Duration                                          2 years

Actual Credit Load                         300

Minimum Credit Load                    240

Maximum Credit Load                   300

Maximum MBKS Credit Load       192

ZNQF Level                                               8

 

PURPOSE OF THE PROGRAMME

This programme is designed for candidates who have a teaching qualification at diploma or certificate level. The major goal is to develop in candidates a high level of awareness and understanding in the area of Sociology of Education and Heritage. The graduates should also understand the interconnection between society, heritage and the education process to be able to proffer solutions to social problems.

2.0 ENTRY REQUIREMENTS

Normal Entry: Diploma in Education/certificate in education from an accredited and recognised institution.

PROGRAMME CHARACTERISTICS

Areas of Study: Sociology, Heritage and Civic Studies

Specialist Focus: The produce educators who understand the importance of society, appreciate social diversity and have the skills and knowledge to mould learners into responsible and productive citizens.

 

Orientation: Creating school educators who appreciate the diversity in society and understand the influence of this diversity on the academic achievement of learners.

CAREER OPPORTUNITIES AND FURTHER EDUCATION

Employability: Graduates can be employed as specialist teachers in schools, supervisors of education programmes, lecturers in institutions offering teacher education programmes, education inspectors, designers and developers of education curricula, consultants for educational programmes, or researchers in education.

Further Studies: Master’s and Doctoral studies in Sociology of Education Heritage and Civic Studies.

5.0 PROGRAMME DELIVERY

Teaching and Learning Methods:   Lectures, tutorials, virtual lecturers and Google classes seminars, group tasks, panel discussions, research projects, and independent study.

LEARNING OUTCOMES

•           Pertinent issues in the field of education and apply relevant methodologies and analysis tools to conduct research that leads to sustainable and innovative solutions, publications and other verifiable results;
•           Design and implement monitoring evaluation tools that assure the quality of
  teaching in the school.
•           Translate research output into policy action programmes that are readily adoptable by practitioners and policy-makers in the field.
•           Demonstrate sound entrepreneurial and management skills, that can be applied in running schools, identifying school and community-based entrepreneurial opportunities that can be commercialized to aid school development.
•           Evaluate, review and design curricula that are guided by the philosophy of Unhu/Ubuntu and observance of safe and ethical practices in the field of education.
•           Design, implement, monitor and evaluate innovative educational curricula and
  policies that foster problem-solving and critical thinking skills, and that embrace indigenous knowledge systems and the latest technologies.
•           Integrate relevant research and theory in education and embrace the latest developments in Information Communication Technology.

7.0 GENERAL PROVISIONS

 The programme consists of at least 24 modules. Each module is worth 12 credits except for the research project which is worth 24 credits. All modules are compulsory.

8.0 PROGRAMME ASSESSMENT

Refer to Section 4 of the Faculty Regulations

The assessment of a practical field module or project modules shall be based on written reports submitted to a Departmental Board.

All other modules shall be assessed by continuous assessment and formal examinations.

Continuous assessment shall constitute 40% of the final assessment,

Written examinations shall constitute 60% of the final assessment

To pass, a candidate should obtain at least 50% of continuous assessment and examination combined.

9.0 PROVISION FOR PROGRESSION

Refer to Section 5 of the Faculty Regulations

Students’ progress automatically from semester one (1) to semester two (2) at each level except where Senate directs otherwise.

To proceed to the next level, a student should have passed at least 75% of the modules normally scheduled for that level.

Students carrying over modules will be examined at the next regularly scheduled examination normally taken at the end of the semester.

PROGRAMME STRUCTURE

 

Level 1 Semester 1

 

Code    Module description                                                                         Credits

BCSH131    Culture and Heritage Studies                                                                   12

BSH101       Sociological Foundations in Education                                            12

BSH102       Introduction to Civic Education                                                         12

BED133       Information Communication Technology in Education                     12

BSH103       Psychology of Teaching and Learning                                              12

BSH104       Trends and Traditions in Philosophy of Education 

 

Level 1 Semester 2

BSH105       Studies in Inclusion and Exclusion                                                     12

BSH106       Deviance and Social Control in Various Social Contexts                     12

BSH107       Emerging Social Issues in Education                                                 12

BSH108       Heritage, Identity Construction and Education                                   12

BED133       Research Methods and Statistics                                                        12

BSH109       Assessment and Evaluation Techniques                                         12

 

Level 2 Semester 1

BSH201       Interface Between School and Family                                               12

BSH202       Cyber Culture and Education                                                                 12

