SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education Honours in Curriculum Inquiry

SAQA QUAL ID	QUALIFICATION TITLE
109414	Bachelor of Education Honours in Curriculum Inquiry
ORIGINATOR
Stellenbosch University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 05 - Education, Training and Development		Higher Education and Training
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	2019-05-29	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:
The purpose of the Bachelor of Education Honours in Curriculum Inquiry is to enrich and deepen undergraduate and professional knowledge of curriculum issues by developing research capacity. In addition, this programme also has the following objectives:

To establish and clarify conceptual links between the theoretical perspectives of the modules and the professional environment.

To develop a critical understanding of the domain of Curriculum Inquiry and how it illuminates education phenomena.

To demonstrate the ability to critically analyse the assumptions which underpin different research methods, and to demonstrate the ability to use theoretical/conceptual tools in critically reading research on curriculum.

To develop a conceptual understanding of the different discipline-based perspectives of the programme.

Promote a critical understanding of the interactions and relationship between curriculum policy and practice.

Guide learners to acquire in-depth knowledge and understanding of the nature of curriculum and relevant key issues and debates in curriculum in the national and international domains.

Support learners in developing the capacity to identify and conduct research on curriculum issues and appropriately share findings.

Rationale:
The qualification aims to develop and to familiarise learners with Curriculum Inquiry within Curriculum Studies as a field of study. The qualification will provide learners with a broad base to develop a better understanding of curriculum debates internationally and how those debates impact the South African context.

The target group is teachers, including those who teach particular school subjects, as well as educators who work as curriculum advisers, curriculum planners or policy researchers. All these target audiences will benefit from an in-depth exploration of the issues and debates within the field of Curriculum.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In tandem with the RPL policy of the institution process for RPL in the faculty is as follows:
This qualification may be achieved in part through the recognition of relevant prior learning which includes formal, informal and non-formal learning and through prior experience as a practitioner in the field of business administration. If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to the learner and access to the qualification will be confirmed.

Subject to institutional policies, other communication related qualifications may be considered for credits where those credits reflect cognate fields of learning. It is acknowledged that all learning has value and prior learning may be assessed to award credit where relevant. Learners can apply for RPL against a module, or part/full qualification for learning obtained through formal, informal and non-formal learning. Learners need to submit a Portfolio of Evidence for assessment, and credits/exemption may be granted for some modules in the qualification, and/or admission may be granted into the qualification. Leaners have the opportunity to appeal against the assessment results where credits or admission were not awarded.

Entry Requirements:

Bachelor of Education at Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory and elective modules at Levels 8 totalling 120 Credits.

Compulsory at Level 8 (90 Credits):

Knowing, Acting and Being: Framing the Study of Education, 15 Credits.

Educational Research, 10 Credits.

Curriculum Studies: Key Moments, Concepts and Debates, 30 Credits.

Research Assignment, 35 Credits.

Elective modules at Level 8 (Learner choose one):

Critical Issues and Debates: History Education, 30 Credits.

Critical Issues and Debates: Mathematics Education, 30 Credits.

Critical Issues and Debates: Economic and Business Sciences Education, 30 Credits.

Critical Issues and Debates: Science Education, 30 Credits.

Critical Issues and Debates: Physical Education, 30 Credits.

Critical Issues and Debates: Environmental Education, 30 Credits.

Critical Issues and Debates: Curriculum Change, 30 Credits.

EXIT LEVEL OUTCOMES

1. Evaluate theories of leading scholars of curriculum studies and identify gaps between curriculums.
2. Identify and formulate a curriculum-related problem and conceptualise it as a feasible research project; demonstrate an awareness of current debates in the discipline.
3. Identify and analyse research paradigms that inform methodological choices made in conducting different types of educational research; Identify and analyse different research designs used in educational research, to how knowledge is legitimated in educational research and potential ethical dilemmas that could be faced in conducting educational research.
4. Explain selected core concepts and practices in relation to education.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Critically appraise key moments in the development of curriculum studies internationally.

Analyse key moments in the development of curriculum studies in South Africa.

Conduct a literature review in the field of curriculum studies.

Critically assess different approaches to curriculum inquiry.

Analyse key concepts of curriculum studies.

Associated Assessment Criteria for Exit Level Outcome 2:

Define and formulate a research question.

Find current and appropriate literature and identify the appropriate research design and methodology.

Formulate a coherent research proposal and successfully defend it.

Collect and structure available literature that is sufficient and context-sensitive to the research problem.

Collect data appropriate to the research problem in an ethically defensible manner.

Present results and conclusions in a coherent argument that adheres to discipline-specific conventions.

Include consistent and complete referencing and a reference list.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate an understanding of the key features of different research traditions.

Critically analyse the assumptions which underpin different research methods.

Critically reading research.

Select appropriate research methods.

Demonstrate an understanding of the relationship between ethics and research.

Associated Assessment Criteria for Exit Level Outcome 4:

Outline questions for further investigation in the chosen area of research.

Explain the rationale for choosing research questions.

Integrated Assessment:
The assessment policy of this qualification will be aligned with the formal assessment policy of the institution which makes provision for flexible assessment, including both formative and summative assessment opportunities. Assessment tasks such as assignments will be carefully scaffolded in order to guide learners to a deeper understanding of curriculum and importantly to prepare them for the research assignment.

The marks generated from the assessment tasks will contribute towards learners' overall performance mark for the module.

The learners need a minimum of 50% per module and 50% for the qualification as a whole to meet the demands of the qualifications outcomes. Failing to do so, would require the learners to repeat the module concerned.

In this qualification a system of internal and external moderation of the modules will apply. Moderators are appointed for a three-year period and approved by the Faculty Board.

