ACE will provide teachers with knowledge, skills and attitudes that enable them to be effective in their respective content areas.

Specific Outcomes

  • Has sound mastery of content knowledge and pedagogical content knowledge (PCK) in the chosen learning areas
  • Can translate theory into practice
  • Can design, execute and assess learning activities that reflect processes, acquisition of new concepts and problems solving skill.
  • Can carry out action research that will inform ongoing development and improvement of personal classroom practice
  • Has a professional thirst for life-long learning.

Key Performance Indicators

  • A practical understanding of the role of language, resources and teaching aids within MST learning.
  • A practical understanding of the of learners’ existing ideas, skills and attitudes within MST and their influence on the learning programme and process.
  • A practical understanding of social constructivist learning approaches and techniques in Senior/FET Phase MST learning.
  • An ability to reflect on teaching approaches used and the ability to adjust and change these approaches according to the context (learners, school, geographical area) in which learning takes place.
  • An ability to choose appropriate assessment approaches and techniques for different purposes recognising underlying theories, assumptions, strengths and weaknesses.
  • An ability to use the results from formative and summative assessment appropriately for administrative purposes, learning programme development as well as feedback to learners, parents and colleagues.
  • An ability to design assessment according to requirements of learners, the learning programme and language.

3. B.Ed. Honours

B.Ed. Honours in Mathematics, Science and Technology Education is a 240 credits qualification at NQF level 7 based on Norms and Standards for Educators (February 2000). It develops strong practical, foundational and reflexive competence to make judgements in a variety of contexts.

Specific Outcomes

  • Demonstrate a practical and theoretical understanding of effective Mathematics, Science and Technology education.
  • Demonstrate the ability to apply knowledge of assessment strategies to school Mathematics, Science and Technology education context.
  • To offer new career opportunities in MST Education
  • To encourage lifelong learning.

Key Performance Indicators

  • An ability to choose appropriate assessment approaches and techniques for different purposes recognising underlying theories, assumptions, strengths and weaknesses.
  • An ability to design, execute and assess learning activities that reflect process, acquisition of new concepts and problem-solving skills.
  • An ability to continuously assess the learning process.
  • An ability to use the results from formative and summative assessment appropriately for administrative purposes, learning programme development as well as feedback to learners, parents and colleagues.
  • An ability to access and critically read a wide variety of professional texts on MST teaching and teacher education in particular.
  • An ability to carry out research that will inform the ongoing development and improvement of personal classroom practice and students’ learning capacity.
  • An ability to become effective consumer and user of research in MST.
  • An ability to keep up to date with developments in the field.

4. Master in Education – M.Ed.

M.Ed, in Mathematics/Science is a 240 credit qualification at NQF level 8 based on Norms and Standards for educators (February 2000). Those who join for M.Ed. in Mathematics or Science is based on student’s first year performance, either a student may proceed to complete M.Ed or exit with PGCE at the end of first year.

Specific Objectives

  • Demonstrate a practical and theoretical understanding of effective teaching of MS
  • Understand theories behind and be able to apply knowledge of assessment strategies of school MS or in teacher education contexts
  • Demonstrates the ability to be an independent life-long learner, researcher and scholar.

Key Performance Indicators

  • An understanding of philosophies and research paradigms related to educational research with emphasis on MST education.
  • An ability to develop workable and appropriate research questions.
  • An ability to develop a practical research proposal, conduct research and write research reports in acceptable format.
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School of Education

Department Of Education Studies

The Department of Educational Studies (EDST) strives to produce outstanding graduates who are innovative, articulate, and adaptable with a life-long passion for learning, teaching and research to contribute to the advancement and development of rural communities

The Department intends to achieve this vision of excellence in teaching, research and community development activities and by actively promoting collaboration at regional, national and international levels.

Vision
To be a leading educational support centre of excellence for highly skilled and competent educators

Mission
To strive towards creating teacher education schooling that promotes child friendly schools

Motto
Teacher education for child friendly schooling

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ES Requirements

Entry requirements for Bachelor of Education in Senior Phase and FET Programme,  that is First Degree in Teaching

  • A student must have an endorsement/bachelor pass
  • A student must have Accumulated Point Score (APS) of 24 and above (Note that Life Orientation is excluded when calculating APS)
  • A student must have 50% in the two priority areas which will serve as major subjects
  • A student must have 60% and above for languages

The Programme has four specialisations

  • Bachelor of Education Senior Phase & FET (Mathematics, Science and Technology)
  • Bachelor of Education Senior Phase & FET (Economics and Management Sciences)
  • Bachelor of Education Senior Phase & FET (Languages and Social Sciences)
  • Bachelor of Education Senior Phase & FET (Language and Life Orientation)

School of Education

Department Of Language and Social Sciences Education

1. Bachelor of Education – First Degree

B.Ed. First Degree is a 480 credits qualification at NQF level 6. Norms and Standards for Educator (February 2000) specifies that:

The learner will have a strong practical, foundational and reflexive competence to make judgements in a wide variety of contexts.

