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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Curriculum and Instruction 
SAQA QUAL ID QUALIFICATION TITLE
124616  Bachelor of Education Honours in Curriculum and Instruction 
ORIGINATOR
Akademiese Reformatoriese Opleiding en Studies (AROS) NPC 
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  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
Registered  EXCO 0633/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 and Instruction is to consolidate and deepen the learner's expertise in the discipline of curriculum. Curriculum studies include all aspects of teaching and learning, such as the intended learning outcomes, assessment, and methodology of the qualification. It is a study that focuses on the curriculum and related instructional processes and tools. The qualification will also develop research capacity in the methodology and techniques of educational research. The qualification demands a high level of theoretical engagement and intellectual independence from the learner.

The qualification is intended to enable learners to become curriculum and instructional/teaching specialists, and therefore include the fields of curriculum studies, curriculum development and design, curriculum evaluation, comparative curriculum, and aspects related to the implementation of the curriculum, such as teaching/instruction, learning (including E-Learning), and evaluation in education. These concepts covered in the qualification relate directly to the basic function of schools and are central concepts in the basic as well as higher education systems, and will enable learners to become proficient instructional leaders and curriculum specialists.

Learners will be challenged to develop critical thinking, problem-solving skills and responsiveness to instructional and curriculum-related challenges. They will be guided to display appropriate values, including respect for, tolerance and patience towards diverse viewpoints as well as positive Christian and professional ethics in their conduct as leaders in the curriculum and instructional fields.

A sense of personal, social and community responsibility will be fostered in and among graduates by encouraging involvement as an individual and as a member of a team in school, community and public service, enabling them to develop sensitivity towards curriculum and instructional matters, and particularly towards the challenges and opportunities inherent in the development and implementation of a curriculum within the educational sector. Learners will be led to display leadership and become agents of change to deliver positive contributions to the general well-being of the communities and institutions in which they live and work.

Rationale:
School staff and learners focus on the processes of learning and teaching of what is contained in the curriculum. The qualification will focus primarily on curriculum and related topics, teaching, and learning. The qualification will cover modules such as Curriculum Studies, Curriculum Development and Design, Teaching and Learning in Theory and Practice, E-learning, Curriculum Studies: International Comparative Perspectives, and Assessment in Education. The qualification is thus ideally suited to prepare learners to become leaders in the school and educational context. The qualification will allow learners to explore careers in a broad educational context, including basic education as teachers, and educational leaders, as well as in the higher education context as lecturers, curriculum coordinators, and curriculum developers. The qualification will address the needs by producing competent curriculum specialists within the education sector.

School leaders such as Senior Teachers and Master Teachers, as well as managers including Heads of Department, Deputy Principals and Principals will be able to execute the instructional leadership duties better and with more certitude, thereby promoting the quality of learning and teaching and the implementation of curricula in the institutions as a result of completing the qualification. The qualification is thus aimed at equipping leaders in education and teachers in general with the knowledge and skills required to enhance their work performance. The qualification will furthermore prepare Post Level 1 teachers to enhance their career prospects by preparing them to become instructional leaders with excellent teaching, as well as curriculum interpretation and application knowledge and skills. There is a dire need for instructional leaders within the South African educational system. All stakeholders within a school or educational context, such as teaching staff, learners, and parents, will reap the fruits of having better instructional leaders. The community at large will also benefit from schools having well-qualified instructional leaders.

The qualification will also address the need to provide a postgraduate pathway for learners who have completed undergraduate qualifications, as well as those who are currently enrolled in these qualifications. Due to an increase in learner enrolment, it is necessary to introduce postgraduate qualifications to satisfy the needs of its alumni and current learners who want to continue with postgraduate studies.

The qualification contains a research component that adds to the national and international body of knowledge in this field and assists learners to access further postgraduate opportunities, such as a Master's degree in Education as well as a Doctoral degree in Education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):

RPL for access:
RPL for access applies to qualifications within the HEQSF in cases where applicants do not meet the formal entry requirements of a qualification for admission purposes but may have completed informal and/or non-formal learning that prepared them adequately for the specific qualification. RPL applicants are evaluated against the entry requirements in question, and if prospective learners meet the requirements, they will be required to complete an RPL assessment. RPL applicants are required to achieve at least 50% in the assessment to gain access to the qualification.

