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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Philosophy in Education 
SAQA QUAL ID QUALIFICATION TITLE
116525  Doctor of Philosophy in Education 
ORIGINATOR
North West University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Doctor of Philosophy in Education qualification is to enable the learner to undertake independent research and advanced study under the guidance of a supervisor in a particular subject area, building on knowledge gained at a Masters Level. The thesis presented must constitute a substantial contribution to the national and international advancement of knowledge and understanding in the field of Education through original research that meets international standards, and should satisfy peer reviews and merit publication. The learner should also be able to supervise the research of others in his/her area of specialisation.

Rationale:
The rationale of the qualification is to provide learners with highly advanced knowledge, specific skills and applied competence in several specialist fields in Education that provide opportunities for continued personal intellectual growth, as well as the pursuit of gainful economic activity, and the ability to make rewarding contributions to society. The qualification will provide South Africa with significant numbers of experts in Education to ensure that the local and international leadership base of innovative and knowledge-based scholarly activity is widened. This includes the development of new knowledge frameworks for the expansion of the field of Education in general. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Where learners do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. The application of RPL is in accordance to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment, and the institution's policy.

The management of the process is as follows:
  • The institution will ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and after RPL assessment, are in place.
  • The assessment of the learners will be against relevant NQF competencies.

    The minimum entry requirement for this qualification is:
  • Master of Education, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory module at NQF Level 10 totalling 360 Credits.

    Compulsory Modules:
  • Thesis, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a depth of knowledge and high levels of theoretical understanding in a complex and specialised area in the field of Education and across specialised or applied areas.
    2. Demonstrate intellectual independence and advanced research skills through the ability to apply sophisticated knowledge and research methodologies to solve complex, unfamiliar problems in the field of Education.
    3. Integrate and apply theoretical knowledge and research findings in relevant local and global contexts as well as across disciplines.
    4. Deal with complexity, lacunae and contradictions in the knowledge base of the field of Education.
    5. Autonomously generate, synthesise and evaluate information and concepts at highly abstract levels and make sound evaluations based on independently generated criteria.
    6. Question existing knowledge boundaries and practices in the field of Education and create responses to problems that expand or redefine existing knowledge.
    7. Show a mastery of the literature and state of research in a specific area.
    8. Demonstrate research leadership in a field or across disciplines, including the ability to plan, resource, manage and optimise all aspects of research processes in complex and unpredictable contexts.
    9. Demonstrate high levels of responsibility, self-reflexivity and adaptability concerning the ethical implications of research, the determination of socially relevant issues and research needs in South Africa, and the ability to relate these issues to international contexts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.
  • Identify and solve problems in which responses display that responsible decisions are made, using critical and creative thinking;
  • Work in a disciplinary and interdisciplinary manner as a member of a team, group, organisation or community in both the public and private sectors;
  • Demonstrate an understanding of the interaction between systems from an ecological perspective by understanding social needs, problems and resource capacity in an international, national and local context;
  • Demonstrate the effective utilisation of technology for strategies aimed at the development of the field of Education and science in general;
  • Effectively manage and plan a learning qualification that provides for a schedule of activities, including reading scientific journals in the field, becoming a member of scholarly societies, attending seminars and conferences, doing research and rendering voluntary services to facilitate professional growth and development;
  • Develop a comprehensive and systematic report on a research project in the format of a doctoral thesis, and the competence to write research articles suitable for publication in refereed journals and other scientific reports;
    AND
  • Communicate effectively with people of all target groups, using visual, language, and in certain cases mathematical skills, in the modes of oral and written persuasion.

    Integrated Assessment:
    Formative Assessment:
    Formative assessment during the research may be based on any of the following if required by the research topic or the discipline:
  • Portfolios.
  • Simulations.
  • Workplace assessments.
  • Group discussions.
  • Presentations in front of peers and experts.
  • Oral and written assessments.

    Summative Assessment:
    Summative assessment takes the form of the examination of the thesis or other acceptable forms of research output as appropriate to the field of study. 
    		•

    INTERNATIONAL COMPARABILITY 
  • The Harvard Graduate School of Education presents a Doctor of Education (EdD) and PhD qualification. The qualification provides rigorous research training that equips learners with the knowledge and skills to have a broad impact on the worlds of policy and practice. Guided by the goal of having a transformative impact on education research, policy, and practice, learners focus their independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.
  • The University of Calgary, Canada offers both a PhD and Doctor of Education (EdD) qualification. The Doctor of Philosophy (PhD) is a research-intensive thesis-based qualification, intended to prepare scholars for careers in research and teaching. Scholarship in the PhD qualification includes course work, candidacy, research, and writing and defending a thesis. The Doctor of Education (EdD) is a qualification designed for practising professionals in the aforementioned roles, occupations, and organisations. The EdD qualification focuses on developing scholars of the profession who lead research-informed and research-active change and innovation in educational communities. The EdD is a cohort-based qualification that is compatible with the busy lifestyles of professionals in the aforementioned fields of study. Learners in this qualification continue to work in their communities while developing new skills, engaging in scholarly discourse, and carrying out field-focused research. EdD qualification components include course work, candidacy, research, and completion of a dissertation.
  • The PhD (Education) from this institution compares favourably with these qualifications. The institution's qualification is completed entirely by research where one will work with an assigned supervisor (and in some instances with an associate supervisor). The commonality is that there is a submission of a final thesis at the end of the study period. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers possibilities of horizontal articulation.

    Horizontal Articulation:
  • Doctor of Education, NQF Level 10.
  • Doctor of Education: Adult and Community 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.
     
    NONE 


    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.