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 Special Needs Education 
SAQA QUAL ID QUALIFICATION TITLE
115481  Master of Education in Special Needs Education 
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  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
Registered  EXCO 0324/24  2024-07-01  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 purpose of the Master of Education in Special Needs Education is to develop advanced scholars and independent researchers who can generate and apply knowledge in Special Needs Education. The qualification is intended for education professionals, learning-support specialists, education officials and higher education academics seeking advanced conceptual, theoretical and methodological competence in the field. Through sustained independent research, learners will critically engage with existing knowledge, investigate complex and contextually relevant problems, and contribute evidence-informed insights that may strengthen inclusive education, learner support, policy and practice. The qualification also supports professional and academic development and provides a pathway to doctoral study.

This research-based academic qualification enables learners to generate advanced knowledge in Special Needs Education through rigorous engagement with relevant theoretical and conceptual frameworks, research paradigms and advanced methodological approaches. Learners will independently design and conduct research that addresses socially relevant and contextually grounded issues in Special Needs Education, particularly within the South African inclusive education context.

A qualified learner will be able to:
  • Demonstrate specialised knowledge and critical understanding of key concepts, debates and methodologies in Special Needs Education;
  • Conduct independent, original and contextually relevant research to address complex educational challenges;
  • Apply appropriate research designs, methods and procedures to produce knowledge that informs inclusive education and learner-support practice;
  • Evaluate and critique current educational practices and contribute to evidence-informed decision-making;
  • Contribute to professional practice and academic scholarship in Special Needs Education as researchers, thought leaders or advisors;
  • Communicate and defend research findings to specialist and non-specialist audiences in an academically appropriate manner.

    The qualification integrates the development of advanced research and scholarly attributes throughout the independent research process. Learners will apply appropriate methods, procedures and techniques; locate, critically evaluate, integrate and manage information; communicate complex findings to specialist and non-specialist audiences; and conduct research ethically and responsibly. Learners will demonstrate competence in advanced problem-solving, critical and reflective thinking, intellectual independence, academic accountability and the responsible use of research technologies.

    Rationale:
    There is a need for advanced, research-intensive capacity in Special Needs Education to respond to persistent and emerging challenges affecting inclusive education, barriers to learning and learner-support provision in South Africa and internationally. The qualification provides a research pathway for learners who intend to investigate complex problems, deepen scholarship in Special Needs Education and contribute to academic, policy and practice innovation. It supports critical, evidence-informed inquiry and the development of advanced research competence within a specialised educational context.

    This qualification will benefit the education sector and broader society by developing researchers, lecturers and academic leaders capable of investigating pressing issues in inclusive education, barriers to learning and learner support. It responds to the need for advanced capacity to support equitable access, participation and achievement and the development of contextually responsive policies, support systems and educational practices. Graduates may contribute research evidence to learner-support provision, professional practice, institutional planning and education policy. Consultation during the qualification-development process included representatives from higher education, relevant education stakeholders, academic experts in Special Needs Education and the South African Council for Educators.

    The typical learners for this qualification are qualified educators, learning-support specialists, education officials and academic staff who seek advanced research competence in Special Needs Education. Graduates may pursue or advance in roles such as academic researcher, university lecturer, education consultant, learning-support specialist or education policy analyst in public and private education contexts. The qualification also provides vertical articulation to doctoral study in Special Needs Education or a cognate field, thereby supporting continued academic and professional development.

    In accordance with Section 28 of the NQF Act, collaboration with relevant quality councils and professional bodies has been observed. The qualification has been designed with reference to the Minimum Requirements for Teacher Education Qualifications, and consultation with SACE supports alignment with professional standards and ethical expectations in the teaching profession. While the qualification itself does not lead directly to professional registration, it contributes to continuing professional development and strengthens the academic and research capabilities required for specialist and leadership roles in education.

    The qualification follows a general academic pathway and provides progression to further study, including a Doctor of Philosophy in Special Needs Education or a cognate field at NQF Level 10. Although it may strengthen the knowledge and research capabilities required for specialist and leadership roles in education, the qualification does not itself lead to professional registration, membership or licensing by a statutory body.

    Typical occupations and professional roles in which qualifying learners may operate, or progress, include:
  • Educator.
  • Lecturer.
  • Academic Researcher in Special Needs Education.
  • Learning Support Specialist.
  • Inclusive Education Specialist or Advisor.
  • Education Policy Analyst.
    Through these roles, graduates may contribute to a more equitable, research-informed and responsive education system while advancing their careers and academic leadership in Special Needs Education. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy that applies to access and admission to the qualification. RPL provides an alternative route for applicants who do not meet the stated minimum entry requirements but can demonstrate, through formal, non-formal and/or informal learning, that they possess the knowledge, skills and competencies required to undertake the qualification successfully. RPL will be implemented in accordance with the institution's approved policies, academic rules and quality-assurance processes.

