SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Education in Inclusive Education

SAQA QUAL ID	QUALIFICATION TITLE
116405	Master of Education in Inclusive 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		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
Reregistered		EXCO 0821/24	2020-02-28	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:
Master of Education in Inclusive Education aims to prepare learners for research-based Postgraduate study in the field of Inclusive Education. It serves to consolidate and deepen a Postgraduate learner's research expertise in this specific area of specialisation. When completed, the Master's qualification in Inclusive Education prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions to confront 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. A Master's of Education in Inclusive Education qualification comprises of a significant research component by completing a single research project, culminating in the production and acceptance of a thesis, requiring a high level of theoretical engagement and intellectual independence. Learners at this level are required to conduct research and compile a research project, culminating in the acceptance of a thesis on an approved topic.

Qualifying learners should be able to deal with complex issues in education, both systematically and creatively. They should make sound judgments, using the data and information at their disposal, and be able to communicate their conclusions to specialist and non-specialist audiences, demonstrate self-direction and originality in analysing and solving problems based on their research, act autonomously in planning and implementing research responsibilities at a professional level and continue to advance their research knowledge and skills to generate and publish their research work in accredited and peer-refereed journals, books and book chapters.

Rationale:
The primary aim of this qualification is to produce learners who can contribute to the development of knowledge at an advanced level such that they are prepared for advanced and specialised (Inclusive Education) professional employment in the related educational field, which may include a form of work-integrated learning.

Qualifying learners must be able to deal with complex issues in education both systematically and creatively, design and critically appraise analytical writing, make sound judgments using data and information at their disposal and communicate their conclusions clearly to specialised and non-specialised audiences, demonstrate self-direction and originality in solving problems related to Inclusive Education, act autonomously in planning and implementing tasks with a professional orientation in education, and continue to advance their knowledge, understanding and skills relevant to Inclusive Education.

The qualification is intended to master research and produce outcomes which add value in the body of knowledge in the broad area of educational psychology, particularly in inclusive education. As an institution of higher education, offering this qualification, which demands a high level of theoretical engagement and intellectual independence through research by candidates is in line with the mandate of the Department of Higher Education and Training to increase research output by universities. Further, the Department of Basic Education is also in need of highly qualified and specialised educators and research findings that can inform policy and practice to implement inclusive education in schools within South Africa.

To meet the national, regional and international needs, relevance and competitiveness the programme will be offered to learners who meet the entry requirements from within as well as outside South Africa.

A consultative process that included a variety of education stakeholders who are in need and will benefit from the qualification was conducted. The consultation ncludes the Department of Basic Education who are the primary employers of teachers who qualify with the degree. In these schools, the learners will work to implement inclusive education, special schools where there are some learners with moderate and severe disabilities, TVET colleges that offer Diploma and Certificate courses in Inclusive Education and Schools/Faculties of Education where graduates with MED in Inclusive Education can become lecturers or pursue Doctoral degrees in the area. The learners who earn the MED in Inclusive Education are qualified for careers in education research, administration and instruction. Learners can work directly with young learners with learning barriers. Popular career options include, School psychologist, Education specialists, and learning programme supervisors, learning assessment specialists, researchers, curriculum developers and education policy advisors in inclusive education.

The qualification will benefit practising teachers in schools by implementing the current approach of including learners with a diverse learning challenges in formal or ordinary schools in place of the old system of exclusion or placement in special schools in line with the South African White Paper 6 of 2001 on Inclusive Education. The qualifying learners will have specialist knowledge and skills to cater for different learners according to their different or unique learning needs such as visual, speech, physical challenges.

As learners with research capacity on various issues around inclusive education, the graduates will publish research to benefit a wide range of stakeholders such as the department of education for the improvement of policy and practice, educators at different levels and the community partners in education. Counselling services are increasingly costly, and schools and communities/parents may not afford to pay for counselling for learners who require guidance on issues on inclusive education. Learners with the qualification will be able to provide specific support to the schools where they teach without charging schools and the community/society for such specialist services.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In line with university policy, recognition of prior learning will be extended to deserving learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio, 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 University registry. Learners who apply for this type of RPL should have an accredited qualification which is at the same NQF level and the corresponding minimum weighting as the qualification required for admission.

