Master of Education in Curriculum and Instructional Studies

Purpose

The Master of Education in Curriculum and Instructional Studies qualification aims to facilitate the development of the competent curriculum of School principals, teacher educators, assessors, skills development facilitators, curriculum designers, learning support specialists/developers, institution lecturers, policy analysts, curriculum designers, officials from national and provincial education departments, fieldworkers in youth and human rights education and others with interest in education and quality improvement.

The curriculum is a dynamic field of inquiry. This qualification offers powerful and generative conceptual resources for understanding and researching multiple facets of the curriculum and their implications for educational policy and practice. The qualification is designed for people with experience in schools or other educational settings who are interested in developing their ability to work at the intersection of theory and practice around issues of curriculum, teaching, learning, assessment, teacher education, and school reform i.e. Curriculum development and implementation).

This is a post-graduate qualification, above that of the first Postgraduate Degree but below that of doctorate, which accredits learner's capacity to undertake well-founded and independent inquiry in the field of education, training and development, and to provide the learner with advanced professional and academic knowledge in the aspect of education. The completion of a Master's degree in Curriculum Studies meets the minimum entry requirements for admission to a cognate Doctoral Degree in the area of specialisation of the Master's Degree.

Rationale

The primary purpose of a Master of Education in Curriculum Studies degree is to prepare researchers who could contribute to the development of knowledge in the field of Curriculum Studies, including knowledge about the professional practice at an advanced level. The qualification involves a high level of theoretical engagement and intellectual independent. Learners will be expected to be dealing with complex issues both systematically and creatively, making sound judgement using data and information.

A Master of Education in Curriculum and Instructional Studies degree comprises a significant research component and could be attained by completing a single research project, culminating in the production and acceptance of a thesis.

Master of Education in Curriculum and Instructional Studies degree learners should be able to deal with complex issues in education-both systematically and creatively. They should make sound judgements, using the data and information at their disposal, and be able to clearly communicate their conclusions to specialist and non-specialist audiences, demonstrate self-direction and originality in analysing and solving problems, act autonomously in planning and implementing tasks at a professional level and continue to advance their knowledge, understanding and skills.

Recognition of Prior Learning (RPL)

The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL requirements.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education Honours, NQF Level 8.

This qualification consists of the following compulsory modules at NQF Level 9, totalling 180 Credits.

Compulsory Modules, NQF Level 9: 180 Credits

• Dissertation, 180 Credits.

1. Acquire a sound knowledge base and critical understanding of education in general, and of their area(s) of specialisation in particular.
2. Analyse and evaluate knowledge in their area(s) of specialisation and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of specialisation.
3. Conduct an independent inquiry in a specialised field of education, training or development and to report their findings in academically appropriate ways.
4. Exhibit the potential to act as academic leaders and experts in the field of education, training and development.

The following Associated Assessment Criteria is used in an Integrated Manner across all Exit Level Outcomes

• Demonstrate familiarity with significant lines of debate in the relevant field of education;
• Critically evaluate literature within an area of educational specialisation;
• Demonstrate the ability to reconstruct knowledge creatively and imaginatively, with a degree of independence;
• Evaluate theories of education relevant to a specific area of study;
• Relate knowledge, skills and competences to specific educational contexts;
• Demonstrate an awareness of the constructed and provisional nature of educational knowledge;
• Demonstrate epistemological maturity by evaluating the foundations of educational thought and
• Knowledge.
• Display intellectual independence and critical/analytical skill in the development of well-grounded and systematically developed arguments;
• Justify claims and conclusions with appropriate evidence and argument;
• Provide and synthesise accounts of complex scholarly work in an area of study in education;
• Assess theoretical positions and proffered solutions to educational problems;
• Provide independent critical analyses of data and theories in the area of study;
• Plan and conduct an inquiry using appropriate research techniques;
• Collect, analyse, organise and critically evaluate appropriate information and data from primary and
• Secondary sources;
• Evaluate appropriate theoretical and methodological frameworks;
• Use relevant educational research designs, methods and data analysis in a responsible, reflective and adaptable manner;
• Report on research findings and communicate these in written and oral form;
• Complete a thesis or academic report based on independent research that should give rise to at least one article (with expert assistance) that meets the criteria for publication in an academic journal.
• Present and disseminate the research findings to other researchers in local, regional and international conferences.

Integrated Assessment

Assessment across the qualification forms an integral part of the teaching and learning process. In achieving the learning outcomes, learners are required to comply with the minimum assessments set for the level of the qualification, as per the Institution's Assessment Policy. Assessments vary depending on the module and the outcomes of the module; however, all modules are formatively and summatively assessed. The assessment of theoretical modules is usually in the form of assignments, practical's and written tests or examinations.