Postgraduate Diploma in Curriculum Studies

Purpose

The purpose of the Postgraduate Diploma in Curriculum Studies is to ensure that the learners are equipped with advanced competencies to bring about change in the educational system of South Africa as they will be able to promote innovation, distinctiveness and leadership in educational, professional and human pursuits. These learners will also possess the attributes to professionally deal with curriculum-related issues, such as curriculum development and interpretation, quality assurance and the usage of innovative technology. The elective modules will also equip the learners to deal with issues in a professional and humane way as they will engage with aspects related to social justice, bringing about change, instructional design and managing educational projects.

Additionally these learners will be able to critically reflect on contemporary issues within their own ambit of responsibility and as such contribute to effective teaching and learning, curriculum planning and the implementation thereof in schools.

Rationale

The Postgraduate Diploma in Curriculum Studies qualification has been designed in accordance with the legislation of the Government Gazette (2011, no.34467), which has set the revised minimum requirements for teacher education qualifications (MRTEQ). Thus within the ambit of national priorities to improve the quality of education, there is a need for school leaders to contribute to or to take the lead in education through effective curriculum management so as to direct and ensure proper practices in schools are being implemented.

This qualification will prepare learners such as educators and curriculum specialists for advanced leadership roles in the field of curricula, to be equipped accordingly with advanced knowledge, theory, methodology, competencies and transferable skills. Such skills and knowledge are necessary for educational leadership in the Curriculum Studies contexts which will require the learners to be able to exercise initiative and personal responsibility, critical reflection and decision-making in complex and unpredictable situations. Thus these learners will be able to meet the specific educational and societal needs and expectations of the country.

The formal RPL policy and process of the University apply, which include the following criteria

• Exemptions will only be granted for appropriate NQF Level 8 modules (old NQF Level 7) with the same credit value passed at other institutions.
• Learners may apply for exemption to the maximum of 60 Credits.
• Learners interrupting their studies for longer than three years will not receive any exemptions for modules previously completed.

Entry Requirements

The minimum entrance requirement is

• An approved and recognised four-year Bachelor of Education.

Or

• A three-year general Bachelor's Degree capped by a PGCE (or equivalent)/120 Credit NQF Level 7 or an Advanced Diploma in Education in a cognate specialisation.

Or

• Learners must be computer literate and be able to access information by locating and sharing materials on the internet.

The Postgraduate Diploma in Curriculum Studies consists of 8 compulsory modules and three elective modules at NQF Level 8 totalling 128 Credits.

Compulsory Modules

• Education Theory, NQF Level 8, 8 Credits.
• Foundations of Curriculum Studies, NQF Level 8, 8 Credits.
• Methods for researching practice, NQF Level 8, 16 Credits.
• Curriculum types and models, NQF Level 8, 16 Credits.
• Curriculum development, NQF Level 8, 16 Credits.
• Evaluation, assessment and quality assurance of the curriculum, NQF Level 8, 16 Credits.
• Educational Technology and the curriculum, NQF Level 8, 8 Credits.
• Capstone project in Curriculum Studies for quality teaching and learning in schools, NQF Level 8, 32 Credits.

Elective Modules (Select one, 8 Credits)

• Social justice education, NQF Level 8, 8 Credits.
• Leadership for organisational change, NQF Level 8, 8 Credits.
• Instructional design, NQF Level 8, 8 Credits.
• Project Management, NQF Level 8, 8 Credits.

1. Critically engage with the current curriculum, as well as practices related to curriculum design.
2. Be able to reflect critically on the curriculum complexities, such as curriculum evaluation, assessment and quality assurance practices, and be able to interpret such within the national educational curriculum framework and policies.
3. Understand each school and region's unique context in order to bring about change in order to act suitably in the South African education context.
4. Develop and apply an agent of change attitude in their own work environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Curriculum types and models, including underpinning theory, current thinking, policies and legislation are understood and applied.
• Insights on curriculum types and models on national and international perspectives to the school environment or in a particular learning area/subject field/phase or at a particular level are applied.
• Data gathering and reporting of findings regarding curriculum types and models, including key exponents and models, driving forces, processes, products and praxis, as well as the phases in curriculum planning is understood.

Associated Assessment Criteria for Exit Level Outcome 2

• The underpinning theory, key terminology and concepts, current thinking, policies and legislation regarding the evaluation, assessment and quality assurance of the curriculum are understood.
• Insights on evaluation, assessment and quality assurance of the curriculum on national and international perspectives to the school environment or in a particular learning area/subject field/phase or at a particular level are applied.
• Data gathering and reporting of findings regarding assessment within school context, teaching, assessment and quality assurance processes are understood, as well as the curriculum assessment data in educational planning is utilised.

Associated Assessment Criteria for Exit Level Outcome 3

• Theoretical and conceptual understandings of social justice education is described and explained.
• The South African education context is critically examined and the professional contexts and practices in terms of social justice education is evaluated.
• Creative and innovative strategies for directing their professional practices towards social justice are proposed.
• Multiple sources are used to critically examine the social, cultural and historical contexts of South African education.
• Professional practice through a social justice educational lens is problematised and evaluated.

Associated Assessment Criteria for Exit Level Outcome 4

• Change leadership within the school situation is contextualised.
• The phases people go through when they are confronted with change are understood and identified.
• Change management models as base for making decisions on how to lead the staff through changes in the school is understood integrated and applied.
• Advanced knowledge and skills gained from studying curriculum studies is applied in such a way that it will contribute in bringing about change in the professional environment.

Integrated Assessment

The programme provides for a continuous assessment approach. No formal examinations are written. The assessment approach of the programme is based on the principles of integrated assessment since the assessment activities are focused on the different dimensions of the purpose of the qualification. Where applied competence is required, theory and practice are integrated and aligned with the level descriptors of an NQF Exit Level 8 qualification. Each module consists of a minimum of three and a maximum of four assessment opportunities. Various methods for assessment are included, as well as a capstone project. The capstone project challenges learners to integrate the knowledge and skills acquired and to demonstrate their abilities to be critical, reflective curriculum practitioners in schools and whether they will be able to act as agents of change in the quest for improved quality education in the country.

The learner's study guides contain comprehensive assessment expositions on the assessment activities, weights of each activity, specifications on what is expected as well as the due dates. A general course guide contains the procedures and policies that learners should be informed about, such as the procedures for absence from class, remarking, etc. The setting of tests and summative assessment activities, as well as the internal and external moderation processes related to assessment, necessitate rigorous security processes and the management of risks. The programme complies with the institutional assessment policy, the Faculty of Education's assessment procedures, as well as internal and external moderation procedures.