SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Doctor of Philosophy in Education

SAQA QUAL ID	QUALIFICATION TITLE
123588	Doctor of Philosophy in Education
ORIGINATOR
University of Mpumalanga
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		Early Childhood Development
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		EXCO 0729/25	2025-02-04	2028-02-04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-02-04		2032-02-04

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 purpose Doctor of Philosophy in Education is to provide learners with training for an academic career through the medium of an independent, original, and applied basic primary research project completed under supervision. Whilst undertaking the research project, learners will gain first-hand experience of all aspects of the research process. On completion of the PhD, learners will be able to undertake further independent research and contribute to the generation of new knowledge.

The qualification will also provide an opportunity for academic staff who do not hold a PhD to improve their qualifications and offer better-quality education to undergraduate learners.

Upon completion of the qualification, qualifying learners will be able to:

Demonstrate specialist knowledge and an ability to engage critically with current research in a specialised field of education.

Demonstrate an advanced understanding of the boundaries, interconnections, value and knowledge creation systems and paradigms of the chosen field of specialisation, and an ability to critically evaluate these, and select an appropriate paradigm for the research project.

Select, modify where necessary, and apply a research design and research methods, for data collection and/or generation, data analysis through statistical and other relevant qualitative techniques, to address a particular research question in the field of specialisation in education.

Identify any ethical considerations associated with research in the chosen field of specialisation and propose solutions and or mitigating measures.

Rationale:
The introduction of education and training at the doctoral level will allow the university to contribute to the production of the next generation of highly skilled individuals, teaching professionals, and educationists, who will join the workforce as academics, and researchers and contribute to the development of the country.
The institution is currently offering teaching qualifications at bachelor, honours and master's levels and a research-based qualification at doctoral level is the logical next step, providing opportunities to graduates and those from other universities to further professionally develop their teaching careers.

The need to develop high-level skills in education as a discipline is essential to address the current inequality within SA's basic education system. More and better-qualified teachers, with greater critical thinking and problem-solving skills, will enable greater social cohesion; transform teaching practices; and act as change agents within a socially, economically and politically fractured society. Reflective teaching practice, as well as active research on teaching methodologies and assessment, motivate change and innovation.

The institution's mission is to offer high-quality education and training opportunities that foster the "holistic development of learners through teaching and learning, research and scholarship and engagement in collaboration with strategic partners. Offering a PhD in Education is aligned with this, acknowledging that well-developed teachers touch the lives of every one of their learners.

In addition, research is a very powerful tool for a university that wishes to be relevant to its surroundings and engaged with its unique African context. Research and Postgraduate learners assist in the creation of a research culture and act as role models for younger learners; postgraduate learners serve as tutors and provide very important support for undergraduate learning and teaching.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):

RPL will be applied in line with the university policy on the Recognition of Prior Learning and Credit Accumulation and Transfer, a copy of which is uploaded to the Institutional Site.

This policy is aligned with the National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019). RPL and CAT will play important roles in promoting lifelong learning and in redressing inequities by providing alternative routes into higher education.

The National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019) indicates that there are two types of RPL; RPL for access and RPL for credit. The former is applicable for this doctoral degree. However, RPL for credit cannot be applicable to the proposed PhD since all 360 credits are allocated to the research thesis. The former will be used to provide alternative routes into the programme.

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

Master of Education, NQF Level 9.
Or

Master of Education in Philosophy of Education, NQF Level 9.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Module, Level 10, 360 Credits

Doctor of Philosophy in Education thesis, 360 Credits.

ASSOCIATED ASSESSMENT CRITERIA

Exit Level Outcomes
1. Undertake independent original research at an advanced level and report on this to reflect independent thinking, a comprehensive understanding of related theoretical foundations, originality, critical analysis, and advanced insight into the chosen field of education.
2. Demonstrate specialist knowledge and an ability to engage critically with current research in a specialised field of education.
3. Demonstrate an advanced understanding of the boundaries, interconnections, value and knowledge creation systems and paradigms of the chosen field of specialisation, and an ability to critically evaluate these, and select an appropriate paradigm for the research project.
4. Select, modify where necessary, and apply a research design and research methods, for data collection and/or generation, and data analysis through statistical and other relevant qualitative techniques, to address a particular research question in the field of specialisation in education.
5. Identify any ethical considerations associated with research in the chosen field of specialisation and propose solutions and/or mitigating measures.
6. Apply research effectively and critically, showing due consideration to social justice, socio-economic development, and a concern for the health and welfare of others.
7. Manage, collate, critically evaluate and synthesise information from a range of sources as relevant to the field of education.
8. Communicate effectively and efficiently with both professional and lay audiences using appropriate language, academic discourse, and technology.
9. Apply responsible and effective personal organization skills, work independently (taking full responsibility for allocated resources) and incorporate feedback into one's work.

