SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Education in Socio-Education

SAQA QUAL ID	QUALIFICATION TITLE
105247	Master of Education in Socio-Education
ORIGINATOR
University of South Africa
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		Adult Learning
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
Registered		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2027-06-30		2029-06-30

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 Master of Education in Socio-Education is designed to provide graduates with advanced knowledge, critical insight, and research skills to address the complex interplay between education and the broader social environment. The qualification prepares learners to investigate and respond to social issues that affect teaching and learning, including poverty, inequality, violence, cultural diversity, health challenges, and community development.
Learners will also take a Master Proposal - Education at NQF Level 9 with 0 Credits.

On completion of the qualification, graduates will be able to:

Demonstrate a critical understanding of theories and practices in socio-education and their relevance to contemporary educational contexts.

Conduct independent research on the social dimensions of education, applying appropriate methodologies to analyse and propose solutions to complex problems.

Evaluate and design interventions that support learner well-being, resilience, and holistic development in diverse educational settings.

Contribute to educational policy, curriculum innovation, and professional practice from a socio-educational perspective.

Communicate research findings effectively to academic, professional, and community audiences.

Graduate attributes include critical and ethical reasoning, social responsiveness, advanced research competence, and the ability to act as academic leaders and advocates for socially just and inclusive education systems.

Rationale:
The need for the qualification arises from the growing recognition that education does not occur in isolation but is profoundly shaped by social, cultural, and economic contexts. In South Africa, high levels of inequality, poverty, gender-based violence, health crises, and social exclusion present significant challenges to the achievement of quality education for all. These realities require highly skilled educators and researchers who can understand, analyse, and address the social determinants of education through evidence-based interventions.

The qualification was developed in line with national priorities such as the National Development Plan and the Department of Basic Education's focus on inclusive, equitable education, as well as international frameworks such as the UN Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities).

The qualification will benefit the education sector by producing specialists who can design and implement socio-educational support programmes, enhance teacher education, and inform responsive policy development. It will benefit society and the economy by promoting social cohesion, improving learner well-being and retention, and supporting the development of resilient communities that can contribute more effectively to national growth.

Typical learners include teachers, school leaders, education officials, social workers in education contexts, and graduates from related disciplines who wish to deepen their expertise in socio-education. Graduates may pursue careers as education specialists, curriculum advisors, policy analysts, socio-educational support practitioners, or researchers in higher education and NGOs. The qualification also provides a clear pathway to doctoral studies in education.

While the programme does not directly lead to statutory professional registration, it complements professional roles recognised by bodies such as the South African Council for Educators (SACE) and supports career progression within both the public and private education sectors. The programme was developed in consultation with academics, education practitioners, and social sector stakeholders, ensuring its relevance to both professional practice and the broader social and educational needs of the country.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
It is assumed that the candidate: is sufficiently competent in the language of learning and teaching to undertake study at NQF Level 8, and has achieved NQF Level 7 competence in educational theory, research and area of specialisation.

The RPL for this qualification will be implemented in accordance with the institution's RPL Policy, which is aligned with SAQA's national RPL guidelines, the Higher Education Qualifications Sub-Framework (HEQSF, 2014), and the Revised Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015).
This approach also supports the institution's curriculum transformation principles regarding equitable access.

RPL will not be used to exempt learners from modules or award partial credits, but rather as a means to gain access to the qualification in cases where applicants do not meet the formal admission requirements. In such cases, prior learning will be assessed against the outcomes of an equivalent NQF Level 8 qualification to determine whether the applicant meets the required level of knowledge, research competence, and expertise in the field of curriculum studies.

Applicants seeking admission through RPL will need to submit a comprehensive portfolio of evidence that demonstrates their competence in curriculum theory, design, implementation, and evaluation, as well as their readiness for independent research. Evidence may include but is not limited to:

Relevant formal, informal, or non-formal qualifications;

Detailed work records and testimonials describing roles, functions, and responsibilities related to curriculum work;

Reports, policy documents, or projects developed by the applicant;

Evidence of research activities (e.g., published or unpublished papers, conference presentations, evaluation reports);

Training courses completed, industry-based learning, and professional development activities;

Videos, performance records, or other artefacts demonstrating relevant expertise.

