OPEN UNIVERSITY OF MAURITIUS

Undergraduate Programme Specification

B Ed (Hons) Primary Education (Top-Up)

Academic Year: 2022 onwards

Programme documents detail the aims, learning strategies, structure and intended learning outcomes
that students should achieve if they fully engage with the learning provided within the programme. The
document is intended to support and inform prospective students, current students, academic and
support staff, external stakeholders (such as PSRBs) and external examiners.

1. PROGRAMME INFORMATION
Title of Final Award Bachelor of Education with Honours in Primary Education (Top-Up)
B Ed (Hons) Primary Education (Top-Up)
Code OUbe019N
Awarding Body Open University of Mauritius
Disciplinary Division Humanities
Programme Manager Dr. Belle Louis Jinot
Programme Duration Minimum 2 Years
Maximum 5 Years
Total Credits 120
Credits Per Year 60 credits per academic year
Minimum number of credit per semester 20
Maximum number of credit per semester is 40
MQA NQF Level Level 8
EHEA EQF Level Level 6
External Accreditors Not applicable
Collaborative Partners Not applicable
Programme Approval Date -
Last Revision Not applicable
Last Update Not applicable

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 2. ENTRY REQUIREMENTS
General: Based on the General Entry Requirements under Direct Entry to
Undergraduate Programmes, Applicants should fulfil the following
conditions:

OPTION 1
A pass in English Language at Cambridge School Certificate/ ‘O’ Level or
equivalent

AND

EITHER Pass in:

3 subjects at A-level and 1 subject at subsidiary level at Higher School
Certificate Examination;

OR Pass in:
2 subjects at A-level and 2 subjects at subsidiary level at the Higher School
Certificate Examination;

OR Pass in:
3 subjects at A-level at the London General Certificate Examination.

OR any other qualifications acceptable to OU. (refer to OU General Rules and

Regulations)

OPTION 2
Submission of a comprehensive portfolio for possible recognition of prior
learning/experience (RPL/RPE) as an alternative to above along with
evidence for the language/numeracy/Information and Communication
Technology (ICT) skills required for the programme of study.

Note:
• Mature candidates will be considered on their own merit. (refer to OU
General Rules and Regulations)
• Learners who do not qualify under Option 1 may initially register for
Foundation Courses offered by OU. (refer to OU General Rules and
Regulations)

Programme specific: An appropriate Diploma in Education (Level 6) or Teacher’s Diploma

approved by the Open University of Mauritius.

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 3. PROGRAMME OVERVIEW
Aims and The programme aims to provide you with an in-depth understanding of the complex
Objective of processes of teaching and learning, based on your academic and/or academic with
the theory, practice and research within the primary school setting. You will acquire
Programme: knowledge and skills that will enable you to cope with the changing educational
demands of parents, the behavioural and academic problems of pupils; the
challenges of leading the school as an organisation, the prevention of safety and
health hazards in primary schools and to be an active researcher in primary
education.

With this programme, the learner may aspire to become an educator, a mentor in
primary schools. He/she can do further studies at postgraduate level in any field at
the Open University of Mauritius.

Intended Learning Outcomes: After completion of the programme student will be able to:
Knowledge and K1: Apply the required study skills to become autonomous learners and to develop
Understanding their own life-long learning abilities;
K2: Gain an understanding about the various types of child development and discuss
strategies about how to address them;
K3: Apply evidence-based classroom management and learner discipline
management strategies;
K4: Describe critically the processes and products of childhood in the society;
K5: Apply the leadership theories, skills, styles and approaches in your school;
K6: Apply language teaching strategies, methods and techniques in lessons to
facilitate language acquisition and mastery;
K7: Observe and critically evaluate the health and safety hazards in schools and the
corrective measures to be taken to address them;
K8: Develop into an autonomous researcher in education;
K9: Design a lesson plan and critically assessed its practicability in the authentic
classroom situation;
K10: Support children with children using inclusive principles;
K11: Develop life skills that they may reflect on to grow as a professional educator;
K12: Use ICT tools to enhance the teaching and learning of languages;
K13: Identify and explain the characteristics, and educational considerations
of Children with SEN.

