SAQA 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 Psychology 
SAQA QUAL ID QUALIFICATION TITLE
115478  Master of Education in Educational Psychology 
ORIGINATOR
North West 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  Higher Education and Training 
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
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

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 purpose of the Master of Education (MEd) in Educational Psychology is to prepare learners to critically engage with and contribute to the theoretical and empirical knowledge base within the field of Educational Psychology. This academic qualification enables learners to develop a high level of intellectual independence, critical thinking, and advanced research capacity. Targeted at graduates with a strong academic foundation in education and psychology, this qualification is ideally suited for individuals aiming to pursue careers in research, policy, academic development, or specialist advisory roles in educational contexts. Learners who complete this qualification will be equipped to contribute meaningfully to scholarly debate, curriculum development, and educational reform through evidence-informed approaches. This qualification does not lead to professional registration with the Health Professions Council of South Africa (HPCSA).

The MEd in Educational Psychology is an academic qualification aligned with a general academic and research-based pathway. It comprises a full dissertation of 180 credits at NQF Level 9 and fosters advanced scholarly and methodological engagement with complex educational issues related to psychology in education. Learners will demonstrate the ability to work independently to design and conduct research, contribute to disciplinary knowledge, and critically analyse practices and policies that shape learner support and development in diverse educational settings.

A qualified learner will be able to:
  • Apply advanced theoretical and conceptual frameworks in Educational Psychology to critique research and practice.
  • Conduct independent, original research that addresses contextually relevant educational psychological issues.
  • Review, synthesise and communicate complex information in academically appropriate formats to various audiences.
  • Make ethical, evidence-based decisions in educational research and practice.
  • Contribute to scholarly discussions and innovations in the field of Educational Psychology through sustained inquiry.
  • Demonstrate self-directed learning and academic leadership within diverse educational contexts.

    In addition, learner attributes (including the ability to select and apply appropriate methods, procedures and techniques; to access, process and manage academic information; to produce and communicate scholarly research; and to uphold ethical and socially responsive research practices) will be integrated in the learning process. The qualification also fosters competencies aligned with Critical Cross-Field Outcomes (CCFOs), including problem-solving, teamwork, self-management, effective communication, critical use of science and technology, and sensitivity to ethical, cultural and social dimensions of educational research and practice.

    Rationale:
    There is a growing need for highly qualified education practitioners and researchers who possess advanced academic knowledge in Educational Psychology. The existing professional qualifications in the field primarily focus on professional registration as Educational Psychologists with the Health Professions Council of South Africa (HPCSA), thereby limiting opportunities for those who wish to pursue academic and research-oriented careers in Educational Psychology. The MEd (Educational Psychology) has been developed to provide an alternative academic pathway for graduates and professionals who seek to advance disciplinary knowledge and engage with educational psychological theory, practice, and research at an advanced level, but who do not intend to register as professional Educational Psychologists. This qualification addresses the absence of a nationally registered academic master's degree in Educational Psychology that is not focused on professional practice and meets the growing demand for theoretical and research-based expertise in the field.

    The development of this qualification was informed by consultations with key stakeholders, including higher education institutions, academic staff, professional educators, and education departments who identified the need for an advanced academic qualification in Educational Psychology that is not tied to professional registration. This qualification responds to a national and sectoral need for educational specialists with strong academic and research skills in areas such as inclusive education, learning support, psychosocial development, and educational well-being. It supports national priorities as outlined in the Minimum Requirements for Teacher Education Qualifications (MRTEQ) and aligns with the strategic objectives of the South African Council for Educators (SACE), including the promotion of continuous professional development and research-informed educational practice. By producing graduates with the capacity to analyse, critique and develop educational psychological knowledge, the qualification contributes to the broader goals of educational transformation, inclusive education, and knowledge production in South Africa. It also plays a role in strengthening the capacity of higher education to produce critical, research-informed educators and scholars in response to national development priorities.

