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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Curriculum and Instructional Studies 
SAQA QUAL ID QUALIFICATION TITLE
115186  Master of Education in Curriculum and Instructional Studies 
ORIGINATOR
University of Zululand 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
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. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
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. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    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. 
    		•

    EXIT LEVEL OUTCOMES 
    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. 

    ASSOCIATED ASSESSMENT CRITERIA 
    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. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualifications structures and standards frameworks of three international countries were studied for comparison, including Australia, the United Kingdom and Canada.

    Master of Curriculum Studies (coursework and dissertation) Western Institution of Australia.
    Their qualification is designed to broaden practising teachers' knowledge and skills in curriculum specialisation aligned with the Australian Curriculum. Also, it provides relevant renewal to currently practising primary and secondary teachers in the areas of curriculum development, pedagogy and assessment and the use of Information and Communication Technology (ICT), aligned with the new requirements of the Australian Curriculum, about national standards for teachers. Their qualification will affirm the central importance of discipline-based knowledge and skills as well as general capabilities and cross-curriculum priorities giving teachers the flexibility to shape classroom programs to take into account the different rates at which learners develop and the diverse range of learning needs in the class.

    In relation to the University of British Colombia, their Master of Education in Curriculum Studies includes, but is not limited to investigations into teacher education, the social construction or knowledge, curriculum and instructional discourses, and the role of curriculum and curricular reform in K-12 and other learning environments. Learners learn about issues of planning and development, program implementation and evaluation, and pre-service teacher education. Inquiry in the field is multidisciplinary and includes numerous perspectives and orientations such as cultural studies, historical consciousness, poststructuralism, feminism, multicultural education, semiotics, and critical theory. International faculty and graduate learners interested in curriculum theory are actively involved in the Centre for the Study of the Internationalization of Curriculum Studies.

    This program at the University of Saskatchewan in Canada addresses the relationship between practise and theory in curriculum research, design, implementation, evaluation, and leadership, as well as expertise in educational technology and communication. Those choosing to pursue a Master of Education in Curriculum Studies are encouraged to focus on aspects of praxis, leading to expertise and leadership in that area. It is of interest to those participating in teaching in its various forms, specifically in the K-12 system, the post-secondary system and informal education intending to study one or more aspects of the curriculum, such as research, development, implementation, evaluation and leadership for change. 

    ARTICULATION OPTIONS 
    This qualification offers both possibilities vertical and horizontal articulation.

    Horizontal Articulation:
  • Cognate Master, NQF Level 9.

    Vertical Articulation:
  • Doctoral of Education, NQFLevel 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of Zululand 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.