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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Education in Philosophy of Education 
SAQA QUAL ID QUALIFICATION TITLE
115454  Doctor of Education in Philosophy of Education 
ORIGINATOR
University of Venda 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  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 Philosophy of Education will prepare learners for research-based Postgraduate study in the field of Philosophy of Education. The learner will independently or collectively contribute to uplift the level of educational management in schools and add to the body of knowledge at an advanced level.

The qualification serves to consolidate and deepen a postgraduate learner's research expertise in this specific area of specialisation. Doctor of Education in Philosophy of Education prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions on educational challenges confronting society. Learners develop research knowledge, skills, capabilities and disposition needed to collaborate with other academics and members of the public in the advancement of new visions in dynamic educational, social and political contexts. Doctor of Education in Philosophy of Education learners will be able to deal with certain issues in education - both systematically and creatively. The qualification affords learners to have scientific knowledge that contributes to policy development, new theories and strengthening of practice interventions. The qualification will engage learners in capacity training to advance their skill in research. The qualification will have a positive impact on the learners. Learners will develop analytical skills; write research, dissertation and reports which will increase employment opportunities.

After completion of a Doctor of Education degree in Philosophy of Education, learners will have the ability:
  • To make sound judgments,
  • Use the data and information at their disposal,
  • To communicate their conclusions to specialist and non-specialist audiences.
    The learners will also have the ability to demonstrate self-direction and originality in analysing and solving problems. They will be able to act autonomously in planning and implementing tasks at a professional level and continue to advance their knowledge, understanding, and skills in the field of Philosophy of Education.

    Rationale:
    The qualification will prepare researchers who will contribute to the development of knowledge in the field of Philosophy of Education, including knowledge about professional practice at an advanced level. The qualification comprises a significant research component, and learners need to complete a single research project, culminating in the production and acceptance of a thesis/dissertation. Learners deal with complex issues in education - both systematically and creatively. The qualification will address the needs of the Limpopo Province, the entire country and the Southern African Development Community (SADC) region. This qualification will address the need for more postgraduate learners to do research, which is currently a challenge in South Africa. Learners will be equipped in Philosophy of Education scholarship to promote specialisation of services needed to local, provincial and national or regional rural service users. The learners will have the opportunity to expand their knowledge to deal with issues like educational management in schools through research. 
    		•

    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 programme expectations if enrolled. Learners eligible for RPL need to provide relevant evidence for consideration and verification. Learner 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 Philosophy of Education, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 10 totalling 360 Credits:

    Compulsory Module, Level 10:
  • Thesis, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Conduct independent research and competence in scholarly exposition.
    2. Present information clearly, cohesively and in scholarly style.
    3. Show understanding of current theories in the discipline under study
    4. Contribute to the body of knowledge in the field through research activities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Formulate the research topic, problem, aims, questions, hypotheses clearly relevant to the field of research.
  • Explain convincingly why the research study is relevant to current issues in Philosophy of Education.
  • Demonstrate the capacity to do independent research by presenting a well prepared and detailed research proposal on chosen and approved topic.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Provide well-founded interpretations of literature in the area of Psychology of Education, and succinct and accurate syntheses of written arguments.
  • Use specialist and applied knowledge appropriately in an area of Philosophy of Education in in theory and practice.
  • Grasp the dialectical relationship between theoretical and practical knowledge in the field of Philosophy of Educatio.
  • Demonstrate proven awareness of the variety of educational contexts in which knowledge of Psychology of Education is relevant and practically applicable in education.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Locate particular studies in a relevant and coherent theoretical framework relevant to Philosophy of Education.
  • Understand and contribute to the technical a Philosophy of Education and professional literature in the field of Philosophy of Education.
  • Ability to critique learnt research procedures in the light of historical trends and practices in South Africa and other countries from a Philosophy of Education perspective.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate the ability to address a professional or academic problem in Philosophy of Education with originality and independent thought.
  • Discover new facts, principles, and connections to improve educational practice in the field of Philosophy of Education.
  • Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with colleagues in the field of Philosophy of Education.

    Integrated Assessment:
    The assessment follows the university examination of dissertation rules contained in the university calendar. The assessment includes the following:
  • The learner alerts the supervisor of the intention to submit six months ahead.
  • The supervisor approaches the Head of Department alerting about the intention to submit.
  • The learner signs a form.
  • The Head of Department and the Dean should attest.
  • The supervisor makes a recommendation to the Head of the Department for assessment.
  • The School Higher Degrees Committee nominates external examiners, and the School Board endorses.
  • The supervisor(s) and the external examiners form the examiner's committee for the learner.
  • The committee finalises the assessment within six weeks.
  • The thesis is approved by the School of Higher Degree Committee, followed by approval from the University Higher Degrees Committee. 
    		•

    INTERNATIONAL COMPARABILITY 
    There are some international universities that offer this qualification by course work and dissertation as well as using research approach only as for this qualification. The enlisted modules and their objectives which are taught at chosen international universities can assist learners at this institution to guide them to choose their research topics. One of the chosen university in Australia offers Doctorate in research only as in this qualification. The following international universities were chosen as they offer similar Doctor of Eduction Degrees.

    In Zimbabwe, the University of Zimbabwe (UZ) and Great Zimbabwe University (GZU) offer Doctoral degrees in Educational Philosophy by research, which are equivalent to this qualification. At both Universities, the entry requirements is a Master of Educaiton degree in Educational Philosophy. The Doctoral degree in Educational Philosophy at both universities are offered by the Departments of Educational Foundations where learners can choose to specialize in Psychology of Education, Sociology of Education, Philosophy of Education or Special Needs Education. This institution also has Department of Foundations of Education which offer similar education programmes in Psychology, Philosophy, Sociology, Comparative, Inclusive and Guidance and Counselling education. The Doctoral degrees offered by UZ and GZU are recognized in South Africa.

    Harvard Graduate School of Education in the United States: The qualificaiton required coursework that develops learners' knowledge of the interdisciplinary nature of education and expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of having a transformative impact on education research, policy, and practice, students focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice. Learners assume roles as university faculty, researchers, senior-level education leaders, and policymakers.

    LA TROBE University in Australia- The Doctor of Philosophy (Education) emphasises theory, enquiry and research, and is taken by thesis only. The thesis is 75,000 words and must make an original contribution to knowledge.

    These qualifications are similar in some respects to this qualification, which makes the qualification comparable and relevant internationally. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal articulation.

    Horizontal Articulation:
  • Doctor of Philosophy in Higher Education Studies, 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. University of Venda 


    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.