    Typical learners for this qualification include professionally qualified educators, educational support specialists, academic staff, or graduates in related fields seeking to specialise in Educational Psychology at an advanced level. This qualification will attract individuals committed to advancing inclusive education, addressing learner support needs, and engaging in educational research. Graduates may enter occupations and roles such as academic researchers, inclusive education consultants, psychosocial learning support specialists, education policy advisors, and curriculum developers in Educational Psychology. The qualification offers both vertical and horizontal articulation. Graduates may progress to doctoral studies in Education or Educational Psychology (vertical pathway) or move into related academic or research roles within the broader education sector (horizontal/diagonal movement). The MEd (Educational Psychology) thus supports the development of career pathways in research, higher education, and specialist support roles in schools, government departments, and NGOs.

    In terms of quality assurance and professional collaboration, the development of this qualification is aligned with Section 28 of the NQF Act. While this academic qualification does not lead to professional registration with the HPCSA, its development was informed by the MRTEQ policy framework and in consultation with stakeholders in the education and higher education sectors. The qualification is recognised as meeting the academic standards required for progression within the field of Educational Psychology and supports the professional development goals outlined by SACE. It contributes to the development of academic researchers and educators who are able to critically engage with psychological theories and educational practices relevant to the South African context. Professional registration, membership or licensing as required by recognised professional bodies, and proof of collaboration with the relevant stakeholders are linked to three learning pathways: general, vocational, and professional.

    The MEd (Educational Psychology) links to the general pathway, leading to further academic studies such as a PhD in Educational Psychology or related specialisations in education.

    Typical occupations/professions in which the qualifying learner will operate include:
  • Academic researcher in Educational Psychology
  • Inclusive and learning support specialist
  • Higher education lecturer or tutor
  • Education consultant or policy advisor
  • Curriculum developer in learner support and well-being
  • Educational materials evaluator and developer

    The learning and work pathway allows learners to progress to higher academic qualifications, while the knowledge and research skills developed enable mobility across the education and psychosocial support sectors. This qualification does not lead to professional registration with statutory bodies such as the HPCSA but serves as a foundational academic platform for those wishing to pursue scholarly or policy-related careers in Educational Psychology. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In accordance with the 2019 amended National Policy and Criteria for the Implementation of Recognition of Prior Learning:
    RPL refers to the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and rigorously assessed and moderated for the purposes of alternative access and admission, recognition and certification, or further learning and development.
    RPL must be conducted in a valid, reliable, transparent and equitable way.
    RPL decisions must be cognisant of statutory requirements and standard selection criteria in the case of professional qualifications.
    RPL may be used to grant access to a qualification, or for purposes of advanced standing or exempting a candidate from a module(s) of a particular academic qualification on the grounds of the outcomes of the module(s) having been attained as evident from the RPL portfolio submitted by the candidate and evaluated by the panel of academic experts in the faculty concerned.

    RPL will be applied according to the NWU General Academic Rules (2019:3-4), Rules 1.6 and 1.7 and Rules for Teaching, Learning and Assessment (2019), as follows:
  • Admission and advanced standing on the grounds of recognition of prior learning
  • An executive dean may, by means of the recognition of prior learning (RPL) in accordance with the university's Rules for Teaching, Learning and Assessment (2019), grant a learner who does not meet the minimum admission requirements admission to a qualification of a qualification, or grant advanced standing to a learner by exempting the learner from the recognised modules required for the completion of a particular qualification. The faculty must ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and subsequent to RPL assessment, are in place.
  • Only proven informal or non-formal learning may be taken into consideration by means of RPL, the process of equivalence-setting between such learning and formal modules must be documented, and its outcome must be recorded on the official learner record.
  • Where a learner was granted an exemption for one or more modules as a consequence of RPL, the remaining HEMIS credits required for the qualification must be obtained by completing the relevant qualification.
  • The maximum portion of a qualification from which a learner may be exempted by means of RPL is fifty percent of the credits of the full qualification. Not more than 10% of a cohort of learners in an academic qualification can be admitted through an RPL process.

