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Educational Studies in context - ESC3701
Certificate Year module NQF level: 7 Credits: 12
Module presented in English
Purpose: The purpose of the module is to encourage qualifying graduates to reflect critically on the various philosophies of education and come to an understanding of the possible meaning of education to the students and to their communities. The module prepares qualifying graduates to discuss the relationships between the various theoretical frameworks, with special emphasis on African philosophy and epistemological traditions including Indigenous Knowledge Systems (IKS). The module will also provide qualifying graduates with an understanding of the social nature of education as a process and schooling as an evolving social construct to maximise opportunities for teaching and learning by means of social interaction. The module will serve as a framework for the analysis of social change in the South African education and schooling system, with emphasis on issues, such as constitutional and educational values, social stratification in education (i.e. social processes - socialisation, social change, social mobility, social justice), linked to services learning community involvement.
South African Education in Context - HBEDECS
Honours Year module NQF level: 7 Credits: 24
Module presented in English
Co-requisite: HBEDTRD
Purpose: To provide you with a broader perspective on education decision making and systems from the twin perspectives of historical experience and comparative studies from within South Africa. This module will enable you to critically reflect on and interpret the historical development of education provisioning in South Africa from pre-colonial times till the present taking the prevailing ideological, social, economic and political contexts into account. The module will also provide you with opportunities to engage with scenarios and case studies based on experience and will equip you with the necessary knowledge, skills and attitudes to provide informed and reflexive leadership on contemporary educational issues.
People-Centred Schools - HBEDPCK
Honours Year module NQF level: 7 Credits: 36
Module presented in English
Co-requisite: HBEDTRD
Purpose: To focus on the fact that schools are people-centred organisations and will explore the ways in which a school can be made an effective site of learning by providing guidelines for support and interaction between the key role-players: learners, teachers and SGB/parent representatives. The module will explore in detail the dynamic partnership between educators and parents required by the implementation of the South African Schools Act 1996 and amendments. This module includes a research report.
Schools and Society - HBEDSSC
Honours Year module NQF level: 7 Credits: 24
Module presented in English
Co-requisite: HBEDTRD
Purpose: To ensure that educators are able to understand the interrelatedness of relationships on micro, meso and macro level that influence the education of learners in the present social environment. The scope of this module is the various relationships in the family, in the school and in society that influence the learning and development of learners. Research questions that will be addressed are related to adequate relationship formation in families and communities and the pastoral role as one of the identified roles of the teacher. Focus will be on research as independent inquiry.
Theory and Research in Education - HBEDTRD
Honours Year module NQF level: 7 Credits: 12
Module presented in English
Purpose: To develop theoretical knowledge, skills and competencies to enable students to be active researchers in an educational context. The module focuses on the importance, relevance and limitations of quantitative and qualitative research approaches. The content covers basic characteristics of educational research, well known educational research designs as well as techniques used for the collecting and analysing of quantitative and qualitative research data.
Philosophy of Education - PDU3701
Under Graduate Degree Year module NQF level: 7 Credits: 12
Module presented in English
Purpose: The purpose of this module is to explore the various responses provided by different philosophies of education to these questions, and to consider the way in which different philosophies influence education and the way education is understood. The module encourages students to reflect critically on the various philosophies of education and come to an understanding of what education might mean to them and to their communities
South African Education System - SAE3701
Under Graduate Degree Year module NQF level: 7 Credits: 12
Module presented in English
Purpose: The purpose of this module is to provides students with an understanding of the South African education system as a dynamic and evolving social construct. Building on the discussion in "Theoretical Frameworks", the module explores how different interests shaped the apparent purpose and form of the education system in the colonial, apartheid and early democratic period to provide a framework for understanding current challenges. It then provides an overview of the professional, legislative, resourcing and performance guidelines and indicators that influence current practice and seeks to provide students with the ability to anticipate and contribute to positive transformation.
Philosophy and Sociology of Education - PSE4801
Honours Year module NQF level: 8 Credits: 24
Module presented in English Module presented online
Purpose: The purpose of this module is to equip students with critical analytical skills to be able to draw on philosophical and sociological foundation and theories of education to address problems in education, teachinf and learining.
Research in Education - RSE4801
Honours Year module NQF level: 8 Credits: 12
Module presented in English Module presented online
Purpose: The purpose of this modules is to 1. prepare students for conducting a research project in education (in the module Research Project in Education) 2. to create an awareness of and an appreciation for the nature and value of research in education 3. to enable student to theorise about educational research 4. to enable students to formulate a research problem, to locate it in relevant literature and to develop an appropriate research design 5. to develop a critical understanding of the relation between research paradigms, methods and the production of knowledge 6. to enable student to consider ethical issues in research and to write a research proposal
International, Comparative and History of Education - ICH4801
Honours Year module NQF level: 4 Credits: 24
Module presented in English Module presented online
Purpose: The purpose of this module is to provide students with a critical sense of location in the South African education system that will enable them to interpret past and present education developments. The educator will subsequently be in a position to play a role in contributing towards future education provision, demonstrating responsiveness to changing circumstances and societal needs.
Multicultural Education (Educational Themes 305) - ETH305V
Under Graduate Degree,Certificate Semester module NQF level: 6 Credits: 12
Module presented in English
Purpose: To gain insight into the theoretical and practical aspects of multicultural education; introduction, current themes in multicultural education; multicultural methodology and managing multicultural schools and classrooms.
Sociology of Education - SED2601
Under Graduate Degree Semester module NQF level: 6 Credits: 12
Module presented in English
Purpose: The purpose of this module is to equip graduate students with knowledge, skills and values to understand the sociological dimension of childhood education with special reference to birth to nine years. A framework of reflective practice will be used to assist students to engage with varied childhood experiences in diverse contexts in the early years. They will be given opportunities to identify, understand and interpret childhood in the early years as complex arena that needs to be critically engaged with for practice in the Foundation Phase. Specifically, qualifying students will be equipped to draw on theories and sociological dimensions impacting on practice in the Foundation Phase.
Theoretical Frameworks and Research in Adult Education - TFRAEDH
Diploma Year module NQF level: 6 Credits: 24
Module presented in English
Purpose: Unit 1: (a) Metatheoretical perspectives that influence educational discourse in adult education (for example Logical Empiricism, Critical Rationalism, Critical Theory, Phenomenology, Hermeneutics, Systems Theory, Postmodernism, African Philosophy); (b) The influence of metatheoretical perspectives on thematic issues of concern in adult education. Unit 2: (a) Types of research; (b) Sampling; (c) Experimental research; (d) Quasi-experimental research; (e) Surveys; (f) Validity and reliability; (g) Measurement theory and instruments; (h) Methods of data collection; (i) Analytical research; (j) Phenomenological and case study approaches; (k) Ethical considerations; (l) Report writing.
The Educator as Researcher, Scholar and Lifelong Learner - EDRHODG
Certificate Semester module NQF level: 7 Credits: 12
Module presented in English
Purpose: To enable the educator to achieve ongoing personal, academic, occupational and professional growth through pursuing reflective study and research in the learning areas, in broader professional and educational matters, and in other related fields.
Educational studies - EDS3701
Under Graduate Degree Year module NQF level: 7 Credits: 12
Module presented in English
Purpose: The purpose of this module is to develop interpretive, normative, and critical perspectives on education. Student teachers will be exposed to a variety of exiting education issues and approaches and will be expected to critically reflect, discuss and comment on the viewpoints, content and context of educational thought and practice associated with these issues or approaches.