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: 

Master of Education in Natural Science Education 
SAQA QUAL ID QUALIFICATION TITLE
5905  Master of Education in Natural Science Education 
ORIGINATOR
University of South Africa 
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  180  Level 8 and above  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 
Purpose:
The Master of Education in Natural Science Education is designed to equip graduates with advanced, research-based knowledge and critical insight into the teaching and learning of Natural Science within diverse educational contexts. This qualification develops the capacity for independent, well-founded inquiry, enabling graduates to design, implement, and evaluate innovative approaches to science education that address contemporary challenges in the field.

On completion, qualifying learners will be able to:
  • Demonstrate deep conceptual understanding of Natural Science education theories and practices.
  • Apply advanced research skills to generate new knowledge and critically engage with scholarly and professional debates.
  • Contribute to curriculum development, policy formulation, and teacher professional development in Natural Science education.

    Graduates of this qualification will be prepared to assume roles as educational leaders, researchers, subject specialists, or policy advisors in the field of science education, and will possess the graduate attributes of intellectual independence, scholarly rigour, ethical responsibility, and the ability to communicate effectively to both specialist and non-specialist audiences.

    Rationale:
    The Master of Education in Natural Science Education addresses the urgent need to strengthen science education in South Africa and beyond, in response to global imperatives for improved STEM (Science, Technology, Engineering, and Mathematics) outcomes. The qualification aims to enhance the professional capacity of educators, curriculum designers, and educational researchers to improve the quality of science teaching and learning at various levels of the education system.

    The qualification will benefit the education sector by producing graduates with the expertise to advance scientific literacy, foster critical thinking, and address barriers to effective science education, particularly in under-resourced contexts. Society and the economy will benefit from a better-prepared population capable of contributing to technological innovation, sustainable development, and evidence-based decision-making.

    While not directly linked to professional licensing, the qualification supports career progression for educators and researchers in science education and aligns with professional development frameworks recognised by teacher professional bodies such as the South African Council for Educators (SACE). Graduates may also contribute to national and international research agendas in science education, and to initiatives aimed at improving learner achievement in Natural Sciences.

    The qualification was developed in consultation with academics, practitioners, and stakeholders in science education, ensuring that it meets both scholarly standards and sectoral needs. It forms part of a coherent postgraduate pathway, articulating vertically to doctoral study in Education and horizontally with other Master's-level specialisations in education. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    It is assumed that the candidate: is sufficiently competent in the language of learning and teaching to undertake study at NQF Level 8 and has achieved NQF Level 7 competence in educational theory, research and area of specialisation.

    Recognition of Prior Learning (RPL) for this qualification will be implemented in accordance with the institution's RPL Policy, which is aligned with SAQA's national RPL guidelines, the Higher Education Qualifications Sub-Framework (HEQSF, 2014), and the Revised Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015). This approach also supports Unisa's curriculum transformation principles regarding equitable access.

    As the Master of Education in Natural Science Education is a full research master's degree, RPL will not be used to exempt students from modules or award partial credits, but rather as a means to gain access to the qualification in cases where applicants do not meet the formal admission requirements. In such cases, prior learning will be assessed against the outcomes of an equivalent NQF Level 8 qualification to determine whether the applicant meets the required level of knowledge, research competence, and expertise in the field of curriculum studies.

    Applicants seeking admission through RPL will need to submit a comprehensive portfolio of evidence that demonstrates their competence in curriculum theory, design, implementation, and evaluation, as well as their readiness for independent research. Evidence may include but is not limited to:
  • Relevant formal, informal, or non-formal qualifications.
  • Detailed work records and testimonials describing roles, functions, and responsibilities related to curriculum work;
  • Reports, policy documents, or projects developed by the applicant;
  • Evidence of research activities (e.g., published or unpublished papers, conference presentations, evaluation reports);
  • Training courses completed, industry-based learning, and professional development activities;
  • Videos, performance records, or other artefacts demonstrating relevant expertise.

