|09240082||Faculty of Education||Department: Education Management and Policy Studies|
|Minimum duration of study: 2 years||Total credits: 128||NQF level: 08|
It is not possible to meet the training needs of teaching staff in South Africa through contact tuition only. Therefore, the Faculty of Education has been offering programmes in a distance education delivery mode for a number of years. To ensure that distance education students can depend on the same quality academic programmes and levels of service quality as contact students, a Unit for Distance Education has been established in the Faculty to manage the distance programmes of the Faculty.
This is a paper-based programme-, supported by academic contact sessions and is presented in a distance education mode.
The learning materials are available only in English.
Students must complete and submit at least two assignments per module. These assignments are support mechanisms for students in their studies. Assignments are compulsory and contribute 30% towards the final mark. If a student failed the examination in a module twice, the student will be de-registered for that module and will have to reregister for the module. A student who reregisters for a module has to pay the full tuition fees for that module again, and will have to resubmit both assignments 1 and 2. Assignment marks obtained previously will not be carried over. A student in the honours programme may only reregister for a module once. If a student does not pass the module after the second registration, he/she will be de-registered from the whole programme, and will not be allowed to continue his/her studies for this degree at the University of Pretoria. (Also consult General Academic Regulation G18.)
Examinations take place twice a year (during April and October) at examination centres countrywide. Students must register for examinations as stipulated under faculty-specific regulations.
A final mark of at least 50% is required to pass a module. The final mark is calculated by using the following three marks: assignment 1 = 10%; assignment 2 = 20% and the examination/project = 70%.
A research project is compulsory, and must be prepared according to the requirements of the specific department and submitted for assessment. Both assignments for the project are compulsory. The project will contribute 70% towards the final mark.
The degree is conferred with distinction on a student who has obtained an average of at least 75%, with a minimum of 70% in each module (no rounding).
Minimum credits: 16
Meta-theories in education. Empiricism; rational empiricism; critical rationalism; critical theory; phenomenology; hermeneutics; system theory; philosophies in education: traditional philosophies; indigenous (African) philosophies. The influence of modernism and postmodernism on education. Sociological imperatives for education. Theories of societal change and roles and values of education. Comparative perspectives on learning theories and their meaning for education.
The nature of educational enquiry: contexts of research, research ethics, truth, rationality, subjectivity and objectivity; Quantitative and qualitative modes of enquiry, research designs and data collection techniques. Various approaches to qualitative research including case study research, historical research, ethnographic research, and action research. Basic concepts and principles of quantitative research. Statistical techniques in the educational research process. Survey methodology and questionnaire design. Classification and graphical representation of data. Descriptive measures. Statistical inference. Data-processing procedures. Parametric versus non-parametric tests. Some test statistics (e.g. F-Test and T-test). Formulating a research methodology for a limited project.
Minimum credits: 16
Principles and foundations of curriculum/programme design and development. International and national models and trends in curriculum/programme development. Principles of outcomes-based programming in the SAQA context. Curriculum development models and instruments in action. Situation and task analysis needs assessment. Development. Dissemination. Implementation as a change process. Assessment and evaluation.
Introduction to education management - process and models. Management as function to ensure effective task execution in schools. Managing the institutional management areas. Leadership in education. Creating a productive internal educational environment.
Minimum credits: 16
The aim of this module is to equip students with intellectual, academic and literacy skills in the fields of Education Law and Policy. It also seeks to prepare them for further studies in these fields and to enhance their professional development at their places of work. The module will be of benefit to those who intend pursuing studies in education law or education policy; and to practitioners of policy and law at schools and other education working environments.
Guided literature research, formulation of a conceptual framework and development of a research proposal for a supervised research project of limited scope.
Minimum credits: 16
The aim of this module is to provide theoretical and practical approaches to financial and human resources management within the school environment. Aspects of budgets, strategic management and governance, asset management, recruitment and selection of staff, performance management and continuous professional development are some of the themes explored in this module. Teachers, members of the school management teams and people involved in school management and leadership will find this module relevant.
Supervised research project of limited scope. Research proposal development; use of quantitative and/or qualitative methods. Writing a research report.
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