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 in Science Education 
SAQA QUAL ID QUALIFICATION TITLE
123024  Master of Education in Science Education 
ORIGINATOR
University of Zululand 
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
Registered  EXCO 0628/24  2024-11-21  2027-11-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-11-21   2031-11-21  

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 the Master of Education in Science Education qualification is to prepare researchers who could contribute to the development of knowledge in the field of Science Education, including knowledge about professional practice at an advanced level.

The development of specialist knowledge and skills to engage critically with the current literature and scholarship in the field of Science Education is central to the purpose of this qualification. Familiarity with research methodologies in general and the development of a thorough understanding of specific research methods relevant to one's topic of research are also critical aspects of the purpose. Knowledge of methods of enquiry is thus considered in the context of researchable problems identified within Science Education as a field of study or professional practice.

The purpose also encompasses the development of an awareness that chosen methods of enquiry have implications for the adequacy of conclusions reached and the insights developed thereof. This purpose envisages the attainment of these competencies that translate to the candidate's ability to conceptualise a researchable problem that results from his/her scrutiny of the current literature. Apart from identifying a gap in the literature, the student will offer sound critiques of the published works and hence will build insights into the phenomenon studied. Skills related to drawing insights through critical scrutiny will help the student undertake any researchable problem in Science Education and position that research correctly in the extant literature. The learner also gains an understanding of the conventions of academic writing by which he/she will be able to produce coherent sets of arguments. The candidate will use such skills gained in effectively disseminating his/her research findings to a wider audience.

The purpose also covers the mastery of techniques and schemes for the handling of information gathered from extant research for the formation of discernments relevant to the chosen topic of research. Acquaintance with academic and professional discourses, that characterise Science Education, to convey findings of research, towards the advancement of the knowledge base in the area, is also integral to the purpose of this qualification. An associated intention is therefore the attainment of skills in and familiarity with the discipline or practice-specific discourses to effectively communicate with diverse audiences that may have varying levels of expertise in the discipline.

Upon completion of the qualification, a qualifying learner will be able to:
  • Apply a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within the Science Education field, discipline or practice with an understanding of the consequences of any solutions or insights generated within a specific context.
  • Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in the area of science education to produce significant insights.
  • Demonstrate familiarity with 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 science education.
  • Apply a range of advanced and specialised skills and discourses appropriate to the field of science education to communicate with a range of audiences with different levels of knowledge or expertise.

    Rationale:
    The need to produce highly qualified educators and researchers employable in all sectors of education is a national imperative. This need is felt across the country and deserves particular attention in the province of Kwa-Zulu Natal. The offering of this qualification will provide an opportunity for learners who wish to develop their capacity in the knowledge and practice of research in Science Education to make full use of such knowledge towards the betterment of the sector.
    The need for competent research professionals who can identify and propose solutions to problems that have come to characterise STEM in South Africa cannot be overemphasised. learners need to be exposed to the realities that the local classroom contexts offer. A formal qualification that complements and recognises such realities stands to offer learners knowledge and skills in science education that have immediate applicability. The proposed qualification will be a first step in that direction.

    On attaining this qualification, learners may enrol for a cognate doctoral qualification in science education. This qualification's articulation with the existing doctoral qualifications offers the learners opportunities to further their studies.

    This qualification will benefit the learners in terms of developing their capacity in the knowledge and practice of Science Education and therefore have a direct impact on the roles (teachers, researchers, subject advisors, policy developers etc.) that they serve in the community.
    There is a need for competent professionals in the field of Science Education both nationally and internationally and therefore the community (learners, schools, basic education, higher education, national and international research output etc.) will benefit from the dissemination of the knowledge and application of the skills of the master's in education learners.

    It is also envisaged that the creative and novel ideas that will stem from the learners in this qualification will be a motivational factor for learners, students and employees to pursue further studies in the field of Science Education which in return will advance and promote the shortage of skilled professionals in this sector and the economy. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    The Recognition of Prior Learning (RPL) Policy and Procedures document sets out the requirements and procedures for the recognition of prior learning for admission to university study.
  • Prior learning will be recognized in the form of properly certified university qualifications that are acceptable to the Senate for recognition for admission.
  • Appropriate professional qualifications, as well as a body of practical experience, substantiated through a portfolio providing documentary evidence in support of the specific RPL application may also be considered.
  • Applications are admitted in terms of the rules governing selection for postgraduate studies which state that: "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for the purpose of postgraduate studies or research, may be admitted as a student at the University.
  • Learners will have to use the university's procedure, which is approved at various university levels.
  • Assessment of all applicants must be endorsed by the relevant body for approval prior to student registration. The performance of students admitted by RPL will be closely monitored, and the implementation and effectiveness of RPL evaluated annually.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education Honours in Science Education, NQF Level 8.
    Or
  • Postgraduate Diploma in Science 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
  • Dissertation in Science Education, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Engage critically with current literature and scholarship of specialised knowledge in the field of science education.
    2. Apply a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within the Science Education field, discipline or practice with an understanding of the consequences of any solutions or insights generated within a specific context.
    3. Design and implement a strategy for the processing and management of information, in order to conduct a comprehensive review of leading and current research in the area of science education to produce significant insights.
    4. Demonstrate familiarity with 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 science education.
    5. Apply a range of advanced and specialised skills and discourses appropriate to the field of science education to communicate with a range of audiences with different levels of knowledge or expertise.
    6. Operate independently and take full responsibility for your work and accounts 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.
  • Illustrate a high level of advanced scholarship in the area of specialisation.
  • Engage in the critical and scholarly literature of specialised knowledge in the field of science education.
  • Illustrate specialised knowledge to engage with and critique current discourse within the field of science education.