The status may be granted with or without conditions. Learners who do not have 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 typically 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 and/or CAT towards the qualification. In line with RPL Policy, credit/s 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 a:

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

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules at Level 9, 180 Credits:

Dissertation, 180 Credits.

EXIT LEVEL OUTCOMES

1. Design and develop the relevant scope of knowledge and write a research proposal in Inclusive Education.
2. Acquire and engage with specialist knowledge literacy and data acquisition
3. Conceptualise problem solving and communication of research skills.
4. Contribute and communicate to the existing body of knowledge in inclusive education through research activities.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:
State the topic of the research project in the area of Inclusive Education.

Address innovation and creativity- give a contextual problem or a gap in the field

Define the research problem and/or knowledge gap and significant or essential enough to warrant the research.

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

Correctly cite relevant, up-to-date and correctly interpreted literature on the topic under research.

Significant debates in the field and research niche are clearly explicated

Coherence between the elements of the proposal such as problem statement, aim, objectives, hypothesis (if any), conceptual framework and methodology.

Feasibility of the research project.

Realistic work plan and budget for the research programme.

Associated Assessment Criteria for Exit Level Outcome 2:
Design, select and apply appropriate and creative research methods, techniques and processes to practical and theoretical problems in the area of early childhood education

Plan and execute a research project.

Manage research project.

Data gathering and analysis.

Show evidence of measures to ensure scientific accountability such as objectivity, validity and reliability.

Deal with contingencies.

Associated Assessment Criteria for Exit Level 3:

Use a wide range of specialised research skills in identifying, conceptualising, designing and implementing methods of enquiry to address challenging problems in Inclusive Education and provide relevant solutions in the area.

Utilise scientific writing, design and implement the relevant strategy for the processing and managing information, in order to conduct a comprehensive review of current research in inclusive education.

Communicate and defend substantial ideas on research and use a range of specialised skills, discourses, and appropriate language to communicate with a variety of audiences such as examiners.

Interpret results in the context of existing knowledge.

Associated Assessment Criteria for Exit Level 4:

Identify, analyse, synthesise and communicate research findings to specialist and general stakeholders in the field

Address or provide from research, a solution to a professional or academic problem in Inclusive Education with originality and independent thought.

Discover new facts, principles, and connections to improve educational practice in the field of Inclusive Education.

Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with peers, academics and general audiences in the field of Inclusive Education

Disseminate research process and findings in a logical and scholarly manner to specialists and generally interested stakeholders.

Integrated Assessment:
The University has policies and procedures which guide internal and external procedures for the moderation of assessment of learners' work. The University's Assessment policy indicates that assessment exerts one of the most powerful influences on the nature and extent of learner learning and therefore places emphasis on the design of assessment to promote learning. Furthermore, assessment in the institution is viewed as an integral part of teaching and learning, designed in such a way that it improves the quality of teaching and learning and to provide just and accurate analysis on learners' achievements.

Therefore, in line with the institution's assessment policy, the qualification includes the following:

There is 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 applies at the thesis examination stage when learners submit the full thesis. The examiners constitute nominated and approved internal and external examiners who asses the thesis.

INTERNATIONAL COMPARABILITY

The qualification design follows the specifications for Master's qualification and in line with international best practice to ensure that learners get supervision from other D.Ed holders. Learners have to defend their project proposal before a committee, and two external examiners examine the thesis. The design of the qualification follows the international practice for the Master's qualification by research. Examples of international qualifications that are comparable to the Master's qualification in Inclusive Education include those that relate to the Master of Psychology in Education, such as that offered at the following universities:

The University of Michigan in the USA which requires research methods, research design, a rigorous understanding of and an examination of broader theories, processes and policies related to the topic of study in inclusive Education.

The University of Maryland in the USA whose research curriculum focuses on the theoretical underpinnings, as well as the study of the theory, history, and practice of policies related to the topic of study.

Sydney University in Australia also offers a similar qualification in inclusive education and. It has some practical application element which is enriching in that students carry out case studies and write reports to qualify for the comprehensive fieldwork research

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Master of Education, NQF Level 9.

Vertical Articulation:

Doctor of Education in Inclusive Education, NQF Level 10.

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