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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: |
| Master of Education in Educational Leadership and Management |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 112186 | Master of Education in Educational Leadership and Management | |||
| ORIGINATOR | ||||
| MANCOSA Pty (Ltd) | ||||
| 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 | Schooling | ||
| 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 | 2019-09-18 | 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 |
| Purpose:
The Master of Education in Educational Leadership and Management prepares learners who would be able to contribute to knowledge in the field of Educational leadership and management, including knowledge of professional practice in Educational Leadership and Management at an advanced level. The qualification further develops in learners the capacity and capabilities in dealing with complex issues in Educational Leadership and Management, empowering them with professional knowledge and research knowledge and skills to undertake investigative processes to inform, solve problems and transform Educational Leadership and Management through systematic and creative processes. Learners engagement with complex educational issues both systematically and creatively will be enhanced. They should demonstrate self-direction and originality in analysing and solving problems relating to Educational Leadership and Management. The qualification, through its research development component, develops learners research skills in identifying, through self-directed and originality, research agendas, with the focus of developing systematic processes of collecting, organising and analysing of data, within ethical principles. They should make sound judgments using data and information available to them and on reporting and communicating research findings and conclusions to specialist and non-specialist audience, making recommendations based on their research findings to address identified problems or to inform policies and practices in Educational leadership and management settings. It further develops in learners their scholarship in Educational Leadership and management through self-engagement, independent and autonomous, self-directed learning that will advance their knowledge, understanding, and skills in Educational leadership and management. In this respect, they should act autonomously in planning and implementing tasks at a professional level and continue to advance their knowledge, understanding, and skills. The purpose of this qualification is to enable learners to develop postgraduate-level knowledge and professional educational leadership, management, and research skills that are necessary to become competent educational leaders and managers for the education sector. The qualification will equip learners to engage in academic development and contribute to an enhanced understanding of the leadership and management fields through further research. Rationale: The adverse reports about the South African school system do not bode well for the country's developing economy and its future society. Given this dilemma, initiatives to improve South African schools are crucial. An area that has come under the global spotlight is leadership development, which emanates from research that supports a definite link between high-quality leadership and successful schools. The efficacy of leadership development qualifications has resulted in leadership development interventions worldwide, so much so that governments are now keen to invest in leadership development for school leaders. A positive link between management ability and economic productivity reinforces the idea of investing in management and leadership development. Educational leadership and management capability remains a sought after skill necessary to address the multitude of challenges experienced in the education sector. The more effectively the schools are run, and school principals provide more instructional leadership, the more likely the learners are to achieve. However, in South Africa, many school principals operate without the necessary skills required to act effectively as leaders and managers of schools and, like managers in the corporate sector, they need to know and lead the 'core business.' In schools, the core activity is the fruitful implementation of the curriculum, including reliable systems of assessment of learners' educational outcomes and teachers' efficient and effective practice. Sustainable strategies for training and supporting school principals to achieve this are, generally inadequate throughout Africa. There are few opportunities for promotions within the school education system. Most promotional positions are in the area of school leadership and management. Hence the potential to be promoted to these leadership positions require teachers to shift their focus of professional development from their subject teaching to education leadership and management. The qualification is designed to promote research production in the area of education management and leadership, thereby endeavouring to strengthen policy, planning, and delivery on the national education mandate. Schools are complex institutions, and yet many principals and leaders are ill-equipped to deal with the complexities found in education contexts. A defining feature of South Africa's labour market for principals is that they are unequally distributed across schools with typically less qualified and less experienced principals overly represented in more impoverished schools. There are stark differences in the qualification levels of principals, depending on the wealth status of schools to which they are appointed. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The Institution recognises the vital role that the Recognition of Prior Learning (RPL) plays in ensuring equitable access and participation in Higher Education. In this process, non-formal or informal learning are measured, evaluated, and checked for equivalence or parity with the formal qualification entry requirements. The RPL assessment process will focus on ways of evaluating a person's knowledge and skills acquired through lifelong learning experiences (formal, non-formal and informal) against a set of pre-determined criteria, in this case, the entry requirements for the qualification. At the Institution's discretion, applicants may be required to satisfy all or some of the RPL requirements as per the institution selection processes. Once the Portfolio of Evidence is obtained from the applicant, it will be objectively and comprehensively evaluated by a qualified RPL assessor. All the evidence submitted by the applicant to be assessed for RPL (the PoE, interview results, and cognitive ability assessment) has to be relevant, sufficient, authentic, and current. The outcome of the RPL application will be communicated to the applicant within the applicable timeframes specified in the institution RPL policy. Entry Requirements: The minimum entry requirement for this qualification is: Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory or elective modules at NQF Level 9 totalling 180 Credits.
