Bachelor of Education Honours in Curriculum Studies

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.

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.

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.

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 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.