The portfolio will be assessed by qualified Unisa academics in the Department of Educational Foundations, applying the general principles of assessment (validity, reliability, authenticity, and fairness) and ensuring alignment with the SAQA exit-level outcomes for NQF Level 8 qualifications.

Entry Requirements:

Bachelor of Education Honours, NQF Level 8.
Or

A Postgraduate Diploma in Education either in a related cognate subject area or Psychology.
And

Three years' experience in teaching or a related educational or psychological field will be a requirement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 9 totalling 180 Credits.

Compulsory Modules, Level 9: 180 Credits:

MEd - Socio-Education, 180 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate a sound knowledge base and critical understanding of education in general, and of their area(s) of specialisation in particular.
2. Demonstrate the ability to critically analyse and evaluate knowledge in their area(s) of specialisation, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of specialisation.
3. Demonstrate the ability to conduct independent inquiry in a specialised field of education, training or development, and to report their findings in academically appropriate ways.
4. Exhibit the potential to act as academic leaders and experts in the field of education, training and development.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate familiarity with major lines of debate in the relevant field of education.

Critically evaluate literature within an area of educational specialisation.

Reconstruct knowledge creatively and imaginatively, with a degree of independence.

Evaluate theories of education relevant to a specific area of study.

Apply knowledge, skills, and competences to specific educational contexts.

Acknowledge and analyse the constructed and provisional nature of educational knowledge.

Evaluate the foundations of educational thought and knowledge to demonstrate epistemological maturity.

Associated Assessment Criteria for Exit Level Outcome 2:

Display intellectual independence and critical/analytical skill in the development of well-grounded and systematically developed arguments.

Justify claims and conclusions with appropriate evidence and argument.

Synthesize complex scholarly work in an area of study in education into coherent accounts.

Assess theoretical positions and propose solutions to educational problems.

Provide independent critical analyses of data and theories in the area of study.

Associated Assessment Criteria for Exit Level Outcome 3:

Plan and conduct an inquiry using appropriate research techniques.

Collect, analyse, organise, and critically evaluate information and data from primary and secondary sources.

Engage with the wider field of relevant educational literature.

Evaluate appropriate theoretical and methodological frameworks.

Apply relevant educational research designs, methods, and data analysis responsibly, reflectively, and adaptably.

Report research findings and communicate these in written and/or oral form.

Produce a thesis or academic report based on independent research that can give rise to at least one publishable article (with expert assistance) in an academic journal.

Associated Assessment Criteria for Exit Level Outcome 4:

Manage educational contradictions and make educational value commitments.

Interact and engage effectively in debate with learning or professional groups in education.

Contribute to others' understanding of educational issues through discourse and research.

Facilitate discussions on complex educational issues in an informed and visionary manner.

Critically evaluate their own and others' work in education.

Demonstrate responsibility, self-reflexivity, and adaptability as an educational leader.

Reflect on values and responsibilities appropriate to academic and professional leadership.

Integrated Assessment
Assessment in the Master of Education in Socio-Education will be conducted in line with the Unisa Assessment Policy and the HEQSF requirements to determine the learner's applied competence and readiness for successful completion of the qualification.

Formative Assessment:
Formative assessment is continuous and integral to the supervision process. Under the guidance of the assigned supervisor, and with oversight by the Departmental Higher Degrees Committee, students receive ongoing feedback on the development of their research proposal and dissertation. This includes reviewing multiple drafts, providing constructive written and/or oral feedback (e.g., via Teams, telephone, or annotated comments), and facilitating self-checks to ensure that research design, analysis, and presentation meet the required scholarly standard. The proposal undergoes departmental review before approval, allowing the student to integrate feedback into subsequent dissertation chapters.

