Bachelor of Education Honours in Curriculum Studies

Purpose

The purpose of the Bachelor of Education Honours in Curriculum Studies is to deepen the learner's knowledge of Curriculum Studies and to develop their research capacity in the related research methodology and techniques in this field. Learners must show a high level of theoretical engagement and intellectual independence in Curriculum Science and must be able to demonstrate it by interpretation, analysis, evaluation, and reporting as empowered curriculum agents.

Upon completion of this qualification, learners are expected to

• Act as academic leaders and professional education practitioners in the field of Curriculum Studies.
• Demonstrate applied competence in critiquing the effect of curriculum on pedagogy in the classroom.
• Demonstrate comprehensive theoretical knowledge of curriculum theory to interpret and analyse curriculum development on different levels in theory and practice.
• Demonstrate research capacity in the methodology and techniques in Curriculum Studies by conducting and reporting on a research project in the field.

Rationale

This qualification is the first postgraduate degree in Education at this institution.

This qualification will enhance the capacity of learners in the improvement, innovation, and development of curriculum by reinforcing and expanding the knowledge in the field of Curriculum Studies. It will furthermore provide the opportunity for learners to engage with theory at a high level, to strive towards intellectual independence, and to design, implement, and write research at an appropriate level. They should thus be able to act as curriculum change agents.

In general, the qualification holds value for the candidates, society, and the economy. This qualification will equip candidates with deepened and high-level theoretical knowledge of Curriculum Studies and develop their research capacity in the related research methodology and techniques in this field, which allows them to engage in a theoretical engagement and intellectual independent level in Curriculum Science by interpreting, analysing, evaluating, and reporting on Curriculum as empowered curriculum agents. This knowledge and these capabilities will put candidates in an advantageous position over their peers in Education and the labour market. The qualification will also open opportunities to candidates to advance their careers in Education or any other related field of employment. The skills candidates will develop in thisqualification will enable them to interpret, analyse, and evaluate curriculum-related information and to try and solve, in creative and systematic ways, the complex issues and challenges they are faced with in the workplace. These skills will enable candidates to become lifelong learners capable of engaging in basic research and problem-solving practices.

For the society and the economy, holding this qualification implies better-trained and developed graduates with knowledge, values, and skills to variously contribute towards community and economic development, by addressing community-specific, societal, and economic challenges they are faced with. It is anticipated that through their research, graduates would not only enter but also establish reciprocal relationships with local communities and the SA society in general, which will see both the community where the research is conducted, as well as the graduate, benefitting from it. The qualification will increase the net income of graduates, and the ripple effect of this is improved living conditions for the graduate and his/her immediate and extended family, and the community. However, an increase in income also means a higher tax income for the government and the improvement of living conditions of the people of South Africa.

The qualification responds to various national and international imperatives, such as the National Development Plan (NDP) (2012) and the Sustainable Development Goals (SDGs). This qualification responds to the priorities of basic education as articulated in the NDP (2012). Here it is stated that "[t]he priorities in basic education are human capacity, [and] school management ", to expand significantly research as well as the pool of researchers, and to build the capabilities of teachers through lifelong learning, continuous professional development, and knowledge production (RSA, 2012, Chapter 9). In this regard, the qualification will, as a professional development qualification, contribute towards agency, research, and innovation in Education and in Curriculum-related matters, it will build the capabilities of graduates, and it will improve the human capacity and management of schools.

Coupled with this, the qualification will also contribute towards the realisation of the Sustainable Development Goals (SDGs), in particular SDG 4, which deals with the improvement of the quality of education. Achieving the aims and objectives of this qualification creates the opportunity for graduates to contribute to the improvement of the quality of South African education through research, agency, and the analysis and interpretation of curriculum-related issues, and the development of improved curricula for the education sector. Both improving the quality of education will contribute towards the eradication of poverty, as is the aim of the NDP, and it will contribute towards the realisation of Sustainable Development, which is the goal of the SDGs.

This degree will inter alia open the postgraduate route to learners who have, for example, completed the four-year integrated degree in Education. Curriculum is central to Education. Schools and provincial departments of education need curriculum-knowledgeable people who can lead the process of curriculum transformation on micro, meso, and macro levels.

Typical learners who might enrol for this qualification include

• Teachers.
• School leaders and managers.
• District officials, e.g., district managers, learning facilitators, subject advisors, etc
• People in the private sector involved with education curriculum or training.
• Anyone with an interest in education and education curriculum.

Graduates will therefore primarily operate and function within the formal or non-formal education sector and system.

The qualification follows a recognised qualification in Education, which is required by the South African Council for Educators, for registration as an educator or a teacher in SA. As a result, this qualification is not required for registration with any professional body in SA

Recognition of Prior Learning (RPL)

RPL is one of the principles of the National Qualifications Framework (NQF) and is a commitment to recognition of learning in non-formal contexts and to life-long learning. SPU acknowledges the need for recognition of learning in different contexts and the call in the White Paper 3 (1997) and the White Paper for Post-School Education and Training (2014) that RPL should be applied in an integrated and consistent manner across the education sectors. Consideration for RPL will therefore be applied according to the policy at the institution (Policy on the Recognition of Prior Learning (RPL), 15 September 2021, as well as the Procedures on Recognition of Prior Learning (2021) for this qualification. Admission via RPL is possible in line with the policies of the institution. RPL will be used as a mechanism for redress and provide alternate access pathways for learning.

