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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Curriculum Studies 
SAQA QUAL ID QUALIFICATION TITLE
97692  Bachelor of Education Honours in Curriculum Studies 
ORIGINATOR
Rhodes University 
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-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
In line with the Policy on the Minimum Requirements for Teacher Education Qualifications (2011), the Bachelor of Education Honours (B. Ed Hons) aims to prepare learners for research-based postgraduate studies in a field of education. It serves to consolidate and deepen learners' knowledge of the field and develop research capacity in the methodology and techniques of that field. The B. Ed Hons qualification demands a high level of theoretical engagement and intellectual independence.

Through modular activities and assignments, learners will be required to engage critically and in theoretically-informed ways with current educational issues, and to consider the implications of these perspectives for their own educational practice.

At the exit level of this qualification, learners are expected to:
  • Have acquired a sound knowledge base and critical understanding of education in general and of the area of specialisation in particular.
  • Be able to act as academic leaders and/or experts in the field of education, training and development.
  • Conduct independent inquiry in a specialised area of education, training or development, and report their findings in academically appropriate ways.

    Rationale:
    The Bachelor of Education Honours (B. Ed Hons) qualification at Rhodes University is a long-established qualification that focuses primarily on continuing professional development for teachers (with an emphasis on critical thinking and responsiveness to educational challenges). There is a long-term need in the Eastern Cape to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. This qualification focuses on laying not only a foundation of educational knowledge (the sociological, psychological and philosophical dimensions of education), but it also supports the development of applied research competence and reflexive practice for educators, and lays a foundation for future research at masters level. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL is practised in two different ways within the institution:
  • An admissions test is used as a means of alternative admission into undergraduate qualifications for disadvantaged learners lacking matriculation endorsement.
  • Limited use is made of RPL to award credits towards certain qualifications.

    Entry Requirements:
    The minimum entrance requirements are:
  • A four-year professional teaching Degree.
    Or
  • An appropriate Bachelor's Degree with a recognised professional teaching qualification.
    Or
  • An Advanced Diploma in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 8 totalling 120 Credits.
  • Educational Ideals and Issues, 40 Credits.
  • Educational Research I, 20 Credits.
  • Education Research II, 10 Credits.
  • Adult Education Processes, 25 Credits.
  • Curriculum Studies A, 25 Credits.
  • Curriculum Studies B, 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a sound knowledge base and critical understanding of education in general and of the area of specialisation in particular.
    2. Act as academic leaders and/or experts in the field of education, training and development.
    3. Conduct independent inquiry in a specialised area of education, training or development, and report their findings in academically appropriate ways. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Educational ideas and issues relevant to a South and Southern African context are analysed and evaluated.
  • Issues around creativity and democracy in education are identified and discussed.
  • The political and social arena of curriculum construction is analysed and appreciated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Ethical and defensible responses to key educational issues in an area of specialisation are formulated and presented.
  • An ability to collaborate professionally with others in response to current educational issues is demonstrated.
  • A range of theoretical responses to an area of educational specialisation is critically evaluated.
  • A range of academic texts relevant to the field of education is critically engaged with.
  • A critically and empirically informed understanding of the socio cultural, historical and material contexts of education in general, and of his/her area(s) of specialisation in particular is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Research design options are considered and decisions about appropriate use of research methods are made.
  • An ability to report on small-scale educational research in a systematic, professional and academically appropriate way is demonstrated.
  • An understanding and engagement with the ethics of conducting educational research is reflected.
  • Small-scale educational research is systematically, professionally and in an academically appropriate way presented orally and in a written way.

    Integrated Assessment:
    Assessment of learner achievement on this qualification is guided by the University's Policy on Assessment which recognises that, "although assessment functions to measure learning, it can also be used to guide and develop that learning". Both formative and summative assessment is designed to create an opportunity for learners to demonstrate through a variety of procedures how they have grown as professionals. Summative assessment consists of written examinations at the end of each year that comply with the University's Policy of Assessment, the Procedures and Practices. The policy stipulates that assessment should be open and transparent to learners and encourages the use of multiple forms of assessment.

    The institution has an external examining policy which formalises what is accepted as good practice. The assessment results are first examined internally. Once the results have been consolidated, scripts are sent to the external examiners. The assessment of the learner achievements is benchmarked at the exit level of the qualification and is subjected then to external examination by appropriately qualified academics. Once the external examiners have completed the moderation of the results, they are sent to the Head of Department of the Education Department who consults with lecturers if there are borderline cases or situations where learners could not sit for the examination due to ill health. The Head of Department after finalisation of the results then forwards the mark sheets to the Registrar's office for processing. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Arts Honours in Education and Curriculum Studies offered in the United Kingdom is designed to provide a flexible yet structured framework to enable learners from related qualifications, existing teachers and practitioners to pursue areas of specific interest whilst building knowledge of practice and curriculum issues to enable them to continue their professional development.

    The Graduate Diploma of Curriculum studies offered in Western Australia provides relevant renewal to currently practicing primary and secondary teachers in the areas of curriculum development, pedagogy and assessment and the use of Information Communication Technology, aligned with the new requirements of the Australian Curriculum and in relation to national standards for teachers.

    The qualification will affirm the central importance of discipline-based knowledge and skills, as well as general capabilities and cross-curriculum priorities, giving teachers the flexibility to shape classroom programmes to take into account the different rates at which learners develop and the diverse range of learning needs in the class.

    Further study opportunities after the completion of this qualification will be the Master of Curriculum Studies.

    Conclusion:
    This qualification compares very well with the Bachelor of Arts Honours in Education and Curriculum Studies offered in the United Kingdom. Both these qualifications have as their main focus, the development of a professional teacher who is an expert in the field of curriculum development and can independently conduct research work to bring in new perspectives in to the discipline. 

    ARTICULATION OPTIONS 
    This qualification articulates horizontally and vertically on the NQF. It articulates horizontally with:
  • Postgraduate Diploma in Education Policy, at NQF Level 8.

    It also articulates vertically with:
  • Master of Education in Curriculum Studies, at 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. Rhodes University 


    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.