Compulsory Modules at Level 9, 180 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Apply advanced theoretical knowledge related to educational leadership and management, and evaluate the application thereof in a variety of educational contexts.
2. Demonstrate advanced professional knowledge of educational leadership and management practices. 3. Display knowledge of and insight into current discourses and debates in educational leadership and management. 4. Demonstrate the ability to develop advanced knowledge and skills in research and research processes. 5. Demonstrate a commitment to high ethical standards and make autonomous ethical decisions which affect the practice of educational management and leadership. 6. Analyse research methodology and techniques and demonstrate the ability to operate autonomously to prepare a research-based dissertation. 7. Evaluate existing and emerging international research-informed knowledge of educational management and leadership. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Integrated Assessment: Participation through posting comments, commenting and peer reviews require learners to practice and demonstrate several higher-order skills, including the ability to articulate and defend positions, consider different points of view, and to evaluate and appropriately use evidence. The summative assessments carry a higher weighting and comprise of module projects, which requires learners to demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in a particular field, discipline or practice. |
| INTERNATIONAL COMPARABILITY |
| The institution's Master of Education in Educational Leadership and Management was compared to similar qualifications internationally with leadership and management in education specialisation.
Country/State/City: United States of America, Miami. Institution: Marconi International University. Name of Qualification: Master's Degree in Educational Leadership, Management, and Emerging Technologies. Purpose of Qualification: The Educational Leadership, Management, and Emerging Technologies qualification are designed for learners who seek roles as leaders in the field of education, exposing them to innovative research and practice in the leadership, management, and administration of educational institutions. The Masters integrates theory and practice to enable learners to gain academic and practical skills in oral communication, problem-solving, critical thinking, and team-building. Learning Outcomes: This Master qualification is intended for persons who wish to gain a comprehensive and contemporary understanding in one of the specialisms offered or in several disciplines that inform educational theory and practice. It seeks to equip learners who aspire to positions of leadership in fields such as: Content: The curriculum consists of the following modules: Similarities and Differences: Similarities: The learning outcomes of both qualifications are similar in that they prepare learners to be leaders and managers in the school context. Both qualifications are underpinned by educational theory. Both qualifications do not have a practical or intern component. Differences: This curriculum consists of more modules compared to the institution's qualification. The qualification culminates in a project whereas the institution's MEd culminates in a Dissertation. The institution MEd has a Research Method module that prepares the learners to write their Dissertations. Both qualifications do not have a practical or intern component. Country/State/City: United States of America, Texas. Institution: Texas Tech University. Name of Qualification: Master of Education in Educational Leadership and Principal Professional Certification Preparation. Purpose of Qualification: Texas Tech University's Master of Education in Educational Leadership and Principal Professional Certification Preparation Program is designed for working teachers interested in pursuing careers as elementary or secondary school principals in Texas. Learning Outcomes: Successful completion of the courses above satisfies the academic requirements for the school principalship in Texas. Content: The curriculum consists of the following modules: Similarities and Differences: Similarities: The learning outcomes of both qualifications are similar in that they prepare learners to be leaders and managers in the school context. Differences: This qualification has a practical component, Principal Internship, in the first and second semester. This curriculum consists of more modules compared to the institution's qualification. The qualification does not culminate in a project or dissertation, whereas the institution MEd culminates in a dissertation. The institution's MEd has a research method module that prepares the learners to write their dissertations. Country/State/City: United States of America, Arizona. Institution: Grand Canyon University. Name of Qualification: Master of Education in Educational Leadership. Purpose of Qualification: The Master of Education in Educational Leadership is an Advanced Program for Continuing Professional Education. The Master of Education in Educational Leadership provides the learner with the necessary tools to advance in their career within the educational leadership. Learning Outcomes: Learners participate in an internship, along with practicum and field experiences. The opportunities provide learners with the practical application of the program's learning objectives and competencies. The practicum and internships provide practical application provide opportunities to observe and impact local schools and districts using leadership traits and theories to improve classrooms and beyond. As a learner of the Master's Degree in education administration online program, learners will be well prepared for administrative and leadership positions within public, private and charter schools through a combination of leadership and modern education-related coursework