    Credit recognition and transfer
    Credit recognition and transfer entails a documented process by means of which a learner receives credit for specified prescribed modules or coursework components of a formal qualification offered by the university, allowing the adjustment of the minimum study period for the completion of a qualification offered by the university within the framework of General academic Rules 2 to 5.
    Credit recognition and transfer may only be granted for credits obtained during studies towards a formal qualification, including credits obtained for modules taken for non-degree purposes.
    For the purposes of credit recognition and transfer, distinctions are maintained between qualifications leading to a qualification that has been completed and those that have not been completed and between credits received in qualifications offered by the university and credits received from other recognised higher education institutions.

    Credit recognition and transfer apply to -
  • a learner of the university who is registered for, but has not completed a qualification, and who wishes to change to a different qualification linked to the same qualification;
  • a learner of the university who is registered for, but has not completed a qualification, and who wishes to change to a different qualification linked to a different qualification;
  • a learner registered at another recognised higher education institution who has not completed the qualification at that institution, and who wishes to register for the same or a different qualification at the university.
  • a learner who has completed a qualification at the university or at another recognised higher education institution who wishes to enrol for a qualification leading to another qualification at the university, and qualifications that consist entirely or partially of coursework modules or components, but not qualifications that consist purely of a research component
  • Credit recognition and transfer can only be granted to a learner who meets the minimum admission requirements of the qualification and qualification for which the learner wishes to register.
  • The procedure and form of written application, and the conditions for credit recognition and transfer in formal academic qualifications and qualifications offered by a faculty must be provided for in the faculty rules.
  • The executive dean of a faculty has the final discretion regarding the granting of credit recognition and transfer and is responsible for overseeing the procedure provided for in rule 1.7.3 and for ensuring appropriate record-keeping thereof.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education Honours in Education Psychology, NQF Level 8.
    Or
  • Postgraduate Diploma in Educational Psychology, NQF, Level 8.

    RULES OF COMBINATION
    This qualification comprises compulsory modules at National Qualifications Framework (NQF) Level 9, totalling 180 Credits.

    Compulsory Module, 180 Credits:
  • Dissertation, 180 Credits, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

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

    EXIT LEVEL OUTCOMES 
    1. Critically interpret and evaluate advanced theoretical and research-based knowledge in the field of Educational Psychology to engage in scholarly and evidence-informed discourse.
    2. Select, evaluate and apply appropriate research methodologies to investigate complex problems in Educational Psychology.
    3. Design and conduct an independent, ethical and academically sound research inquiry in a specialised area of Educational Psychology.
    4. Critically review, manage and synthesise information from a range of scholarly sources to produce original insights in Educational Psychology.
    5. Demonstrate academic leadership, research expertise and capacity to contribute to knowledge generation in Educational Psychology.
    6. Act ethically and reflexively in educational research, demonstrating sensitivity to contextual, social and professional responsibilities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and evaluate theoretical and research frameworks in Educational Psychology to demonstrate advanced disciplinary insight.
  • Integrate knowledge from diverse sources to construct coherent, evidence-based arguments related to psychological and educational issues.
  • Engage critically with academic literature and research findings to support well-reasoned interpretations and scholarly positions in Educational Psychology.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify and justify appropriate research designs and methods for addressing complex, contextually embedded problems in Educational Psychology.
  • Apply advanced research processes and methodologies with intellectual independence and methodological rigour.
  • Evaluate research approaches based on relevance, validity, reliability, and ethical considerations within the field of Educational Psychology.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate a viable research question or hypothesis grounded in existing literature and theoretical perspectives.
  • Collect, analyse and interpret data using appropriate methodological tools to generate meaningful findings.
  • Present and defend research results in a logically structured, academically acceptable format that meets the standards of scholarly research.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Conduct comprehensive literature reviews using advanced information processing strategies.
  • Critically analyse and synthesise research literature to identify gaps, trends, and implications in the field.
  • Manage academic sources using appropriate referencing conventions and digital tools for academic integrity and research transparency.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Initiate and lead scholarly discussions on complex topics in Educational Psychology, demonstrating originality and insight.
  • Supervise or mentor peers and contribute to academic or professional communities of practice.
  • Apply expert knowledge to propose new research directions, theoretical advancements, or practical interventions in educational contexts.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluate and apply ethical principles in all phases of research, including data collection, analysis, interpretation and dissemination.
  • Reflect critically on the researcher's positionality, assumptions and potential impact of research on diverse stakeholders.
  • Identify and respond to socially relevant issues and national educational priorities through context-sensitive research.