RPL for exemption:
A full qualification cannot be obtained through RPL. The maximum portion of a full qualification that could be obtained through RPL is 50% of the credits of a full qualification.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Education, NQF Level 7.
    Or
  • An appropriate Bachelor's degree and a recognised professional teaching qualification; NQF Level 7.
    Or
  • A four-year professional teaching qualification and an Advanced Diploma NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 122 Credits.

    Compulsory Modules, NQF Level 8, 122 Credits:
  • Introduction to Educational Research, 10 Credits.
  • Curriculum Studies, 10 Credits.
  • Religion and Curriculum Theory and Design, 10 Credits.
  • Teaching and Learning in Theory and Practice, 10 Credits.
  • Educational Research, 32 Credits.
  • Philosophy of Education, 10 Credits.
  • Curriculum Studies: International Comparative Perspectives, 10 Credits.
  • Curriculum Design and Development, 10 Credits.
  • E-Learning, 10 Credits.
  • Assessment in Education, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate in-depth knowledge and a critical understanding of the philosophy of education and teaching and learning from a Christian perspective.
    2. Demonstrate in-depth knowledge of, engagement in, and the ability to apply curriculum, curriculum development, and curriculum design theories, tasks, techniques, and skills in an educational context.
    3. Apply the philosophical, epistemological, and anthropological basis of Christian curriculum theory to curriculum development and evaluation.
    4. Conduct research and report critically and analytically on findings and recommendations
    5. Evaluate global curriculum trends and compare elements of curricula of various education systems to make suggestions for own curriculum improvement.
    6. Demonstrate an informed understanding of the theory and practice of e-learning and assessment in education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Critically analyse the philosophy of education and its importance in a school context.
  • Identify and apply opportunities where Christian norms and biblical principles can be applied to enrich a norm-driven practice of education.
  • Provide instructional leadership based on an in-depth knowledge of teaching and learning theory and practice.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Discuss Curriculum Studies as a scientific area, curriculum transformation in South Africa, and the relationship between teaching, learning, assessment, technology, and curriculum.
  • Use a range of integrated and specialised knowledge and skills regarding curriculum development and design within the school and tertiary context.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Discuss the philosophical, epistemological, and anthropological basis of curriculum development
  • Interrogate and evaluate the similarities and differences between Christian and other curriculum
  • Apply theories and design theory into practice by developing a Christian subject or learning area curriculum for a specific school phase or grade.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Explain the methodology of qualitative and quantitative research for the educational context.
  • Design, execute, and report on a research study using an effective research methodology.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply the comparative method and evaluate global and national trends in curriculum development and reform.
  • Compare curricula of various education systems and extract what is useful for the South African context.
  • Design and apply a process for curriculum changes and revisions using international comparative perspectives.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Analyse terminology, principles, theories, strategies, and skills that apply to e-learning and use them in a practical educational context.
  • Effectively conduct an assessment and discuss the theory behind the process of assessment.
  • Apply acquired assessment knowledge and skills in a wide variety of contexts and learning areas.

    INTEGRATED ASSESSMENT
    To ensure constructive alignment of assessment tasks/methods with both the learning outcomes and the learning activities/methods, a variety of appropriate assessment tasks are included in the assessment design.

    Assessment tasks are carefully chosen to support the achievement of the intended learning outcomes, and feedback forms an integral part of the assessment design. Frequent assessment moments throughout the qualification also support the institution's approach to assessment for learning. Opportunities for interactive online self-assessment as well as peer assessment will be provided, which will assist learners to work through the learning material in a consistent and structured way.

    Assessment is seen as the collection, evaluation, and use of information to make decisions about the level of competence of a learner as well as to improve teaching. Teaching, learning, and assessment are planned in an integrated way and include the assessment of learner attitudes, values, knowledge, and skills. Continuous assessment is done to support the learning process.

