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 Philosophy: Education: General

SAQA QUAL ID	QUALIFICATION TITLE
16035	Doctor of Philosophy: Education: General
ORIGINATOR
University of the North (Qwa-Qwa)
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 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

1. To provide opportunities for educators to develop into competent researchers who will contribute, in a positive and dynamic manner, both theory and practice for the design and implementation of relevant education and training

2. To enable educators to develop requisite and appropriate knowledge, skills, values, attitudes and vision with respect to education across the spectrum

3. To empower and equip students to develop academics as well as practical, foundational and reflexive competencies, as adumbrated in the norms and standards for educators, Government Gazette, 415(20844), Government Notice, No 82, 4 February 2000, within the educational and training system.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

None

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1. Demonstrate intellectually profound and advanced skills with respect to reading, analysing and evaluating in a coherent and sequential, structured and systematic manner a range of interdisciplinary concepts undergirding education, training and development.

2. Expatiate along scientific lines their comprehension and application of the current methodology both in terms of quantitative and qualitative research techniques as the nub of advanced research

3. Clearly adumbrate the area of study within the accepted norms and parameters of education, training and development

4. Propound generate, expand, interpret or refine in critical terms existing knowledge relevant to the chosen area of study through development of a succinct theoretical and conceptual framework

5. Present a coherent written thesis capable of withstanding international interrogation and intellectual scrunity.

6. Evince in-depth and effective academic communication skills in writing, publishing, presenting and developing new information and knowledge

Critical Cross Field 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 and community

3. Organise and manage oneself and one's activities responsibly and effectively

4. Collect, organise and critically evaluate information

5. Communicate effectively using visual, mathematical and or language skills

ASSOCIATED ASSESSMENT CRITERIA

1. Oral and written critique of papers, seminar, presentations and publications of an academic nature. Also oral participation and presentation of papers, addresses, articles. Interaction with promoter.

2. Postulation of research methodology and design in a precise manner and elucidation thereof as the basis of the research proposal.

3. Reference to a detailed literature review and wide resources for accessing literature through various databases. Publication of articles or papers in academic journals.

4. Formulation and writing of thesis. Academic presentation at seminars, workshops, conferences.

5. Publication of academic articles, papers and so on.

6. Written thesis.
Viva -voce if deemed necessary.

7. Academic publication in journals, periodicals and monographs

INTEGRATION IN THE QUALIFICATION

1. Students are directed along scientific and practical lines apropos comprehensive literature review methodologies and accessing of databases characterizing local, national and international research communities. Students will be orientated towards structured and analytical strategies for the purpose of identifying, synthesizing, refining and extending the existing plethora of considerations relevant to the total spectrum of education.

2. The students will be required to participate in the presentation, organisation and convening of seminars, workshops and conferences, in collaboration with academic staff, other colleagues and bodies involved in education. Students will also be involved in collaboration with other academics in the preparation and presentation of research papers

3. For the successful and logical conclusion of the research undertaken by students they are advised explicitly to organise their time to ensure that a systematic approach is adopted for literature reviews, interviews and so on. The collection of the data is invariably time-consuming and costly. Students therefore, must come to terms with regard to demands of an intensive period of study.

4. The total research process involves a manifold process including detailed explanation of design, implementation strategies, analysis and evaluation of the data collected. In the interaction between the promoter and the discussed. In reciprocation the students will be obliged to present a detailed critical review of the relevant literature which is central to their research, theories, policies and practices of the problem area being investigated

5. Students enrolled for this qualification and programme will be stimulated and encouraged.

INTEGRATED ASSESSMENT

As this qualification and programme are research - based the candidate will primarily be assessed in terms of the presentation of his thesis. There will be continuous interaction between the students and the promoter of the theses.
Students will be required to present research articles for publication in journals as their research progresses. The theses when completed will be assessed by an internal examiner in the Faculty of Education (if the promotre is not the internal examiner) and two external examiners in the field of the subject of the research. If deemed necessary, the students may be called to a via-voce for the defence of their theses. For this purpose, a team comprising academics in the area of the research, the internal examiner, external examiners and promoters (if he is not the internal examiner) will comprise the panel.

ARTICULATION OPTIONS

None

MODERATION OPTIONS

Two external examiners will be appointed to examine the thesis. The external examiners will be required to be in possession of doctoral degrees in consonance withthe field of research undertaken.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

None

REREGISTRATION HISTORY

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

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