Bachelor of Education Honours in Curriculum Studies

Purpose

The purpose of the Bachelor of Education Honours in Curriculum Studies qualification is to prepare learners for research-based Postgraduate studies in the field of curriculum studies in the school and school district context through engagement in the high level of theoretical and intellectual independence in curriculum development. The qualification seeks to facilitate the development of competent curriculum experts, teachers, Head of Departments, Education Specialists, Subject Advisors, and Curriculum Managers for the growing demands of the ever-changing curriculum.

The qualification will enable curriculum experts and district officials to develop professional skills, knowledge and attitudes that are necessary to become highly competent in the field of curriculum. Furthermore, the qualification will allow learners to consolidate and deepen their expertise in curriculum policies and procedures and to undertake advanced reflection and development through a systematic survey of current thinking and practice in instructional design and also prepare them for research-based Postgraduate studies in Curriculum. The qualification demands a high level of theoretical engagement and intellectual independence in the field of Curriculum Studies.

The qualification will foster progressive thinking in the field of education by developing a cadre of educators with a wider and deeper understanding of the transformation of education concerning Curriculum Studies.

Rationale

The qualification aims to provide professional educators and leaders at a Postgraduate level with a clear understanding of theories and theoretical frameworks, which underwrite education systems. This qualification will deepen the expertise of educators; broaden the leadership base in the field of education, training and development. It will enable learners to be engaged in a high level of theoretical and intellectual independence in curriculum development.

This qualification is a generic Postgraduate qualification intended to provide an advanced and specialised academic, professional or occupational study of aspects of education. It includes an introduction to independent research and prepares learners for further Postgraduate studies. Given the different levels of preparation offered to educators, it could, therefore, serve as a critical bridge between pre-service professional education and advanced studies at the Master's level and beyond. Consequently, a primary function of this qualification is to ensure that educators have the competence required for independent research at higher levels.

Completing the qualification enables horizontal, vertical and diagonal articulation ensuring the learner meets all the minimum entry requirements of the chosen articulation pathway. It has the following possibilities:

• From the four-year professional teaching Degree OR an appropriate Bachelor's Degree and a recognised professional teaching qualification (e.g. PGCE) or (a) four-year professional teaching qualification(s).
• Diagonally with the Advanced Diploma in a cognate sub-field of Education.
• Vertical articulation: Proceed to a Master of Education for example in Curriculum Studies.

Recognition of Prior Learning (RPL)

Admission via RPL is possible in line with the policies of the institution. Learners for RPL for admission will be required to demonstrate suitability either through work experience and/or other prior learning that has taken place.

This qualification may be achieved in part through the recognition of relevant prior knowledge and/or experience. Concerning the Recognition of Prior Learning, providers are required to develop structured means for the assessment of individual learners against the exit level outcomes of the qualification on a case by case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors.

Entry Requirements

The minimum entry requirement for this qualification is

• A 480 Credits Bachelor of Education, NQF Level 7.

Or

• A 360 Credits Diploma/Bachelor's Degree plus Postgraduate Certificate in Education, NQF Level 7.

Or

• A 360 Credits Degree in Education plus Advanced Diploma in Education, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 102 Credits

• Curriculum Development, 18 Credits.
• Research methods in Education, 18 Credits.
• Introduction to Curriculum: Policies and procedures, 18 Credits.
• Instructional Design, 18 Credits.
• Research Project, 30 Credits.

Electives Modules, Level 8, 18 Credits (Select one module)

• Educational Management and Leadership, 18 Credits.
• Educational Psychology, 18 Credits.

1. Demonstrate a sound knowledge base and critical understanding of education in general, and in Curriculum Studies.
2. Critically analyse and evaluate knowledge in Curriculum Studies, and contribute to systematic and disciplined thinking about educational matters and issues.
3. Conduct independent inquiry in a specialised field of education, training or development, and report findings in academically appropriate ways.
4. Exhibit the potential to act as academic leaders and experts in the field of education, training and development.

Associated Assessment Criteria for Exit Level Outcome 1

• Understand contemporary educational conditions and policies against the backdrop of the socio-historical development in Southern Africa.
• Show familiarity with major lines of debate in the broad field of education.
• Provide well-founded interpretations of literature in the Curriculum Studies, and write succinct and accurate syntheses of material.
• Locate relevant and coherent theoretical framework to Curriculum Studies.
• Use curriculum studies specialist knowledge and apply relevant knowledge in an area of educational study or practice.
• Show sensitivity for and understanding of the relative and contextual nature of thought and knowledge.
• Interpret knowledge as a source of meaning and as a guide to reflection, choice and action.
• Grasp the dialectical relationship between theoretical and practical knowledge.
• Demonstrate an awareness of the variety of educational contexts in which knowledge might apply.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate knowledge of principles and concepts underpinning the Curriculum, its boundaries and limitations.
• Display the ability to write with fluency in an academic mode.
• Analyse educational situations to identify problems.
• Assess the weight of various kinds of evidence for claims and theories in the field of education.
• Justify conclusions with appropriate argument or evidence in theorising about Curriculum education.
• Identify and solve educational problems by using critical and creative thinking to arrive at responsible decisions.
• Display some intellectual independence and analytical skill in the development of systematic arguments.
• Make sound theoretical judgements and evaluations based on evidence.

Associated Assessment Criteria for Exit Level Outcome 3

• Complete papers, major assignments and/or project reports in a way that shows knowledge of different research approaches and methodology.
• Collect, analyse, organise and evaluate educational and related information from primary and secondary sources.
• Use appropriate resources for academic work, including information and communications technology.
• Plan and conduct an elementary piece of research using basic research techniques.
• Communicate research results by way of written reports and oral presentation.
• Demonstrate basic knowledge of different research approaches in the field of education.
• Display skills and disposition to undertake research and remain a lifelong learner.

Associated Assessment Criteria for Exit Level Outcome 4

• Interpret educational principles and concepts flexibly in a range of institutional contexts.
• Participate effectively in debates on the Curriculum and to interact productively within a learning or professional community.
• Stimulate and encourage others to engage in disciplined thinking about curriculum education.
• Communicate effectively with academic and professional colleagues, and collaborate with others in addressing educational problems.
• Demonstrate an openness towards the views of others and a desire to initiate or facilitate discussion in a perceptive, sensitive and thought-provoking manner.
• Display rights and responsibilities as well as constructive criticism and commitment to service, in the wider interests of all those represented in the school or wider educational environment.
• Demonstrate contextualised educational leadership skills.
• Communicate effectively from a position of leadership within the education profession is shown.
• Foster recognition of educational rights and priorities in the context of educational leadership.

Integrated Assessment

Applied competence is the central purpose of the integrated assessment. The focus should be on learner' ability to apply their theoretical knowledge and understanding in solving educational problems, discussing educational issues and doing and using educational research in their area of specialisation. Assessors should use a range of strategies that are informed by and related to the purpose of the qualification and the NQF level at which the qualification is registered.

A variety of assessments will be used in both the core and elective modules of the qualification, including classroom presentations, assignments (formative/continuous assessment), and final examinations (summative assessment). This means that the final marks will be based on learners' academic performance during the assessment opportunities throughout the presentation of the modules plus the examination final marks. This qualification is in line with specified standards institutional assessment policy, the Faculty of Education's assessment procedures, as well as internal and external moderation procedures. These diverse assessment tasks will be subjected to rigorous internal and external moderation processes as informed by the Faculty of Education policy and the institution General Rules for assessment of Postgraduate studies.