and hands-on field experience. Content: The curriculum consists of the following modules/topics: Similarities and Differences: Similarities: The learning outcomes of both qualifications are similar in that they prepare learners to be leaders and managers in the school context. Both qualifications do not have a practical or intern component. Differences: This curriculum consists of more modules compared to the institution's qualification. The qualification does not culminate in a project or dissertation, whereas the institution's MEd culminates in a dissertation. The institution's MEd has a research method module that prepares the learners to write their dissertations. Country/State/City: Australia, Queensland. Institution: Queensland University of Technology. Name of Qualification: Master of Education (Leadership and Management). Purpose of Qualification: This Master of Education (Leadership and Management) qualification is designed to prepare learners for leadership in educational settings. The program focuses on building and enhancing leadership capacity in aspiring and existing leaders and which will keep learners at the forefront of ever-changing educational practice. At the heart of this qualification is a focus on leading the learning of others through ethical and sustainable practices, and a commitment to lifelong learning. Learning Outcomes: This Leadership and Management at Queensland University of Technology course can enhance career outcomes for people in professional, schooling, and vocational and higher education contexts who: Through deep engagement with recent research and the opportunity to apply evidence-based principles to real-life contexts, leadership learners can create evidence of their leadership capacities for professional leadership portfolios. Previous learners have used this qualification to apply for and attain promotions to leadership positions in schools, other educational institutions, hospitals, industry, and the community sector. Content: The curriculum consists of the following four units. The four units that constitute the leadership and management area of interest complement each other by providing both solid foundational understandings about leadership that develop capacity and skills in aspiring and existing leaders. The knowledge areas include leading and managing people; leadership concepts, theories and issues; leadership, policy, and change in action; and strategic management. Similarities and Differences: Similarities: The learning outcomes of both qualifications are similar in that they prepare learners to be leaders and managers in the school context. This curriculum consists of for units which is similar to the institution's qualification, which has four modules. Both qualifications do not have a practical or intern component. Differences: The qualification does not culminate in a project or a dissertation, whereas the institution's MEd culminates in a Dissertation. The institution MEd has a Research Method module that prepares the learners to write their Dissertations. Country/State/City: Australia. Institution: James Cook University. Name of Qualification: Master of Education in Leadership and Management. Purpose of Qualification: The, offers a which provides opportunities for current leaders and aspiring leaders working in formal education settings, human resources, policy development, community organisations or corporate sectors to gain qualifications in advanced leadership, change, education, and communication. This program major applies a transformative adult pedagogy to enable learners to critically analyse and evaluate practices leading change at the local, national, and international level. Learners develop advanced knowledge of research principles, processes, and practices required by today's current and aspiring leaders in an ever-changing judgments world. Learning Outcomes: A Master of Education at JCU offer three majors. Learners have the opportunity to design, plan, and execute substantial research or inquiry-based project. Learners develop advanced knowledge and deep understanding of globalisation and culturally responsive educational practice applicable in today's interconnected world. The Global Contexts major provides learners the ability to critically analyse and evaluate transformative education at the local, national and international level. Learners develop advanced knowledge of research principles, processes, and practices applicable to global educational practices, processes, and global citizenship. Learners develop the expertise and skills of transformative leadership with advanced capability in critical analysis and evaluation, change, education, and communication. The Leadership and Management major provides opportunities for current and aspiring leaders working in formal education settings, human resources, policy development, community organisations, or corporate sectors. Learners have a deep understanding of areas such as educational leadership, transformative digital learning, and leading for change. Learners build capacity and gain expertise in sustainability education, research, and practice, advanced communication, problem-solving, and solution-focused skills. Content: The curriculum consists of the following modules: Similarities and Differences: Similarities: The learning outcomes of both qualifications are similar in that they prepare learners to be leaders and managers in the school context. Both qualifications are underpinned by educational theory. Both qualifications do not have a practical or intern component. Bothe qualifications have a research component. Differences: This curriculum consists of more modules compared to the institution qualification. The qualification culminates in a research project whereas the institution's MEd culminates in a Dissertation. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. | MANCOSA Pty (Ltd) |
| 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. |