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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Science Education 
SAQA QUAL ID QUALIFICATION TITLE
111678  Master of Education in Science Education 
ORIGINATOR
University of Limpopo 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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
Reregistered  EXCO 0821/24  2021-07-01  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 
This qualification offered at NQF Level 9 strives to provide learners with advanced knowledge in Science Education. Additionally, to accredit learners who demonstrate the capacity to undertake well-founded and independent inquiry in a field of Education, Training and Development. Learners will have acquired a sound knowledge base and critical understanding of education in general, and of their area(s) of specialisation in particular. They will 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. The ability to conduct independent inquiry in a specialised field of education, training or development and to report their findings in academically appropriate ways is achieved through the requirement of a Mini-Dissertation in Science Education. Graduates exhibit the potential to act as academic leaders and experts in the field of education, training and development.

Rationale:
The Master of Education in Mathematics Education MEd (Science Education) is a Postgraduate qualification, above that of the first Postgraduate Degree but below that of Doctorate, which accredits candidates' capacity to undertake well-founded and independent inquiry in the field of Education, Training and Development. The provisioning of this qualification is in response to the national priority of providing improved and expanded provision of educational services and opportunities. In particular, the institution strives to increase the country and region's teacher capacity as well as the quality of this capacity in the fields of Science, Engineering, and Technology in order to improve rural schooling in these subject areas in particular. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) is guided by the institutional policy and is aligned to the objectives of the NQF. Entry into the qualification is possible via RPL as well as indicating advanced standing, provided that it is aligned to the institutional policy and that the learner is evaluated by a qualified RPL assessor in a manner that is free from any form of discrimination. RPL practices also include standard Credit Accumulation and Transfer (CAT) practices of equivalent modules that may have been achieved in the course of the learner's studies.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • A relevant Bachelor Honours Degree.
    Or
  • Equivalent at NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 200 Credits.

    Compulsory Modules, 200 Credits:
  • Mini-Dissertation (Science Education), 100 Credits.
  • Teaching and Learning in Science Education, 16 Credits.
  • Curriculum Issues in Science Education, 16 Credits.
  • Assessment in Science Education, 16 Credits.
  • Philosophy of Science Education, 16 Credits.
  • Contemporary Issues in Science Education, 16 Credits.
  • Research in Science Education, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate specialist knowledge and be able to critique and evaluate current research or practices.
    2. Demonstrate a command of and the ability to design, select and apply appropriate and creative methods, techniques, processes or technologies to complex practical and theoretical problems.
    3. Solve problems in the field of chosen specialisation.
    4. Accesses, manages and produces information ethically in the context of the specialisation practitioner's profession.
    5. Sensitive to and understands the contexts and systems of the profession.
    6. Manages his or her own learning and takes accountability for his or her own work. 

    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.
  • Demonstrate the ability to reconstruct knowledge creatively and imaginatively, with a Degree of independence.
  • Evaluate theories of education relevant to a specific area of study.
  • Relate knowledge, skills and competences to specific educational contexts.
  • Demonstrate an awareness of the constructed and provisional nature of educational knowledge.
  • Demonstrate epistemological maturity by evaluating the foundations of educational thought and knowledge.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Draft a research proposal of acceptable stander in line with the faculty guidelines for the chosen specialisation.
  • Produce a research dissertation of the required length and complexity that demonstrates the application of the research design to the identified problem.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • 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.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Provide and synthesise accounts of complex scholarly work in an area of study in education.
  • Assess theoretical positions and proffered solutions to educational problems.
  • Provide independent critical analyses of data and theories in the area of study.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Properly plan the research dissertation and conduct an inquiry using appropriate research techniques.
  • Collect, analyse, organise and critically evaluate appropriate information and data from primary and secondary sources.
  • Show evidence of engagement with the wider field of relevant educational literature;
  • Evaluate appropriate theoretical and methodological frameworks.
  • Use relevant educational research designs, methods and data analysis in a responsible, reflective and adaptable manner.
  • Report on research findings and communicate these in written and/or oral form.
  • Complete a thesis or academic report based on independent research that should give rise to at least one article (with expert assistance) that meets the criteria for publication in an academic journal.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Researching and writing of the dissertation in the prescribed time frame.

    Integrated Assessment:
    (Summative, Formative and or Work Integrated Learning (WIL)):
    Learning and assessment across exit level outcomes within the qualification are integrated to ensure a well-structured cohesive qualification. Assessments are based on formative assessments which are in place to assure continuous learning and feedback to learners and summative assessments which ensure a judgement of learning at exit level outcomes. Such assessments should assess the learner's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the exit-level outcomes, either as a whole or as components of the qualification. Furthermore, integrated knowledge will be evaluated within the form of a mini-dissertation. 
    		•

    INTERNATIONAL COMPARABILITY 
    United States of America
    The University of Lynchburg offers a Master of Education in Science Education with coursework topics that includes a Research Methods and Applications module.

    Netherlands
    The University of Twente offers a Master's qualification in Educational Science and Technology with a strong focus on curriculum design and evaluating teaching and learning programmes in schools.

    The institution's qualification offers modules in Teaching and Learning in Science Education, Curriculum Issues in Science Education, Assessment in Science Education, Philosophy of Science Education, Contemporary Issues in Science Education, and Research in Science Education.

    The institution is offering similar research module offered by the University of Lynchburg, in the United States of America. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Master of Education in Educational Management, NQF Level 9.

    Vertical Articulation:
  • Doctor of Education, NQF 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.