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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Education in Science Education 
SAQA QUAL ID QUALIFICATION TITLE
115398  Doctor of Education in Science Education 
ORIGINATOR
University of Venda 
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
Reregistered  EXCO 0821/24  2019-12-17  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 Doctor of Education in Science Education will prepare learners for research-based postgraduate studies in the area. It serves to consolidate and deepen a learner's knowledge of Science Education and to develop research capacity in its methodology and techniques of Science Education. Given the research focus, the primary purpose of the qualification is, therefore, to educate researchers and professionals who can independently or collectively contribute to the knowledge base in Science Education. The Doctor of Education in Science Education will thus increase the knowledge and skills in research on issues that need high-level Science Education interventions in society and school in particular. The qualification will provide learners with a scientific experience that will add value to the existing status quo like Science Education to develop it to a higher level in terms of its practical application to conditions and situations.

The purpose of the qualification is to capacitate learners with, the expected outcomes which includes:
  • Analytical skills,
  • Ability to plan and implement research,
  • Write research reports through compiling a thesis that has potential for publication of results that can contribute to solutions to national, regional and international social, political, cultural, linguistic, and any other challenges that can influence access to and achievement in education.

    It will serve to consolidate and deepen learners' knowledge in the field of Science Education and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under the supervision of highly qualified academics/researchers.

    Rationale:
    South Africa and the Southern African region needs highly qualified and professionally trained researchers in higher education sectors. The qualification will, therefore, provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Science Education for investigation and application to a variety of challenges that require researchers and practitioners. A highly advanced analysis level will help to alleviate problems in the teaching and learning of Science Education.

    Learners who qualify may enrol for postdoctoral fellowship qualifications or be absorbed as professional or as researchers and scholars in their areas of expertise and practice in the country. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In line with Institutional policy, Recognition of Prior Learning (RPL) will be extended to learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio, that they can cope with the qualification expectations. Learners eligible for RPL need to provide relevant evidence for consideration and verification by the institution. Learners who apply for this type of RPL should be in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission. Status may be granted with or without conditions.

    Learners who are not in possession of an accredited qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions. For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route may be explored.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Master of Education in Science Education, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 10 totalling 360 Credits.

    Compulsory Modules, 360 Credits:
  • Thesis, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in Chemistry Education field, discipline or practice.
    2. Use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within a field, discipline or practise; and an understanding of the consequences of any solutions or insights generated within a specialised context.
    3. Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
    4. Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a variety of audiences with different levels of knowledge or expertise.
    5. Develop learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the expert group as a means of enhancing knowledge.
    6. Operate independently and take full responsibility for his or her work, and, where appropriate, to account for leading and initiating processes and implementing systems, ensuring proper resource management and governance practices. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate knowledge of current, specialist knowledge through citing relevant and contemporary literature and also create a new experience.
  • Demonstrate knowledge at the forefront of the field in the area of engagement.
  • Contribute to the debate on current research practices and knowledge production.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Develop new methods and techniques appropriate to specific and contexts.
  • Demonstrate ability to develop processes, systems in original, creative and innovative ways to specific and contexts.
  • Use and apply new methods to lead to new insights.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate a high Degree of managing incomplete and inconsistent information.
  • Use analysis and synthesis to develop insights into incomplete and inconsistent data.
  • Lead the development of significant, original insights into new, complex and abstract ideas, information or issues.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Produce substantial, in-depth publishable work not only limited to the thesis but journals of international standards.
  • Produce work that is deemed innovative with a significant contribution to the field.
  • Defend and disseminate research findings to a specialist and non-specialist audience.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Show intellectual independence, whereby what s/he has leads to new insights, drawn from his or her intellectual growth.
  • Research leadership taking what s/he does to more significant innovations.
  • Develop research in his or her area of expertise to higher reaches.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Operate independently and take full responsibility for his/her work.
  • Lead, oversee and take full responsibility for governance, processes and systems.
  • Accept being held accountable through the high level of analysis and synthesis.

    Integrated Assessment:
    Assessment criteria for the qualification will include the following:
  • There will be a formative assessment at the stage of research proposal writing and submission of the proposal, ethics application and approval, developing research chapters on the approved proposal, instrumentation and data collection, verbal and written presentation of the thesis.
  • Summative assessment method will apply at the examination stage when learners submit the full thesis. The examiners will be nominated and approved internal examiner(s) and two external examiners who will assess the thesis. Each of the examiners shall comment on the thesis in writing, and give a clear breakdown on how they arrived on the final decision on the thesis. 
    		•

    INTERNATIONAL COMPARABILITY 
    University of Pittsburgh offers Doctorates in Science education: PhD in Science education and Doctor of Education (EdD) in Science, Technology, Engineering and Mathematics (STEM). Both qualifications are similar to institution's Doctor of Education in Science Education. The EdD, in particular, similar to our DEd in Science Education, prepares professionals for education in STEM to work in, for example, curriculum, as leaders in education as well as teaching in universities. In addition, this university was chosen because of the focus on research in science education, which is what DEd in science education aims to do. The EdD in Science is designed in such a way that it accommodates the schedules of working professionals. It runs over a minimum of three years, just like our DEd.

    University of Groningen in the Netherlands offers PhD in Science Education. This Degree offers candidates opportunities to undertake in-depth explorations of current research and theory in science teaching and learning across the spectrum of formal and informal education. This is what makes it similar to the institution's DEd in Science Education, and that is why it was chosen for comparability. The University of Groningen ranks highly internationally, 79th in the world according to in 2018-2019, in the Times Higher Education World University Rankings. Comparing our qualification with their qualification is should motivate Institution to strive for quality in its offerings.

    Bindura University of Science Education offers PhD in Learning and Teaching in STEM, is designed to produce scholars and learners dedicated to addressing the challenges of providing high quality STEM education to all learners through a rich variety of organizations and innovative methods of delivery. Graduates from this qualification forge new ground in developing theories, designs, and practical solutions for future generations. Besides the similarity in this qualification's design and focus, this university is chosen for comparability because it is in Africa and a close neighbour to Province. The pool of learners and other structures are likely to be similar to those of Institution and may offer valuable insights into running a successful DEd in Science Education qualification. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal articulation.

    Horizontal Articulation:
  • Doctor of Philosophy, 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.