Doctor of Education in Curriculum Studies

Purpose

The Doctor of Education in Curriculum Studies prepares learners for research-based Postgraduate studies in the area. It consolidates and deepens a learner's knowledge of Curriculum Studies and develops research capacity in its methodology and techniques of Curriculum Studies. Given the research focus on the qualification, the primary purpose of the qualification is, therefore, to educate researchers and professionals who can independently or collectively contribute to the knowledge base in Curriculum Studies. The qualification increases the knowledge and skills in research on issues that need high-level Curriculum interventions in society and particularly in the school. The qualification provides learners with scientific knowledge that adds value to the existing field of Curriculum to develop it to a higher level in terms of its practical application to conditions and situations. In terms of research capacity development, the qualification is a preparatory process for learners for doctoral studies and therefore motivates its learners to aspire for further studies in their specialisation.

Given the above qualification purpose and capacity building of the qualification, the expected outcomes on the learners includes analytical skills, ability to plan and implement research programme, write research reports through compiling a thesis that has potential for publication of results that can contribute to solutions to national, regional and international social, political, cultural, linguistic, and any other challenges that can influence access to and achievement in education.

Rationale

South Africa and the Southern African region need highly qualified and professionally trained researchers in higher education sectors. The qualification provides an opportunity for learners who wish to develop their capacity in research knowledge and skills in Curriculum Studies for investigation and application to a variety of challenges that require researchers.

The qualification meets the national requirements for NQF Level 10 as per the NQF Level Descriptors and provides enrolled learners with the knowledge and skills on theoretical and methodological techniques in Education. It consolidates and deepens learner's knowledge in the field of Curriculum Studies and develops research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under the supervision of highly qualified academics/researchers.

Learners who qualify from this qualification can enrol for postdoctoral fellowship programmes or as researchers and academics on educational policy and practice in the country.

Recognition of Prior Learning (RPL)

In line with university policy, recognition of prior learning will be extended to deserving learners 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. Learners eligible for RPL need to provide relevant evidence for consideration and verification by the University registry. Learners who apply for this type of RPL should have an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission.

The status may be granted with or without conditions. Learners who do not have an accredited qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions.

For RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. 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 not applicable, the RPL route may be explored. Credits may be obtained through RPL and/or CAT towards the qualification. 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

Entry Requirements

The minimum entry requirement for this qualification is a

• Master of Education in Curriculum Studies, NQF Level 9.

This qualification consists of a compulsory module at National Qualifications Framework Level 10 totalling 360 Credits.

Compulsory Modules, Level 7, 360 Credits

• Thesis, 360 Credits.

1. Conduct independent research and competence in scholarly exposition.
2. Present information clearly, cohesively and in a scholarly style.
3. Show an understanding of current theories in the discipline understudy
4. Contribute and communicate research findings to the body of knowledge in the field through logical research activities.

Associated Assessment Criteria for Exit Level Outcome 1

• Formulate the research topic, problem, aims, questions, hypotheses (where applicable) clearly relevant to the topic and field of research in Curriculum Studies
• Explain convincingly why the research study is related to current issues in Curriculum Studies
• Demonstrate the capacity to do independent research by presenting a well prepared and detailed research proposal on chosen and approved topic.

Associated Assessment Criteria for Exit Level Outcome 2

• Provide well-founded interpretations of literature in the area of Curriculum Studies, and concise and accurate syntheses of written arguments;
• Use specialist and applied knowledge appropriately in an area of Curriculum Studies in theory and practice through literature study and conducting research fieldwork;
• Grasp the dialectical relationship between theoretical and practical knowledge in the field of Curriculum Studies;
• Demonstrate proven awareness of the variety of educational contexts in which knowledge of Curriculum Studies is relevant and practically applicable in education

Associated Assessment Criteria for Exit Level Outcome 3

• Provide well-founded interpretations of literature in the area of Curriculum Studies, and concise and accurate syntheses of written arguments;
• Use specialist and applied knowledge appropriately in an area of Curriculum Studies in theory and practice through literature study and conducting research fieldwork;
• Grasp the dialectical relationship between theoretical and practical knowledge in the field of Curriculum Studies;
• Demonstrate proven awareness of the variety of educational contexts in which knowledge of Curriculum Studies is relevant and practically applicable in education

Associated Assessment Criteria for Exit Level Outcome 4

• Address a professional or academic problem in Curriculum Studies with originality and independent thought.
• Discover new facts, principles, and connections to improve educational practice in the field of Curriculum Studies.
• Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with colleagues in the field of Curriculum Studies � Disseminate the whole research process and findings in a logical and scholarly manner to specialists and generally interested stakeholders through publication in peer review platforms such as journals and book chapters.

Integrated Assessment

Assessment criteria for the qualification include the following

Formative assessment at the stage of research proposal writing and submission of the proposal, ethics application and approval, developing research chapters on the approved proposal, instrumentation and data collection, verbal and written presentation of the thesis.

Summative assessment method applies the examination stage when learners submit the full thesis. The examiners are nominated and approved internal examiner(s) and two external examiners who assess the thesis. Each examiner comments on the thesis in writing and give a clear breakdown of how they arrive on the final decision on the thesis.