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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education 
SAQA QUAL ID QUALIFICATION TITLE
113281  Master of Education 
ORIGINATOR
Nelson Mandela University 
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  Level 8 and above  NQF Level 09  Historical 
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
2027-06-30   2029-06-30  

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 Master of Education focuses on research and, its outcome is a research report in the form of a dissertation. The dissertation is original research conducted by the teacher on a topic related to current issues in education. The teacher will demonstrate competence in preparing a research proposal, conducting a literature review, applying appropriate research methodologies, interpreting and analysing data, developing and formulating arguments, critically reflecting on research methodologies as well as theories relevant to the particular field of study, proposing recommendations based on the research and communicating research results in a scholarly form.

The qualification allows teachers to pursue in-depth studies of an educational phenomenon or practice and through a detailed explanation, come to new understandings which add to the body of knowledge about education.

Rationale:
There is a need for more detailed study of the South African educational contexts at different phases to better understand how learning and teaching are enacted and experienced across age groups and disciplines.

Teachers who enrol for this qualification will have a background or experience in education and want to understand the factors in their field better. They may be teachers, principals, Heads of Departments, Educational administrators, Directors of Education Departments or Education lecturers in Higher Education.

Each teacher learns more about the chosen research area and can understand that field differently through in-depth study and research into the literature. Besides, in the production of the dissertation, the teacher will contribute to the body of knowledge about educational issues and adds to their understanding of the educational landscape. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Teachers need to submit a transcript of the Honours results with the final mark indicated, together with an initial proposal indicating the proposed study. Any further evidence of research experience can be submitted at this stage. This includes research modules and short courses or articles that are published which speak to the ability of the learner to complete a research Master's Degree successfully.

The Postgraduate committee will assess whether the teacher is ready for admission to the Masters, based on the details included in the application. Then the programme administrator for the Master's and Doctoral qualifications communicates the outcomes of the committee deliberations to the relevant learners.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Education Honours, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory module at NQF Level 9 totalling 180 Credits.

    Compulsory Modules, Level 9, 180 Credits:
  • Dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Engage in independent research and present findings in the form of a structured dissertation on a problem or need related to Education.
    2. Conduct research in an Education related field.
    3. Display familiarity with a range of research paradigms, methodologies and methods.
    4. Demonstrate knowledge of the research field of Education.
    5. Demonstrate communication and IT skills.
    6. Engage in ethical research with due regard to the participants and the educational context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Execute a successful research project in the field of Education.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Adhere to the minimum criteria for a dissertation.
  • Reflect a critical engagement with key texts and synthesise research findings in the light of current research.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Explain methodological choices in the dissertation and align with the paradigm and research questions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Locate and contextualise with an awareness of the broader educational landscape and a global perspective.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate communication skills as well as the inclusion of relevant and current research.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Meet all ethical standards, and the study underpins by an ethical approach throughout.
  • Share results of the study with relevant educational bodies.

    Integrated Assessment:
  • Upon application and submission of a draft proposal, teachers will receive feedback with guidelines to improve the initial submission;
  • After working with a supervisor for six months, the Master's learner will present their draft proposals to a panel on internal and external evaluators in the faculty for critical feedback;
  • The approved proposal must be passed by the Faculty Post-graduate committee for the learner to proceed;
  • The proposal and methodology is then scrutinised at the ethics application stage, and further refinement takes place;
  • The learner will receive regular constructive feedback on drafts of the different chapters in the thesis writing process;
  • Learners are encouraged to attend institutional research workshops that offered regularly at the university and to present and defend their own studies by means of a 3-minute thesis competition;
  • Supervisors encourage learners to present at local conferences to share their research and get feedback from an audience of their peers. This process allows them to focus on a portion of their own work and clarify their thinking in the paper presentation process. Conferences calls are communicated to students so they are aware of the wider research community that they are entering;
  • Supervisors and learners work through a final draft to ensure coherence and cohesion throughout the study. This process might necessitate further revisions and rewriting;
  • Learners are encouraged to make use of technical and language editing before submission of the final document;
  • There is formative assessment throughout the process to enable the Learners to be successful in the final summative assessment by the external examiner. 
    		•

    INTERNATIONAL COMPARABILITY 
  • Country: Australia.
  • Institution: University of Curtin.
  • Qualification Title: Master of Philosophy in Education.

    Admission requirements: Admission to the Master of Philosophy is dependent on strong academic performance in the Bachelor's Degree and substantial work experience or an Honours Degree. It is a 2year full-time Degree which can commence at any time as there is no coursework requirement.

    Qualification Outcomes: Curtin University in Western Australia offers a Master of Philosophy in Education that is research-orientated in that the learner must complete a thesis which should "be a substantial original contribution to the knowledge or understanding of any field through the discovery of new facts, the formulation of theories or the innovative reinterpretation of known data and established ideas". Also, the writing of the thesis would require the learner to demonstrate that she or he could "conceive, design and complete independent research". A Master of Philosophy in Education is considered as an entry point to a PhD in education.

    Comparison of the qualifications: Both qualifications focus on the production of independent research and are entry points for a PhD.
  • Country: Australia.
  • Institution: Southern Cross University.
  • Qualification Title: Master of Education (Research).

    Admission requirements: A high-level undergraduate Degree.

    Qualification Outcomes:
  • Demonstrate an advanced ability to research, synthesise and evaluate ideas and theories related to educational practice.
  • Demonstrate knowledge of research principles and methods related to the field of education and teaching practice.
  • Exercise critical analysis, problem-solving and research-based decision-making in school-based practice.
  • Demonstrate the application of advanced knowledge concerning educational practice and implement targeted research to inform best practice.

    Comparison of the qualification: Southern Cross University offers a full research Master's Degree in Education with internal supervisors to monitor and support the learner's progress. On completion of the studies, the full thesis is submitted for examination by external examiners. This is in line with the policy and practices of the qualification at this institution. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Master of Philosophy in Education, NQF Level 9.

    Vertical Articulation:
  • Doctor of Education, NQF Level 10.
  • Doctor of Philosophy in 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.
     
    1. Nelson Mandela University 


    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.