Cognitive Skills C1: Analyse classroom and school problems and solve them using theories,
professional experience and insights gained through this programme;
C2: Evaluate, and critically analyse arguments, theories and policies;
C3: Synthesise and interpret data;
C4: Construct an argument through triangulation of sources, methods and literature;
C5: Integrate inclusive pedagogy in the teaching and learning process to promote
effective learning by each pupil, with no discrimination.
C6: Analyse and develop language learning skills that promote language
comprehension;
C7: Adopt an integrative approach to language learning and teaching;

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 C8: Demonstrate an understanding of the role and responsibilities of the
general educator in the design of Individual Education Programs (IEP),
including identification, referral, IEP development, and implementation.

Practical/ P1: Transform the primary school setting into a safe and supporting learning
Professional environment
Skills P2: Apply independently the diagnostic techniques and tools that may be used to
address a life crisis encountered by a pupil;
P3: collect relevant information from a diversity of sources and correctly cite,
acknowledge and reference sources;
P4: Use quantitative and qualitative reasoning in the primary school context;
P5: Observe and apply theoretical knowledge and insights gained in authentic
classroom situations;
P6: Demonstrate the skills of selection and presentation of literature books and
stories;
P7: To draft a mind-mapping about reading for the purpose of knowledge
presentation and memorisation.
P8: Develop self-assessment of their own teaching and learning;
P9: Develop the opportunities for self-development and professional growth from
their own professional experiences and within the school context;
P10: Use data-driven approach to lead teaching and learning.
Transferable T1: Effectively communicate ideas and arguments in writing and orally in school
Skills committees and structures;
T2: Collaborate with others and contribute effectively to the achievement of common
school goals;
T3: Work independently demonstrating initiative, self-management and other
teacher leadership skills;
T4: Sharing the leadership and pedagogical skills gained to other teachers in the
workplace;
T5: Mentor young, newly appointed educators in your place of work;
T6: Communicate the findings of their own research to stakeholders in education;
T7: Promote the culture and pleasure of reading in the children of the school;
T8: List, describe, and recommend adaptations and modifications to promote
inclusion of students with disabilities and other diverse needs.

4. PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Not applicable

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 5. LEARNING AND TEACHING STRATEGY
Learning and Teaching Methods:

Students will be provided with opportunities to engage in a diverse range of learning environments so
as to maximise their learning. For this programme students will interact with their tutor and their fellow
students mostly through the e-platform.

The e- platform will use the following tools:

- Online activities: Co-construction of knowledge and student-generated content are the main
tasks of the students through the online activities.
- For every unit covered in each module students will be given opportunities to complete
interactive learning activities including discussion forums, quizzes, field trips, webinars and
problem-solving activities. Students will be encouraged to work independently but also to
engage in collaborative work. Co-construction of knowledge and generation of content by
students are the main tasks of the students through the online activities.

- Independent study: Independent study forms an essential part in the development of your
knowledge and understanding. We will guide you, via the e-platform, on the reading and
reflection of primary and secondary texts. Students should use this independent study time to
link knowledge with e-class and face-to-face activities and develop their own understanding
and critical perspective on the topics they are studying.

We also offer optional face-to-face sessions.

The face-to-face sessions are an opportunity to untangle complex concepts and provide students with
an opportunity to apply the knowledge acquired in the preceding weeks. During the face-to-face
sessions students can be expected to:
- Engage in role-play to simply apply their prior knowledge or to promote the generation of ideas
for better understanding of new concepts
- Engage in problem solving activities
- Engage with reading material to engage in class discussions
- Review core/complex concepts through applied work.
- Do group work/collaborative learning

Research supervision:

In the final part, students will undertake a dissertation on any topic or theme in education or the
primary education, supervised by one of our tutors with expertise in the area of the dissertation topic
or theme. Students will have the opportunity to meet with the supervisor to explore the topic, receive
guidance on the research and receive feedback on the work as it progresses.

Overall Workload:

Your overall workload as a student consists of independent learning, e-learning activities and, if you
choose to, face-to-face sessions. The following gives you an indication of how much time you will need

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to spend on the different components of your programme at each level. Each ECTS credit taken equates
to 25 hours of study time.

The expected study time for this programme will be as follow:

Year 1: 1,500 hours for 60 ECTS credits.

Year 2: 1,500 hours for 60 ECTS credits.