The total mark for the research project amounts to 25% of the learners' total mark for the qualification.

INTERNATIONAL COMPARABILITY

Graduate Certificate in Curriculum and Instruction (Simon Fraser University, Canada):

The graduate certificate in Curriculum and Instruction is a professional credential signifying knowledge and ability in educational practice. This qualification is for educators who wish to critically examine current educational theory, research and practice. Participants are encouraged to examine their own instructional practices in relation to research and theory.

The qualification requires 18 units of course work completed within one year of study. Learners who successfully complete this certificate and are subsequently accepted into the Master of Education (M.Ed.) in Curriculum and Instruction program may apply 15 units from the certificate qualification toward completion of the M.Ed. qualification.

As with the BEdHons (Curriculum Inquiry programme) learners must select at least two of the following modules which focusses on specific curriculum development:

Special Topics.

Developing Educational Programs and Practices for Diverse Educational Settings.

Current Issues in Curriculum and Pedagogy.

Evaluation of Educational Programs.

Curriculum and Instruction in an Individual Teaching Speciality.

Implementation of Educational Programs.

Social and Moral Philosophy in Education.

Intercultural Perspectives and Practices in Francophone School Contexts.

Additional two education graduate modules that could focus on an area of specialisation/subject focus area.

Admission requirements for a Graduate Certificate Qualification:

A bachelor's degree from Simon Fraser University, or its equivalent from a recognised institution.

A cumulative grade point average of at least 2.5/4.33, or a grade point average of at least 2.67/4.33 (B-) based on the last 60 credits of undergraduate courses.

Submitted evidence, usually references from qualified referees, of the learner's ability to undertake advanced work in the area of interest.

In exceptional circumstances, a learner may be admitted with lower formal qualifications than in (a) when there is significant professional experience relevant to the proposed area of study.

Learners must satisfy any further requirements set by the graduate program committee.

Graduate Diploma in Education (Victoria University, Melbourne):
This qualification is offered in a similar mode of presentation and duration, with a focus on critical inquiry into curriculum aspects, learners who wish to follow a specific subject area focus can select the Enhancing skills and knowledge elective to focus on a specific subject and practical experience / subject focus is incorporated in the research component).

Duration: 1 year full time or two years part-time.
Delivery mode: Combination of blended, Burst and Face to face.
Overview: This course is designed to meet the needs of trainers and teachers in education, community, government and industry. It builds on your qualifications or experience-preparing you for higher roles.

The course provides a mix of hands-on practice and education theory to gain the confidence and skill set needed to lead school or workplace programs.

Focus includes:

Designing and implementing learning programs.

Educational leadership.

Evaluation and assessment.

Vocational training.

Workplace research, aimed at improving training or influencing policy and practice.

Entry requirements:

Completion of an Australian Bachelor degree (or equivalent) in any discipline.
Or

Completion of an Australian Graduate Diploma (or equivalent) in a similar discipline.
Or

Learners without an undergraduate qualification may be admitted to the Graduate Diploma based on approved work experience. Upon completion of the Graduate Diploma, learner will be eligible for admission to this course with credit granted for completed units.

Qualification structure: To complete the Graduate Diploma in Education learners will be required to complete 96 credit points consisting of:

24 credit points of Core units.

72 credit points of Elective units.

This qualification will assist learners to address a range of contemporary issues in education and training, emerging from diverse sources - from classroom and locally-nominated questions to state, national and global policy matters. Questions of educational purposes in contemporary society and approaches to educational research will be raised as part of discussions of social justice and sustainability, helping to map the broad terrain of education, care and training sectors. It is possible for the unit coordinator to specify prior to the unit offering particular issues for focus or to negotiate with a group to cover particular interests. A range of readings will contribute to building a digital archive that reflects a range of sources, media and perspectives. A discussion board, wiki or blog for the unit will be used to encourage critical discussion among participants.

Select 72 credit points (3 units) from the following Elective units:

Evaluation, 24 Credits.

Innovation, 24 Credits.

Approaches to Learning, 24 Credits.

E-Learning, 24 Credits.

Positive Education, 24 Credits.

Curriculum and Pedagogy, 24 Credits.

Enhancing Skills and Knowledge, 24 Credits.

The qualification enhances learner's skills and knowledge by exploring a particular field of education and/or training that they regard as directly related to their own interests. Through negotiation with a mentor, learners identify a particular theoretical and/or professional interest they have and then embark on a guided, largely independent in-depth critical study related to their interest.

Outcomes:

Formulate a commitment to ethical action, social responsibility and sustainability in an education context.

Critically review perspectives on the contemporary context of education, vocational training and professional development locally and nationally.

Apply knowledge about theories to frame and inform practice as a reflective educator.

Interpret theoretical perspectives, analysis and problem solving, and an awareness of current research into lifelong learning.

Use technologies for communication, knowledge access, and collaboration in the construction of understanding.

Initiate educational innovation and professional learning in a workplace identifying a range of connections within professional and academic communities.

Undertake educational inquiry/research.

ARTICULATION OPTIONS

The qualification offers the following horizontal and vertical articulation opportunities.

Horizontal Articulation:

Bachelor of Education Honours, Level 8.

Bachelor of Education Honours in Education Development and Democracy, Level 8.

Bachelor of Education Honours in Educational Psychology, Level 8.

Bachelor of Education Honours in Educational Support, Level 8.

Bachelor of Education Honours in Foundation Phase Education, Level 8.

Bachelor of Education Honours in Language Education, Level 8.

Vertical Articulation:

Master of Education, Level 9.

Master of Philosophy in Higher Education, Level 9.

Master of Philosophy in Education and Training in Lifelong Learning, Level 9.

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.

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