SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Curriculum 
SAQA QUAL ID QUALIFICATION TITLE
97934  Bachelor of Education Honours in Curriculum 
ORIGINATOR
University of Johannesburg 
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
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:
The purpose of this qualification is to develop the Educators' research capacity by deepening their knowledge and understanding of curriculum (theory, policy and values) while enabling them to have high level theoretical engagement and intellectual independence. This qualification is premised on the need to prioritise and establish the development and sustainability of a teaching and learning environment in which knowledge and skills that are crucial to obtaining individual and collective advantage in an increasingly integrated and competitive world context are developed. This environment includes knowing and responding to the structural and institutional barriers that exclude and prevent learners from success. Teaching has to promote active thinking and meaningful engagement with learning, whilst taking into consideration the context-specific/local values and beliefs, needs and abilities of its diverse learner population and the communities in which they are positioned.

The Bachelor of Education Honours in Curriculum introduces educators to concepts and analytic activities with respect to understanding the different curriculum perspectives and approaches, policy analysis and what is crucial to curriculum values. By identifying the key concepts and principles associated with these aspects, educators will understand and be able to articulate conceptually that which underpins what is being studied, reflect on it and indicate its implications for the environment for which they are being prepared. That is, they will be able to engage in analytical activities using the conceptual tools provided to analyse what is learnt.

Qualified learners will be able to:
  • Explore the centrality of values and social responsibility in, curriculum, in order to clarify what is essential to promoting a democratic and socially responsible system of education.
  • Deepen their learners' understanding of the historical and conceptual roots of the different curriculum perspectives and design approaches to enhance an understanding of how theorising in the field of curriculum reflects intellectual, political and moral struggles for worthwhile education.
  • Focus on policy processes and analysis in order to develop learners' professional expertise as active partners in education curriculum policy making.
  • Examine how curriculum policy/thinking promotes values education.
  • Understand the language of educational research, various research designs and methodologies and develop an understanding of different research processes and the writing up of findings and opportunities to conduct and report on a research project in the field of curriculum.

    Rationale:
    There is an urgent need for teachers and other practitioners in education to understand the curriculum, educational policies and what is involved in teaching values so that they may identify theories of action that are emphasised in what they learn. This qualification enables educators to develop their research capacity by deepening knowledge and understanding while enabling them to have high level theoretical engagement and intellectual independence. Research methodology knowledge and skills will enable educators to also conduct individual studies on issues in curriculum, policy and values in education by introducing them to the vocabulary, concepts and fundamental knowledge and skills, research theories, approaches and methods that are crucial to understanding curriculum thinking, policy, and values. The Qualification will enable learners to identify the central issues or principles that they need to draw on when having to deal effectively with these aspects.

    This qualification combines four essential dimensions that educators will require to contribute meaningfully to the provision and development of education in South Africa, namely understanding of the aims of education, policy analysis and values education, curriculum perspectives, and research methodology. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Recognition of Prior Learning (RPL) is an integral part of education and academic practice. It is acknowledged that all learning has value and the University y accepts the challenge to assess prior learning that is aligned to Faculty Qualifications and award credit to promote lifelong learning. The purpose of the University of Johannesburg's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to Qualifications, grant advanced placement in Qualifications and grant credits for modules using the principles and processes that serve as basis for Faculty-specific RPL practices.

    Learners may provide evidence of prior learning for which they may receive credits towards the qualification by means of portfolios or other appropriate forms of evidence, which may include verified accounts of previous relevant work done and performance records. This may also be used to grant them access to the qualification.

    Entry Requirements:
    The minimum requirement for this qualification is:
  • Bachelor of Education Degree, at NQF Level 7.
    Or
  • General Bachelors' Degree, at NQF Level 7 plus a 120 Credit Teaching Qualification at NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of six compulsory modules at NQF Level 8, totalling 120 Credits.

