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

SAQA QUAL ID	QUALIFICATION TITLE
118153	Master of Education
ORIGINATOR
Sol Plaatje University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			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	2021-03-25	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 primary purpose of a Master of Education degree is to equip learners with skills to contribute to knowledge production in the field of Education, including knowledge about professional practice, at an advanced level. As such, the qualification aims at training and developing researchers in the various fields of Education, to be able to contribute locally, nationally as well as globally to the development and advancement of knowledge in their respective fields. This will be achieved through a single advanced peer-examined full dissertation in which learners will provide evidence of their ability, to in a self-directed and independent way, intellectually engage with and critically considers theory, critiquing, assessing and reviewing research and research practices and communicating their conclusions and findings to a broad audience. The knowledge, skills and dispositions learners will develop through the qualification, will contribute towards and enlarge the existing pool of specialists and professionals in the various fields of Education, such as policy researchers, curriculum specialist, school psychologist and early childhood development practitioners.

The qualification will make it possible for learners to deepen their knowledge and understanding and to demonstrate their ability to deal with complex issues in education by making sound and ethical judgements, using the data and information at their disposal. The qualification would also enable learners to demonstrate self-direction by autonomously planning and executing a unique and logically sound research project through identifying and conceptualising a research problem, independently design and write a sound research proposal, conduct a thorough literature study, engage with and use paradigms and or theoretical or conceptual frameworks, select and employ the most appropriate and relevant research design and methodologies, analyse data to their disposal, present and communicate their conclusions and results clearly to both specialists and non-specialist audiences in Education and their specific fields of specialisation. All this is done to solve complex educational and societal problems.

Through this qualification, learners will demonstrate specialist knowledge and deepened understanding of and engagement with complex issues in Education in general and specialist fields in particular, methodologies, theories and procedures, unique and relevant to Education and the various fields in Education, intending to apply these in a research project. They will also apply knowledge, sound judgement and skills to identify, conceptualise, explore and consider, and systematically address complex challenges and issues in Education by using the existing body of knowledge and applying field-specific research methods. The qualification will also enable learners to present and communicate or defend academic and professional ideas, to a variety of audiences offering rigorous interpretation, creative alternatives, solutions and insights to complex context-specific issues. This qualification will equip learners to be able to engage in a research career going forward either in their professional capacity or through the opportunity of doctoral study to which this qualification provides access.

Rationale:
The qualification aims to give access to and is designed for the teacher in practice, and educators working in other fields of Education, such as in the Department of Basic Education, Provinces and other areas. However, this qualification will also give access to international learners, interested in pursuing a Master of Education qualification. The rationale for this qualification stems from the need to open up pathways for graduates at the Honours level to have access to a Master of Education qualification which will enable them to further their studies by researching Education as a discipline with a specific focus on a sub-discipline of Education.

The rationale for this qualification has also informed the need for more and appropriately qualified graduates who will be able to conduct outstanding research that would address the various challenges faced by Education regionally, nationally and globally. This qualification will enhance and deepen graduate's knowledge in the various fields of Education, such as Curriculum Studies, Policy Studies, Early Childhood Development, Psychology of Education, etc. and enable them to contribute significantly to the development of Education in general, and in the preferred sub-discipline in particular.

Also, the qualification responds to the call of the National Development Plan 2030 (2012:318) that universities should "enhance their ability to contribute to national objectives; provide a diversity of programme offerings to learners, and "develop the capacity for cutting edge research training". The qualification will also enlarge the pool of South African learners who conduct advanced and cutting edge research that would variously have a bearing on the socio-economic challenges faced regionally, nationally and globally. Upon completion of this qualification, learners are expected to meaningfully contribute and to play key roles in various spheres of Education. They are also expected to contribute towards the development of, progress in and the improvement of Education, schools and schooling.

Moreover, the qualification also provides an opportunity to forge multi-disciplinary and transversal collaboration across the institution, and with other institutions in South Africa. The qualification will enable learners to vertically articulate into a Doctor of Philosophy (PhD) in Education.