    The portfolio will be assessed by qualified Unisa academics in the Department of Science and Technology, applying the general principles of assessment (validity, reliability, authenticity, and fairness) and ensuring alignment with the SAQA exit-level outcomes for NQF Level 8 qualifications.

    Applicants who are granted access through RPL are admitted to the programme and proceed to registration in the next cycle. In terms of this process, no credits from prior learning are awarded towards the Master of Education in History of Education itself; RPL serves solely as a mechanism for alternative access to the qualification.

    The RPL process is supported and quality-assured through Unisa's central RPL structures and the College of Education's Office for Graduate Studies and Research, ensuring compliance with institutional policy, national policy, and professional standards.

    Entry Requirements:
  • Bachelor of Education Honours in Science Education, NQF Level 8.
    Or
  • Postgraduate Diploma in Science Education, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 180 Credits.

    Compulsory Modules, Level 9: 180 Credits:
  • MEd - Didactics, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a sound knowledge base and critical understanding of education in general, and of their area(s) of specialisation in particular.
    2. Demonstrate the ability to critically analyse and evaluate knowledge in their area(s) of specialisation, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of specialisation.
    3. Demonstrate the ability to conduct independent inquiry in a specialised field of education, training or development, and to report their findings in academically appropriate ways.
    4, Exhibit the potential to act as academic leaders and experts in the field of education, training and development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate familiarity with major lines of debate in the relevant field of education.
  • Critically evaluate literature within an area of educational specialisation.
  • Reconstruct knowledge creatively and imaginatively, with a degree of independence.
  • Evaluate theories of education relevant to a specific area of study.
  • Apply knowledge, skills, and competences to specific educational contexts.
  • Acknowledge and analyse the constructed and provisional nature of educational knowledge.
  • Evaluate the foundations of educational thought and knowledge to demonstrate epistemological maturity.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Display intellectual independence and critical/analytical skill in the development of well-grounded and systematically developed arguments.
  • Justify claims and conclusions with appropriate evidence and argument.
  • Synthesize complex scholarly work in an area of study in education into coherent accounts.
  • Assess theoretical positions and propose solutions to educational problems.
  • Provide independent critical analyses of data and theories in the area of study.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Plan and conduct an inquiry using appropriate research techniques.
  • Collect, analyse, organise, and critically evaluate information and data from primary and secondary sources.
  • Engage with the wider field of relevant educational literature.
  • Evaluate appropriate theoretical and methodological frameworks.
  • Apply relevant educational research designs, methods, and data analysis responsibly, reflectively, and adaptably.
  • Report research findings and communicate these in written and/or oral form.
  • Produce a thesis or academic report based on independent research that can give rise to at least one publishable article (with expert assistance) in an academic journal.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Manage educational contradictions and make educational value commitments.
  • Interact and engage effectively in debate with learning or professional groups in education.
  • Contribute to others' understanding of educational issues through discourse and research.
  • Facilitate discussions on complex educational issues in an informed and visionary manner.
  • Critically evaluate their own and others' work in education.
  • Demonstrate responsibility, self-reflexivity, and adaptability as an educational leader.
  • Reflect on values and responsibilities appropriate to academic and professional leadership.

    Integrated Assessment
    Assessment in the Master of Education in Natural Science Education will be conducted in line with the Unisa Assessment Policy and the HEQSF requirements to determine the learner's applied competence and readiness for successful completion of the qualification.

    Formative Assessment:
    Formative assessment is continuous and integral to the supervision process. Under the guidance of the assigned supervisor, and with oversight by the Departmental Higher Degrees Committee, students receive ongoing feedback on the development of their research proposal and dissertation.
    This includes reviewing multiple drafts, providing constructive written and/or oral feedback (e.g., via Teams, telephone, or annotated comments), and facilitating self-checks to ensure that research design, analysis, and presentation meet the required scholarly standard. The proposal undergoes departmental review before approval, allowing the student to integrate feedback into subsequent dissertation chapters.