B.Ed. First Degree in Languages (English, Afrikaans, Northern Sotho, Xitsonga & Tshivenda) and Social Science (History & Geography) is an initial qualification for teachers at Senior Phase (SP) and Further Education Training (FET) levels. The Department also offers Communication at first level.

Specific Outcomes

B.Ed. SPF in Languages & Social Science:

  • Has sound mastery of content knowledge and pedagogical content knowledge (PCK) in the chosen learning areas.
  • Can translate theory into practice
  • Can design, execute and assess learning activities that reflect processes, acquisition of new concepts and problems solving skill.
  • Can carry out action research that will inform ongoing development and improvement of personal classroom practice
  • Has a professional thirst for life-long learning.
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Key Performance Indicators

  • A practical understanding of the role of language, resources and teaching aids within languages and social sciences learning.
  • A practical understanding of the learners’ existing ideas, skills and attitudes within languages and social sciences and their influence on the learning programme and process.
  • A practical understanding of social constructivist learning approaches and techniques in Senior/FET Phase languages and social science learning.
  • An ability to reflect on teaching approaches used and the ability to adjust and change these approaches according to the context (learners, school, geographical area) in which learning takes place.
  • An ability to choose appropriate assessment approaches and techniques for different purposes recognising underlying theories, assumptions, strengths and weaknesses.
  • An ability to use the results from formative and summative assessment appropriately for administrative purposes, learning programme development as well as feedback to learners, parents and colleagues.
  • An ability to design assessment according to requirements of learners, the learning programme and language.

2. B.Ed. Honours

B.Ed. Honours in Language Education (English) is a 240 credits qualification at NQF level 7 based on Norms and Standards for Educators (February 2000). It develops strong practical, foundational and reflexive competence to make judgements in a variety of contexts.

Specific Outcomes

  • Demonstrate a practical and theoretical understanding of effective English education.
  • Demonstrate the ability to apply knowledge of assessment strategies to school English education context.
  • To offer new career opportunities in English Education
  • To encourage lifelong learning.

School of Education

Key Performance Indicators

  • An ability to choose appropriate assessment approaches and techniques for different purposes recognising underlying theories, assumptions, strengths and weaknesses.
  • An ability to design, execute and assess learning activities that reflect process, acquisition of new concepts and problem-solving skills.
  • An ability to continuously assess the learning process.
  • An ability to use the results from formative and summative assessment appropriately for administrative purposes, learning programme development as well as feedback to learners, parents and colleagues.
  • An ability to access and critically read a wide variety of professional texts on English teaching and teacher education in particular.
  • An ability to carry out research that will inform the ongoing development and improvement of personal classroom practice and students’ learning capacity.
  • An ability to become effective consumer and user of research in English.
  • An ability to keep up to date with developments in the field.

3. Master in Education – M.Ed.

M.Ed, in Language Education is a 240 credit qualification at NQF level 8 based on Norms and Standards for educators (February 2000). It is done either through coursework of full dissertation.

Specific Objectives

  • Demonstrate a practical and theoretical understanding of effective teaching of language education – English.
  • Understand theories behind and be able to apply knowledge of assessment strategies of school English or in teacher education contexts
  • Demonstrates the ability to be an independent life-long learner, researcher and scholar.

Key Performance Indicators

  • An understanding of philosophies and research paradigms related to educational research with emphasis on language education.
  • An ability to develop workable and appropriate research questions.
  • An ability to develop a practical research proposal, conduct research and write research reports in acceptable format.

School of Education

SOE Contacts

Dr RS Maoto
Acting Director
Tel: +27 15 268 2687/2415
E-mail: satsope.maoto@ul.ac.za

Ms M Mogashoa
Senior Secretary
Tel: +27 15 268 2687
E-mail: mokgadi.mogashoa@ul.ac.za

Mrs E Lebepe
Principal Administrative Officer
Tel: +27 15 268 3006
E-mail: elizabeth.lebepe@ul.ac.za

Mr MC Matlabyane
Acting Administrative Officer
Tel: +27 15 268 3138
E-mail: molale.matlabyane@ul.ac.za