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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Education Honours in Curriculum Studies 
SAQA QUAL ID QUALIFICATION TITLE
125438  Bachelor of Education Honours in Curriculum Studies 
ORIGINATOR
Akademia NPC 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2033-03-10  

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 purpose of the Bachelor of Education Honours in Curriculum Studies is to consolidate and deepen learners' knowledge and skills in Curriculum Studies. The qualification also aims to develop their research methodology and techniques specifically related to Curriculum Studies. This qualification will equip learners for further research-based studies, such as a cognate master's degree.

The curriculum comprises various modules, including Foundations in Curriculum Studies, Curriculum Development, Innovative Pedagogies and the Curriculum, Quality Assurance and Assessment, Research Methodology, and a Research Project. All these modules are aligned with the purpose of the qualification.

Upon successful completion of this qualification, qualifying learners will be able to:
  • Theoretically explore theories, techniques, and concepts and critically analyse and effectively apply this knowledge to specific educational contexts.
  • Become leaders in the field of Curriculum Studies who can offer creative insights into the field, contributing to innovative curriculum practices in diverse educational contexts.
  • Apply research skills in Curriculum Studies in a self-directed manner by critically reviewing collected information, synthesizing data, and offering creative insights into topics relevant to the field of Curriculum Studies, fostering reflective intellectual independence.
  • Apply communication skills, both written and oral, that will enable them to collaborate effectively with stakeholders, including teachers, administrators, parents, and policymakers, about academic and professional knowledge in the field of Curriculum Studies.
  • Demonstrate ethical decision-making competency by considering the impact of curriculum development decisions on learners, teachers, and the broader educational community, drawing on ethical value systems, effective assessment practices, and knowledge literacy within the foundations of Curriculum Studies.

    Rationale:
    Curriculum Studies, as a sub-discipline of Education, is the foundation on which the qualification is built. Curriculum Studies in undergraduate studies focus primarily on the micro-level, with an emphasis on subject education. This qualification offers learners the opportunity to specialise in Curriculum Studies for the first time. There is a need to deepen curriculum knowledge at the micro-level and build and/or expand curriculum knowledge on the meso- and macro-levels.

    An understanding of current theories and practices, as well as research in Curriculum Studies, should enhance learners' professional growth and their development as curriculum leaders on the micro-, meso-, and macro-levels. Not only should they be able to fulfil a curriculum leadership role in schools and/or higher education, but also in the broader governmental, political, and social context of Education. The qualification was developed in consultation with the Revised Policy on the Minimum Requirements for Teacher Education Qualifications (DHET, 2015). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL is the comparison of previous learning and experience of a learner, however obtained, against the learning outcomes required for a specific qualification, and the acceptance of such learning for qualification of that which meets the requirements.

    The institution's RPL Policy is aligned with the criteria set by the HEQC and SAQA. The institution recognises that potential learners may have previous training or experience for which they feel they can receive credit. The institution recognises that it may receive applications from learners studying towards other qualifications who wish to change qualification or institution, or who are working in the industry, have accumulated appropriate academic credits and/or work experience, and study further. However, the prior learning or experience for which they receive recognition and/or credit must be assessed formally and credibly. Therefore, the institution's Recognition of Prior Learning and Credit Accumulation and Transfer Policy addresses this requirement of formal assessment.

    Learners who apply to enter any qualification will be assessed against the exit levels and learning outcomes of the course, as mentioned in the RPL policy.

    Assessment of prior learning could also lead to entry or advanced credit standing in accordance with Academia's requirements of the HEQSF2014 and MRTEQs 2014. RPL can be awarded for up to 50% of a qualification if evidence is offered of learning achievement equivalent to the learning outcomes and level of the module/s for which RPL is requested. The institution's RPL policy, however, will not disregard the Revised Policy on the Minimum Requirements for Teacher Education Qualifications (DHET, 2015) and the Higher Education Qualification Sub-Framework to protect qualifying graduates' employability.

    The principles that will be followed:
  • RPL allows access to further study by granting the status, but not the award, of the prerequisite qualification.
  • Institution does not accept any form of RPL assessment undertaken by any other institution.
  • Any RPL granted is valid only for the period specified by the academic department.
  • Admission to Institution, based on RPL, is subject to the rules and regulations of the institution.
  • Recognition is given only for current competence, as determined by the relevant department.
  • RPL is programme-specific; recognition is given only for learning that is aligned to the learning outcomes and assessment criteria of a specific programme or module, and not primarily the content.
  • Applicants are exposed to a formal RPL process that involves a lengthy process, and not a single event.
  • The applicant must provide evidence (e.g., portfolios, challenge examinations, etc.) that must be assessed as relevant, sufficient, authentic, and current.
  • Quality assurance processes guarantee the integrity and credibility of all aspects of the RPL process.
  • If the applicant is not satisfied with the outcome of any stage of the RPL process, s/he can appeal to the Senate.