Typically, for each year of your degree you will spend 0-10% of your time in face to face session, 30-
40% of your time engaging with e-learning activities and 60% of your time in independent study time.

A typical study week for a student will involve some optional face to face sessions, required
engagement in online discussion forum, the completion of online activities and independent study time
to review attached readings, textbooks and relevant sections of the module document. Students should
expect to devote 8 to 12 hours of study time per week per module.

These are indicative and may vary from student to student.

6. ASSESSMENT STRATEGY
Assessment Methods

A range of formative and summative assessment exercises are designed to enable you to demonstrate
and apply your knowledge and understanding.
Most modules will consist of a Tutor Marked Assessment component and an examination. TMAs
include:
• School-based portfolio
• Tests
• Essays
• Projects
• Exercises and problem sets
• Webinars
• Team projects
• Presentation/poster presentation

Some modules are non-examinable, with only one TMA with a larger writing scope.

Assessment mapping: See Appendix page 13.

Academic Feedback

Throughout the course of your studies, tutors will provide informal feedback on your online activities
and class contributions. Feedback may be individual or provided to the class as a whole.

Each summative assessment will be accompanied by detailed marking criteria and marking scheme
detailing the expectation of the assessment at each grade classification level. Feedback on assessment

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will be provided along the marking criteria. Marking criteria will be made available to the student at the
same time as the assessment details.

Students will receive written individual feedback on all TMA components.

The University Policy on Assessment Feedback and Guidance on Provisional Marks can be found in the
section of the Rules and Regulations in the Undergraduate Handbook.
Late submission, Extension and Re-sit Policy
The University Policy on Late Submission, Extension and Re-sits can be found in section of the Rules and
Regulations/Undergraduate Handbook in the General Rules.

Special Circumstances
The University Policy on Special Circumstance can be found in section of the Rules and Regulations of
the Undergraduate Handbook.

Continuous Assessment and Exam Regulations

The University Regulations on Continuous Assessment and Examination can be found in section of the
Rules and Regulations of the Undergraduate Handbook.

7. ACADEMIC MISCONDUCT
As a safeguard to the quality and standard of Open University of Mauritius’ qualifications and awards,
the university takes any incidence of academic misconduct seriously and will investigate any reported
case.

Academic Misconduct refers to any activity where a student, through unpermitted means, seeks to gain
an advantage in the completion of an assessment. Any unpermitted action will be considered as
academic misconduct when occurring during a formal examination, a TMA, or any other form of
assessment considered by Board of Examiners and undertaken in pursuit of a University qualification
or award.

Plagiarism (using, intentionally or unintentionally another’s person work and presenting it as its own)
will be systematically checked through an automated plagiarism detection software: Turnitin.

For a list of all academic misconducts see section 23.3 of the University Regulations.

Any suspected cases of academic misconduct will be reported and investigated. Academic
misconduct offences, may lead to suspension or expulsion from the University.

8. PROGRAMME STRUCTURE
C= Core i.e. modules which must be taken to be eligible for the award
S1 = Semester 1

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S2 = Semester 2

Year 1 – Level 7 (NQ-MQA) – Short Cycle Intermediate (QF-EHEA)

All core modules must be taken
Code Module Title Type Semester Credits
OUbe019N111 The Teacher as a Lifelong Learner C S1 7.5
OUbe019N112 Safety and Health in Schools C S1 7.5
OUbe019N113 Life Crisis in Childhood C S1 7.5
OUbe019N114 Socio-Education C S1 7.5
OUbe019N121 Learner discipline Management C S2 7.5
OUbe019N122 Special Needs Education C S2 7.5
OUbe019N123 Research methodology in Education C S2 7.5
OUbe019N124 Life skills for educators C S2 7.5
Credit Total 60

Year 2 – Level 8 (NQ-MQA) – 1st Cycle Honours (QF-EHEA)

All core modules must be taken
Code Module Title Type Semester Credits
OUbe019N211 Educational Leadership and Management C S1 10
OUbe019N212 Dissertation C S1 15
OUbe019N213 Inclusive Pedagogy C S1 10
OUbe019N221 Children Literature C S2 7.5
OUbe019N222 Language didactics: English/French/any other school C S2 7.5
languages
OUbe019N223 Professional Experience and Development C S2 10
Credit Total 60

Overall Programme Credit Total 120

9. GRADING
Grading system:

Assessments are graded in percentage and correspond to a letter grade and a grade point.