Associated Assessment Criteria
The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes:

Produce an original project and focused argument(s), coherent, and logical and advance knowledge in the area of specialisation.

Identify and justify the project question, aims, objectives and scope.

Draw and evaluate literature review from multiple sources including primary literature, and materials carefully and critically.

Identify and apply a range of methods, including statistical and qualitative methods.

Identify and apply ethical issues , and seek approval if necessary.

Critically review relevant theories and practices to support the development of convincing arguments or positions in the thesis.

Skillfully integrate results from the research project with the existing knowledge base.

Illustrate a comprehensive and nuanced understanding of the nature, strengths and limitations of research in the thesis.

Apply appropriate research methods to address the research question and clearly justify with reference to published work.

Carefully and correctly apply research methods in the context of the discipline.

Mitigate any ethical concerns and reference them to an Approval Number where ethical issues exist.

Critically evaluate information from a wide range of sources and include them in the thesis.

Communicate results from the research project to both professional and lay audiences using appropriate language and technology.

Apply appropriate language in the thesis which is presented in the approved style and adheres to the norms for academic scientific writing in the discipline.

INTERNATIONAL COMPARABILITY

The approach taken to the professional doctorate in education around the world is relatively consistent and similar qualifications are discussed below.

Country: United States
Institution name: Stanford University
Qualification title: PhD in Education
Duration: Four years

Entry requirements:
Purpose/Rationale
The qualification aims to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all learners undertake, typically under the guidance of their academic advisor and other academics as well. The qualification comprises an independent research project which may be undertaken in all of the faculties and divisions across disciplines.

Similarities:

The Stanford University (SU) and the South African (SA) qualifications both accept learners who have completed a master's degree in the cognate field.

The SA qualification will enable learners to undertake further independent research and contribute to the generation of new knowledge.

Similarly, the SU qualification aims to prepare the next generation of leading education researchers.

Differences:

The SU qualification's minimum duration is four years, unlike that of the SA qualification which is two years.

Country: Australia
Institution name: University of Western Australia
Qualification title: Doctor of Education
Duration: Four years
Credits: 192

Entry requirements:

Bachelor's degree from this University in a relevant field with first or upper-second-class honours, or equivalent as recognised by the University;
Or

Master's degree from this University in a relevant field, or equivalent as recognised by the University

Purpose/Rationale
This professional doctorate degree is designed to advance the knowledge, research skills, professional capabilities, and leadership potential of individuals working in educational roles. Exploration of the nexus between theory and practice begins with a series of coursework units that develop capabilities to recognise critical issues facing educators and policymakers. The Doctor of Education provides scholarly learning experiences in research methodologies and approaches to high-quality research. Students consolidate the skills and knowledge acquired through a research project where they question, analyse, and critique educational professional practice, and translate visionary ideas into real-world success. Students undertake research in an area related to personal interests and career aspirations. Learners get to understand a wide range of quantitative and qualitative educational research methodologies.

Course structure
Modules:

Integrating Pedagogy and Technology

Educational Research Design

Educational Research Analysis

Theoretical Foundations of the Study of Education

Doctoral Thesis, comparable to Doctoral thesis in education

Similarities:

The University of Western Australia (UWA) and the South African (SA) qualifications both accept learners who have completed a master's degree in the cognate field.

The SA qualification's purpose is to provide learners with training for an academic career through the medium of an independent, original and applied basic primary research project completed under supervision.

Similarly, the UWA qualification provides scholarly learning experiences in research methodologies and approaches to high-quality research.

Both qualifications are research-focused with learners producing a Doctoral Thesis.

Differences:

The UWA qualification is offered over four years whereas the SA qualification is offered over two years.

The UWA qualification consists of 192 credits and the SA qualification consists of 180 credits.

ARTICULATION OPTIONS

Horizontal Articulation:

Doctor of Philosophy, NQF Level 10.

Doctor of 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 Mpumalanga