    The management and administration of the Programme's Recognition of Prior Learning (RPL) process functions within the information management framework. The Registrar of Institution is responsible for the reception of prior learning and credit applications from learners. In cooperation with the Registrar, the Program Coordinator receives these applications from the Registrar on an Ad Hoc basis as these applications are received. This programme is structured to facilitate possible recognition from other institutions with similar programmes, allowing for articulation with similar programmes or access to higher-level programmes, as well as the possibility of entering the programme through Recognition of Prior Learning.

    The application will be measured against the following criteria:
  • CAT will only be granted for appropriate level 8 modules, with the same credit value, completed at another University/Higher Education Institute.
  • A maximum of 60 credits (50%) will be acknowledged in this way.
  • Learners who have interrupted their studies for more than three years will not qualify for CAT.

    Entry Requirements:
  • Bachelor of Education, NQF Level 7.
    Or
  • Bachelor's Degree and a Postgraduate Certificate in Education, a recognised professional teaching qualification, NQF Level 7.
    Or
  • A four-year professional teaching qualification plus an Advanced Diploma in a cognate sub-field of Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 120 credits.

    Compulsory Modules, NQF Level 8, 120 Credits:
  • Foundations of Curriculum Studies, 20 Credits.
  • Curriculum Development, 20 Credits.
  • Innovative Pedagogies and the Curriculum, 20 Credits.
  • Quality Assurance and Assessment, 20 Credits.
  • Research Methodology, 10 Credits.
  • Research Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate consolidate and deepen their expertise in the field of Curriculum Studies by theoretically exploring theories, techniques, and concepts, and critically analysing and effectively applying this knowledge to specific educational contexts.
    2. Demonstrate continued professional growth and develop into leaders in the field of Curriculum Studies who can offer creative insights into the field, contributing to innovative curriculum practices in diverse educational contexts.
    3. Demonstrate research skills in Curriculum Studies in a self-directed manner by critically reviewing collected information, synthesizing data, and offering creative insights into topics relevant to the field of Curriculum Studies, fostering reflective intellectual independence.
    4. Demonstrate communication skills, both written and oral, and collaborate effectively with stakeholders, including teachers, administrators, parents, and policymakers, about academic and professional knowledge in the field of Curriculum Studies.
    5. Demonstrate ethical decision-making competency by considering the impact of curriculum development decisions on learners, teachers, and the broader educational community, drawing on ethical value systems, effective assessment practices, and knowledge literacy within the foundations of Curriculum Studies. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Critically evaluate key theories, techniques, and concepts in Curriculum Studies, considering their suitability and applicability to educational contexts.
  • Conduct a comprehensive analysis of the historical and philosophical underpinnings of education, examining their influence on curriculum implementation and innovation.
  • Set benchmarks for curriculum design by assessing trends and best practices through a comparative educational analysis of South Africa and other countries to promote understanding of the roles and relationships between elements within the education system.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Critically investigate curriculum issues within a particular educational context and address them by applying appropriate standard methods, procedures, or techniques, encouraging the development of innovative and ongoing professional curriculum practices.
  • Participate in professional development opportunities such as workshops, conferences, and further education related to the field of Curriculum Studies.
  • Engage in reflective practices and set and achieve professional growth goals.
  • Identify and address gaps or areas for improvement in existing curricula.
  • Lead projects or teams focused on curriculum innovation, demonstrating effective project management and collaboration skills.
  • Implement and evaluate the impact of innovative curriculum practices, showing evidence of improved educational outcomes.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Research a chosen topic, subject, or curriculum aspect and apply the findings to cultivate innovative learning and teaching practices for the 21st century.
  • Synthesise research findings and draw important conclusions to contribute to offering creative insights into the field of Curriculum Studies.
  • Critically evaluate and reflect on their own research process, identify strengths and areas for improvement, and propose strategies for further research or practical application in the field of Curriculum Studies.
  • Exhibit proficiency in utilizing advanced research methodologies and tools, ensuring the rigor and validity of their research findings in contributing to the ongoing discourse in Curriculum Studies.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Contribute to scholarly discussions with peers and curriculum specialists on Curriculum Studies trends, while driving the implementation of innovative classroom practices to ensure continual improvement and uphold professional accountability in the field.
  • Produce well-organized academic writing in Curriculum Studies, demonstrating a clear and logical flow of ideas, effectively linking theory, research, and practice in a coherent and structured manner.
  • Engage in meaningful dialogue with parents and community members about curriculum decisions, effectively translating academic and professional knowledge into accessible language to build trust and foster collaboration.
  • Mediate and resolve conflicts related to curriculum issues by using strong communication and negotiation skills to reach consensus among stakeholders, ensuring that the educational needs of all parties are met.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Integrate curriculum literacy, effective assessment processes, and innovative instructional methods to ethically address curriculum conundrums, while considering their impact on the broader educational context and community.
  • Engage in reflective practice by assessing the ethical dimensions of their curriculum development processes and decisions and adjusting to align with ethical principles and the well-being of all educational stakeholders.
  • Advocate for ethical curriculum practices by effectively communicating the rationale behind their decisions to diverse audiences, including educators, policymakers, and the community, ensuring transparency and accountability in the curriculum development process.

