SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Doctor of Education in Chemistry Education

SAQA QUAL ID	QUALIFICATION TITLE
117682	Doctor of Education in Chemistry 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	2020-09-16	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 Chemistry Education seeks to prepare learners for research-based Postgraduate studies in the area. It serves to consolidate and deepen a learner's knowledge of Chemistry Education and to develop research capacity in its methodology and techniques of Chemistry Education. Because of 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 Chemistry Education.

The qualification will thus increase the knowledge and skills in research on issues that need high-level Chemistry Education interventions in society and school in particular. The qualification will provide learners with scientific knowledge that should add value to the existing status quo like Chemistry Education to develop it to a higher level in terms of its practical application to conditions and situations.

Given the qualification purpose and capacity building of the qualification, the expected outcomes on the learners will include analytical skills, ability to plan and implement research qualification and writing of research reports. These expected outcomes happen through compiling a thesis that has potential for publication of results that can 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 Doctor of education in Chemistry Education degree will, therefore, provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Chemistry Education for investigation and application to a variety of challenges that require researchers and practitioners. A highly advanced analysis level will help to alleviate problems in the teaching and learning of Chemistry Education.

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 Chemistry Education. It will serve to consolidate and deepen learners' knowledge in the field of Chemistry 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 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 university policy, Recognition of Prior Learning will be extended to deserving learners. They 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 same minimum weighting as the qualification required for admission.

The institution may grant status 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 gain admission based on advanced standing. The institution may grant advanced standing with or without conditions.

For RPL, the institution recognises relevant knowledge, skills and competencies acquired through formal, non-formal and informal learning. RPL applies to learning that occurred through informal and non-formal learning routes. Learning resulting from formal ways will generally happen via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route is possible. Credits may be obtained through RPL and/or CAT towards the qualification. In line with RPL Policy, the institution shall grant credit/s for learning that occurred and not for experience. The credit shall be appropriate to the context awarded and accepted.

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

Master of Education Chemistry Education or another appropriate Master's Degree, NQF Level 9.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at National Qualifications Framework (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 an understanding of 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;
4.1 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. Develop own 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 knowledge.
6. Operate independently and take full responsibility for own 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 current literature and also create new knowledge in Chemistry Education;

Demonstrate proficiency in the area of engagement with understanding the cutting edge issues in Chemistry 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 to specialised and complex contexts as is needed in this current day and age in Chemistry Education;

Develop processes, systems in original, creative and innovative ways to specialised and complex contexts;

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 to draw on models, new configurations in Chemistry Education;

Use analysis and synthesis to develop insights into incomplete and inconsistent data;

Lead 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;

Produce work that is deemed innovative with a significant contribution to the field;

Defend and disseminate research findings to a specialist and non-specialist audience with participation in fora in specific Chemistry Education and other general ones.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate intellectual independence whereby what s/he has leads to new insights, drawn from his or her mental growth;

Demonstrate research leadership taking what s/he does to more significant innovations in the area of Chemistry Education and at the subject boundaries;

Develop research in own area of expertise to higher reaches.

Associated Assessment Criteria for Exit Level Outcome 6:

Operate independently and take full responsibility for their work;

Lead, oversee and take full responsibility for governance, processes and systems in Chemistry Education areas and other appropriate colloquia;

Accept being held accountable through the high level of analysis and synthesis.

Integrated Assessment:
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 candidates submit the full thesis. The examiners will be nominated and approved internal examiner(s) and two external examiners who will assess the thesis. 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.

The Council appoints external examiners of Postgraduate learners on the recommendation of the relevant School Board of Studies through the Senate. An external moderator is drawn from another institution or an appropriate professional organisation and is competent in the area of study with a relevant qualification, at least at the same level as the qualification examined. A former member of staff shall not qualify to be an external moderator within three years of terminating service at the institution. External examiners are changed regularly and conduct no more than three consecutive external examinations.

INTERNATIONAL COMPARABILITY

The University of Oxford in the United Kingdom offers a Doctor of Education in Chemistry Education which utilises external examiners and also provide a full research module, which is similar to this qualification.

The University of Waikato in New Zealand offers a Doctor of Education with Chemistry Education as a field and has a dissertation written at the end; however, it has some taught modules which is different from this qualification.

The University of Sydney has a Doctor of Education which is by research and entirely based on research not modules in Australia, which is similar to this qualification.

ARTICULATION OPTIONS

This qualification allows possibilities for horizontal articulation.

Horizontal Articulation:

Doctor of Philosophy, 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