Rules for Application

The Institution acknowledges that RPL can only be applied where applicable to a specific discipline or programme offered at the institution. In this qualification, RPL cannot be applied to more than 50% of a qualification.

Gaining access through RPL.

Applicants seeking access to this qualification without a formal school leaving certificate or equivalent must be referred to the relevant Head of Department. The Head of Department will determine, in consultation with the relevant sub-committee of the department to the Registrar. There must be an assessment focusing on whether the applicant could reasonably be expected to complete the qualification in question. Applications for mature-age exemptions will be referred to the Matriculation Board of HESA. All learners admitted via RPL must be flagged in the ITS system as such, and a record of such admissions and the learners' progress thereof must be maintained and monitored for adequate support.

Appeals against RPL decisions will be made to the Registrar and responded to by the relevant

RPL committee in writing. In line with the Higher Education Quality Committee's minimum standards, no more than 10% of a cohort of learners for a programme may be admitted. Learners for RPL for admission will be required to demonstrate suitability either through work experience/or other prior learning that has taken place. RPL for access aims at providing an alternative access route into the Bed Hons. for those prospective learners who do not meet the formal entry requirements for admission. In addition, RPL for credits has as its purpose to provide for the awarding of credits for, or towards, a qualification or part qualification registered on the NQF.

The institution's RPL policy makes provision for both credit accumulation as well as credit transfer. Credit accumulation means the totalling of credits required to complete a qualification or a part qualification, whereas credit transfer means the vertical, horizontal, or diagonal relocation of credits towards a qualification or part qualification on the same or different level, usually between different programmes, departments or institutions. Under this policy, learning from other qualifications will be treated under the credit accumulation and transfer policy and are subject to the admission and selection criteria for the specific qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education, NQF Level 7.

Or

• A four-year professional teaching Degree, NQF Level 7.

Or

• An appropriate bachelor's degree and Postgraduate Certificate in Education, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 128 Credits.

Compulsory Modules, NQF Level 8,128 Credits

• Foundations of Curriculum Studies, 24 Credits.
• Curriculum Development, 24 Credits.
• Curriculum and Pedagogy, 24 Credits.
• Research Approaches, 24 Credits.
• Research Project, 32 Credits.

1. Act as academic leaders and professional education practitioners in the field of Curriculum Studies.
2. Demonstrate applied competence in critiquing the effect of curriculum on pedagogy in the classroom.
3. Demonstrate comprehensive theoretical knowledge of curriculum theory to interpret and analyse curriculum development on different levels in theory and practice.
4. Demonstrate research capacity in the methodology and techniques in Curriculum Studies by conducting and reporting on a research project in the field.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply specialist knowledge of Curriculum Studies concepts and theories.
• Critique the effect of curriculum on pedagogy in the classroom.
• Stimulate and encourage others to become engaged in Curriculum Studies discourse.
• Apply advanced education knowledge and skills through critical reflection in curriculum debates.
• Clearly evaluate policies and practices on curriculum.
• Identify and analyse complex curriculum challenges in education.

Associated Assessment Criteria for Exit Level Outcome 2

• Interrogate the roles and functions of the role players in a pedagogical situation.
• Evaluate how a curriculum affects a pedagogical contract and the impact thereof on the interaction between role players in a pedagogical situation.
• Critique the effect of curriculum on teaching, learning and assessment.
• Reflect and interrogate transformative practices from a curriculum and pedagogical theoretical perspective.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply theoretical perspectives of curriculum development to curriculum practice.
• Evaluate and apply curriculum reform in curriculum development.
• Reflect on relevant and important issues concerning the planning and development of curriculum.
• Reflect and interrogate various phases of curriculum development such as design, dissemination, implementation and evaluation.

Associated Assessment Criteria for Exit Level Outcome 4

• Prepare a research proposal.
• Explain and apply theory, methodology and research techniques related to education research in Curriculum Studies through small-scale research projects.
• Gather, analyse, synthesise and critically evaluate information.
• Manage research processes in particular specialised contexts to develop creative responses to problems and issues.
• Conduct ethical and scholarly research in Curriculum Studies.
• Produce and defend an own short research report in Curriculum Studies to show intellectual independence.

INTEGRATED ASSESSMENT

The 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. The Formative assessment includes individual assignments, tests, and group assignments. The weighting for formative assessment is 60% and the summative is 40%.

Summative assessment consists of written examinations at the end of each year that comply with the Policy on Assessment, 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 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, 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, forwards the mark sheets to the Faculty Registrar's office for processing and tabling at the appropriate governance structures (i.e., Faculty Assessment Board, Senate Assessment Board)