    Associated Assessment Criteria for Exit Level Outcome 2.
  • Illustrate the ability to evaluate current processes of knowledge production, and to choose an appropriate process of enquiry for the area of science education.
  • Apply problem-solving skills as competency integrated within the aspects of methodological preferences and an awareness of the implications of chosen methods.
  • Demonstrate a command of and the ability to design, select and apply appropriate and creative methods, techniques, processes or technologies to complex practical and theoretical science education problems.

    Associated Assessment Criteria for Exit Level Outcome 3.
  • Process and manage information, in order to conduct a comprehensive review of leading and current research in science education to produce significant insights.
  • Conduct a strategy for the processing and management of information to a comprehensive review of leading and current research.

    Associated Assessment Criteria for Exit Level Outcome 4.
  • Apply the resources of academic and professional or occupational discourses in science education.
  • Communicate and defend substantial ideas that are the product of research within the field of science education.
  • Communicate at different levels to different audiences the products of research, as in conferences, schools or institutions, and journal articles.

    Associated Assessment Criteria for Exit Level Outcome 5.
  • Possess appropriate advanced and specialised skills to the field, discipline or practice that are used to communicate new knowledge to audiences of different scholarly backgrounds.
  • Defend substantial ideas that are the products of research or development in science education.
  • Apply a range of advanced and specialised skills and discourses appropriate to science education, to communicate with a range of audiences with different levels of knowledge or expertise.

    Associated Assessment Criteria for Exit Level Outcome 6.
  • Illustrate the capacity to operate independently and take full responsibility for the candidate's research work.
  • Account by leading and initiating research processes and implementing systems are accounted for while ensuring proper resource management and governance practices.
  • Take full responsibility for your work and account for leading and initiating processes and implementing systems, ensuring proper resource management and governance practices. 
    		•

    INTERNATIONAL COMPARABILITY 
    A significant number of international universities offer a Master of Education in Science Education qualification by research and the production of a full dissertation. The following international universities were chosen as they offer similar qualifications to the one developed by the Institution.

    Country: New Zealand
    Institution name: University of Aukland
    Qualification title: Master of Education Practice
    Duration: Eighteen months
    Credits: 180

    Entry requirements:
  • Postgraduate Diploma in Education
    Or
  • Bachelor of Education (Teaching) (Honours).

    Purpose/Rationale
    Practising teacher who would like to advance their knowledge, skills and qualifications and apply them directly to their own work context, this qualification will help them to achieve their goals.
    Learners will be equipped with world-leading research, knowledge and tools to help them enhance their own teaching practice. In this way, they can better achieve positive and equitable outcomes for diverse communities and learners.

    Course structure:
    Modules
  • Advanced Study of Education Practice
  • Teaching with Digital Pedagogies
  • Accelerate Learning in a Digital World
  • Mentoring Teachers
  • Curriculum: Theory, Issues, Practice

    Similarities:
  • The Auckland University (AU) and the South African (SA) entry requirements are similar both qualifications accept learners who have completed a Postgraduate Diploma in Education or Bachelor of Education (Teaching) (Honours).
  • The SA qualification will enable learners to develop knowledge, skills and experience in critiquing and undertaking educational research in their area of interest to enhance their practice.
  • The AU qualification will equip learners with world-leading research, knowledge and tools to help them enhance their own teaching practice. In this way, they can better achieve positive and equitable outcomes for diverse communities and learners.
  • Both qualifications consist of 180 credits.

    Differences:
  • The SA qualification is a research-based course, whereas the AU qualification is a thought or coursework programme.

    Country: United States of America
    Institution name: Boston University
    Qualification title: EdM in Science Education
    Duration: One year
    Credits: 32

    Entry requirements:

    Purpose/Rationale
    This qualification is designed for aspiring or current educators who wish to expand their academic content base and teaching talents by becoming informed about the latest research, curricula, methodologies, and theories in science education. This qualification does not lead to licensure, so it is especially relevant for those who already have an initial license or do not wish to obtain one. The program is tailored to meet student's needs and will vary depending on each individual's background.

    Learning Outcomes
  • Demonstrate knowledge of the field that connects knowledge of content, teaching practices, student learning, and curriculum.
  • Demonstrate the ability to interpret research in science education and apply it to the design of teaching materials, including addressing issues of access, equity, and diversity when teaching students science.

    Course structure
    Modules:
  • Introduction to Research
  • Curriculum and Teaching
  • Science Content
  • Science Pedagogy

    Similarities
  • The Boston University (BU) and the South African (SA) qualifications are offered over one year.
  • The BU qualification is designed for aspiring or current educators who wish to expand their academic content base and teaching talents by becoming informed about the latest research, curricula, methodologies, and theories in science education.
  • The SA qualification will benefit the learners in terms of developing their capacity in the knowledge and practice of Science Education and therefore have a direct impact on the roles (teachers, researchers, subject advisors, policy developers etc.) that they serve in the community.
  • Both qualifications share similar learning outcomes.

    Differences:
  • The SA qualification consists of 180 credits and the BU qualification consists of 32 credits. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Master of Education, NQF Level 9.
  • Master of Education in Educational Management, NQF Level 9.
  • Master of Education in Comparative Education, NQF Level 9.
  • Master of Education in Environmental Education, NQF Level 9.
  • Master of Education in Life Sciences Education, NQF Level 9.

    Vertical Articulation:
  • Doctor of Education or Doctor of Philosophy in Education, NQF Level 10.
  • Doctor of Education in Chemistry Education, NQF Level 10.
  • Doctor of Education in Life Sciences Education, NQF Level 10.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    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 Zululand 


    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.