    Modules:
  • Core concepts in Curriculum, 30 Credits.
  • Curriculum perspectives and approaches, 30 Credits.
  • Issues in Curriculum policy, 30 Credits.
  • Values in the Curriculum, 30 Credits.
  • Research methodology and design, 20 Credits.
  • Research project, 40 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Explore the centrality of values and social responsibility in curriculum, in order to clarify what is essential to promoting a democratic and socially responsible system of education.
    2. Develop an understanding of the historical and conceptual roots of the different curriculum perspectives and design approaches to enhance an understanding of how theorising in the field of curriculum reflects intellectual, political and moral struggles for worthwhile education.
    3. Focus on policy processes and analysis in order to develop professional expertise as active partners in education curriculum policy making.
    4. Examine how curriculum policy/thinking promotes values education.
    5. Understand the language of educational research, various research designs and methodologies to develop an understanding of different research processes and the writing up of findings and conduct and report on a research project in the field of curriculum. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify key ideas in curriculum and discuss their foundations or bearing in historical, sociological and philosophical thinking.
  • Apply the central ideas to the practice of education.
  • Use the central ideas in order to propose for a re-imagined better education system.
  • Examine curriculum developments in view of the historical, sociological and philosophical trends influencing them.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate the underpinning principles and history of the different curriculum perspectives and design approaches.
  • Demonstrate how and why curriculum development in a country needs to reflect the intellectual, political and moral struggles so as to create a better society.
  • Analyse and appraise different curriculum formulations and their efficacy on society.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use policy-relevant concepts to reflect on curriculum.
  • Understand the nature of society and the burdens placed in the process of formulating, implementing and evaluating Education Curriculum Policies.
  • Understand the peculiarities of the South African Curriculum processes (drivers, authorities, actors) and make recommendations on how Curriculum policy can be improved.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Critically explore the values and Human Rights complexities and issues in Curriculum Education both regionally and internationally as embedded in available research and literature.
  • Foster a critical appreciation of the nature and purpose of Values and Human Rights Education in the school curriculum.
  • Contribute to curriculum thinking by drawing systematically and creatively on relevant values and human rights theories, research and literature.
  • Describe the various theories and practices that connect Values and Human Rights Education to Curriculum.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Understand and appreciate the values of good research in maintaining and promoting worthwhile curriculum practices.
  • Understanding of the variations that exist in educational research and their reasons.
  • Appraise different researches and their merits.
  • Show commitment to high social responsibility as teachers and educational professionals in carrying out research and making interpretations on research.
  • Design and carry out research and report on research in current educational issues.

    Integrated Assessment:
    Integrated Assessment is conducted in an integrated manner and consists of both summative and formative assessment tasks which assess competence in module outcomes and in the Exit Level outcomes of the qualification. The research dissertation is assessed to assess the student's ability to carry out research. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualifications structures and standards frameworks of a number of overseas countries were studied for the purposes of comparison. While almost all e countries specify the requirements for initial teacher education/training in terms of standards/criteria only one New Zealand has developed standards for Postgraduate Education qualifications. In addition, the comparability study was difficult as a separate Honours Degree is not the general rule internationally. The Bachelor's Degree is structured in such a way that it introduces students to research and allows them to proceed straight to Masters' Degree studies.

    A comparison was done with the following qualifications:
    Victoria University of Willington New Zealand: Bachelor of Education (BEd(Hons)):
    Suitable for applicants wanting to build on undergraduate study of Early Childhood and progress on a pathway to Postgraduate study and research.

    Entry Requirements:
  • Bachelor of Education (BEd (Tch)) or Early Childhood Degree.
    Or
  • BA (major in Early Childhood Studies).

    This qualification builds on undergraduate study in Early Childhood Studies, to enable learners to engage in advanced, specialised study in early childhood education, as well as providing a pathway into postgraduate study and research.

    The qualification comprises 120 points from listed courses listed including a 30-point research paper

    Duration:
  • Part time: up to two years.
  • Full time: two trimesters.

    University of Hertfordshire United Kingdom: BEd (Hons) Degree:
    This is a three-year full-time programme offering professional and academic training leading to the award of qualified Teacher status. It is structured to develop the skills and subject knowledge required by primary teachers to teach the full National Curriculum, and to develop specific expertise for making a distinctive contribution to primary practice.

    Conclusion:
    This qualification compares favourably with the qualifications cited above as they specify required learning of core curriculum component and contain an element of research. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation with qualifications offered by the University of Johannesburg. They are:

    Horizontal Articulation:
  • Bachelor of Education Honours, Level 8, (ID 80361).
  • Bachelor of Education Honours in Education Management, Level 8, (ID 80365).

    Vertical Articulation:
  • Master of Education, Level 9, (ID 97182).
  • Master of Education in Educational and Learning Support, Level 9, (ID No: 80386).
  • Master of Education in Teaching Studies, Level 9, (ID 80401).

    The qualification also offers systemic horizontal and vertical articulation possibilities with qualifications offered by other institutions provided students meet the minimum admission requirements. They are:

    Horizontal Articulation:
  • Honours Degrees in Education, at NQF Level 8.
  • Postgraduate Diplomas in Education, at NQF Level 8.

    Vertical Articulation:
  • Masters in Education at Level 9.
  • Masters in Curriculum Policy Studies at 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 Johannesburg 


    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.