Master of Education in Curriculum Studies

Purpose

The Master of Education in Curriculum Studies (MEd (Curriculum Studies)) prepares researchers who can contribute to the development of knowledge in the field of Education, namely Curriculum Studies, providing knowledge about the professional practice.

The purpose of this qualification is the provision of curriculum specialists with a nuanced understanding. This understanding covers ontology, epistemology, methodology and axiology of educational management, leadership and organisation theory. It further allows for the deconstruction of the phenomena mentioned above to unleash the societal, cultural and political undertones in diverse educational contexts.

Rationale

This deconstruction enables curriculum specialists not only to understand general transformations in the field of Curriculum Studies but to participate in such transformation as active change agents.

Recognition of Prior Learning (RPL)

Where applicants do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. RPL occurs according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE 2016), and the institution's RPL policy. The management of the process is by the Faculty of Education.

• Through its RPL policy, the Faculty of Education ensures quality-assurance processes. These processes address the specificities and implementation of the RPL process (including applications, assessment, and reporting and management systems). The process further ensures that administrative and support systems, both prior and after RPL assessment are in place. Assessment of applicants is against NQF Level 8 competencies.

Entry Requirements

The minimum entry requirement for this qualification is a

• Bachelor of Education Honours, NQF Level 8.

Or

• Postgraduate Diploma in Education, NQF Level 8.

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

Compulsory Modules at Level 9,180 Credits

• Dissertation, 180 Credits.

• Demonstrate specialist knowledge and understanding to engage and critique educational research and practices in the field of Education Law and to contribute to disciplined thinking about matters and issues regarding Education Law.
• Evaluate current processes of knowledge production in the field of Education Law and to choose an appropriate process of enquiry for the field of Education Law.
• Conduct an independent inquiry in the specialised field of Education Law and to report their findings in academically appropriate ways.
• Design and implement a strategy for the processing and management of information to conduct a comprehensive review of leading and current research in Education Law.
• Act as academic leaders and experts in the field of Education Law.
• Demonstrate responsibility, self-reflexivity and adaptability concerning the ethical implications of research, and the determination of socially relevant issues and research needs in South Africa.

The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.

• Display specialist knowledge through engagement and critique of current research and practices in the field of Education Law, and display engagement in systematic and disciplined thinking about educational matters and issues, with particular reference to Education Law.
• Apply and develop intellectual independence and advanced research skills; sophisticated research knowledge, and research methodologies to solve complex, unfamiliar problems in the field of Education Law.
• Analyse and apply specialised problem-solving skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems in Education Law.
• Design and implement a strategy for the processing and management of information to conduct a comprehensive review of leading and current research in the field of Education Law.
• Produce significant insights, and engage in and initiate academic and educational discourse to report and defend substantial ideas that are the results of research in Education Law.
• Plan, manage and optimise all aspects of research processes within complex and unpredictable contexts in Education Law.
• Apply high levels of responsibility, self-reflexivity and adaptability in own management of learning; analyse and evaluate ethical implications of research on socially relevant issues and research needs in South Africa, and relate and compare these issues to international contexts.

Integrated Assessment

Formative assessment during the research may be based on any of the following if required by the research topic or the discipline:

• Portfolios.
• Simulations.
• Workplace assessments.
• Group discussions.
• Presentations in front of peers and experts.
• Oral and written summative assessments.

Summative assessment takes the form of the examination of the dissertation or other acceptable forms of research output as appropriate to the field of study.