The qualification will benefit not only the learners but also the broader society as well as the economy. This qualification will equip learners with specialised, high-level field and discipline-specific knowledge and advanced research skills that would put them in an advantaged position over their peers in education and the labour market. This qualification will also open up opportunities for learners to advance their careers in Education or any other related field of employment.

For the society and the economy, completing this qualification supposes that learners possess sound knowledge, values, and skills to variously contribute towards community and economic development, by addressing, in creative and systematic ways the community-specific, societal and economic challenges they are faced with. It is anticipated that through their research, the learners would not only enter into but also establish reciprocal relationships with local communities and the SA society in general, which will see both the community where the research is conducted, as well as the candidate benefitting from it.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In line with the principles of the National Qualifications Framework (NQF), the institution recognises prior learning. The institution is committed to broadening access to higher education by incorporating the principle of recognising prior learning achievements. According to this principle, recognition can be granted irrespective of the context of the learning experience, provided that the prior learning can be assessed and that credits may be awarded based on that assessment to permit entry to a formal qualification of study.

Learners may be admitted to this qualification based upon the recognition of prior learning according to the RPL policy of the institution. The institution policy will be applied where learners do not meet the minimum admission requirements for entry into this qualification. Stipulations, as reflected in the institution's policy document (Policy on Recognition of Prior Learning, 2014), will apply in RPL implementation. RPL is applied in recognition that learning also takes place in non-formal learning contexts; to improve and diversify access to HE and in acknowledgement of lifelong learning. All applications for RPL are currently evaluated by the relevant School where the specific qualification resides. The admission of a learner, via RPL, to this qualification, will be subject to approval by the Registrar.

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

Bachelor of Education Honours, NQF Level 8.
Or

Postgraduate Diploma in 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 Module, Level 9, 180 Credits:

Dissertation, 180 Credits.

EXIT LEVEL OUTCOMES

1. Engage in advanced scholarship and demonstrate specialist knowledge by planning, producing and defending a full dissertation based on the selection of a feasible topic in a particular field of Education.
2. Provide evidence of the ability to self-direct, plan and execute an independent and autonomous research project.
3. Engage with and critically reflect on theory, critiquing, evaluating and appraising current leading scholarship and research practices.
4. Apply appropriate research methodologies in the respective fields of Education.
5. Present ethically and substantially communicate or defend academic, professional or occupational ideas and texts effectively to a differentiated range of audiences with various expertise.

ASSOCIATED ASSESSMENT CRITERIA

The following Associated Assessment Criteria will be applied across all the Exit Level Outcomes:

Provide evidence of specialist knowledge and scholarship through their understanding of and insight into the topic under investigation; nature, purpose and scope thereof.

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.

Review and engage with related literature and relevant sources with a view of defining a gap in research and literature within the discipline.

Formulate and state the research problem, research questions, aims and objectives.

Provide evidence of specialist knowledge of and engagement in the various fields of Education in terms of the understanding of field-specific concepts, models, theories and theoretical frameworks.

Apply specialist knowledge when critiquing, evaluating and appraising current and seminal scholarship and research practices in a disciplinary or interdisciplinary context.

Use specialist knowledge to communicate, validate and support their arguments and their logic.

Demonstrate command of, and provide evidence of, a thorough understanding and comprehension of scientific research methodologies (qualitative, quantitative and mixed), relevant methods, approaches and techniques, managing, processing, interpretation and analysis of data taking into account ethical considerations relevant in the respective disciplines; and presentation of results.

Provide evidence that they recommend or provide guidelines to solve the problems they have investigated and that they have an understanding of the consequences of any solutions or guidelines provided or insights generated within the research.

Communicate, present and discuss knowledge and insights gained through their research and regarding their topic to a wide range of audiences at various academic, professional or scientific platforms such as seminars and colloquia, and with different levels of knowledge or expertise.

Organise and structure ideas, arguments, facts and statements methodologically and systematically, logically, coherently, and taking into account editorial rules and conventions and correct and academic language usage and style.

Integrated Assessment:
Assessment of the dissertation will be informed by the stipulated Exit Level Outcomes and the Associated Assessment Criteria of the qualification. The institution policies are applicable to guide the assessment of dissertations.