To pass a module, students need an overall of 40% weighted average of their combined continuous
assessment (TMA) and examination or coursework.

Marks (x) % Description Letter Grade Grade point

X ≥ 70 Excellent A 5
60 ≤ X ≥ 69 Very Good B 4
50 ≤ X ≥ 59 Good C 3
40 ≤ X ≥ 49 Satisfactory D 2
40 < X Ungraded U 0

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 Non-graded/pending See section 17.1.1 in assessment rules and regulation for pending grades
letter codes

University General Marking Criteria for undergraduate exams and undergraduate dissertations can be
found in the Undergraduate Handbook.

Cumulative Point Average (CPA):

CPA will determine the classification of your degree. Your CPA is the weighted average of your overall
mark in each module. The weight being the number of credit attached to each module and your average
module mark being the weighted average of the continuous assessment and final exam.

Example:
Module Score % (weighted Credit Unit Module score = Credit
average continuous x score
assessment and
exam)
BAXX1 64 4 64*4=256
BAXX2 71 3 71*4=213
BAXX3 44 4 44*4=176
BAXX4 59 3 59*3=177
BAXX5 82 4 82*4=328
BAXX6 62 8 62*8=496
Total 26 1646
CPA = 1646/26=63.31

10. PROGRESSION, EXIT POINTS AND AWARD

Progression If a student fails to achieve 60 credits at the end of a year level, the board of
examiners will make a decision with regard to the student’s progression. At its
discretion, the board of examiners may:
- allow a student to carry forward up to 15 credits in the following year level
in order to retake these units in attendance;
- require the student to repeat the year;
- award of an exit award once you’ve exhausted all the opportunities to
retrieve failed assessment.

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Classification of For the award of the Honours degree, all modules of the programme must be
Awards completed.

The Certificate of Higher Education and the Diploma of Higher education are
awarded as possible exit points in the programme as indicated in the table below:

Award Title Level Total Classification Based on

NQ- required Cumulative Point
MQA Credits Average (CPA)
BEd Primary Education (Top- 8 120 1st Class Honours (First):
(Hons) Up) CPA ≥70
2nd Class 1st Division
Honours (2:1):
60 ≤ CPA ≤ 69
2nd Class 2nd Division
Honours (2:2):
50 ≤ CPA ≤ 59
Ordinary Primary Education (Top- 7 120 3rd Class: 45 ≤ CPA ≤ 49
BEd Up) Pass: 40 ≤ CPA ≤ 44

11. STUDENT SUPPORT

• The Student Affairs Unit (Learning materials/Technical matters)
• The Student Support Unit (Administrative matters)
• The IT Unit
• The Programme Manager (Academic matters).

12. Have you say

Open University values student feedback and students will be given opportunities to have their say on
their learning experience in the following way:

• Student programme and module evaluation surveys

• Acting as student representative and participate in a range of committees such as the staff-
student consultative committee
• Participate in programme validation processes.

The University will respond to student feedback through the following channels:

• Response and action taken following the module evaluation survey will be posted on the
e-platform
• Action from minutes will be monitored by the chair of the relevant committees
• Annual programme monitoring process will take into account student feedback
• Programme review process (every five years).

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 Module unit and code Knowledge and understanding Cognitive Skills

Module title Code Type Mode K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 C1 C2 C3 C4 C5 C6 C7 C8

Year 1 NQ-MQA Level 6

The Teacher as a Lifelong Learner OUbe019N111 C BL ✓ ✓

Safety and Health in Schools OUbe019N112 C BL ✓ ✓

Life Crisis in Childhood OUbe019N113 C BL ✓ ✓

Socio-Education OUbe019N114 C BL √ √

Learner Discipline Management OUbe019N121 C BL ✓ ✓ ✓

Special Needs Education OUbe019N122 C BL √ √ √

Research Methodology in
OUbe019N123 C BL ✓ ✓ ✓ ✓ ✓ ✓
Education

Life Skills for Educators OUbe019N124 C BL ✓ ✓ ✓ ✓

Year 2 NQ-MQA level 7

Educational Leadership and ✓

OUbe019N211 C BL ✓ ✓ ✓
Management

Dissertation OUbe019N212 C BL ✓ ✓ ✓ ✓ ✓

Inclusive Pedagogy OUbe019N213 C BL ✓ ✓ ✓

Children Literature OUbe019N221 C BL ✓ ✓

Language Didactics:
English/French/Any other school
OUbe019N222 C BL ✓ ✓ ✓ ✓
languages