    Integrated Assessment
    This qualification is assessed through formative and summative methods, which will fit the needs and experience level of the learners and that of the prescribed NQF level descriptor. An inclusive and integrated approach to assessment will be incorporated into the qualification; assessment practices will be open, transparent, fair, valid, and reliable to ensure that learners are not disadvantaged during the assessment process.

    Formative Assessment:
    The research proposal defence and feedback from the Scientific Committee form part of the formative assessment.

    Summative Assessment:
    The learner interprets and links findings to the existing literature with a level of novelty across the entire area of investigation for summative assessment. Summative assessment includes the submission of a written dissertation/thesis or equivalent research product research dissertation/thesis submitted for examination in which the learner presents integrated research findings.

    ¿A master's degree is obtained when final verification and audit confirmation are given that a candidate has satisfied the requirements provided for in NWU A-rules 5.3 and 5.4. 
    		•

    INTERNATIONAL COMPARABILITY 
    Institution: University of Sydney
    Qualification Title: Master of Education (Educational Psychology)
    Duration: One year full-time
    Credits: 48 credit points

    Entry requirements:
  • Admission requires a Bachelor of Education or an equivalent qualification, together with relevant postgraduate study or professional experience considered appropriate by the faculty. Applicants are also required to meet the University's English language proficiency requirements.

    Purpose:
    The Master of Education (Educational Psychology) is designed to develop advanced knowledge and understanding of educational psychology, with particular emphasis on psychological principles relevant to learning, development and educational practice.
    The qualification enables learners to deepen their theoretical and practical understanding of learning and development across diverse educational contexts. It provides opportunities for specialised study in areas related to educational psychology, including learner development, neuroscience and adult learning.
    The qualification combines advanced coursework with opportunities for research and scholarly inquiry through capstone components such as a dissertation or special project. This enables learners to integrate theoretical knowledge with research and specialised investigation within educational psychology.
    The qualification is academically oriented and does not lead to professional registration as an educational psychologist or prepare graduates for registration as psychologists or school counsellors.

    Qualification structure:
    The qualification comprises 48 credit points and includes:
    Core units addressing psychological principles and learner development
    A dissertation or special project may form part of the capstone component

    Similarities:
  • The South African (SA) and University of Sydney (USyd) qualifications are comparable in terms of their postgraduate orientation and their focus on developing advanced and specialised knowledge within the field of educational psychology.
  • Both qualifications provide opportunities for learners to develop an advanced understanding of learning, learner development and psychological principles within educational contexts.
  • Both qualifications promote critical and scholarly engagement with educational psychology and provide opportunities for learners to investigate issues relevant to education, learning and development.
  • Both qualifications incorporate research and scholarly inquiry, although the extent and manner in which research is undertaken differ according to their respective qualification structures.
  • Both qualifications are academically oriented and are not intended to lead to professional registration as educational psychologists.
  • Both qualifications prepare graduates to apply specialised knowledge of educational psychology within fields such as education, research and related professional contexts.

    Differences:
  • The main difference lies in the structure and research intensity of the qualifications.
  • The SA qualification is a 180-credit research-based qualification completed entirely through an independent dissertation, whereas the University of Sydney qualification comprises 48 credit points and combines structured coursework, electives and a capstone component.
  • Research is positioned differently within the two qualifications. In the SA qualification, independent research constitutes the entire qualification and culminates in a substantial dissertation. In the University of Sydney qualification, research forms part of a broader coursework-based programme and may be undertaken through a dissertation or special project.

    Country 2:
    United States of America
    Institution: University of Missouri
    Qualification Title: MEd in Educational Psychology
    Duration: Not specified
    Credits: 30 credit hours

    Entry requirements:
  • Admission requires a baccalaureate degree from an accredited institution, a minimum GPA of 3.0, official academic transcripts and two letters of recommendation.

