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 Technology: Education

SAQA QUAL ID	QUALIFICATION TITLE
1533	Doctor of Technology: Education
ORIGINATOR
Committee of Technikon Principals
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement			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	240	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 "Registered"		SAQA 1536/01	2003-07-01	2006-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-06-30		2010-06-30

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
72096	Doctor of Technology: Education	Level 8 and above	NQF Level 10	240	Complete
72323	Doctor of Education	Level 8 and above	NQF Level 10	240	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Persons achieving this qualification are competent in applying advanced research skills to solve a problem within an educational related field and to make an original contribution to the existing body of knowledge.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

At least 600 credits, of which at least 72 credits will be at NQF level 8, in the related fields of knowledge and skills in education. (ie M Tech: Education / M Ed).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the stated competence of the qualification, as detailed in the specified outcomes, has been achieved, either through education and training in a provider's learning programme, or through experience that complies with the stated outcomes

EXIT LEVEL OUTCOMES

1 Do research independently and produce an original contribution to the body of knowledge in an educational related field.

Specified outcomes:

1.1 Demonstrate knowledge, skills and values in researching a related field in education at an original level.
(F/C).

1.2 Compile and present research findings, original conclusions and proposals in a properly set out thesis.
(C).

1.3 Disseminate the findings.
(C).

Critical outcomes:

1 Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made.

2 Organising and managing oneself and one's activities responsibly and effectively.

3 Collecting, analysing, organising and critically evaluating information.

4 Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.

5 Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

6 Reflecting on and exploring a variety of strategies to learn more effectively.

7 Being culturally and aesthetically sensitive across a range of social contexts.

8 Exploring education.

ASSOCIATED ASSESSMENT CRITERIA

1.1 Identify a problem area
1.2 Identify problems within the problem area
1.3 Search the literature
1.4 Formulate the research problem / research question and sub problems
1.5 State the hypothesis / possible answer to question
1.6 Define concepts
1.7 Select a research strategy and research methodology (ies)
1.8 Decide on relevant data collection and analysis techniques
1.9 Implement the data collection technique to collect data
1.10 Analyse data and present results
1.11 Interpret findings
1.12 Draw conclusions and suggest recommendations
1.13 Contribute to the body of knowledge and skills in a related field of education
1.14 Describe extent of study clearly
1.15 Outlines a methodology appropriate to the study
1.16 Provide evidence of extensive range of reading, including a review of the relevant literature
1.17 State explicitly the links between the review and area of study, analyses objectively and critically supporting and/or opposing evidence, and draws together the different points emerging from the literary study
1.18 Discuss points in depth and develops a clear line of argument to provide own interpretations which are put in the context of other interpretations
1.19 Show awareness of understanding of assumptions underlying own interpretation
1.20 Solutions/conclusions relate to the questions posed in the introduction, and are well founded on the evidence resultant from the research
1.21 Organise the thesis in a logical structure
1.22 Adhere to the institutions technical requirements for a thesis
1.23 Write an article on the research for submission for publication in an accredited educational journal
1.24 Deliver papers and lectures based on the research

Integrated assessment:

Formative assessment:
Continuous learning progress assessment

Summative assessment:
A thesis externally examined and moderated

ARTICULATION OPTIONS

Articulates with Doctorate degrees in Education.

MODERATION OPTIONS

# External moderation
# SERTEC quality assurance

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Assessors will demonstrate the ability to:

# Develop an assessment
# Prepare learners for an assessment
# Monitor an assessment
# Carry out an integrated assessment
# Moderate the assessment process
# Supply feedback and reporting

NOTES

While South Africa still had Technikons, all of their qualifications were registered under the Committee of Technikon Principals. After the Technikons became Universities of Technology or merged with Universities, the qualifications were registered under each of these institutions, and the CTP qualifications fell away (hence the end date of 2006, above). Where relevant, replacement information is s
hown in the table above.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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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