UNISA Educational Foundations Course Module 2025-2026
| Theoretical Frameworks in Education (Educational Foundations 101 (BEd)) – EDC1015 | |||
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| Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To expose students to a pluralistic problem-centred approach to educational discourse and to encourage them to interact critically with contemporary issues in education. | |||
| Multicultural Education (Educational Themes 305) – ETH305V | |||
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| Certificate,Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| 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. | |||
| The Educator as Researcher, Scholar and Lifelong Learner – EDRHODG | |||
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| Certificate | Semester module | NQF level: 7 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| 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. | |||
| South African Education in Context – HBEDECS | |||
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| 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 | |||
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| 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 | |||
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| 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 | |||
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| 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. | |||
| Theoretical Frameworks and Research in Adult Education – TFRAEDH | |||
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| Diploma | Year module | NQF level: 6 | Credits: 24 |
| Module presented in English,Afrikaans | |||
| 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. | |||