    INTEGRATED ASSESSMENT
    The assessment strategy is designed to empower novice professionally certified educators through comprehensive assessment techniques aligned with NQF level 8 requirements. The assessment strategy aligns with the program's learning outcomes and assessment criteria.

    Formative and Summative Assessment:
    Formative assessment, including assessment for learning and assessment as learning, is emphasized. Continuous formative assessments are facilitated through various instruments, such as self- and peer-assessments, class tests, presentations, and other approaches. Each of these contributes 40% to the final module grade, ensuring ongoing monitoring of learner progress. The remaining 60% of the module grade is determined by summative assessment in the form of examinations or a final assessment such as a research report.

    Integrated Assessment:
    Integrated assessment, a key component of the program, ensures a complete evaluation of learner learning. This strategy involves incorporating several evaluation criteria and learning outcomes into assignments and projects, such as the research project module. Supervisors provide learners with constant feedback to help improve their research projects. Integrated assessment aligns with the program's learning outcomes by encouraging learners to integrate curriculum literacy, effective assessment processes, and innovative instructional methods to address curriculum conundrums ethically.

    The assessment technique prioritizes higher-order cognitive skills (Bloom's taxonomy levels 4-6) at 80%, with lower-order skills (Bloom's taxonomy levels 1-3) accounting for the remaining 20%. To guide assessment design, SAQA (2005) guidelines are followed, including investigating level descriptors, examining the purpose of the qualification, identifying distinct areas for independent assessment, integrating teaching and learning, creating assessment plans and instruments, and reviewing the assessment method and tools.

    Real-Life Applications:
    Integrated assessment measures the ability to combine foundational, practical, and reflective competence with essential cross-field outcomes in practical contexts relevant to real-life applications. This aligns with the qualification's emphasis on synthesizing research findings, cultivating innovative learning and teaching practices, and critically investigating curriculum issues within educational contexts.

    Professional Accountability:
    The assessment strategy also emphasizes the development of professional accountability in the field by encouraging learners to contribute to scholarly discussions, conduct comprehensive analyses of historical and philosophical underpinnings of education, and critically evaluate key theories and concepts in Curriculum Studies.

    Overall, the assessment strategy is designed to ensure that learners develop the necessary competencies to excel as educators while promoting continual improvement and innovation in the field of Curriculum Studies. 
    		•

    INTERNATIONAL COMPARABILITY 
    In contrast to South Africa, where a Bachelor's Honours Degree in Curriculum Studies is a prerequisite for a master's degree in the same field, many universities abroad offer a four-year Baccalaureus Education that integrates the knowledge and competencies required for an Honours Degree.

    Upon completion of the four-year programme, learners are eligible to pursue a Master of Education with a major in Curriculum Studies. In some cases, international institutions offering an honours degree emphasise a general or holistic approach to honours education rather than specialization solely in Curriculum Studies. They often include key areas such as innovative pedagogy, curriculum implementation, and context-specific research. The programmes are primarily Bachelor of Arts rather than Bachelor of Education (B. Ed) programmes.

