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 in Learning Support, Guidance and Counselling 
SAQA QUAL ID QUALIFICATION TITLE
15564  Doctor of Education in Learning Support, Guidance and Counselling 
ORIGINATOR
University of Pretoria 
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  360  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 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 qualification aims:
  • To highlight the relevance of all aspects of guidance and counselling to broader social, economic and political developments in relation to reconstruction and development, human resource needs, locally and nationally.
  • To access appropriate and innovative resource material.
  • To facilitate learners' development of independent, life-long research competences and skills.
  • To facilitate the development of learners' awareness and respect of non-discrimination values and a commitment to the promotion of democratic, non-racist, non-sexist values within the South African community.
  • To promote the integration and relationship between all aspects of both theory and practise of guidance and counselling.
  • To provide learners or eligible learners with post-graduate scientific knowledge, specific skills and applied competence in field 5 and related fields for life-long personal development, and economic prosperity.
  • To empower learners to make a meaningful contribution to the democratisation of a society in transformation.
  • To enhance the application of relevant scientific knowledge for the advancement of education in South Africa.
  • To open up an alternative route for community support (guidance and counselling) to enable the development of human potential in South Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

    Entry requirements:
    The minimum entry requirement for this qualification is:
  • Master of Education in Inclusive Education, Level 9
  • Master of Education in Learner Support, Guidance, Counselling and Professional, Level 9.
  • Master of Education in Guidance and Counselling, Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    1. Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
    2. Work effectively with others as a member of a team, group, organisation, community.
    3. Organise and managing oneself and one's activities responsibly and effectively.
    4. Collect, analyse, organise and critically evaluating information.
    5. Communicating effectively using visual, mathematical and language skills in the modes of oral and written persuasion.
    6. Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
    7. Demonstrate and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
    8. Contribute to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities.
  • Developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
  • Design, develop and execute a research project (qualitative and/or quantitative research strategies will ensure reliability) (linked to appropriate NQF-level).

    Integrated assessment:
    Portfolios.
    Other:
    Research proposal.
    Thesis. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares with the following international qualifications in terms of the range of competencies in the learning content offered. 

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation.

    Horizontal articulation:
  • Doctor of Education, Level 10.
  • Doctor of Education in Special Needs Education, Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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 Pretoria 


    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.