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: 

Master of Education in Educational Management 
SAQA QUAL ID QUALIFICATION TITLE
115843  Master of Education in Educational Management 
ORIGINATOR
University of Venda 
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  Higher Education and Training 
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  2020-01-08  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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
18976  Master of Education in Educational Management  Level 8 and above  NQF Level 09  180  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
Master of Education in Educational Management prepares learners for research-based postgraduate study in the field of Educational Management independently or collectively and contributes to the uplift level of educational management in schools and adds to the body of knowledge. It consolidates and deepens a postgraduate learner's research expertise in this specific area of specialisation. Learners will develop research knowledge, skills, capabilities and disposition needed to collaborate with other academics and members of the public in the advancement of new visions in dynamic educational, social and political contexts. Learners will deal with certain issues in education- both systematically and creatively. The qualification affords learners scientific knowledge that contributes to policy development, new theories and strengthening of practice interventions. The qualification engages learners in capacity training to advance their skill in research, as a preparatory process for Doctoral studies/Doctorate. The qualification has a positive impact on the learners. Learners will develop analytical skills; write research, dissertation and reports, which increases employment opportunities.

After completion of the qualification, learners can make sound judgments, using the data and information at their disposal, and can communicate their conclusions to specialist and non-specialist audiences. Learners can 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.

Rationale:
The qualification prepares researchers who contribute to the development of knowledge in the field of Educational Management, including knowledge about professional practice. The qualification comprises a significant research component attained by completing a single research project, culminating in the production and acceptance of a thesis. The learners will deal with complex issues in education - both systematically and creatively. The qualification addresses the needs of the Limpopo Province communities and the entire country and SADC region. This qualification addresses the need for more postgraduate learners to do research, which is currently a challenge in South Africa. Learners promote specialisation of services for empowering people in response to local, provincial and national or regional rural needs of service users. The learners have the opportunity to expand their knowledge to deal with issues like educational management in schools through research.

The qualification prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions on educational challenges confronting society. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In line with university policy, Recognition of Prior Learning will be extended to deserving experienced applicants who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio that they can cope with the programme expectations if enrolled. All learners of RPL need to provide significant evidence of prior learning before their applications can be considered. Evidence of prior learning provided by the learners need to be verified by the University.

Learners who apply for this type of RPL should be in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission. Status may be granted with or without conditions. If they are in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission.

For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. Evidence of prior learning provided by the learners will be verified by the University registry. In line with RPL Policy, credit/s shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is found not to be applicable, the RPL route may be explored.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Education Honours in Educational Management, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory module at NQF Level 9 totalling 180 Credits.

    Compulsory Modules,180 Credits:
  • Dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to write a research proposal.
    2. Data acquisition (Fieldwork).
    3. Demonstrate the ability to report or document research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define the topic of the research project concisely.
  • Innovation and creativity- addressing a contextual problem or a gap in the field.
  • Clearly define the research problem and knowledge gap clearly defined and significant or important enough to warrant the research.
  • Describe rationale, the relevance of issues, effects on policy and practice and significance.
  • Correctly interpret cited literature that is relevant, up-to-date and cites all correctly interpreted. All key publications have explicate major debates in the field and research niche explicated.
  • Show coherence between the elements of the proposal - problem statement, aim, objectives, hypothesis (if any), conceptual framework and methodology.
  • Feasibility of the research project.
  • Present a realistic work plan and budget.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Plan and execute a research project.
  • Research project management.
  • Gather and analyse data gathering.
  • Present evidence of measures to ensure scientific accountability such as objectivity, validity and reliability.
  • Deal with contingencies.
  • Present and interpret results.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Scientific writing ability.
  • Interpret results in the context of existing knowledge.
  • Clarity of reasoning.
  • Exceptional qualities in presentation - orally, visually and in terms of text (written report)
  • The validity of conclusions.
  • Articles accepted for publication by scientific journals.

    Integrated Assessment:
    Assessment is according to the institution's examination of dissertation rules contained in the institution's calendar, which includes the following:
  • The learner alerts the supervisor of the intention to submit six months ahead.
  • The supervisor approaches the HoD alerting about the intention to submit. The learner signs a form. The HoD and the Dean should attest.
  • The supervisor makes a recommendation to the department / HOD for assessment.
  • The School Higher Degrees Committee nominates external examiners, and the School Board endorses. The supervisor(s) and the external examiners form the examiner's committee for the learner.
  • The committee finalises assessment within six weeks.

    In summary:
  • Persons - the supervisor(s) and two external examiners within the institution examine the dissertation.
  • On the recommendation of the supervisor(s), the School Higher Degrees Committee shall appoint two (2) external examiners.
  • All examiners - internal and external - shall comment on the work in writing, and give a clear breakdown on how they have arrived at the final result. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to the following:
  • University of Wallongong in Australia-The Master of Education (Educational Leadership) is for people who are currently in educational leadership roles or who wish to pursue leadership positions in educational settings such as schools, early childhood, higher education and vocational education. The degree focuses on studying the fundamentals of educational leadership and management, and how to apply such in practice as an educator. It also focuses in enhancing skills in areas such as mentoring new educators, managing curricula and assessment, supporting staff development, and leading organisational change.
  • University of Nottingham in the UK-the course is ideal in understanding of how educational leadership influences the experiences of staff and students. It is designed for those who have experience of working in schools, colleges, universities and other educational providers, as well as those with an academic interest in studying educational leadership and management.
  • University of Malaya in Malaysia-The Master of Educational Leadership (MEL) programme is aimed at educational professionals who aspire to be leaders or who occupy formal leadership roles within any sector of the education system. It is a contemporary, innovative, programme that draws upon cutting-edge research. It combines leadership theory with the most effective leadership practices. It produces graduates who are creative, innovative, and entrepreneurial and who can demonstrate a wide range of leadership skills.

    These International universities were chosen as they offer qualifications, which provide advanced school leadership and management. 
    		•

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

    Horizontal Articulation:
  • Master of Education, NQF Level 9.

    Vertical Articulation:
  • Doctor of Education in Educational Management, NQF Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Venda 


    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.