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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Technology Education 
SAQA QUAL ID QUALIFICATION TITLE
111753  Master of Education in Technology 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  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The qualification aims to provide qualifiers with advanced knowledge in Adult Education at NQF Level 9. Learners who graduate will be proficient in Teaching and Learning in Technology Education; Curriculum Issues in Technology Education; Assessment in Technology Education; Philosophy of Technology Education; Contemporary Issues in Technology Education; Research in Technology Education. In addition, the purpose of the qualification is to produce learners who demonstrate the capacity to undertake well-founded and independent inquiry in a field of adult education, training and development.

Rationale:
This is a post-graduate qualification, above that of the first Post-Graduate Degree but below that of doctorate, which accredits learners ' capacity to undertake well-founded and independent inquiry in the field of education, training and development. The qualification is responsive to the national priority of providing improved and expanded provision of educational services and opportunities with a specific emphasis on increasing the country and region's teacher capacity as well as the quality of this capacity in the field of technology education. The achievement of a qualification at this level will also contribute towards significantly improving the management and leadership capacity in schools in the country and regions served by the institution. 

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 programme is possible via RPL as well as indicating advanced standing, provided that it is aligned to the institutional policy and that the applicant 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 applicant's studies.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor Honours Degree, 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 (Technology Education), 100 Credits.
  • Teaching and Learning in Technology Education, 16 Credits.
  • Curriculum Issues in Technology Education, 16 Credits.
  • Assessment in Technology Education, 16 Credits.
  • Philosophy of Technology Education, 16 Credits.
  • Contemporary Issues in Technology Education, 16 Credits.
  • Research in Technology Education, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate specialist knowledge and be able to critique and evaluate current research or practices that are pertinent to the specialisation area.
    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 in the specialisation area.
    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. Show sensitivity 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 contemporary philosophical and theoretical issues in the field of specialisation.
  • Debate complex issues orally and in writing.
  • Display specialised knowledge in a critical and comparative manner, depending on the particular field of focus in the courses selected.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Drafts a research proposal of acceptable standard in line with the faculty guidelines for the chosen specialisation.
  • Produce a research mini-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:
  • Produces a research dissertation that reflects on current research, problem analysis and implementation of strategies to solve problems.
  • Indicative solutions to problems posed in the assessment of the structured part of the course of the student's mastery of the complexities that characterise the field of specialisation.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The research dissertation contributes to the understanding, analysis and resolution of identified research areas in an ethically appropriate manner, aligned to the Faculty requirements for ethical knowledge production.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Properly contextualised and rooted responses to assessment tasks in the structured part of the course, as well as the research mini-dissertation, in the specialisation area.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Applies him/herself to the researching and writing of the mini-dissertation in the prescribed time frame.
  • Complete modular components of the course with due observation of formative and summative assessment requirements.

    Integrated Assessment:
    Learning and assessment across exit level outcomes within the qualification should be 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 candidates and summative assessments which ensure a judgement of learning at exit level outcomes. Such assessments should assess the candidate'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.

    Moderation: The teaching and learning policy of the institution requires that all exit level modules be assessed by external assessors, who have been approved by the Faculty. Additionally, all internal moderation of all other modules are carried out by internal moderators, as required by the institution's Assessment Policy, to ensure the quality of all assessments within a particular programme. 
    		•

    INTERNATIONAL COMPARABILITY 
  • Country: Barbados.
  • Institution: University of the West Indies.
  • Qualification Title: M.Ed. in Science and Technology Education.
  • This qualification is similar to the qualification offered by the above country in terms of the following: The institutions UL qualification offers courses in Teaching and Learning in Technology Education, Curriculum Issues in Technology Education, Assessment in Technology Education, Philosophy of Technology Education, Contemporary Issues in Technology Education, and Research in Technology Education.
  • Conclusion:
    The institution's qualification offers courses in Teaching and Learning in Technology Education, Curriculum Issues in Technology Education, Assessment in Technology Education, Philosophy of Technology Education, Contemporary Issues in Technology Education, and Research in Technology Education. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for vertical articulation.
    Vertical Articulation:
  • Doctoral Degree in 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.
     
    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.