    Purpose:
    The MEd in Educational Psychology is designed to develop advanced knowledge and competencies in educational psychology and related areas of educational practice.
    The qualification provides learners with opportunities to develop advanced understanding of educational and psychological foundations, learning and assessment, child and adolescent development, educational research and psychoeducational intervention.
    The qualification combines structured coursework with electives and a capstone experience. This structure enables learners to integrate theoretical knowledge with professional and research-related applications relevant to their individual interests and educational contexts.
    Depending on the learner's area of interest, the capstone experience may involve advanced qualification evaluation, internships or teacher action research. The qualification therefore provides flexibility for learners to integrate and apply the knowledge and competencies developed throughout their studies.
    The qualification does not lead to professional registration as an educational psychologist but provides advanced knowledge relevant to education, curriculum, research and related support environments.

    Qualification structure:
  • The qualification comprises 30 credit hours across three broad areas:
  • Educational and psychological foundations
  • A capstone experience
  • The curriculum includes areas such as:
  • Educational research methods
  • Child and adolescent development
  • Learning and assessment
  • Psychoeducational intervention

    Similarities:
  • The South African (SA) and University of Missouri (UM) qualifications are comparable in terms of their postgraduate orientation and their focus on developing advanced and specialised knowledge within the field of educational psychology.
  • Both qualifications provide opportunities for learners to engage critically with theories, concepts and contemporary issues relevant to learning, development and educational psychology.
  • Both qualifications develop learners' capacity for scholarly inquiry and engagement with educational research.
  • Both qualifications provide opportunities for specialised investigation of educational issues, although the nature and extent of this investigation differ according to their respective programme structures.
  • Both qualifications seek to develop advanced knowledge that can contribute to educational practice, research and related professional contexts.
  • Neither qualification is designed to lead directly to professional registration as an educational psychologist.

    Differences:
  • The most significant difference lies in the structure and mode of learning. The SA qualification is a 180-credit research-based qualification completed entirely through an independent dissertation, whereas the UM qualification is a 30-credit-hour structured qualification comprising coursework, electives and a capstone experience.
  • The SA qualification requires learners to undertake sustained independent research under academic supervision and to produce a substantial dissertation. In contrast, the University of Missouri qualification develops learners primarily through coursework covering educational and psychological foundations and specialised areas of educational psychology.
  • Research is therefore positioned differently within the two qualifications. Independent research constitutes the entire SA qualification, whereas research methods and research-related activities form components of the UM qualification.
  • The nature of the final academic component also differs. The UM qualification provides different capstone options, which may include qualification evaluation, internships or teacher action research, whereas the SA qualification culminates in a substantial independent research dissertation.

    Conclusion
    Overall, the North-West University Master of Education in Educational Psychology, the University of Sydney Master of Education (Educational Psychology) and the University of Missouri MEd in Educational Psychology are broadly comparable in terms of their postgraduate orientation and their intention to develop advanced and specialised knowledge within the field of educational psychology.
    The qualifications demonstrate areas of commonality in relation to learning and development, educational and psychological theory, critical inquiry and the investigation of issues affecting educational practice. They also provide opportunities for engagement with research and scholarly inquiry and are academically oriented rather than qualifications specifically intended to lead to professional registration as educational psychologists.
    However, there are notable differences in their structure, credit allocation, research intensity and modes of assessment. The SA qualification is a 180-credit research-based qualification in which the full qualification is devoted to independent research culminating in a dissertation. In comparison, the University of Sydney qualification comprises 48 credit points and combines coursework, electives and a capstone component, while the University of Missouri qualification comprises 30 credit hours of structured coursework, electives and a capstone experience.
    Research therefore occupies a substantially more prominent position in the SA qualification. Learners are required to undertake sustained independent research under academic supervision and demonstrate advanced competence in conceptualising, conducting and reporting research within a specialised area of educational psychology. In the two international qualifications, research is incorporated alongside structured coursework and other academic or applied components. 
    		•

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

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

    Vertical Articulation:
  • Doctor of Philosophy in Education, NQF Level 10
  • Doctor of Philosophy in Educational Psychology, NQF Level 10

    Diagonal Articulation:
  • Higher Occupational Certificate: Social Auxiliary Worker, NQF Level 5. 
    		•

    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. North West 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.