PURPOSE OF THE PROGRAMME
This programme is designed for candidates who have a teaching qualification at the Diploma or Certificate level. The major goal is to develop in candidates a high level of awareness and understanding in the area of Psychology of Education and psychological intervention designs and their application to human development across the life span.
- ENTRY REQUIREMENTS
Normal Entry
Diploma in Education from an accredited and recognised institution.
- 3. PROGRAMME CHARACTERISTICS
Areas of study:
Educational Psychology
Specialist Focus:
The development of keen awareness in educators of the need for the development of skills and values that are sensitive to sustainable development and continual educational improvement.
Orientation:
Creating school educators who can design intervention strategies that effectively enhance the process of development among learners.
During the programme, students will be introduced to the University Innovation Hub where they will get orientation on how to develop simple ideas into productive and innovative ventures.
Students will also visit the University Industrial Park where they will be exposed to productive activities and industrial work to develop their appreciation of the philosophy of industrialisation.
Students are expected to use this exposure to initiate productive ventures in their schools of practice with school pupils, fellow teachers, and where possible, with the communities around the school.
- CAREER OPPORTUNITIES AND FURTHER EDUCATION
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.
- PROGRAMME DELIVERY
Teaching and Learning Methods:
Lectures, tutorials, laboratory practical work, seminars, group work, research projects, and individual independent study.
Conventional Mode: 36 hours of face-to-face lectures per module or blended learning in cases where there is a need for such.
Block release: 36 hours per module of face-to-face lectures conducted during school holidays or blended learning in cases where there is a need for such.
- LEARNING OUTCOMES
- Identify 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 commercialised 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.
- Identify challenges faced by learners in the classroom, investigate the causes and be able to design and implement intervention strategies that enhance learner progress.
- 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. In each semester a student should register for at least six modules.
- 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.
- 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.
- 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.
- FAILURE TO SATISFY EXAMINERS
Refer to Section 8 of the Faculty Regulations
- A candidate who fails to satisfy the examiners may be required by the Senate to write ‘supplementary examinations or ‘repeat’ or ‘withdraw’.
- If a student is repeating a module(s) he or she shall only be credited with the marks obtained during the repeat examination.
- ‘Withdraw’ means that the student shall withdraw from the university.
- For the prescribed project candidates shall be informed in advance of the deadline for submission of such project.
- ‘Carry over’ means carry over modules from the previous level to the subsequent level.
- Retake means redo module(s) that failed in the previous semester within the same level.
PROGRAMME STRUCTURE
Level 1 Semester 1
Code Module Description Credits
BCHS131 Culture and Heritage Studies 12
BPID101 Psychology of Teaching and Learning 12
BPID102 Trends and Traditions in Philosophy of Education 12
BPID103 Sociological Foundations of Education 12
BPID104 The Psychology of Mental Health 12
BED133 Information and Communication Technology in Education 12
Level 1 Semester 2
BPID105 Learning Differences 12
BPID106 Contemporary Issues in Educational Psychology 12
BPID107 The Brain goes to School 12
BPID108 Assessment and Evaluation Techniques 12
BPID109 The Psychology of Adolescence 12
BED131 Research Methods and Statistics 12
Level 2 Semester 1
BPID201 Inclusive Education and Assistive Technologies 12
EDGS201 Gender Studies for Educators 12
BEFM231 School Administration and Financial Management in
Education 12
BPID202 Life Skills Education 12
ENTIE232 Entrepreneurship Innovation in Education 12
BPID203 The Psychology of Personality Development 12
Level 2 semester 2
BPID204 Digital Media for Children and Adolescence 12
BPID205 Psychological Intervention Designs in Education 12
BPID206 Narratives of Early Childhood 12
BPID207 Psychological Guidance and Counselling Practices 12
BPID208 Social Psychology and Sustainable Future 12
BED232 Research Project 24
- MODULE SYNOPSES
BCHS131 Cultural 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.
BPID101 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 will 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.
BPID102 Trends and Traditions in Philosophy of Education
This module provides students with a basic theoretical grounding in Philosophy and Philosophy of Education. Students will be 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 will be explored.