    Summative Assessment:
    Summative assessment occurs when the completed dissertation is submitted for formal examination. At least two external examinersone of whom will be an expert from another university, preferably an African scholar from a diverse cultural and linguistic backgroundwill independently assess the work. Examiners evaluate the scientific and academic quality of the research, its processing and presentation, and its contribution to the field, providing a detailed report and a mark. Reports may include recommendations for improvement, and, where required, the dissertation may be referred back for revision under continued supervision.

    This integrated approach ensures that formative supervision supports the incremental development of applied competence, while the summative external examination provides an independent, rigorous measure of the candidate's achievement at master's level. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with similarly structured qualifications at University of Waikato (New Zealand), and University of British Columbia (UBC, Canada), each nationally recognised and accredited.

    Country: New Zealand
    Institution name: University of Waikato
    Qualification title: Master of Education
    Duration:

    Entry requirements:
  • Bachelor's degree with at least a B grade average across the level 300 papers and:

    This programme is designed for educational practitioners who have graduated and seek to enhance their skills, knowledge, and gain career advancement in the field of Education. Papers focus on areas such as curriculum, pedagogy, or policy development.
    The Master of Education can be undertaken at a pace that suits you, either part-time while you continue to work or full-time over 18 months.

    Modules:
  • Research-based Inquiry: Informing Practice
  • Dissertation
  • Education Thesis
  • Research is governed by the Ethical Con

    Similarities:
  • Both qualifications are master's level (Level 9 equivalent) qualifications.
  • Both qualifications develop research skills in education.
  • Both qualifications aim to improve educational practice and outcomes.
  • Both qualifications prepare graduates for leadership roles in education.
  • Both qualifications include ethical research requirements.

    Differences:
  • The South Africa qualification is highly specialised in Natural Science Education, whereas a New Zealand one is broad and flexible across education fields.

    Country: Canada
    Institution name: University of British Columbia
    Qualification title: MEd in Science Education
    Duration: One to two years

    Entry requirements:
    Purpose/Rationale
    The Master of Education - Science Education degree offers learners opportunities to pursue a wide range of research and professional interests in the field of STEM Education with the emphasis on science education. The qualification is ideal for those seeking to make a difference in teacher education; learning and teaching at the elementary, secondary, and post-secondary levels; industry; teaching and research institutions; government and private sector bodies; museums; outdoor setting and other science-based organizations. The program's philosophy is that theory and practice are inextricably linked and work hand in hand to improve the quality of education. Educators are empowered by collaboration across disciplines, countries, and contexts. Therefore, this qualification values diverse expertise and experience; collaboration and mentorship; and innovative ideas, theories and practices. Through the pursuit of learner individual and collective interests, graduate learners will develop and enhance their knowledge and practice of Science Education. Graduate students will be equipped to advance the quality of education and/or assume leadership roles in the field.

    Similarities:
  • The South African and University of British Columbia (UBC) both offer coursework-based with capstone project, no thesis.
  • The UBC qualification is completed in 1 to 2 years, depending on coursework delivery mode.
  • Both qualifications provide pathways to PhD or EdD-level studies.

    Conclusion:
    The UNISA MEd in Natural Science Education is closely aligned with reputable national and international equivalents. Its research-intensive structure most closely mirrors those at Waikato, demonstrating compliance with international norms for advanced curricula in science education. Conversely, the UBC provides a contrasting coursework-oriented model, reinforcing the diversity of approaches to science education master's qualifications globally while affirming the rigor and relevance of UNISA's approach. 
    		•

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

    Horizontal Articulation:
  • Master of Education, NQF Level 9.

    Vertical Articulation:
  • Doctor of Education in Science Education, NQF Level 10.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Learning and Development Professional, NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Recorded in 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 South Africa 


    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.