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 THAT HAS PASSED THE END DATE:

Doctor of Philosophy in Education

SAQA QUAL ID	QUALIFICATION TITLE
111156	Doctor of Philosophy in Education
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			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 "Reregistered"		SAQA 06120/18	2018-07-01	2021-07-01
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2022-07-01		2025-07-01

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 qualification is to develop the ability of learners with Master's Degrees/qualifying learners in various fields of study, to conduct research in a chosen field of study. In addition to a huge sense of personal achievement, this qualification develops the learner to make a direct contribution to the advancement of knowledge in area. The qualification requires a candidate to undertake research at an advanced academic level culminating in the production, defence and acceptance of a thesis. The candidate is required to demonstrate high-level research capability and make a significant and original academic contribution to the field of Education.

Rationale:
The qualification requires a learner to undertake research at an advanced academic level culminating in the production, defence and acceptance of a thesis. The defining characteristic of the qualification is that the candidate is required to demonstrate high-level research capability and make a significant and original academic contribution to the field of Education. Qualifying learners will demonstrate knowledge, skills and applied competence in the field of study that provide opportunities for continued personal growth, gainful economic activity and rewarding contributions to society.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The institution accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty of Education will endeavour to assess prior learning and award credit where relevant.

The institution manages RPL according to the RPL policy, which will be applied as follows for purposes of this programme as set out in the Faculty of Education policy.

Through RPL a learner may gain access, or advanced placement, or recognition of status, on condition that he/she continues his/her studies at the institution.

Recognition takes place in terms of requirements and procedures applied by institution.

RPL in the case of a learner not complying with the formal entry requirements:

Is conducted after payment of the prescribed fees in accordance with the policy and guidelines of the University.

Is based on other forms of formal, informal and non-formal learning and experience.

Is considered only where prior learning corresponds to the required National Qualifications Framework (NQF) Level.

Takes place where prior learning in terms of applied competencies is relevant to the content and outcomes of the programme.

Is considered in terms of an assessment procedure that includes a motivated recommendation by an assessment panel to the Dean's Committee of the Faculty of Education and.

Is finally decided upon by the Faculty of Education Dean's Committee.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules, at National Qualifications Framework (NQF) Level 10, 360 Credits.

Research Thesis, 360 Credits.

Entry Requirements:
The minimum requirement for this qualification is:

Master of Education at Level 9.

EXIT LEVEL OUTCOMES

Demonstrate a depth of knowledge and high levels of theoretical understanding in a complex and specialised area or across multiple areas.

Demonstrate mastery of the literature in a field or related fields if applicable.

Demonstrate intellectual independence.

Demonstrate high levels of responsibility, self-reflexivity and adaptability.

Assess and critique the academic scholarship in the field.

ASSOCIATED ASSESSMENT CRITERIA

Apply sophisticated knowledge and research methodologies for the solution of complex, unfamiliar problems.

Practice within academic, professional and/or defined ethics.

Synthesise and evaluate information on the basis of independently generated criteria.

Apply knowledge and theory to new contexts.

Deal with complexities and contradictions in the knowledge base.

Demonstrate research leadership within a field or across disciplines.

Interrogate existing knowledge boundaries and practices and create responses to problems that expand or redefine existing knowledge.

Integrated Assessment:
Assessment takes place through the thesis in which the student is expected to show competency in all outcomes and specifically to present integrated research findings that are interpreted and linked to the existing literature across the entire area of the investigation.

Each learner is assigned a supervisor based on their area of specialisation. The University of Johannesburg (UJ) Policy: Student-supervisor relationship outlines the rights and obligations of doctoral students and supervisors and co-supervisors. It gives a clear and concise outline of the expectations of both parties with the aim of aiding the development and maintenance of a sound and productive relationship between student and supervisor.

INTERNATIONAL COMPARABILITY

This qualification was compared to the following qualifications:

Doctor of Philosophy in Educational Studies (PhD), University of British Columbia, Canada. The PhD in Educational Studies is a research-oriented doctoral program. Doctor of Philosophy (Education), University of Sydney, Australia. The Doctor of Philosophy (PhD) is completed entirely by research where one will work with an assigned supervisor and an associate supervisor.

The Doctor of Philosophy in Education compares favourably with these qualifications. The focus is to prepare Doctoral students to become productive researchers and those interested to become academics at top research universities. The commonality is that a final thesis is submitted at the end of the study period.

ARTICULATION OPTIONS

Postdoctoral Studies.

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.

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