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 THAT HAS PASSED THE END DATE:

Doctor of Education: Computer Based Education

SAQA QUAL ID	QUALIFICATION TITLE
15268	Doctor of Education: Computer Based Education
ORIGINATOR
Rand Afrikaans University
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		Higher Education and Training
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	400	Level 8 and above	NQF Level 10	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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

The primary purpose of this qualification is to provide qualifying learners with applied competence in the field 'Computer-based Education' and to make a unique contribution to the field by producing an extended research project of the scope and depth prescribed for theses.

Foundational competences:

The learner undertakes an in-depth research study of a selected theme and research question in terms of the use of computers within educational settings. He/she is will be exposed to a number of resources on the selected theme. The learner will be able to demonstrate that he/she can confidently converse on the topic, postulate arguments and theses and defend specific stances. The research will culminate in an in-depth research report.

Practical competencies:

The learner will be able to demonstrate an ability to do research, using recognised research methodology, on the selected topic and report on the results of the research by means of a written thesis.

Reflective competencies:

The learner will be able to reflect upon the selected topic that is the focus of the research.
The reflection will be based upon careful analysis of relevant literature and the findings of the empirical research. Reflection will culminate in suggestions for further research.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners must be able to demonstrate the competencies that were attained during the M.Ed (CBE), as follows:

The learner can read and analyse supplied texts and communicate thereof verbally or in a written format.

The leaner can independently find or identify relevant additional sources on a topic and assess the appropriateness of the source.

The learner can write research report in the correct academic format.

Learners must be able to demonstrate all practical competencies as required for the M.Ed. CBE.

Access to the D.Ed. requires a M.Ed. (CBE) or another Master's degree with a suitable focus and a minimum of 240 credits on NQF level 8.
Prior learning and experience in the field may provide access or advanced placement.

Recognition of prior learning:

Through formal assessment students will qualify for access, advance placement or a whole qualification on condition that the learner continues his/her studies at this institutions.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learner should be able to:

1. Demonstrate an ability to use computer tools for to collect, analyse and present research findings.

2. Assess and select existing instructional software and associated literature and supplementary materials, implement those in educational settings, analyse the implementation using scientific research methods and write a report on the efficacy of the instructional software.

3. Create multimedia or hypermedia instructional software to support the instructional process, implement those in educational settings, analyse the implementation using scientific research methods and write a report on the efficacy of the created instructional software.

4. Research specific (selected) implementations and applications of computers in education.

5. Research and report on the use of appropriate computer software tools as productivity tools in specific educational settings.

6. Design and develop computer-based instructional materials, collaboratively or individually and research the efficacy of the instructional software.

7. Design teaching and learning activities for use when implementing computer-based instructional materials for a variety of grouping strategies for a diverse learner population and research the efficacy of the applied learning activities.

8. Report on contemporary issues in computer-based education.

9. Demonstrate awareness of recent developments in the field and applications of computers and related technologies in education that are reflected in literature reviews.

10. Use computer technology to access information in order to produce research reports.

11. Use computers to design strategies to solve a number of administrative or instructional problems within educational contexts and research the efficacy of those strategies.

12. Develop strategies for the implementation and integration of computers in educational settings and research and report on the results of such implementations.

ASSOCIATED ASSESSMENT CRITERIA

The learner can:

1. Use a computer and appropriate software tools to collect research data, analyse collected data and write research reports.

2. Assess educational software using appropriate instruments.

Implement suitable software for particular contexts.

Assess efficacy of instructional software.

3. Create multimedia and hypermedia that can be used to support learning in specific contexts.

Implement the instructional software in particular contexts.

Assess efficacy of instructional software.

4. Assess strategies for the implementation of computers in specific educational settings after conducting research.

5. Assess the use of software productivity tools in educational settings.

6. Design and develop instructional materials based on theoretical principles of theories of learning and instructional design.

7. Select and implement learning activities suited to particular technology and adapted to particular learner contexts.

8. The learner can describe, explain and converse on relevant and contemporary issues regarding CBE and can draft policy documents aimed at negating negative impacts of computers in education.

9. The learner can identify computer magazines, journals, online resources and other sources of information that and converse on the salient facts within those publications.

10. The learner can use CD-ROM's and the Internet to do information searches to find answers to research questions pertinent to their studies.

11. The learner can identify and use the correct computer tool to solve specific educational problems, either instructionally or administratively.

12. The user is able to identify the IT needs of an institution, assemble a task team, draw up a technology plan and suggest strategies for implementing and integrating IT in the educational setting.

Formative assessment practises that will be implemented.

Learners are required to write a scientifically compiled research report that is subject to scrutiny by the supervisor, co-supervisor, doctoral committees and doctoral seminars. Chapters are submitted periodically for assessment. During assessments the scientific validity of the research methods, he appropriateness of the research question and the correctness of the scientific report is assessed.

Summative assessment practises that will be implemented:

The final research report is assessed by:

The supervisor and the co-supervisor.

Two external examiners.
Each of the assessors will individually decide whether the qualification is awarded or not, based on the requirements of this theses as set by the faculty.

ARTICULATION OPTIONS

Access to qualifications on a lower level:

Learners may access any qualification on a lower level if they meet the requirements for that qualification.

Access to qualifications on the same level:

Entry in mid-stream: Learners who have registered for the same or similar qualifications at other higher education institutions may enter at mid-stream provided that the curriculum committee approves this.
Exit in mid-stream: Learners may exit in mid-stream and will retain credits for the modules completed.

Access to qualifications on a higher level:

Having completed the particular qualification, the D.Ed. graduate may access the post-doctoral programmes.

MODERATION OPTIONS

a. What external examination processes will be implemented?

The final thesis is subject to external moderations (2 examiners).

b. How many external examiners/moderators will be appointed for this qualification and from which type of institutions or professional bodies will they typically be?
Two from similar institutions.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

a. Criteria regarding formal qualifications that assessors should have:
Assessors should have at least a D.Ed. degree in CBE (or similar qualification).

b. Criteria regarding job or learning area experience:
Assessors having job or learning area experience may be used to assess relevant and appropriate sections of the assessment items to supplement the task of the assessor.

c. Criteria regarding experience of or exposure to assessment
Assessors should have experience of assessment of doctoral theses.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

NOTES

This is a new qualification.

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.

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