SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Doctor of Philosophy in Mathematics, Science and Technology Education

SAQA QUAL ID	QUALIFICATION TITLE
110950	Doctor of Philosophy in Mathematics, Science and Technology 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
Doctoral Degree	Field 05 - Education, Training and Development		Higher Education and Training
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 10	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		EXCO 07167/19	2019-05-29	2022-05-29
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2023-05-29		2026-05-29

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 purpose of the Doctor of Philosophy in Mathematics, Science and Technology Education is to enable learners in Science, and Technology Education (STEM) who undertake doctoral research on multi-inter and transdisciplinary projects to contribute to the development of knowledge in this field, at an advanced level through independent research. Qualifying learners should be able to undertake rigorous research and to communicate the results by means of a thesis that meets local standards of scholarliness and quality.

Rationale:
This qualification provides for greater flexibility and options for learners and stakeholders to have an academically oriented qualification at an advanced level. This will facilitate the convergence of learners from a Master's Degree in Science, and Technology Education, including (Mathematics, Physics, Chemistry, Astronomy, Computer science, Life Science, Statistics, or Technology) to the Doctoral Degree level. The School of Science Advisory Board consisting of internal and external stakeholders was consulted during the development of this qualification and they will be remain involved in monitoring the requirements of the qualification to meet market and society needs.

Qualifying learners will contribute to existing and new knowledge in the different mentioned discipline areas, which could reduce the shortage of skills in the mathematics and science education fields and help develop sustainable retention strategies in South Africa. The learners are typically teachers or researchers but also lecturers in science departments which focus on teaching the content of science for conceptual understanding.

The focus in general education is on how to teach, in this qualification the focus is on how to teach the content of mathematics and science to bring forth conceptual understanding in these science areas that will provide benefits to the learners, society and the economy.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Not applicable for this qualification.

Entry Requirements:
The minimum entry requirement for this qualification is:

Appropriate Master's Degree or Degree in Mathematics, Life Science, Physics, Chemistry, Statistics, Computing, Technology, Astronomy, National Qualifications Authority (NQF) Level 9, 180 Credits.
Or
Appropriate Master's Degree or Degree in Mathematics Education, Life Science Education, Physics Education, Chemistry Education, Statistics Education, Computing Education, Technology Education, Astronomy Education, NQF Level 9.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following elective modules at National Qualifications Framework Level 10 totalling 360 Credits.

Compulsory Modules 360 Credits: (Choose one specialisation):

Doctors thesis in Astronomy Education.

Doctors thesis in Mathematics Education.

Doctors thesis in Computing Education.

Doctors thesis in Statistics Education.

Doctors thesis in Physics Education.

Doctors thesis in Chemistry Education.

Doctors thesis in Life Science Education.

Doctors thesis in Technology Education.

EXIT LEVEL OUTCOMES

1. Demonstrate expertise and critical knowledge in Science and Technology Education and the ability to conceptualise new research initiatives and create new knowledge or practice.
2. Demonstrate the ability to contribute to scholarly debates around theories of knowledge and processes of knowledge production in Science and Technology Education.
3. Demonstrate the ability to develop new methods, techniques, processes, systems or technologies in original creative and innovative ways where appropriate to specialised and complex context or the ability to demonstrate appropriate use of existing methods techniques, processes, systems and technologies towards the creation of new knowledge in Science and Technology Education.
4. Ability to apply specialist knowledge and theory in critically reflexive, creative and novel ways to address complex practical and theoretical problems in Science and Technology Education.
5. Demonstrate appreciation of ethics and professional practices, to identify, address and manage emerging ethical issues in Science and Technology Education, and to advance processes of ethical decision-making, including monitoring and evaluation of the consequences of these decisions where appropriate.
6. Ability to produce substantial, independent, in-depth and publishable work, which meets international standards, is considered new or innovative by peers and makes a significant contribution to the research focus area in Science and Technology Education.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Compile a literature review that demonstrate expert knowledge in the chosen area of research.

Conceptualise new research initiatives in Science and Technology Education.

Create outcomes of the thesis that contribute to new knowledge in the chosen area of research.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate the ability to place his/her knowledge contributions within the context of existing scholarly debates on theory and knowledge production in the chosen area of research.

Associated Assessment Criteria for Exit Level Outcome 3:

Apply existing methods and techniques in a way that demonstrates mastery of these in creating new knowledge.

Develop appropriate new processes, techniques and methods to solve the research problems.

Associated Assessment Criteria for Exit Level Outcome 4:

Demonstrate a mature ability to solve scholarly problems in the chosen area of research.

The problem-solving approach is suitably critically reflexive.

Demonstrate good judgment in terms of handling data, methods, techniques, theory and dealing with inconsistencies and incompleteness.

Associated Assessment Criteria for Exit Level Outcome 5:

Handle all ethical issues related to the thesis in a satisfactory way.

Adhere to the institution policies and procedures regarding research ethics.

The thesis is free from plagiarized materials and the inappropriate use of the intellectual property of others.

Associated Assessment Criteria for Exit Level Outcome 6:

Coherent writing style of the learner.

Write the thesis in a convincing argumentative style.

Ability to reference properly using an appropriate referencing system.

Demonstrate the ability to structure the thesis and use structural elements such as headings, paragraphs, diagrams and figures

Integrated Assessment:
Two different types of assignments are specified for the Doctoral in Mathematics, Science and Technology Education. These assignments are in the form of a proposal (formative assessment and a thesis summative assessment). A learner is expected to complete a proposal before embarking on the thesis.

Assessment criteria/guidelines are made available to learners in tutorial letters so that learners are made aware of summative and formative assessment criteria before examination, and that learners are made aware of the appeals processes for formative assessment.

INTERNATIONAL COMPARABILITY

This qualification was compared with the following international qualifications:

Addis Ababa University, Ethiopia offers Doctor of Philosophy in Science and Mathematics Education.

Utrecht University, Netherlands offers a Doctor of Philosophy in Science Education wherein students work on a research project that culminates in a Doctoral thesis or series of articles in scientific journals.

Purdue University, United States of America (USA) offers a research-oriented Doctor of Philosophy in Science Education.

Homi Bhabha Centre for Science Education, Tat Institute of Fundamental Research, India offers a research-based Doctor of Philosophy in Science Education.

This qualification compares well with all the above international qualifications in the sense that it requires learners to display their ability to conduct original research on their own under supervision.

ARTICULATION OPTIONS

The qualification offers the following horizontal articulation opportunities.

Horizontal Articulation:

Doctor of Philosophy in Mathematics, Level 10.

Doctor of Philosophy in Physics, Level 10.

Doctor of Philosophy in Life Sciences, Level 10.

Doctor of Philosophy in Chemistry, Level 10.

Doctor of Philosophy in Mathematics, Level 10.

Doctor of Philosophy in Mathematics 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.

1.	University of South Africa