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 Philosophy of Education

SAQA QUAL ID	QUALIFICATION TITLE
115825	Master 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
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
Reregistered		EXCO 0821/24	2020-01-08	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 Master of Education in Philosophy of Education enables learners in research-based postgraduate study in the field of Philosophy of Education independently or collectively to contribute to the upliftment of the level of educational management in schools and add to the body of knowledge. It consolidates and deepens a postgraduate learner's research expertise in this specific area of specialisation. The qualification prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions for educational challenges confronting society. Learners will 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. Learners will deal with certain issues in education - both systematically and creatively. The qualification affords learners scientific knowledge that contributes to policy development, new theories and strengthening of practice interventions. The qualification engages learners in capacity training to advance their skill in research, as a preparatory process for doctoral studies/doctorate. Learners will develop analytical skills; write research, dissertation and reports, which increases employment opportunities.

Learners will be able to make sound judgments, using the data and information at their disposal, and can communicate their conclusions to specialist and non-specialist audiences. Learners will demonstrate self-direction and originality in analysing and solving problems, act autonomously in planning and implementing tasks at a professional level and continue to advance their knowledge, understanding, and skills.

Rationale:
The qualification prepares researchers who will contribute to the development of knowledge in the field of Philosophy of Education, including knowledge about professional practice. The qualification comprises a significant research component and the learner complete a single research project, culminating in the production and acceptance of a thesis. Learners deal with complex issues in education - both systematically and creatively. This qualification addresses the need for more postgraduate learners to do research, which is currently a challenge in South Africa. The qualification equips learners to promote specialisation of services for empowering people in response to local, provincial and national or regional rural needs of service users. Learners have the opportunity to expand their knowledge to deal with issues such as 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 the institution's policy, recognition of prior learning will apply for deserving, experienced learners. The learners must show evidence that despite not having all the entry/admission requirements, they have concrete evidence in the form of a compiled portfolio that they could be to cope with the qualification expectations if enrolled. The institution registry will verify the evidence of prior learning provided by the learners to grant admission or credits.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Education Honours in Philosophy of Education, NQF Level 8.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory module at NQF Level 9 totalling 180 Credits.

Compulsory Modules, 180 Credits:

Dissertation, 180 Credits.

EXIT LEVEL OUTCOMES

1. Write a research proposal.
2. Acquire data through extensive fieldwork.
3. Demonstrate ability to write a report or document research.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Define the topic of the research project.

Address a contextual problem or a gap in the field.

Clearly define the research problem and knowledge gap and significant or important enough to warrant the research.

Describe the rationale, the relevance of issues, effects on policy, practice and significance in research.

Interpret cited literature that is relevant, up-to-date and cites all correctly interpreted. Cite all key publications.

Clarify major debates in the field and research niche explicated.

Show coherence between the elements of the proposal - problem statement, aim, objectives, hypothesis (if any), conceptual framework and methodology.

Present a realistic work plan and budget.

Associated Assessment Criteria for Exit Level Outcome 2:

Plan and execute a research project.

Research project management.

Gather and analyse data.

Present evidence measures that ensure scientific accountability and include objectivity, validity and reliability.

Deal with contingencies.

Present and interpret results.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate scientific writing ability.

Interpret results in the context of existing knowledge.

Clarify reasoning.

Demonstrate exceptional qualities in presentation - orally, visually and in terms of text (written report).

Present valid conclusions.

Accept own articles for publication by scientific journals.

Integrated Assessment:
Assessment is according to the institution's examination of dissertation rules contained in the institution's calendar, which includes the following:

The learner alerts the supervisor of the intention to submit six months ahead of submission.

The supervisor approaches the HoD alerting about the intention to submit.

The committee finalises assessment within six weeks.

In summary:

The supervisor(s) and two external examiners within the institution examine the dissertation.

On the recommendation of the supervisor(s), the School Higher Degrees Committee shall appoint two (2) external examiners.

All examiners - internal and external - shall comment on the work in writing, and give a clear breakdown on how they have arrived at the final result.

INTERNATIONAL COMPARABILITY

The qualification is comparable to Master of Education qualifications of institutions around the world, such as:

The University of Melbourne in Australia: Through the qualification, learners build the scholarly ability to demonstrate advanced learning in research skills and gain mastery of techniques such as the use of archival or primary evidence and analysis of data, through to judgment of conflicting evidence. They also gain specialist knowledge in their area of research.

University of Bristol: learners do course work and are required to write a mini dissertation.

University of Sussex: Each one of postgraduate qualifications orientates towards a different level of philosophical development. Learners are encouraged to develop skills that philosophy is especially good at fostering - skills of critical reading, analysis and presentation of arguments, and the ability to recognise and question fundamental assumptions.

With regards to outcomes and assessment criteria, degree of difficulty and notional learning time. The standard is assured, among other things, by a requirement for assessment by external examiners who hold a university academic position, and who have Master or Doctoral qualification, preferably Doctoral qualification.

ARTICULATION OPTIONS

This qualification allows possibilities for horizontal and vertical articulation.

Horizontal Articulation:

Master of Education, NQF Level 9.

Vertical Articulation:

Doctor of Education in Philosophy of Education.

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.

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