Master of Education in Curriculum Studies

Purpose

The primary purpose of a Master of Education (MEd) in Curriculum Studies qualification 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 comprises a significant research component and could be attained by completing a single research project, culminating in the production and acceptance of a thesis, requiring a high level of theoretical engagement and intellectual independence, and by completing and reporting on a research project, culminating in the acceptance of a dissertation, carrying a minimum of 60 Credits at Level 9.

The qualifying 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 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.

Rationale

There is an increasing need for highly qualified and professional educators in South Africa as a whole, but especially in rural communities where the institution is located. One of the key plans of the institution is to offer high-quality postgraduate qualifications that are competitive and relevant to South African needs and beyond. In this regard, the qualification will serve to provide rural communities and beyond with highly qualified educators with capacity to identify and research on a variety of social problems, conditions and settings that influence educational access and achievement.

The qualification will provide an opportunity for those learners who want to master their capability to conduct and publish their research in accredited journals in Curriculum Studies. The qualification meets the national requirements for NQF Level 9 as per SAQA level descriptors. It will therefore provide learners with the research knowledge and skills about methodology and techniques in Curriculum Studies, and education, in general, that will provide learners with entry requirement to an NQF Level 10 qualification.

In modern times, there are many socio-economic, socio-political, religious, cultural factors and conditions that influence educational access, participation and outcomes. Learners who qualify from this qualification should be able to contribute through research capacity to these factors that could be barriers to learning and educational achievement. Learners from this postgraduate qualification will be able to respond to these and other societal needs in the field of education.

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 corresponding 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 typically 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

• Bachelor of Education Honours in Curriculum Studies, NQF Level 8.

Or

• Postgraduate Diploma in Curriculum Studies, NQF Level 8.

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

Compulsory Modules, Level 8, 180 Credits

• Dissertation, 180 Credits.

1. Design and develop the relevant scope of knowledge and write a research proposal in Curriculum Studies.
2. Acquire and engage with specialist knowledge literacy and data acquisition.
3. Conceptualise problem solving and communication of research skills.
4. Contribute and communicate to the existing body of knowledge in Curriculum Education through research activities.

Associated Assessment Criteria for Exit Level Outcome 1

• State the topic of the research project in the area of Curriculum Studies.
• Address innovation and creativity- give a contextual problem or a gap in the field.
• Define the research problem and/or knowledge gap and significant or essential enough to warrant the research.
• Describe the rationale, the relevance of issues, effects on policy and practice and significance.
• Correctly cite relevant, up-to-date and correctly interpreted literature on the topic under research.
• Significant debates in the field and research niche are explicated.
• Coherence between the elements of the proposal such as problem statement, aim objectives, hypothesis (if any), conceptual framework and methodology.
• Feasibility of the research project.
• Realistic work plan and budget for the research programme.

Associated Assessment Criteria for Exit Level Outcome 2

• Design, select and apply appropriate and creative research methods, techniques and processes to practical and theoretical problems in the area of early childhood education.
• Plan and execute a research project.
• Manage research project.
• Gather data and analyse it.
• Show evidence of measures to ensure scientific accountability such as objectivity, validity and reliability.
• Deal with contingencies.

Associated Assessment Criteria for Exit Level 3

• Use a wide range of specialised research skills in identifying, conceptualising, designing and implementing methods of enquiry to address challenging problems in Inclusive Education and provide relevant solutions in the area.
• Utilise scientific writing, design and implement the relevant strategy for the processing and managing information, to conduct a comprehensive review of current research in inclusive education.
• Communicate and defend substantial ideas on research and use a range of specialised skills, discourses, and appropriate language to communicate with a variety of audiences such as examiners.
• Interpret results in the context of existing knowledge.

Associated Assessment Criteria for Exit Level 4

• Identify, analyse, synthesise and communicate research findings to specialist and general stakeholders in the field.
• Address or provide from research, a solution to a professional or academic problem in Inclusive Education with originality and independent thought.
• Discover new facts, principles, and connections to improve educational practice in the field of Inclusive Education.
• Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with peers, academics and general audiences in the field of Inclusive Education.
• Disseminate research process and findings in a logical and scholarly manner to specialists and generally interested stakeholders.

Integrated Assessment

The institution has policies and procedures which guide internal and external procedures for the moderation of assessment of learners' work. The institution's Assessment Policy indicates that assessment exerts one of the most powerful influences on the nature and extent of learner learning and therefore places emphasis on the design of assessment to promote learning. Furthermore, assessment in the institution is viewed as an integral part of teaching and learning, designed in such a way that it improves the quality of teaching and learning and to provide just and accurate analysis on learners' achievements.

Therefore, in line with the institution's assessment policy, the qualification includes the following

• There is a 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 at the thesis examination stage when learners submit the full thesis. The examiners constitute nominated and approved internal and external examiners who assess the thesis.