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:

Master of Philosophy: Education Policy and Practice

SAQA QUAL ID	QUALIFICATION TITLE
16066	Master of Philosophy: Education Policy and Practice
ORIGINATOR
University of Port Elizabeth
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's 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 09	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

To qualify candidates as knowledgeable and effective participants in contemporary debate in a specialist field of educational policy and practice by developing their ability critically to assess current and evolving educational theory and practice.

To develop qualifiers as potential change agents in education policy and / or practice by deepening their practical understanding of how to bring about improvements in practice.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners admitted for this qualification must:

Demonstrate their ability to read and interpret scholarly texts.

Have an academic qualification on at least NQF level 6.

Have a formal professional qualification and substantial occupational experience in a relevant field of education.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Specific Outcomes:

By the end of the programme learners will be able to:

1. Critically evaluate literature in the relevant specialist field and understand its implications for practice.
2. Challenge orthodox theory and practice for good reasons, and suggest new approaches.
3. Demonstrate an awareness of the constructed and provisional nature of data.
4. Master theoretically sophisticated subject matter and apply it to a specialised field.
5. Identify and define complex problems and apply appropriate knowledge and skills for their solution.
6. Work effectively in research teams in order to generate solutions for existing problems of policy or practice.
7. Identify problems which are related to the diverse cultural and social contexts within which education operates, and work towards solving these.
8. Demonstrate his / her capacity for independent study.
9. Effectively interact and engage in debate within an academic or professional community.
10. Demonstrate appropriate academic and professional values, including flexibility, tolerance and responsiveness.

Critical Cross-Field Outcomes

1. Problem solving critical and creative thinking: this outcome is embedded in all the specific outcomes and especially outcomes 1, 2, 4, 5 & 7.
2. Working effectively as a member of a team: this outcome is embedded in specific outcomes 6, 9 & 10.
3. Self organisation and management: this outcome is embedded in the specific outcomes focusing on independent research, especially 5, 6 & 8.
4. Information processing: this outcome is embedded in specific outcomes requiring learners to access, interpret and assess current theory: 1, 2, 3 & 4.
5. Communicating effectively: this outcome is embedded in specific outcomes 6, 9 &10.
6. Effective and critical use of science and technology: this outcome is embedded outcomes 2, 4 &10.
7. Demonstrating a systematic understanding of the world: this outcome is embedded in specific outcomes 5 & 7.
8. Reflecting in and exploring learning strategies: this outcome is embedded in specific outcomes 4 & 8, especially if these outcomes are directed to the solving of problems encountered with teaching and learning.
9. Participating as citizens in social life: this outcome is embedded in specific outcome 9.
10. Being culturally and aesthetically sensitive across a range of social contexts: this outcome is embedded in specific outcome 7.
11. Exploring education and career opportunities: this outcome is embedded in specific outcome 5.
12. Developing entrepreneurial opportunities: this outcome is embedded in all the specific outcomes as this qualification makes learners more marketable as professional educators and independent consultants.

ASSOCIATED ASSESSMENT CRITERIA

The criteria for assessing learners are based on the specific outcomes that are listed above. In order to qualify, learners must be able to:

1. Suggest possible solutions or ways of addressing existing problems currently being experienced in education through their reading and interpretation of various texts.
2. Integrate concepts and claims from various sources to construct a coherent and justifiable version of educational thinking and theory.
3. Critically assess readings from various sources by integrating these into a coherent framework of educational thought.
4. Generate solutions to existing problems encountered in the education through working in research teams.

Integrated Assessment

The range of strategies that will be employed to ensure that the specific and critical cross-field outcomes are integrated comprise:

1. Assessment strategies designed to assess the learning taking place in the coursework part of the degree:

1.1 Portfolios
1.2 Workplace-based assignments
1.3 Individual and group projects
1.4 Written examinations

2. A treatise on a topic relevant to the special field of study. This treatise will express an integration of the knowledge acquired in the coursework part of the degree and will lead towards well justified recommendations for improvements in some aspect of educational endeavour.

ARTICULATION OPTIONS

This programme links vertically with the Doctor Educationis programme.

MODERATION OPTIONS

The examination question papers and a sample of the answer scripts / portfolios will be moderated by an accredited assessor of at least an equivalent qualification at another university, while the treatise will be moderated individually by a moderator specifically identified and approved for that purpose by the Higher Degrees Committee of the Faculty and appointed, and appointed by the University.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Minimum of a relevant Master's degree with appropriate experience.

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