    In addition, some institutions abroad use terms such as Education Studies, Professional Studies, or Didactics instead of Curriculum Studies. This alignment with the National Qualifications Framework (NQF) facilitates comparability with similar qualifications in countries such as Australia, New Zealand, the United Kingdom, and various Scandinavian countries. Examples include:

    Country: United Kingdom
    Institution: University of Plymouth (Cornwall College)
    Qualification Title: Bachelor of Education Honours in Curriculum Studies
    Duration: 1 year full-time
    Entry Requirements:
  • Relevant Higher Education study leading to a Level 5 qualification.
    Or
  • An appropriate Higher National Diploma, foundation degree
    Or
  • Advanced Diploma, or 240 credits from year 1 and year 2 of an undergraduate degree (BA/BSc), in a relevant subject.

    Structure:
    Modules such as Research Methods, Research Dissertation, Creativity in the Classroom, Curriculum Studies, Independent Study, and Disability: Approaches to Inclusion.

    Similarities:
  • University of Plymouth (UP) and the South African (SA) qualifications are offered in one year full-time.
  • Both qualifications require applicants who have completed an undergraduate qualification and an appropriate teaching qualification.
  • The UP and SA qualifications share similar modules, such as a research methodology module and a research project module.
  • Both qualifications include the Curriculum Studies module, which focuses on the foundations of Curriculum Studies, as well as curriculum design and development.

    Differences:
  • The UP consists of compulsory and elective modules, whereas the SA qualification consists of compulsory modules and no electives.
  • The depth of research practice in the UP qualification is more comprehensive, requiring not only a research project but also a dissertation, whereas the SA qualification requires only a research project and not a dissertation.

    Country: Australia
    Institution: Monash University
    Qualification Title: Bachelor of Education (Honours)
    NQF Level: AQF Level 8
    Credits: 204 Credit points:
    Duration: 4 Years Full-time
    Entry Requirements:
  • completed a minimum of an Australian Year 12 qualification (or equivalent).

    Structure:
    The qualification develops through the four themes of Part A. Education studies, Part B. Curriculum studies, Part C. Discipline studies, and Part D. Professional experience.

    Similarities:
  • The Monash University (MU) and the South African (SA) qualifications are registered at AQF/SANQF Level 8.
  • Both qualifications aim to prepare learners to excel in education by providing a comprehensive blend of theoretical understanding and practical application under the guidance of experienced educators.
  • The MU and SA qualifications focus on fostering skills such as teamwork, public speaking, research skills, and facilitation skills.
  • . Both qualifications will enable learners to demonstrate content mastery, including deep theoretical and technical disciplinary knowledge, expertise, and skills.
  • The purpose of the MU qualification is to provide learners with the skills and knowledge they need to become innovative and effective educators who can bring out the best in young people from diverse backgrounds, similar to the SA qualification, which attracts learners from different backgrounds.
  • The curriculum of the MU qualification is designed to meet the priorities and needs of modern teaching and to provide learners with the opportunity to translate theoretical learning into practical experience in line with the SA qualification, which also focuses on deepening learners' knowledge (theoretical and practical) of innovative curriculum implementation, innovative pedagogy, and effective assessment.
  • The MU qualification also offers professional experiences in a variety of settings, including urban, rural, and global locations similar to the SA qualification. also includes context-specific scenarios to help learners better understand Curriculum Studies rather than viewing it as an abstract social construct.
  • Successful completion of the MU and SA qualifications may provide a pathway to the Master of Education in Curriculum and related fields.

    Differences:
  • The MU qualification has 204 credit points, whereas the SA qualification has 120 credits.
  • The SA qualification takes one year of full-time study, whereas the MU qualification takes four years of full-time study.
  • The MU qualification requires applicants who have completed the Year 12 qualification, while the SA qualification requires applicants who have completed the undergraduate qualification in a cognate field.

    Conclusion:
    The design of the SA qualification took into consideration the importance of local, regional, and national educational needs. By consulting the National Review of education programmes (CHE 2010), the Minimum Requirements for Teacher Education Qualifications (2015), engagement with stakeholders, and the comparison with similar qualifications. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal, vertical, and diagonal articulation.

    Horizontal Articulation:
  • Bachelor of Education Honours in Curriculum, NQF Level 8.
  • Postgraduate Diploma in Curriculum Studies, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Curriculum and Instructional Studies, NQF Level 9.
  • Master of Education in Curriculum Studies, NQF Level 9.
  • Master of Education in Didactics, NQF Level 9.

    Diagonal Articulation:
    There is no diagonal articulation for this qualification. 
    		•

    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. Akademia NPC 


    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.