BPID103 Sociological Foundations of Education
The module introduces students to four main sociological perspectives and exposes them to basic sociological concepts that include socialisation and the 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.
BPID104 The Psychology of Mental Health
The module introduces students to the psychology of mental health and helps them to create and support a culture in which mental health issues are acknowledged. The module further assists students to uphold positive mental health wellbeing through the provision of relevant information, proper advice and necessary support.
BED133 Information Communication Technology in Education
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.
BPID105 Learning Differences
This module equips students with knowledge of characteristics of learners with learning differences as well as disabilities and the learning support that the learners need to be able to navigate their way through school life.
BPID106 Contemporary Issues in Educational Psychology
The module seeks to explore contemporary issues in Educational Psychology at any given time so that students can carry out meaningful researches which aim at finding solutions to current problems in an innovative and creative manner.
BPID107 The Brain Goes to School
This module deals with principles of human learning, focusing on cognitive neuroscience. Brain processing information becomes vital in that students learn most intensely when they forget that they are learning, as they explore learning. Learners who talk about how they and others think become better learners. In this module, the implications of linking neuroscience to educational innovations will be analysed and synthesised.
BPID108 Assessment and Evaluation Techniques
The module covers assessment and evaluation issues in education across all subject areas. The content of the module includes an 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.
BPID109 The Psychology of Adolescence
The module seeks to help students understand that the adolescence stage is marked by substantial changes in physical maturation, cognitive abilities, and social interactions. Students will understand issues unique to teenagers, how to distinguish problem behaviour from typical or normal behaviour, and how to respond to teenagers more appropriately thereby building confidence and skills to deal with adolescents.
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.
BPID201 Inclusive Education and Assistive Technologies
The module seeks to enhance students’ knowledge of how they can adapt the curriculum through the use of assistive technologies to support students with diverse learning needs within an inclusive environment.
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; 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 in 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.
BPID202 Life Skills Education
The module aims at familiarising students with basic aspects of life skills and to provide a systematic understanding of theoretical perspectives and practical strategies of life skills education. Having life skills is an essential part of being able to meet the challenges of everyday life, and this module covers the fundamentals of the life skills that lead to success and happiness.
ENTIE232 Entrepreneurship Innovation in Education
The module exposes students to entrepreneurship and innovation theories and thinkers. The module provides students with the skills needed to develop, create and manage productive businesses. Emphasis is placed on career development through a variety of experiential activities and projects, which include brainstorming and developing business and productive plans and testing them in practice.
BPID203 The Psychology of Personality Development
The module introduces students to personality formation and the theories of personality development that promote academic success for all learners. This will enable students to understand individual learners and their personality differences. Such knowledge will help students to navigate around the application of several styles of innovative teaching to cater for all learners despite their personality differences.
BPID204 Digital Media for Children and Adolescence
This module aims to introduce students to digital media for children and adolescents, highlighting the benefits and risks to the health of children and teenagers. The module helps students to promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. Students will apply a Healthy Family Media Use Plan.
BPID205 Psychological Intervention Designs in Education
The module equips students with a knowledge of useful psychological intervention designs and techniques that can be used in the classroom to enhance learner progress. The module also equips students with the skills of designing an instructional intervention. These include defining and understanding the problem and its causes, identifying which causal or contextual factors are modifiable and implementing the instructional design focusing on learning areas like reading and mathematics so that parents and the school can track individual children’s progress.
BPID206 Narratives of Early Childhood
The module seeks to assist students in understanding the importance of children’s narratives especially in educational research in early childhood education. The aim is for the students to be able to encourage learners to narrate their psychological experiences and perspectives of their own lives thereby viewing them as social actors and experts in their understanding of the world.
BPID207 Psychological Guidance and Counselling Practices
This module seeks to provide students with knowledge of the process of helping individuals to discover their educational, vocational and psychological potentialities which they can use to achieve an optimal level of personal happiness and social usefulness.
BPID208 Social Psychology and Sustainable Future
The module provides students with an understanding of major theoretical formulations and models in the area of Social Psychology and provides them with a knowledge of individual, organisational and social aspects of environmental risks.
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 show their appreciation of research as a viable process of addressing contemporary challenges and issues in education and their local environments.
