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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Education in Physics Education 
SAQA QUAL ID QUALIFICATION TITLE
115530  Doctor of Education in Physics 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  Schooling 
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 Physics Education will prepare learners for research-based Postgraduate studies in the area. It serves to consolidate and deepen a learner's knowledge of Physics Education and to develop their research capacity in its methodology and techniques of Physics Education. Given the research focus of the qualification, the primary purpose of the qualification is, therefore, to educate researchers and professionals who can independently or collectively contribute to the knowledge base in Physics Education. The qualification will thus increase the knowledge and skills in research on issues that need high-level Physics Education interventions in society and school in particular. The qualification will provide the learner with scientific knowledge that should add value to the existing status quo like Physics Education. Learners will develop it to a higher level in terms of its practical application to conditions and situations. In terms of research capacity development, the qualification is a preparatory process for the learner who wishes to proceed to doctoral studies. Thus, learners will be motivated to aspire for further studies in their specialisation.

Given the above qualification purpose and capacity building of the qualification, the expected outcomes of the learner will include:
  • Analytical skills,
  • Ability to plan and implement research a qualification,
  • Write research reports through compiling a thesis that has the potential for publication of results,
  • 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.

    As a national requirement, the qualification meets the requirements for NQF Level 10 as per the NQF Level Descriptors to provide the learner with the knowledge and skills on theoretical and methodological techniques in Physics Education. It will serve to consolidate and deepen learner' knowledge in the field of Physics Education and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under the supervision of 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 Physics Education. Learners will also investigate and apply their skills to a variety of challenges that require researchers and practitioners. A highly developed analysis level will help to alleviate problems in the teaching and learning of Physics Education.

    Learners who qualify from this qualification may enrol for Postdoctoral fellowship qualifications or be absorbed as professional or as researchers and academics 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 the institution's policy, recognition of prior learning will be for deserving, experienced learners. Learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence. This evidence will be in the form of a compiled portfolio to demonstrate that they can cope with the qualification expectations if enrolled.

    Learners eligible for RPL need to provide relevant evidence for consideration and verification by the Institution. They 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. Credits may be obtained through RPL. In line with RPL Policy, credits shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted.

    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 a compulsory module at NQF Level 10 totalling 360 Credits.

    Compulsory Module, Level 10:
  • 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 understand 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 range of audiences with different levels of knowledge or expertise.
    5. Develop his or her learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the learning or professional group as a means of enhancing learning.
    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 good 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 current literature and also create new knowledge about Physics Education.
  • Demonstrate knowledge at the forefront of the field in the area of engagement and new ways of teaching and learning in Physics Education.
  • 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 for specialised and complex contexts.
  • Develop processes, systems in original, creative and innovative ways to specialised and complex contexts adding to Physics Education growth.
  • 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 in general and in particular to the area of Physics Education.
  • Use analysis and synthesis to develop insights into incomplete and inconsistent data.
  • Demonstrate 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 using journals like African Journal of Research in Mathematics, Science and Technology Education; Journal of Education Studies.
  • Produce work that is deemed innovative with a significant contribution to the field with the explosion of knowledge using new ways of knowledge dissemination in Physics Education.
  • Defend and disseminate research findings to a specialist and non-specialist audience to the Physics Education community and general audience for general scientific literacy.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate intellectual independence of new insights, drawn from Physics Education.
  • Demonstrate research leadership taking what s/he does to greater innovations.
  • Develop research in his or her area of expertise to greater reaches.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Operate independently and take full responsibility for his/her work in the original area of Physics Education and other emerging fields.
  • 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 
    Some international universities offer this qualification by course work and dissertation while the institution offers this qualification by research. The following international universities were chosen as they offer similar qualification to that offered by the institution:

    Comenius University in Bratislava in Slovakia offers the Doctorate in Physics Education, just like any other doctoral qualification, is a scientific training. Thus, qualifying learners after their graduation can do independent scientific work in the theory of physics education. Qualifying learners master knowledge, methodology and methods of research in the theory of teaching physics and related fields. They understand the essential facts, principles and theories related to the teaching process and the formal and informal science education, using terms related to these areas. They recognise the directions chosen for the development of theories of physics education in the world. They are able to creatively use the knowledge to identify, analyse, and solve problems in science education. They can evaluate the work in the theory of teaching physics and competently assess its quality and efficiency. They are able to cooperate with researchers from practice, with staff dedicated to all areas of education (e.g. the educational psychology, sociology) as well as with specialists in the theory of physics education (for example-the popularisation of the results of physical research).

    Goethe University in Germany-The Department of Physics Education, the research revolves around the education and training of physics teachers and the teaching of physics in schools. The main research interests of the three working groups are:
  • Purpose and effect of conducting experiments in the physics classroom.
  • New teaching concepts and computer use in physics teaching.
  • Determinants and consequences of the professional competence of future physics teachers.

    These qualifications are similar in some respects to the Doctor of Education in Physics Education offered by the South African institution, which makes the qualification comparable and relevant internationally. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows horizontal articulation.

    Horizontal Articulation:
  • 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. 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.