SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Science in Mathematics, Science and Technology Education

SAQA QUAL ID	QUALIFICATION TITLE
110957	Master of Science 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
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
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 this qualification is to enable learners in Science, and Technology Education (STE) who undertake masters research on multi-inter and trans disciplinary projects to contribute to the development of knowledge in STE, 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 dissertation that meets local standards of scholarliness and quality.

Rationale:
This qualification provides for greater flexibility and options for a learner and stakeholders to have an academic and research-oriented qualification at an advanced level. This will facilitate the convergence of learners from a Postgraduate Diploma or an Honours Degree in Science and Technology Education, including (Mathematics, Physics, Chemistry, Astronomy, Computer Science, Life Science, Statistics or Technology) to the Masters' 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 remain involved in monitoring the requirements of this Masters' Degree to meet market and society needs.

Master graduates 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 field and help develop sustainable retention strategies in South Africa. The graduates are typically teachers 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 learner, society and the economy.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL will be conducted according to the RPL policy of the institution within the context of the research/work experience in Mathematics, Science and Technology related field. Learners applying for the qualification through RPL route will be required to submit a portfolio-file of evidence illustrating their knowledge, skill and experience in the field.

A challenge assessment will be give where necessary.

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

A Bachelor Honours Degree, or Postgraduate Diploma in Mathematics, Life Science, Physics, Chemistry, Statistics, Computing, Technology, Astronomy and an Education Qualification, National Qualifications Framework (NQF) Level 8, 120 Credits.
Or

Bachelor Honours Degree in Mathematics, Science and Technology Education, NQF Level 8, 120 Credits.

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, 0 Credits:

Proposal for Master's Degree in mathematics, science and technology, 0 Credits.

Elective Modules, 180 Credits (Choose one):

Masters full dissertation in Astronomy Education, 180 Credits.

Masters full dissertation in Mathematics Education, 180 Credits.

Masters full dissertation in Computing Education, 180 Credits.

Masters full dissertation in Statistics Education, 180 Credits.

Masters full dissertation in Physics Education, 180 Credits.

Masters full dissertation in Chemistry Education, 180 Credits.

Masters full dissertation in Life Science Education, 180 Credits.

Masters full dissertation in Technology Education, 180 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate expertise and critical knowledge in Science, and Technology Education (STE); and the ability to conceptualise new research initiatives and create useful knowledge or practice.
2. Demonstrate the ability to contribute to scholarly debates around theories of knowledge and processes of knowledge production in STEM.
3. Demonstrate the ability to develop methods, techniques, processes, systems or technologies in original creative and innovative ways where appropriate to specialised and complex context.

Demonstrate appropriate use of existing methods techniques, processes, systems and technologies towards the creation of knowledge in STEM.
4. Apply specialist knowledge and theory in critically reflexive, creative and novel ways to address complex practical and theoretical problems in STEM.
5. Appreciation of ethics and professional practices, in respect of which a masters' learner is able to identify, address and manage emerging ethical issues in STEM.

Advance processes of ethical decision-making, including monitoring and evaluation of the consequences of these decisions where appropriate.
6. Produce substantial, independent, in-depth and publishable work, which meets international standards, is considered as innovative by peers and makes a significant contribution to the research focus area in STE.

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, Technology, Engineering and Mathematics (STEM).

Create outcomes of the dissertation that contribute to useful 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 processes, techniques and methods to solve the research problem(s).

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.

Good judgment is demonstrated in terms of handling data, methods, techniques, theory and dealing with inconsistencies and incompleteness.

Associated Assessment Criteria for Exit Level Outcome 5:

The learner handled all ethical issues related to the dissertation in a satisfactory way.

The learner adheres to institutional policies and procedures regarding research ethics.

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

Associated Assessment Criteria for Exit Level Outcome 6:

The dissertation is written in a convincing argumentative style.

The learner is able to reference properly using an appropriate referencing system.

The learner demonstrates the ability to structure the dissertation and use structural elements such as headings, paragraphs, diagrams and figures.

Integrated Assessment:
Two different types of assignments are specified for Masters' in Mathematics, Science and Technology Education. These assignments are in the form of a proposal (Formative Assessment 0%) and dissertation (Summative Assessment 100%). A learner is expected to complete a proposal before embarking on the dissertation.

Internal moderators on the programme interact with assessors in planning and implementing all the assessments and ensure that assessment criteria are available to learners. They also have a responsibility towards learners by ensuring 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.

Two external moderators are appointed by an external committee to mark the dissertation. A non-examining chair is appointed who oversees the process after the examiners have been appointed. A non-evaluative report of the supervisor needs to be sent to the non-examining chair as well as all the reports and recommendations of the examiners. In addition, the supervisor need to write a letter and indicate how the corrections have been addressed. The non-examining chairperson need to write a comprehensive report that needs to go the executive dean of the college, which consult with an examination committee before the Degree, is awarded.

INTERNATIONAL COMPARABILITY

Durham University, Ireland offers Master of Science (M.Sc.) Science Education that aims to develop knowledge at science subject, pedagogical and theoretical levels.

University of Peradeniya and Eastern University in Sri Lanka offer Master of Science (M.Sc). in Science Education to provide a perspective of science and science education.

University of Groningen, Netherlands has a M.Sc. in Science Education and Communication that aims to bridge the gap between science, teaching science and communicating science.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Related Master of Science, Level 9.

Vertical Articulation:

Doctor of Philosophy in Mathematics, Science and Technology 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