    A range of methods, tools, and techniques is used. Formative as well as summative assessments are done and aligned with the qualification outcomes. Each assessment plan must include a summative assignment, a summative semester test, e-Classroom activities, and at least two formal formative assessment activities, each covering a range of outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    An international comparison was conducted before and during the design of this qualification. The qualification compares favourably with similar qualifications offered internationally.

    Country: Australia
    Institution: Southern Cross University
    Qualification Title: Bachelor of Education (Honours)
    Credits: 96 Credit points
    Duration: One-year Full-time
    Entry Requirements:
  • Successful completion of an undergraduate education degree with a GPA of 5.5 or more

    Purpose:
    The Bachelor of Education (Honours) enables learners to extend the depth of their education degree (as an expert educator) and enhance their career pathways

    Upon successful completion, learners will be admitted to a PhD program through the Faculty of Education. Some Honours graduates may also be able to obtain scholarships for PhD studies.

    A key aim of the qualification is to foster the next generation of academics in education. An Honours degree enables graduates to:
  • Specialise in a field of education, whereby working towards becoming an expert teacher
  • Work as an educational officer or coordinator in departments of education or non-profit education providers
  • Work towards becoming a junior academic in a school or faculty of education.

    The Honours degree includes educational research skills and research methodology that assist learners to conduct a significant research project on a topic of their interest. Generally, this research project will be presented in the form of a written thesis.

    Learning Outcomes:
  • Demonstrate advanced knowledge of theoretical concepts of Education
  • Demonstrate the ability to undertake research and scholarship under supervision
  • Demonstrate the ability to identify and investigate solutions to complex problems with intellectual independence
  • Apply critical thinking and judgement in developing new understandings and creative responses to challenges in Education
  • Recognise and appreciate the value of a commitment to social justice, human rights, ethics, and sustainability in scholarship, research, and professional practice
  • Adhere to the ethical issue(s) relevant to research questions and methodologies
  • Apply an advanced mastery of a distinctive body of knowledge and related theoretical concepts in Education.
  • Demonstrate an ability to apply competently technical skills related to research project design and methodology
  • Recognise and appreciate the value of professional learning and reflective practice to ongoing personal and professional development.
  • Demonstrate autonomy, well-developed judgement, adaptability, responsibility, and accountability in educational settings
  • Present a lucid exposition of knowledge and ideas to various audiences using appropriate scholarly literacies, orally and in written format.
  • Apply educational practices that are informed by cultural awareness and cultural competence, global perspectives, inclusivity, and respect for the rights of all persons.

    Modules:
  • Research in Education: Through the Looking Glass, comparable to Educational Research
  • Literature Review in Education: Known Unknowns comparable to Introduction to Educational Research and Educational Research
  • Education Honours Thesis (Stage 1) Part A
  • Education Honours Thesis (Stage 1) Part B
  • Education Honours Thesis (Stage 2) Part A
  • Education Honours Thesis (Stage 2) Part B
  • Education Honours Thesis (Stage 3) Part A
  • Education Honours Thesis (Stage 3) Part B

    Similarities:
  • The Southern Cross University (SCU) and the South African (SA) qualifications are offered in one year full-time.
  • Both qualifications require applicants who have completed an undergraduate degree.
  • The SCU and SA qualification will equip graduates with the ability to conduct research and report critically and analytically on findings and recommendations

    Differences:
  • The SCU qualification has 96 credit points, whereas the SA qualification has 120 credits
  • The SA qualification articulates vertically into the Master of Education, while learners completing the SCU qualification will be admitted to a PhD program.
  • The SCU qualification culminates in the Education Honours Thesis, while the SA qualification culminates in the Educational Research module.

    Country: Namibia
    Institution: Institute for Open Learning
    Qualification Title: Bachelor of Education (Honours)
    NQF Level: 8
    Duration: Two years full-time
    Entry Requirements:
  • Applicants must hold a recognised bachelor's degree, a Level 7 teacher qualification, or a Basic Education Teacher Diploma (BETD) plus an Advanced Certificate.

