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Di Wilmot Inaugural

Message from the Dean of Faculty

Established in 1913, the Rhodes University Education Department, offered an initial teacher education qualification for students wishing to teach in secondary schools. One hundred and five years later, the academic endeavour has expanded and diversified, with the Education Department forming the core of an Education Faculty which offers a range of qualifications within and across four broad education sectors, namely higher education, formal schooling, early childhood education and education and training development. 

For the past four years, the Education Faculty has been in an exciting phase of expansion and growth in initial teacher education facilitated by the introduction of a Bachelor of Education for Foundation Phase Teaching.

In 2017, 45% of Education students were enrolled for postgraduate degrees, including 100 PhDs and 113 Master’s students. The faculty has three SARChi chairs: the Mathematics Education Chair, the South African Numeracy Chair and the Global Change and Social Learning Systems Chair. These provide high quality research and development for teaching and policy making

The Education Faculty consists of the:

  • Education Department (the core of the Faculty and hosts the three SARChi Chairs mentioned above)
  • Centre for Higher Education Research, Teaching and Learning (CHERTL)
  • Rhodes University Mathematics Education Project(RUMEP)
  • Institute for the Study of English in Africa (ISEA)
  • Centre for Social Development (CSD)

 Distinguishing features of the Rhodes Education Faculty

  • It offers a range of qualifications (from Level 5 up in the National Qualifications Framework [NQF]) within and across four broad education sectors: higher education, formal schooling and early childhood development (ECD) and Education, Development and Training (EDTP).
  • Academics are research active and contributing to knowledge production in their specialised fields. Its researchers are amongst the top 30 in the university
  • The faculty has a good research trajectory. There has been upward trend in research outputs for the past five years.
  •  Education students are diverse (in terms of race, language, age, culture, social class and geographic origin) and representative of South African society
  • The faculty has a large proportion of post-graduate scholars. In 2017, 45% of the faculty’s students were registered for  post graduate qualifications. 
  • It has a vibrant PhD programme which includes three structured PhD research teaching weeks per year. 
  • The faculty offers various Bachelor of Education degree programmes for in-service teachers wishing to strengthen their subject or phase knowledge
  • The faculty expanded its initial teacher education programmes by re-introducing a four-year Bachelor of Education (Foundation Phase Teaching) in 2015.
  • The faculty offers two initial teacher education qualifications: the Bachelor of Education (Foundation Phase Teaching) and the Post Graduate Certificate in Education (PGCE) for Foundation Phase, Intermediate and Senior/FET teaching. 
  • The Faculty offers a unique qualifications-based career path for ECD practitioners to move from FET certificate (Level 1) to diploma and degree levels.
  • The Faculty is recognised for its quality teacher education programmes. It has an outstanding graduation rate for its initial teacher education programmes.
  • The faculty is focused on providing access and addressing issues of quality in teaching in the field of higher education through the expanding PGDHE programme offered by CHERTL. 
  • With the exception of CHERTL’s PGDHE programme, which has a blended mode of delivery, the mode of delivery for programmes in the faculty is contact. This includes the Education Department’s post-graduate programmes in Namibia.

 The overall strategic orientation of the faculty is providing quality and relevant education and access for all.  More specifically we aspire to be a Faculty of Education

  • that has a commitment to the provision and understanding of quality education, and to the transformation of education at a local, national and global level
  • concerned with education in the broadest sense, including the learning of children and adults, the professional preparation and in-service development of teachers, non-formal education, the leadership and management of educational systems and the professional development of academics in higher education
  • involved in research, national policy development, and professional and community work within service learning and engaged community programmes
  • actively engaged in knowledge production that will deepen our understanding, enable change and address issues in education
  • actively engaged in disseminating and applying knowledge in the community, profession and academy through our teaching, publications and conference presentations
  • in which all educators learn to be competent and critically reflective and reflexive practitioners who have knowledge and skills to facilitate quality learning in all educational contexts
  •  characterised by a high level of connectivity, flexibility, adaptability, collegiality, risk-taking, reflexivity and renewal
  • known as an exciting, vibrant, energising, aspirational and inspirational place to work.


Last Modified: Mon, 07 May 2018 10:48:22 SAST