Summative Assessment:
Summative assessment occurs when the completed dissertation is submitted for formal examination. At least two external examinersone of whom will be an expert from another university, preferably an African scholar from a diverse cultural and linguistic backgroundwill independently assess the work.
Examiners evaluate the scientific and academic quality of the research, its processing and presentation, and its contribution to the field, providing a detailed report and a mark. Reports may include recommendations for improvement, and, where required, the dissertation may be referred back for revision under continued supervision.

This integrated approach ensures that formative supervision supports the incremental development of applied competence, while the summative external examination provides an independent, rigorous measure of the candidate's achievement at master's level.

INTERNATIONAL COMPARABILITY

This qualification has been benchmarked against comparable postgraduate qualifications at the University of Helsinki (Finland), and the University of Toronto (Canada). These institutions were selected for their strong reputations in education research and their established programmes that integrate social, cultural, and community dimensions of education.

Country: Finland
Institution name: The University of Helsinki
Qualification title: master's Programme in Education, Society, and Culture.
Duration: Two years

Entry requirements: Entry requires a bachelor's degree in education or a related field.

Purpose/Rationale:
The Master's in Changing Education, learners will get an understanding of education as a dynamic and transformable construct from the individual neural level to global policies. They will also gain the knowledge and skills to analyse, develop and influence the practices and structures of education systems, institutions, teaching and pedagogical issues.

They will study a unique and research-based combination of studies that connect different views of diversity and equality in education, teaching, and learning.
The three topic areas include: 1) Education, society and culture, 2) Educational psychology and neuroscience, and 3) Pedagogy, educational institutions and research-based teacher education.

Similarities:

The University of Helsinki (UH) and the South African qualification (SA) qualification includes coursework on education policy, social justice, multiculturalism, and welfare, as well as a substantial research thesis.

The UH model compares well with the SA qualification by focusing on the social foundations of education.

Country:
Institution name: University of Toronto
Qualification title: MA in Social Justice Education
Duration: 1-2 Years

Entry requirements:
Entry requires an honours bachelor's degree with strong academic performance.

Purpose/Rationale:
The MA in Social Justice Education focuses on critical understandings of the social, historical, cultural, political, economic and ethical contexts of education. It is ideal for those interested in social justice, committed to social change, or aspiring to assume research-informed responsibilities in a school or community organization.
During their program of study, learners are expected to have exposure to a variety of methods and approaches to research.

This qualification attracts learners coming directly from undergraduate studies, as well as returning students, who are interested in professional development, lifelong education, or continuing on in higher education. Graduates of this program may have the opportunity to pursue doctoral-level studies. We welcome applicants with diverse but relevant backgrounds.

Similarities:

The South African (SA) and the University of Toronto (UT) qualification are both offered over one to two years.

Both qualifications aim to develop socially responsive education professionals.

Both qualifications Both prepare learners for research and further study (PhD level).

Both qualifications focus on the relationship between education and society.

Differences:
The SA qualification focuses on emphasises South African socio-economic challenges (poverty, inequality, GBV, health) whereas the UT one emphasises broader global theoretical perspectives (historical, political, cultural contexts).

Conclusion:
The UNISA Master of Education in Socio-Education is fully aligned with both national and international benchmarks. It mirrors the research-intensive model offered at the University of Johannesburg, while the University of Helsinki and the University of Toronto provide international comparators that balance coursework and research. Across all cases, the programme demonstrates equivalence in level, research demands, and articulation pathways, confirming its academic credibility and global relevance while remaining distinctively focused on South Africa's socio-educational challenges.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Master of Education, NQF Level 9.

Vertical Articulation:

Doctor of Philosophy in Education, NQF Level 10.

Diagonal Articulation:

Advanced Occupational Certificate: Learning and Development Professional, NQF Level 6.

MODERATION OPTIONS

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.	University of South Africa