Professional Experience and

OUbe019N123 C BL ✓ ✓
Development

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 Module unit and code Practical Skills Transferable Skills and Personal Attributes

Module title Code Type Mode P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 T1 T2 T3 T4 T5 T6 T7 T8

Year 1 NQ-MQA Level 6

The Teacher as a Lifelong Learner OUbe019N111 C BL ✓ ✓

Safety and Health in Schools OUbe019N112 C BL ✓ ✓

Life Crisis in Childhood OUbe019N113 C BL ✓

Socio-Education OUbe019N114 C BL √ ✓ ✓

Learner Discipline Management OUbe019N121 C BL ✓ ✓ ✓ ✓ ✓

Special Needs Education OUbe019N122 C BL ✓ √ √

Research Methodology in Education OUbe019N123 C BL ✓ ✓ ✓ ✓ ✓ ✓

Life Skills for Educators OUbe019N124 C BL ✓ ✓ ✓ ✓ ✓ ✓ ✓

Year 2 NQ-MQA level 7

Educational Leadership and Management OUbe019N211 C BL ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Dissertation OUbe019N212 C BL ✓ ✓ ✓ ✓ ✓ ✓

Inclusive Pedagogy OUbe019N213 C BL ✓ ✓

Children Literature OUbe019N221 C BL ✓ ✓ ✓

Language Didactics: English/French/any other

OUbe019N222 C BL ✓ ✓ ✓ ✓ ✓ ✓ ✓
school languages

Professional Experience and Development OUbe019N223 C BL ✓ ✓ ✓ ✓

C = Core; E = Elective; DL = Distance Learning; BL= Blended Learning; CD = Campus delivery

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Appendix 1: Assessment mapping
Module code and Title Assessment Method Module code and Title Assessment Method
Year 1 NQ-MQA Level 6 Year 2 NQ-MQA level 7
The Teacher as a Lifelong TMA 40%: Educational Leadership and TMA 40%:
Learner Online test/presentation (20% of TMA) Management Online test (20% of TMA)
Essay 1,500 words (80% of TMA) Essay 1,500 words (80% of TMA)
Final Examination 60% Final Examination 60%
Health and Safety in Schools TMA 40%: Dissertation Final submission : 100% 12000-14000 words
Online test/presentation (20% of TMA) Inclusive Pedagogy TMA 40%:
Essay 1,500 words (80% of TMA) Online test (20% of TMA)
Final Examination 60% Essay 1,500 words (80% of TMA)
Life Crisis in Childhood TMA 40%: Final Examination 60%
Online test (20% of TMA) Children Literature TMA 40%
Essay 1,500 words (80% of TMA) Discussion forum participation (20% of TMA)
Final Examination 60% Group project with Webinar (80% of TMA)
Socio-Education TMA 40%: Final Examination 60%
Online test (20% of TMA) Language Didactics: TMA 40%
Essay 1,500 words (80% of TMA) English/French/any other Discussion forum participation (10% of TMA)
Final Examination 60% languages Essay 1500 words (90% of TMA)
Learner Discipline TMA 40%: Final Examination 60%
Management Online test (20% of TMA) Professional Experience and TMA 40%:
Essay 1,500 words (80% of TMA) Development Online test (20% of TMA)
Final Examination 60% Essay 1,500 words (80% of TMA)
Special Needs Education TMA 40%: Coursework 60%
Online test (20% of TMA)
Essay 1,500 words (80% of TMA)
Final Examination 60%
Research Methodology in TMA 20%:
Education Online or poster presentation
Essay 3, 500 words (80% of TMA)
Final submission of Research Proposal 90%
Life Skills for Educators TMA 40%:
Discussion forum participation (20% of TMA)
Group project with webinar (80% of TMA)
Final Examination 60%

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