BSH203       Education, Technology and Social Change                                         12

EDGS201    Gender Studies for Educators                                                             12

BEFM321    School Administration and Financial Management in Education          12

ENTIE232   Entrepreneurship and Innovation in Education                                    12

BSH204       Mass Media, Culture and Education                                                 12

 

Level 2 Semester 2

BSH205       Classrooms as Spaces for Creativity                                                  12

BSH206       Introduction to Gender, Sexuality and Education                             12

BSH207       Teachers in the Innovation and Industrialisation Discourse                  12

BSH208       Social Differentiation and Education.                                                12

BED232       Research Project                                                                               24

 

14.0 MODULE SYNOPSES 

BCHS131 Culture and Heritage Studies

The module examines the concepts of culture and heritage as they relate to unhuism/ubuntuism, innovation and industrialisation. Emphasis is placed on the values of social, historical, architectural, scientific and cultural heritage that can be capitalised for socio-economic development. Exploration of landscapes that contain cultural heritage associated with knowledge, songs, stories, art objects and human remains.

BSH101 Sociological Foundations in Education

The module introduces students to four main sociological perspectives which include functionalism, Marxism, interactionism and feminism. It also exposes them to basic sociological concepts that include, sociological imagination, socialisation and to dynamics of social interaction. The interrelationships between the state, the education institutions and the citizens are built into the module to provide students with the necessary social interaction skills needed to guide the process of learning in the classroom.

BSH102 Introduction to Civic Education

This module introduces the student to concepts of civic education and the justification for the teaching of civic education in schools. The module will teach skills that will enable graduates to impart civic skills to learners in schools.  It focuses on good citizenship, democracy civil law and social justice and interrelationships.  The module enables students to understand the relationship between the law of law and human rights and social interaction in an educational setting.

BED133 Information Communication Technology 

This module employs a hands-on approach to equip students with the knowledge, skills, and attitudes necessary for the innovative use of information communication technology to enhance classroom teaching and learning. Topics covered include the role of ICT in education, software application in education, multimedia learning, the internet of things and emerging technologies and their application in classroom teaching.

BSH103 Psychology of Teaching and Learning                                       

The module introduces students to the theories of human development and theories of learning that inform the instructional process and promote academic success for all learners. This shall enable them to understand individual learning styles and the relevant teaching styles as they work with all types of learners, including both those who are gifted and talented and those who have learning disabilities.

BSH104 Trends and Traditions in Philosophy of Education

This module provides students with a basic theoretical grounding in Philosophy and Philosophy of Education. Students are exposed to modes of thinking and analysis that are unique to Philosophy of Education. Foundational issues such as the historical development, trends and traditions of human thought shall be explored.

BSH105 Studies in Inclusion and Exclusion

Students are introduced to the concepts of inclusion and exclusion in the context of education. Students will also learn about the theories of inclusion and exclusion in education. The module considers case studies, narratives and life stories to illustrate the meaning behind the theory and policy of inclusion and exclusion.  Experiences of young people in relation to issues such as refugee status and asylum seekers, affiliation to religious sects, language and gender will be analysed in the context of inclusion and exclusion.

BSH106 Deviance and Social Control in Diverse Social Contexts

The module exposes learners to varying definitions of the concept of deviance as well as theoretical explanations of deviance in varying social contexts. The module discusses and critiques theories of deviance, and causes of deviance among learners as well as discusses child friendly strategies for curbing deviance among learners. Students also discuss the link between deviance and productivity in society.

BSH107 Emerging Social Issues and Education

This module focuses on contemporary issues in education with particular reference to the influence of pandemics like COVID -19 and HIV on education provision. Topics include parenting, the effects of globalisation on children’s socialisation and identity formation are discussed. Students are introduced to new and innovative ways of teaching in the new normal as well as the challenges related to education in the new normal

BSH108 Heritage, Collective Identity and Education

The module analyses the concepts of heritage in relation to collectiveidentity and education. It attempts to justify the importance of heritage in the construction of a collective identity. Topics to be covered include forms of heritage, and assessments of social and economic values of heritage. Examining people-centred approaches to heritage preservation, the roles of education, government and civil society in preserving heritage. An analysis of the activities of international bodies like UNESCO in heritage preservation will also be undertaken and the differences between UNESCO’ activities and conventions on heritage in different countries.

