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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Curriculum Studies 
SAQA QUAL ID QUALIFICATION TITLE
102057  Bachelor of Education Honours in Curriculum Studies 
ORIGINATOR
University of Limpopo 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
Students will be exposed to a variety of modules. Fundamental questions on curriculum development and reform are addressed holistically through diverse modules. These modules empower students with the opportunity to study curriculum disciplines and develop an understanding of curriculum policy and design, planning, process and practice. This will help students to engage with fundamental questions concerning the aims and values of curriculum and its relationship to society. The qualification will help students in broadening their theoretical perspectives on research and its implementation. Students will be able to:
  • Gain critical thinking skills.
  • Apply and implement such skills in academic and research writing.
  • Acquire generic and specific skills to conduct research within the field of curriculum development.
  • Pursue further studies in curriculum and enhance overall academic excellence.

    Rationale:
    The Bachelor of Education Honours in Curriculum Studies is a Postgraduate qualification designed to enhance the capacity of Postgraduate students in the improvement, innovation and development of curriculum. The qualification primarily aims to prepare students for research-based Postgraduate studies in curriculum development. Furthermore, it is designed to expand and reinforce the knowledge of the student in curriculum reform and development as a significant discipline of education. The qualification centres on the following aspects, amongst others:
  • A high level of theoretical engagement.
  • Intellectual independence.
  • Designing, implementing and writing research at an appropriate level. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be achieved in part through the recognition of relevant prior learning and experience as per the University's RPL policy, which clearly outlines the structure and processes that must be followed to provide access via RPL. Appropriate assessment tasks and tools are designed to assess individual candidates against the module/qualification outcomes on a case-by-case basis, with detailed records maintained and kept for safety.

    Entry Requirements:
    For entry to this qualification is either:
  • A four-year professional teaching qualification.
    Or
  • An appropriate Bachelor's Degree and a recognised professional teaching qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Level 8 totalling 128 Credits.

    Compulsory modules:
  • Research Project in Curriculum Studies, 32 Credits.
  • Educational Research Theories and Approaches, 24 Credits.
  • Curriculum Theory and Development, 24 Credits.
  • The South African Curriculum in Perspective, 24 Credits.
  • Curriculum Assessment and Evaluation, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Critically analyse curriculum knowledge and understanding by applying sound knowledge of curriculum research.
    2. Analyse and evaluate knowledge in curriculum studies with the view of conducting independent educational research.
    3. Act as academic leaders and professional education practitioners in the field of curriculum studies. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate comprehensive knowledge of curriculum studies concepts and theories.
  • Demonstrate sensitivity for, as well as understanding and awareness of, the variety of educational contexts in which knowledge of curriculum studies might apply.
  • Critique curriculum studies conditions and policies relevant to the African context.
  • Understand and critically evaluate policies and practices presented on curriculum.
  • Display adequate knowledge and a capacity to identify and unpack complex curriculum problems.
  • Explain and critically analyse curriculum models explicitly in different settings.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Conceptualise a relevant research problem and construct an appropriate research question or hypothesis.
  • Use a range of literature resources to correctly situate a study in its proper context.
  • Take responsibility and full accountability for own work, decision-making and use of resources.
  • Design and appropriately execute a research protocol, drawing systematically on the body of knowledge and methods appropriate to research.
  • Assess curriculum studies situations with a view to identifying problems and making sound theoretical judgements and evaluations based on evidence.
  • Demonstrate the ability to critically evaluate and apply skills to undertake research.
  • Present assignments, research proposals and project reports in a way that shows knowledge of different research approaches and methodologies in curriculum studies.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate competence in stimulating and encouraging others to become engaged in curriculum studies discourse.
  • Advance educational knowledge and skills through critical reflection in curriculum debates.
  • Advocate policy development for the improvement of curricula.
  • Depict professional development through a Portfolio of Evidence.

    Integrated Assessment:
    Learning and assessment will be conducted across Exit Level Outcomes within the qualification as it will be integrated to ensure a well-structured qualification.

    Formative Assessment:
    Formative Assessment is in place to assure continuous learning and feedback to candidates.

    Summative Assessment:
    Summative Assessment ensures a judgement of learning at the Exit Level Outcomes of the qualification. Such assessments will assess the student's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit Level Outcomes either as a whole or as components of the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    The current programme was compared and benchmarked with similar programmes elsewhere in the region and internationally with a view to determining its authenticity and competitiveness. For example, in developing countries, the programme was compared to those offered in Bangladesh. At the University of Bangladesh, foe examples the Bachelor of Education (B.Ed.) is a four year undergraduate professional Degree and there is no separate degree called BEd (Hons). Their honours programme is incorporated into the first Degree and takes the duration of four years. Thus, after the first Degree students can proceed straight to Master's Degree.

    In developed countries, the programme compares well with other programmes as well, such as in Australia and the United Kingdom. For example, at Birmingham University in the UK, the programme is incorporated into the first degree which takes the duration of four years. The four year degree leads to an entry into the Master's Degree. However, in Australia, for example (Monash University) the Bachelor of Educations Honours is offered over essentially 4.25 years. One of the focus areas is curriculum studies. In all these countries the B Ed (Honours) Degree is meant to improve the quality of teachers. The proposed programme is meant to deepen teachers' knowledge in a specific subject field of education and put strong emphasis on research. 

    ARTICULATION OPTIONS 
    The programme will prepare the students for an appropriate Master's Degree programme. This means that completion of the programme meets the minimum entry requirements for a NQF level 9 Master of Education Degree. Apart from vertical mobility within the programme, provision is also made for horizontal pathway to students in line with the 50% rule where students can only carry 50% credits from one qualification to another. The programme provides for horizontal articulation with the Post Graduate Diploma in Education if the candidate wants to strengthen and deepen knowledge in Curriculum Studies, and meets the specific minimum requirement for admission. This is in line with the Higher Education Qualifications Sub Framework and the Minimum Requirements for Teacher Education Qualifications Gazette (38487) February 2015. 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.