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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Physics Education 
SAQA QUAL ID QUALIFICATION TITLE
115990  Master 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
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 Doctor of Education in Physics Education seeks to 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 research capacity in its methodology and techniques of Physics Education. Given the research focus on 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 learners with the scientific experience that should add value to the existing status quo like Physics Education. The qualification is a preparatory process for learners who wish to proceed to doctoral studies.

The expected outcomes on the learners will include analytical skills, ability to plan and implement research a qualification and writing research reports through compiling a thesis. The thesis outcome must 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.

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 wishing to develop their capacity in research knowledge and skills in Physics Education. There is a need for having professionals in Physics Education for schools with designed levels of analysis in the areas of STEM. These professionals could improve the learning of Physics or the sciences in school and other institutions.

The qualification meets the national requirements for NQF Level 10 as per SAQA level descriptors to provide enrolled learners with the knowledge and skills on theoretical and methodological techniques in Physics Education. It will serve to consolidate and deepen learners' experience 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 highly qualified academics/researchers.

Learners who qualify from this qualification may enrol for doctoral qualifications or as researchers and academics in their fields and practice in the country. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution will grant access to the qualification following the institution's policy.

Recognition of Prior Learning is for deserving, experienced learners who demonstrate concrete evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled. The institution registry verifies the evidence of prior learning provided by the learner.

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

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Module:
  • Thesis, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Ability to 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. The ability to 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 an understanding of the consequences of any solutions or insights generated within a specialised context.
    3. Ability to demonstrate the ability to 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. Ability to demonstrate the ability to 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 variety of audiences with different levels of knowledge or expertise.
    5. Ability to 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. The ability to 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 proper 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 contemporary literature.
  • Demonstrate an understanding of current research practices in the area of engagement.
  • Critique current research practices.
  • Demonstrate a high level of advanced scholarship in the field of specialisation.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Design appropriate methods and techniques to address complex research problems.
  • Determine the shortcomings of research methods to solve particular and complex issues.
  • Demonstrate the ability to design procedures to address situated practical matters.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate knowledge of varied strategies to process information.
  • Manage research information and also process it to get useful insights.
  • Demonstrate defendable application ways of collecting and analysis of the information gathered.
  • Articulate the ideas derived from the knowledge and the data collected.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use resources are it academic, professional or specialised knowledge of Physics Education to develop a dissertation or thesis and even publish the work.
  • Communicate at different levels to different audiences the products of research, as in conferences, schools or institutions, journal articles.
  • Communicate with audiences with differing knowledge of the aspects of research.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Widening of knowledge and expertise through reading journals, e-books, scholarly websites and other online resources.
  • Improve his/her learning by starting online or face to face groups to encourage and develop knowledge to self and others.
  • Contribute to learning in academic and professional groupings.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Take responsibility for studying contexts and theoretical foundations leading to being confident of what is delivered.
  • Demonstrate underlying conceptual processes.
  • Account for effective distribution of resource allocation and management.
  • Demonstrate knowledge of governance positions concerning systems implemented.

    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 project, 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.

    The Senate appoints internal postgraduate examiners on the recommendation of the School Board of Studies. An internal moderator is usually a member of the academic staff drawn from the same department of the school, or another Department or School. 
    		•

    INTERNATIONAL COMPARABILITY 
    University of Sydney in Australia offers a Masters of Education by Research wherein the field of the Undergraduate Degree must be the focus area in the research. The Masters is examined by a 28 000 word thesis. The focus is to contribute to critical research to the area of study.

    The University of Waikato in New Zealand offers a Masters qualification which compares with the Masters in Education Physics Education which is wholly by research. It is the Masters of Philosophy in Education. It can be completed in a period of 12 - 18 months. It is assessed by thesis. It compares in terms of the examination and the selection of the candidates for those taking the course by research only.

    Bindura University of Science Education in Zimbabwe also offers a Masters in Science Education whereby the focus areas could be Physics Education. In the research only it offers Mphil specialising in STEM education. The examination is by thesis. Bindura University is a close neighbour and the emphasis on STEM (Science, Technology Engineering and Mathematics) makes it exemplary and our Masters is made to lead to addressing the need to add to knowledge and skills in Physics Education. 

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

    Horizontal Articulation:
  • Master of Education in Mathematics Education, NQF Level 9.
  • Master of Education in Natural Science Education, NQF Level 9.

    Vertical Articulation:
  • Doctor of 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.