BED131 Research Methods and Statistics

The module introduces students to the basic principles of research. It develops the students’ knowledge and skills in the following areas: identification of research problems in education; selection of appropriate research designs and data collection tools; data analysis techniques; research findings and conclusions; and research report writing. The module also introduces students to educational research that is aligned with sustainable development issues such as environmental conservation and poverty eradication.

BSH109 Assessment and Evaluation Techniques

The module covers assessment and evaluation issues in education across all subject areas. The content of the module includes analysis of the concepts of evaluation, assessment and measurement in education; contemporary ideas on how to improve assessment and evaluation in schools; test designing; analysis of test results; national examinations and grading

BSH201 Interface between Family and Academic Achievement

The module is designed to help students appreciate the link between family and learners’ achievement. Students will be made to understand the importance of family contexts to academic achievement. To this end topics to be discussed include the nurture-nature debate, deprivation theories, social and cultural capital, socio-ecological theories, parental involvement and parenting, parental status and parenting styles will be explored.

BSH202 Cyber Culture and Education          

The module focuses on cultural perspectives on the use of information and communication technologies in educational settings. Social problems relating to the use of information communication technologies in educational settings will be studied. Particular emphasis will be laid on cyber bullying in institutions of learning. Strategies for developing a positive cyber culture will be explored.

BSH203 Education, Technology and Social Change

The module explores the concept ‘social change and interrogates the role of education and technology in driving social change. The module also discusses the need for educator involvement in transforming education systems to adapt young people to the challenges of a global digital knowledge economy. Factors that influence social change and the place of educators in the discourse on social change are discussed. Strategies for positive social change will also be studied.

EDGS231 Gender Studies for Educators

The module aims to provide students with an introduction to the concept of gender and its significance to education. The module exposes students to how education spaces construct gender differences and the implications of these differences on learners and how schools can close the gender gaps. Key issues to be studied include theoretical perspectives on gender, cultural dimensions of gender, and deconstruction of gender and their implications for the education sector.                                

BEFM231 School Administration and Financial Management in Education

The module introduces students to sound administration and financial management practices followed in schools and other educational institutions. It tackles the basic tenets of the nature and purpose of administration and familiarises students with skills of budgeting and budgetary control. Students are further introduced to the accounting systems in schools and the interpretation of policies and statutes that govern financial and asset management in educational institutions.

ENTIE232 Entrepreneurship and Industrialisation in Education

The module exposes students to entrepreneurship and innovation theories in educational contexts. The module provides students with the skills needed to develop, create and manage businesses. Emphasis is placed on career development through a variety of experiential activities and projects, which include the production of goods and services. Topics to be covered include digital preservation of indigenous heritage in schools, innovative approaches to cultural heritage management by schools, the role of the educator in innovation and constraints in innovation in education.

BSH204 Mass Media, Culture and Education

The module unpacks the concept of mass media and interrogates the influence of the different types of mass media on education. Educational factors influencing the use or under-use of mass media in schools will be studied. Strategies for the integration of some forms of mass media into the teaching and learning process shall also be discussed. Challenges experienced by educators in integrating the mass media into learning contexts will also be explored.

BSH205 Classrooms as Spaces for Creativity

In this module, students discuss the need for creativity in the classroom. Strategies for enhancing creativity in the classrooms are discussed as well as barriers to creativity in the classroom.

BSH206 Introduction to Gender, Sexuality and Education

The module explores the concepts of gender, and sexuality and how the different perceptions of these concepts influence education. Students learn about the different perceptions of gender and sexuality in African contexts. The module also allows the students to explore the different theoretical perspectives which underpin issues of gender differentiation and the educational attainment of learners.

BSH207 Teachers in the Innovation and Industrialisation Discourse

The module explores the role of the teacher in the discourse on innovation and industrialisation. Strategies for igniting the desire for innovation among students will be explored. Some of these strategies include industrial excursions, and student involvement in projects.  Topics to be covered will include learning to labour gracefully, cultural heritage and innovation, innovation, entrepreneurship and business ethics.

BSH208 Social Differentiation and Education.

The module introduces students to the concept of social differentiation. Students shall critically analyse how race, ethnicity, wealth and education status determine social status. Topics to be studied include mobility, the nature-nurture debate, and ascribed and prescribed statuses. Determinants of upward and downward social mobility will also be explored.

BED232 Research Project

In this final year, two-semester module each student carries out a research project in an area of his/her choice under the guidance of a supervisor. Through the study, students are expected to apply their knowledge and skills in research in the resolution of an identified research problem, as well as showing their appreciation of research as a viable process of addressing contemporary challenges and issues in education and their local environments.