    Purpose:
    The purpose of the Bachelor of Education Honours is to provide specialisation in a particular professional area to promote quality education and prepare teachers for a master's in education. This qualification will contribute significantly to national human resources development by developing skilled, committed, and insightful professionals with the subject knowledge and pedagogical skills needed to promote effective and inclusive learning in Primary and Secondary schools.
  • To provide knowledge in all the major branches of education to understand the key concepts
    and theories associated with education.
  • To develop problem-solving, group work, and communication skills so they can work
    collaboratively and maintain a high degree of autonomy.
  • To expand creativity, innovation, and resilience among graduates.
  • To build professionalism and morality as well as to infuse an understanding of culture,
    sustainability, and human rights.

    Learning Outcomes
    After successful completion of the qualification, the learners will be able to
  • Formulate and explain the fundamental concepts in the core areas of the discipline.
  • Identify and locate reliable sources of knowledge and apply knowledge and skills to solve education-related theoretical as well as practical problems.
  • Employ critical thinking and scientific inquiry into the design, performance, interpretation, and documentation of educational and multi-disciplinary research from national and international perspectives.
  • Apply stream-based knowledge and skills in various educational contexts.
  • Work effectively in various educational contexts, including a classroom or other cognate settings.
  • Work effectively with others in achieving common goals.
  • Communicate effectively in various formats (oral, written, electronic, etc.) to a range of audiences, i.e., professionals, leaders, and the public at large, for various purposes.
    participate in club activities, societies, co-curricular activities, volunteer, and different social as well as workplace settings.
  • Use critical thinking skills and scientific reasoning to analyse, evaluate and address various concepts and construct new ideas as well demonstrate the ability to think in a holistic manner and approach problems from distinct aspects design and conduct educational research and apply research skills, i.e., collecting data, analysing, interpreting, and reporting the results in various contexts.

    Modules:
  • Economics of Education
  • Law and Education
  • Pedagogy and Andragogy in National and Global Contexts comparable to Teaching and Learning in Theory and Practice
  • ICT in Education: Sessional comparable to E-Learning
  • Educational Management
  • Assessment in Education comparable to Assessment in Education
  • Research in Education comparable to Educational Research
  • Instructional Technology
  • Psychological Foundations of Education
  • Introduction to Curriculum comparable to Curriculum Studies

    Similarities:
  • The Institute for Open Learning (IOL) and the South African (SA) qualifications are registered at NQF Level 8.
  • Both qualifications require applicants who have completed the Bachelor of Education registered at NQF Level 7 or an equivalent NQF Level 7 professional education qualification
  • The purpose of the IOL and SA qualifications is to equip the graduates with research-oriented skills, including research proposal writing, research design, data analysis, report writing, and presentation of research outcomes.
  • Both qualifications share similar learning outcomes.
  • The IOL and SA qualifications consist of compulsory modules.
  • Both qualifications prepare teachers for a master's in education.

    Difference:
  • The IOL qualification is offered over two years full-time, whereas the SA qualification is offered in one year full-time. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Bachelor of Education Honours in Curriculum, NQF Level 8.
  • Bachelor of Education Honours in Curriculum Inquiry, NQF Level 8.
  • Bachelor of Education Honours in Educational Studies, NQF Level 8.
  • Postgraduate Diploma in Curriculum Studies, NQF Level 8.
  • Postgraduate Diploma in Education, NQF Level 8.
  • Postgraduate Diploma in Education in Design, NQF Level 8.
  • Postgraduate Diploma in Education in Teaching and Learning, NQF Level 8.
  • Postgraduate Diploma in Educational Studies, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Curriculum and Instructional Studies, NQF Level 9.
  • Master of Education in Curriculum Studies, NQF Level 9.
  • Master of Education, NQF Level 9.
  • Master of Education in Didactics, NQF Level 9.
  • Master of Education in Educational Studies, NQF Level 9.
  • Master of Philosophy in Education, NQF Level 9.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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. Akademiese Reformatoriese Opleiding en Studies (AROS) NPC 


    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.