    RPL for Access:
  • Applicants who do not meet the minimum admission requirements may be considered for admission through RPL.
  • Applicants must submit a portfolio of evidence demonstrating that relevant knowledge, skills and competencies have been acquired through formal, non-formal and/or informal learning and that they are adequately prepared for advanced independent research at NQF Level 9.
  • The evidence will be assessed and moderated by suitably qualified academic experts in accordance with approved institutional procedures.
  • Not more than 10% of a cohort of learners may be admitted through RPL.

    RPL for Exemption or Credit:
  • As this qualification consists entirely of a 180-credit research dissertation, it contains no coursework modules from which a learner may be exempted and no taught modules against which prior learning may be credited.
  • RPL will therefore not be used to award credits towards, or grant exemption from, the dissertation. A learner admitted through RPL must complete the full research component and meet all requirements of the qualification.

    Entry Requirements:
  • Bachelor of Education Honours, NQF Level 8.
    Or
  • Postgraduate Diploma in Education, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory module at National Qualifications Framework Level 9, totalling 180 Credits.

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

    EXIT LEVEL OUTCOMES 
    1. Interpret and critically engage with specialist knowledge and research practices in the field of Special Needs Education to contribute to advanced, disciplined thinking on relevant educational matters and issues.
    2. Evaluate and select appropriate research methodologies and processes of knowledge production to address complex problems within the specialised field of Special Needs Education.
    3. Design, conduct and report on an independent, systematic and academically rigorous research inquiry that addresses a significant and complex issue in Special Needs Education.
    4. Locate, critically evaluate, synthesise and manage advanced theoretical and empirical literature to establish the scholarly context, identify a defensible research gap and support an original contribution to Special Needs Education.
    5. Plan, manage and complete an independent research project responsibly and adapt research decisions to complex or changing circumstances.
    6. Apply ethical reasoning, self-reflexivity, and responsibility in managing research processes and critically evaluate the social relevance and ethical implications of research within the South African context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse current research and professional practices in Special Needs Education to demonstrate specialist knowledge.
  • Critique educational theories and policies relevant to inclusive and special needs education.
  • Construct well-reasoned arguments to support or challenge perspectives within the field of Special Needs Education.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Appraise different research methodologies and select those appropriate for investigating complex issues in Special Needs Education.
  • Demonstrate intellectual independence in applying advanced research methods to unfamiliar or complex problems.
  • Synthesise theoretical and empirical evidence to justify methodological choices in research design.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate a coherent research problem, purpose and research questions that address a significant issue in Special Needs Education.
  • Implement appropriate data collection and analysis techniques to conduct independent inquiry.
  • Produce a coherent and academically rigorous dissertation that presents the research process, findings, conclusions and contribution in accordance with scholarly conventions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply systematic and appropriately documented strategies to locate, select, organise and manage literature and research information relevant to the inquiry.
  • Critically synthesise contemporary theoretical and empirical literature to establish the scholarly context, identify a defensible research gap and support the study's conceptual or theoretical framing.
  • Integrate relevant sources into a coherent scholarly argument and distinguish clearly between existing knowledge and the learner's own interpretation and contribution.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Develop and implement a feasible research plan that includes appropriate milestones, resources and risk-management measures.
  • Manage the research process independently, meet approved milestones and respond appropriately to scholarly and supervisory feedback.
  • Identify and address methodological, ethical or practical challenges through justified adaptations that preserve the integrity and feasibility of the research.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Reflect critically on own learning and research practice, demonstrating accountability and ethical integrity.
  • Analyse and evaluate the societal impact and ethical considerations of research within Special Needs Education.
  • Incorporate principles of social justice and inclusivity in the formulation and conduct of research projects.

    Integrated Assessment
    Integrated assessment is undertaken through formative and summative assessment of the learner's independent research process and completed dissertation. Assessment is aligned with the Exit Level Outcomes, Associated Assessment Criteria and NQF Level 9 descriptors, and determines the learner's ability to integrate advanced specialist knowledge, critically engage with theory and literature, apply appropriate research methodologies, conduct research ethically and independently, and communicate scholarly findings in Special Needs Education. Assessment practices are transparent, fair, valid, reliable and appropriately moderated.

    Formative Assessment:
    Formative assessment is embedded throughout the research process and includes the development and defence of the research proposal, review by the relevant scientific and ethics committees, and structured feedback from the supervisor on the literature review, research design, data collection, analysis, interpretation and successive dissertation drafts. These assessment opportunities support progressive improvement and confirm the learner's readiness to proceed through the approved research milestones.

