This study delves into the pivotal role played by cross-cutting factors within the curriculum life cycle, with a particular emphasis on their impact on the development, implementation, and evaluation of a knowledge-based curriculum. We highlight the National Qualifications Framework (NQF) as a crucial component in ensuring that students acquire subject-specific knowledge and skills. In our research, we underscore the primary goal of the knowledge base integrated into the NQF. A knowledge-based curriculum, as our findings reveal, places a strong emphasis on the acquisition and retention of subject-specific knowledge, skills, and understanding. Regarding learning outcomes, our analysis highlights the focal point of a knowledge-based approach, concentrating on what students should know and understand upon completing a course or program. Our findings illustrate the stress placed on acquiring and retaining specific knowledge and understanding relevant to a particular subject or discipline. Our study suggests that a knowledge-based approach to learning outcomes is invaluable in ensuring that students possess a robust foundation in subject-specific knowledge, which, in turn, contributes to their academic and professional success. This study holds significance for individuals interested in dual study, apprenticeship, and NQF implementation, as it directly addresses the challenge of ensuring that students acquire both the knowledge and skills necessary for their chosen field of study or profession. The role of cross-cutting factors within the curriculum life cycle is a central theme, shedding light on the intricate interplay between knowledge-based education, learning outcomes, and skills development. © Little Lion Scientific.
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