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SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Curriculum Studies 
SAQA QUAL ID QUALIFICATION TITLE
94579  Postgraduate Diploma in Curriculum Studies 
ORIGINATOR
University of the Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  128  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
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. 

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

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    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. 
    		•

    EXIT LEVEL OUTCOMES 
    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 
    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. 
    		•

    INTERNATIONAL COMPARABILITY 
    A comparative analysis was conducted between The University of Western Australia which offers the Graduate Diploma of Curriculum Studies as well as the University of Saskatchewan which offers a Graduate Diploma for Leaders In Curriculum and Teaching with the qualification offered by the UFS.

    The Graduate Diploma of Curriculum studies offered by the University of Western Australia provides relevant renewal to currently practicing primary and secondary teachers in the areas of curriculum development, pedagogy and assessment and the use of ICT, aligned with the new requirements of the Australian Curriculum and in relation to national standards for teachers.

    The course 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 students develop and the diverse range of learning needs in the class.

    Structure of the qualification:

    All units have a value of six points unless otherwise stated:
  • E-learning.
  • Teaching in New Learning Spaces.

    Group A (Take unit(s) to the value of 12 points from Group A):
  • Australian Textual Cultures.
  • Contemporary Writing.
  • Critical Paradigms.
  • Geographic Information Systems Applications.
  • Communicating History.
  • Reading and Questioning the Evidence.
  • Foundations and Frameworks of Historical Knowledge.
  • Urban and Regional Analysis.
  • Advanced Studies in Geography and Planning.

    Further study opportunities after the completion of this programme will be the Master of Curriculum Studies.

    Department of Curriculum Studies at the University of Saskatchewan in Canada offers a graduate program that addresses the relationship between practice 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 will be encouraged to focus on aspects of praxis leading to expertise and leadership in that area.

    This qualification can be pursued by those participating in teaching in its various forms - in the K-12 system, the post-secondary system, and informal education - who want to study one or more aspects of curriculum, such as research, development, implementation, evaluation and leadership for change.

    The Department of Curriculum Studies offers a flexible program. Each course has a focus, but within that focus, students are expected to develop some aspect of their area of interest. Students are encouraged to take some of their courses from other departments, if these courses contribute to their areas of interest.

    Areas of Focus:
    The Department of Curriculum Studies offers a flexible program such as:
    Curriculum Innovation.

    Developing an understanding and pursuing new concepts and practices:
    Within the curriculum innovation focus, individuals who work with curriculum in a variety of settings are offered the opportunity to consciously develop or refine their theoretical, philosophical, pedagogical, and practical approaches to their work with curriculum in classrooms, schools and in broader contexts. Through the courses, students explore the important role of existing curriculum and push the boundaries of future development in the area of curriculum design and application.

    Part of the motivation behind the program is the need to support the understanding and application of effective curriculum.

    Course Offerings:
    Students are offered a flexible and diverse program of studies. Curriculum innovation focus include:
  • Trends and Issues in Educational Research and Development.
  • Models and Methods for the Evaluation of Educational Programs.
  • Design and Practice of the Evaluation of Educational Programs.
  • Trends and Issues in Mathematics Education.
  • Research in Teaching Effectiveness.
  • Action Research Practicum.
  • Teachers and Children's Identity Composition in Curriculum Making.
  • Reading Process and Practice.
  • Narrative Inquiry.
  • Literacy Education and Curriculum.
  • Individual Reading Courses in Curriculum.
  • Qualitative Research.
  • Quantitative Research.

    For the students who wish to pursue the Masters' Degree need to take the following modules:
  • Principles and Practices of Curriculum Construction.
  • Introduction to Education Research Methods.
  • Seminar in Curriculum Research.
  • Ethics.

    Conclusion:
    It has been found that the qualification offered in Canada compares favourably with the qualification offered by the UFS, in terms of the content covered as well as the focus on research.
    However, there are differences between the qualification offered in Australia and the UFS, with regard to the content. In Australia there is a subject specific curriculum focus whereas at the UFS there is a general curriculum focus.

    One similarity between all three qualifications is the preparation of students for the Masters' Degree. 
    		•

    ARTICULATION OPTIONS 
    The Postgraduate Diploma (Curriculum Studies) enables vertical and horizontal articulation into cognate qualifications.

    Horizontally:
  • Bachelor of Education Honours in Education Leadership and Management at NQF Level 8.
  • Postgraduate Diploma in Educational Management and Leadership at NQF Level 8.

    Vertically:
  • Master of Education in Curriculum at NQF Level 9.
  • Master of Education in Education Leadership and Management at NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2015. 

    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 the Free State 


    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.