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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Comparative Education 
SAQA QUAL ID QUALIFICATION TITLE
115991  Master of Education in Comparative Education 
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  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  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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The primary goal of the Master of Education in Comparative Education is to enable learners within research-based Postgraduate study in the field of Comparative Education. The qualification will independently or collectively uplift the level of philosophy of education in schools and adds to the body of knowledge at an advanced level. It seeks to consolidate and deepen a postgraduate learner's research expertise in this specific area of specialisation. When completed, this qualification prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions on educational challenges confronting society. Learners develop research knowledge, skills, capabilities and disposition necessary to collaborate with other academics and members of the public in the advancement of new visions in dynamic educational, social and political contexts. Learners can deal with specific issues in education - both systematically and creatively. The qualification affords learners to have 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. Learners develop analytical skills; write research, dissertation and reports, which increases employment opportunities.

Rationale:
The qualification prepares researchers who will contribute to the development of knowledge in the field of Comparative Education qualification, including learning about professional practice at an advanced level. The qualification comprises a significant research component, a research project, culminating in the production and acceptance of a thesis. The qualification's learners deal with complex issues in education - both systematically and creatively. The qualification addresses the needs of the Provinces, 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 such as educational management in schools through research. 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 demonstrate the ability to:
  • Self-direct 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 will grant access or credits to the qualification following the institution's policy.

    Recognition of Prior Learning is for deserving, experienced learners who demonstrate concrete evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled. The institution registry verifies the evidence of prior learning provided by the learner.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education Honours, NQF Level 8.
    Or
  • Postgraduate Diploma in Education, 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 Module, 180 Credits:
  • Dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Write a research proposal.
    2. Acquire data through extensive fieldwork.
    3. Demonstrate ability to write a report or document research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define the topic of the research project.
  • Address a contextual problem or a gap in the field.
  • Clearly define the research problem and knowledge gap and significant or important enough to warrant the research.
  • Describe the rationale, the relevance of issues, effects on policy, practice and significance in research.
  • Interpret cited literature that is relevant, up-to-date and cites all correctly interpreted. Cite all key publications.
  • Clarify 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.
  • 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.
  • Present evidence measures that ensure scientific accountability and include objectivity, validity and reliability.
  • Deal with contingencies.
  • Present and interpret results.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate scientific writing ability.
  • Interpret results in the context of existing knowledge.
  • Clarify reasoning.
  • Demonstrate exceptional qualities in presentation - orally, visually and in terms of text (written report).
  • Present valid conclusions.
  • Accept own articles 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 of submission.
  • The supervisor approaches the HoD alerting about the intention to submit.
  • The committee finalises assessment within six weeks.

    In summary:
  • 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 
    The qualification is comparable to Master of Education qualifications of institutions around the world, such as:
  • University of Oxford, United Kingdom:
    The Master of Science Education (Comparative and International Education) offers the learner an understanding of the factors that shape the development and trajectories of educational systems in different parts of the world.

    Learners gain the research skills to compare policy choices and critically evaluate the primary debates in the delivery of public and private education.
  • The University of Columbia, United States of America:
    The International and Comparative Education qualification has two separate tracks, Comparative and International Education (CIE) and International Educational Development (IED). CIE is based on an academic discipline in the social sciences, while IED is a professional specialisation of education. The learner in both tracks specifies a concentration in different fields of study. Learners may also choose to focus on a geographical area of interest.
  • University of Oslo, Norway:
    The International and Comparative Education qualification has two separate tracks as well, Comparative and International Education (CIE) and International Educational Development (IED). CIE is based on an academic discipline in the social sciences, while IED a professional specialisation of education. Learners in both tracks specify a different concentration field. Learners may also choose to focus on a geographical area of interest.

    This qualification is comparable to the listed international qualifications with regards to the following:
  • The outcomes and assessment criteria, degree of difficulty and notional learning time.
  • The quality assurance of standards by qualified external examiners. 
    		•

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

    Horizontal Articulation:
  • Master of Education, Level 9.

    Vertical Articulation:
  • Doctor of Education, Level 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.
     
    NONE 


    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.