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: Teaching Studies

SAQA QUAL ID	QUALIFICATION TITLE
15281	Doctor of Education: Teaching Studies
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		Schooling
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 of educationists' and educational practitioners in this field of study. Students will be empowered through this D.Ed qualification to:

Undertake research in an informed, competent and systematic manner making an original contribution to the knowledge content of the discipline.

Effectively continue their studies and undertake further educational research in this field of study.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Applied competence as outcomes:

When entering this programme, the learners should be able to:

critically plan and present teaching and learning activities at classroom level;

assess learners achievement;

read, interpret, integrate and apply academic texts on teaching studies;

design and conduct a research project;

work and study independently;

critically reflect on their own teaching and learning practice, and

communicate verbally and in written format, using a relevant style / register.

The minimum entrance requirements for this degree course are as follows:

An M.Ed (Critical and creative thinking) degree (at least 240 credits on level 8)

OR

An appropriate masters degree (at least 240 credits on level 8)

Recognition of prior learning:

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

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learner should be able to:

1. Identify, analyse, resolve, implement and assess educational problems within a theoretical framework and apply relevant research principles and methodology in order to conduct original research addressing it

2. Explain and reason within a doctoral committee research protocols within this field of study.

3. Organise and manage time and resources responsibly and effectively according to justified research protocol.

4. Access, analyse, organize and critically assess information (also electronic) by applying relevant and advanced research designs, approaches, methodologies and techniques, reflect on the research process, and implement the outcomes of their empirical research.

5. Communicate effectively using visual, graphical, computer and language skills in written and oral modes; reflect on the effectiveness of their communication.

6. Develop and use technology effectively and critically showing responsibility towards the environment, health and safety of others, and reflect on it in conducting original research.

7. Identify and solve educational development problems through research in a holistic way by taking all aspect that impart on it globally into account, and reflect on it.

8. Explore, apply and reflect on appropriate strategies to learn and to conduct research more effectively.

9. Participate responsibly in their local and national communities by identifying and solving educational problems through research.

10. Identify and solve educational problems through research by considering aesthetic, cultural, political and socio-economic aspects.

11. Identify and create new career opportunities through research expertise in existing schools, institutions and organizations.

12. Develop entrepreneurial skills by acquiring new knowledge, skills and attitudes that will enhance their professional development and equip them for new career opportunities in education.

ASSOCIATED ASSESSMENT CRITERIA

The learner can: / Does the learner:

1. Identify, analyse, resolve, implement and assess educational problems within a theoretical framework and apply relevant research principles and methodology in order to conduct original research in this field of study.

2. Explain and reason within a doctoral committee research protocols within this field of study.

3. Organise and manage time and resources responsibly and effectively according to justified research protocol.

4. Access, analyse, organize and critically assess information (also electronic) by applying relevant and advanced research designs, approaches, methodologies and techniques, reflect on the research process, and implement the outcomes of their empirical research.

5. Communicate effectively using visual, graphical, computer and language skills in written and oral modes; reflect on the effectiveness of their communication.

6. Develop and use technology effectively and critically showing responsibility towards the environment, health and safety of others, and reflect on it in conducting original research.

7. Identify and solve educational development problems through research in a holistic way by taking all aspect that impart on it globally into account, and reflect on it.

8. Explore, apply and reflect on appropriate strategies to learn and to conduct research more effectively.

9. Participate responsibly in their local and national communities by identifying and solving educational problems through research.

10. Identify and solve educational problems through research by considering aesthetic, cultural, political and socio-economic aspects.

11. Identify and create new career opportunities through research expertise in existing schools, institutions and organizations.

12. Develop entrepreneurial skills by acquiring new knowledge, skills and attitudes that will enhance their professional development and equip them for new career opportunities in education.

Integrated assessment

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:

Formative assessment practises that will be implemented:

Oral and written feedback from the doctoral committee, seminars and supervisors on the research project for this thesis.

Summative assessment practises that will be implemented:

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of assessment of a doctoral thesis.

ARTICULATION OPTIONS

1. Access to qualifications on a lower level:

M.Ed. (Teaching studies), and any other applicable masters qualification
(260 credits at NQF level 8)

2. Access to qualifications on the same level:

D.Ed. (Professional and personal leadership, Curriculum Development, etc) (400 credits at NQF level 8)

3. Access to qualifications on a higher level:

Learners can continue to post-doctoral research

MODERATION OPTIONS

a) What external examination processes will be implemented?

The thesis will be examined by two external examiners

b) How many external examiners/moderators will be appointed for this qualification and from which type of institution or professional bodies will they be?

For the thesis, two external examiners from a Higher Education Institution who is familiar with the specific research field will be appointed.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

a) Criteria regarding formal qualification that assessors should have:

At least a doctoral degree in Education or related fields.

b) Criteria regarding job or learning area experience

Experience of teacher education at Higher Education Institution (HEI)

c) Criteria regarding experience of or exposure to assessment

Knowledge and experience of relevant assessment and evaluation practices.

REREGISTRATION HISTORY

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

NOTES

This is an old qualification recorded in June 1998.

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