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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Curriculum Studies 
SAQA QUAL ID QUALIFICATION TITLE
115403  Bachelor of Education Honours in Curriculum Studies 
ORIGINATOR
University of Venda 
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  2020-01-08  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 Bachelor of Education Honours in Curriculum (BEd Hons (Curriculum studies)) studies is the first Postgraduate qualification in education. It is intended to prepare learners for research-based postgraduate studies in Curriculum studies. It serves to consolidate and deepen a learners' knowledge of Curriculum studies and to develop research capacity in its methodology and techniques of Curriculum studies. The curriculum for the qualification, therefore, includes modules on theories of Curriculum Studies: Curriculum Design and Development, Curriculum Management, Curriculum Innovation and Evaluation, Teaching, Learning and Assessment Strategies, Educational Research modules and a research project. This qualification enables learners to develop a high level of theoretical engagement and intellectual independence in research.

Rationale:
The national, regional and international relevance and competitiveness are by the fact that the qualification will be open to learners from within as well as outside South Africa. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In line with university policy, Recognition of Prior Learning will be extended to deserving experienced applicants who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled. All learner of RPL need to provide significant evidence of prior learning before their applications can be considered. Evidence of prior learning provided by the learners need to be verified by the institution.

Learners who apply for this type of RPL should be in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission. Status may be granted with or without conditions. For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised.

Credits may be obtained through RPL and/or CAT. Evidence of prior learning provided by the learners will be verified by the University registry. In line with RPL Policy, credit/s shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is found not to be applicable, the RPL route may be explored.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • A four-year Bachelor of Education, NQF Level 7.
    Or
  • Bachelor qualification and a recognised professional teaching qualification.
    Or
  • A four-year professional teaching qualification as well as an Advanced Diploma in a cognate sub-field of Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 126 Credits.

    Compulsory Modules, 126 Credits:
  • Curriculum Design and Development, 18 Credits.
  • Curriculum Management, 18 Credits.
  • Curriculum Innovation and Evaluation, 18 Credits.
  • Teaching, Learning and Assessment Strategies, 18 Credits.
  • Introduction to Educational Research, 12 Credits.
  • Educational Research, 12 Credits.
  • Research Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate specialist knowledge to enable engagement with and critique of current literature on practices in the field, discipline or practice of Curriculum Studies.
    2. Conduct independent research and competence in scholarly exposition.
    3. Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
    4. Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, communicate with a variety of audiences with different levels of knowledge or expertise.
    5. Develop his or her learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the professional group as a means of enhancing knowledge. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify relevant and appropriate terminologies in the field of Curriculum Studies.
  • Identify the scope of knowledge in Curriculum Studies.
  • Explain the experience of current arguments and views on Curriculum Studies.
  • Conceptualise current literature on the broad field of Curriculum Studies.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Prepare a topic related to the significant subject.
  • Explain to convincingly why the research is relevant.
  • Formulate the research problem, aim, questions and hypotheses (where applicable).
  • Demonstrate how and why paradigms, research designs and methodology are relevant to the study.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify a research problem and topic in the field of Physics education.
  • Design a logical research proposal that relates to the application of Curriculum Studies to research problems.
  • Develop related research objectives that utilise knowledge of Curriculum Studies.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply the knowledge and skills to articulate and explain the processes.
  • Identify characteristics of a suitable interviewing atmosphere and environment within parameters of Curriculum Studies for use in research.
  • Identify and use of research instruments relevant to research in Curriculum Studies.
  • Explain and justify the methodological approaches in the utilisation on a chosen research project in Curriculum Studies.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Report and explain research approach or process and findings and disseminate research knowledge in a logically structured manner in an oral and in written form.
  • Budget and to use time, reading researches such as journals, e-books, other research findings and present a logical argument from own research for compiling a valid research argument into a mini-dissertation.
  • Communicate research findings into a mini-dissertation using a given format, to nominated examiners in the field of Curriculum Studies.
  • Understand the comments of examiners and satisfactorily correct mini-dissertation.

    Integrated Assessment:
    Assessment in the university is as an integral part of teaching and learning, which is designed in such a way that it improves the quality of teaching and learning and to provide just and accurate analysis of the learner's achievements.
    For the formative coursework assessment, assessment of all the modules are at least two tests and two assignments. One of the assignments is through group work and presented and discussed orally in class.

    Secondly, individuals will work on a topic of their own choice leading to their research project, which they will submit in the form of a mini-dissertation in the second semester. The report of the research project will be assessed internally and externally by nominated and approved academic experts with at least a Master's Degree in the field.

    Formative and summative assessment:
    Assessment of the first semester modules is both formative and summative. Formative assessments provide feedback on the teaching and learning, while summative assessment provides final judgement on whether a learner has passed a module or not. The internal assessment offered through tests, assignments and oral presentations is used as a formative strategy to inform lecturers and learners about the level of understanding and achievement of teaching objectives, thereby helping to identify areas which need improvement for both students and lecturers.

    Awarding of the final mark per module will be in tandem with the University policy where 50% of the final mark is for formatively assessed coursework and 50% for final summative assessment or the written exam mark. The research project will be an exception since there is only the final summative assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    Internationally, it is noted that this qualification is not offered by other universities. However, some institutions offer M.Ed in Curriculum Studies in course work and a mini-dissertation, which is structurally similar to this qualification. This institution offers this qualification in course work and mini dissertation. Some modules are the same, but they differ in credits. This qualification will therefore give the candidates an advantage to enrol for the M.Ed in Curriculum Studies which is offered by other universities internationally.

    The following institutions offer qualification at Master level but whose structural design is similar to this qualification in that there is both coursework and a dissertation at the end of the study:
  • The University of British Columbia in US-Curriculum Studies includes, but is not limited to investigations into: teacher education, the social construction or knowledge, curriculum and instructional discourses, and the role of curriculum and curricular reform and other learning environments. Learning is about issues of planning and development, programme implementation and evaluation, and pre-service teacher education. Inquiry in the field is multidisciplinary and includes numerous perspectives and orientations such as: cultural studies, historical consciousness, post structuralism, feminism, multicultural education, semiotics, and critical theory.
  • University of Victoria in Canada-Curriculum Studies qualification are generalist qualifications which offer a site in which educators can take up questions of practice that arise in their particular settings. The qualifications are designed to support educators to become more thoughtful and informed practitioners. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal and vertical articulation.

    Horizontal Articulation:
  • Bachelor of Arts Honours, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Curriculum Studies, NQF 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.
     
    1. University of Venda 


    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.