The dissertation must demonstrate that learners can autonomously and independently conceptualise, plan, execute scientific research and communicate the findings and conclusions to the specialist as well as non-specialist audiences. Dissertations will be peer-examined and evaluated by two external and one internal examiner who are all specialists in their fields of specialisation. All examiners are nominated and appointed in terms of the institution's and faculty's rules for the nomination and appointment of internal and external examiners.

INTERNATIONAL COMPARABILITY

The international Master of Education by research qualifications seem to include compulsory course work modules. These modules are aimed at deepening the theoretical knowledge of the learner and or developing research competencies and skills. Comparability will therefore largely be based upon common principles. To establish international comparability, the MEd (by Research) offered at the University of New England (UNE), the University of Birmingham and that of the Royal Melbourne Institute of Technology (RMIT University) were scrutinised. The South African qualification seems to be at the same level and compares well with those offered in these universities.

The MEd (by Research) offered at the Royal Melbourne Institute of Technology (RMIT University), is a 2year full-time or 4year part-time qualification designed for education professionals wanting to advance their skills, knowledge and career by contributing to Educational Research. The RMIT University qualification offers specialisation in Primary Education, Secondary Education, Early Childhood Education, ICT, Education Curriculum, Higher Education and discipline-specific areas such as literacy, numeracy, science, arts, social science, curriculum design and sustainability. It aims at developing learners' advanced research principles and methods and the mastery of a body of knowledge in Education. It is also envisaged that through their dissertations, learners will contribute to new knowledge in the field of Education and that they will investigate how this knowledge informs action and impacts change. Similarly, the South African qualification will create an opportunity for learners for research-oriented employment and work in academia. Also, and in line with that of the South African qualification, RMIT University qualification also provides employment opportunities in education research centres and institutes, as well as senior leadership and management positions in a variety of government, and education contexts, be it in school or office.

The minimum requirements for the MEd are the same as all these universities accept learners into the MEd (by Research) qualification only after completion of first degrees or equivalent qualifications, with a particular minimum average. RMIT University requires prospective learners to have at least a four-year qualification in a relevant discipline awarded with honours. It also requires learners to have completed a research component comprised of a thesis as part of the four-year qualification, or other research projects or research methodology courses. This is similar to the admission requirements of the South African qualification which also requires candidates with a Postgraduate Diploma to do additional research modules to the value of 30 credits or to have completed an Honours degree comprising a research project and research modules.

Similar to the qualifications offered by RMIT and UNE, the South African qualification also makes provision for the recognition of prior learning, as it requires evidence of appropriate experience or that the applicant has developed knowledge of the field of study or cognate field and the potential for research sufficient to undertake the proposed qualification.

The MEd (by Research) is offered at the University of New England is part of the UNE's AQF Level 9 awards. The University of New England aims at providing a program of independent, supervised research for high calibre learners to make a substantial and original contribution to scholarship and mastery of an academic field of knowledge. This qualification is designed so graduates will undertake the supervised study of which two thirds will be devoted to research, research training and independent study.

The UNE further aims to develop the following graduate attributes: knowledge of a discipline, communication skills, problem-solving, information literacy, ethical conduct and social responsibility, lifelong learning, independence and collaboration. On scrutiny, these attributes correspond well with the learning outcomes of the South African qualification.

The School of Education at the University of Birmingham also offers a research-based Master's degree that is suitable for learners who are interested in developing their independent research skills. Similar to the South African qualification, learners enrolling for this qualification could specialise in Philosophy of Education; Sociology of Education; History of Education; Character and Values Education; Race and Education; Post-compulsory Education (including Adult, Vocational and Higher Education); Inclusive Education and Disability; Language Education; and Linguistic Diversity.

Conclusion:
What is common for these international qualifications is that they are aimed at ensuring that through their independent research, graduates make a unique, substantial and original contribution to an academic field of choice which is similar to the South African qualification.

What is also common is the emphasis they put on:

Independent and systematic research;

Accountability and ethically sound research;

Knowledge production and educational change; and

Specialisation in a particular field.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Master of Arts, Level 9.

Vertical Articulation:

Doctor of Education, 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