Bachelor of Education Honours in Curriculum Studies

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.

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.

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.

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 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.