    Summative Assessment:
    Summative assessment consists of the submission and independent examination of the completed dissertation. The dissertation must demonstrate an integrated and coherent research process; critical and systematic engagement with advanced scholarship; justified methodological choices; rigorous analysis and interpretation of evidence; ethical responsibility; and a substantiated contribution to knowledge or practice in Special Needs Education. The learner must communicate and defend the research findings in an academically appropriate manner and satisfy the assessment and moderation requirements applicable to a Master's degree.

    The qualification is awarded once the dissertation has met the prescribed examination requirements and final verification and audit confirmation have established that the learner has satisfied all requirements provided for in the applicable institution's academic rules. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with similar qualifications from the following countries:
    Country 1: Kenya
    Institution: Mount Kenya University
    Qualification Title: Master of Education in Special Needs Education

    Mount Kenya University officially lists a Master of Education in Special Needs Education and identifies specialisation areas that include visual impairment, hearing impairment, autism spectrum disorder, physical and other health impairment, gifted and talented education, specific learning disabilities, inclusive education, emotional and behavioural disorders, and deafblindness. It is therefore comparable to the NWU qualification in disciplinary field and in its concern with inclusive education and support for learners with diverse educational needs.

    The official qualification information consulted confirms that the qualification is offered through Mount Kenya University's Special Needs Education department and through flexible distance and institution-based learning provision. It does not provide sufficient qualification-specific evidence to confirm the admission requirements or duration stated in the previous comparison; those claims have therefore not been retained.

    Published course information indicates structured taught content in areas such as education for exceptional children, inclusive and collaborative teaching, guidance and counselling for families and children with special needs, and adaptation of barrier-free environments. These areas demonstrate a broad professional and applied orientation across several categories of special educational need.

    By contrast, the NWU Master of Education in Special Needs Education is a 180-credit research qualification at NQF Level 9 that consists of an independently examined dissertation. It emphasises sustained scholarly inquiry, advanced theoretical and methodological engagement, ethical research practice and an original contribution to knowledge or practice in the South African context.

    The qualifications are comparable primarily in field, broad purpose and postgraduate orientation. However, the available official information does not establish that the Mount Kenya University qualification is equivalent to NWU's research-only structure or credit volume. The comparison therefore supports thematic and disciplinary comparability rather than direct equivalence in design or research intensity.

    Country 2: United States of America
    Institution: Frostburg State University
    Qualification Title: Master of Education in Special Education

    Frostburg State University's Master of Education with a concentration in Special Education is comparable to the NWU qualification in its specialised focus on learners with exceptional educational needs. Its published curriculum emphasises understanding exceptionalities, developing appropriate instructional content and practices, planning, behaviour management and collaboration. Unlike the NWU degree, it is explicitly designed as a professional preparation route through which eligible teachers may pursue special-education licensure at either Grades 1-8 or Grades 6-12.

    Admission requires a bachelor's degree from a regionally accredited institution and a GPA of 3.0 or higher; applicants with a GPA of 2.75-2.99 may be considered for provisional admission. Applicants must also hold, or be eligible to hold, teaching certification and provide the required Praxis II scores and/or evidence of teacher certification. These profession-oriented requirements differ from NWU's requirement for an appropriate NQF Level 8 postgraduate education qualification.

    The Frostburg qualification combines taught coursework with extensive field-based preparation. Full-time graduate learners complete more than 300 hours working with learners with special needs, including a practicum, and undertake a capstone action-research project that identifies a classroom need, investigates possible solutions, implements a plan and analyses outcomes. Research is therefore embedded in professional practice rather than undertaken as a full research dissertation.

    The NWU qualification, by contrast, consists entirely of a 180-credit dissertation at NQF Level 9. Under supervision, learners independently design and conduct a sustained investigation and submit the completed dissertation for independent examination. Its principal purpose is advanced research development and knowledge production rather than initial or additional teacher licensure.

    The qualifications are comparable in disciplinary focus and in their commitment to improving educational provision for learners with special needs. They differ materially in purpose and structure: Frostburg integrates coursework, practicum experience, licensure preparation and practitioner action research, whereas NWU requires extended independent research culminating in a dissertation. The comparison demonstrates international relevance while clearly distinguishing NWU's research intensity and South African contextual orientation. 

    ARTICULATION OPTIONS 
    This qualification provides opportunities for the following articulation options:
    Horizontal Articulation:
  • Master of Education in Inclusive Education, NQF Level 9.
  • No possible diagonal articulation could be found on the Occupational Qualification Sub-Framework as it does not go beyond NQF Level 8.

    Vertical Articulation:
  • Doctor of Education, NQF Level 10.

    Diagonal Articulation:
  • No suitable qualification registered on the Occupational Qualifications Sub-framework was identified for diagonal articulation with this qualification. 
    		•

    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.