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

SAQA QUAL ID	QUALIFICATION TITLE
65288	Master of Education
ORIGINATOR
Central University of Technology, Free State
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		Schooling
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 0733/25	2024-06-30	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 purpose of the Master of Education is to prepare researchers who can contribute to the development of knowledge in the field of Education, including knowledge about professional practice at an advanced level. This qualification comprises a significant research component and can be attained by completing a single research project, culminating in the production and acceptance of a thesis.

Qualifying learners will be able to:

Deal with complex issues in education, both systematically and creatively.

Make sound judgments, using the data and information at their disposal.

Clearly communicate their conclusions to specialist and non-specialist audiences.

Demonstrate self-direction and originality in analysing and solving problems,

Act autonomously in planning and implementing tasks at a professional level. continue to advance their knowledge, understanding, and skills.

Rationale:
The qualification aims to give access to and is designed for teachers in practice, and educators working in other fields of Education, such as in the Department of Basic Education, Provinces, and other areas. However, this qualification will also give access to international learners. The rationale for this qualification stems from the need to open pathways for graduates at the Honours level to have access to a higher qualification, which will enable them to further their studies by researching Education as a discipline with a specific focus on a sub-discipline of Education.

The rationale for this qualification has also informed the need for more and appropriately qualified graduates who will be able to conduct outstanding research that would address the various challenges faced by the Education regionally, nationally, and globally. This qualification will enhance and deepen graduates' knowledge in the fields of Education, such as Curriculum Studies, Policy Studies, Early Childhood Development, Psychology of Education, etc., and enable them to contribute significantly to the development of Education in general, and in the preferred sub-discipline in particular.

Also, the qualification responds to the call of the National Development Plan 2030 that universities should enhance their ability to contribute to national objectives; provide a diversity of programme offerings to learners, and develop the capacity for cutting-edge research training. The qualification will also enlarge the pool of South African learners who conduct advanced and cutting-edge research that would have a bearing on the socio-economic challenges faced regionally, nationally, and globally. Upon completion of this qualification, learners are expected to meaningfully contribute and to play key roles in various spheres of Education. They are also expected to contribute towards the development of, progress in, and the improvement of Education, schools, and schooling.

Moreover, the qualification also provides an opportunity to forge multi-disciplinary and transversal collaboration across the institution and with other institutions in South Africa. The qualification will enable learners to vertically articulate into a Doctor of Philosophy (PhD) in Education.

The qualification will benefit not only the learners but also the broader society as well as the economy. This qualification will equip learners with specialised, high-level field and discipline-specific knowledge and advanced research skills that would put them in an advantageous position over their peers in education and the labour market. This qualification will also open up opportunities for learners to advance their careers in Education or any other related field of employment.

For the society and the economy, completing this qualification implies that learners possess sound knowledge, values, and skills to contribute towards community and economic development, by addressing, in creative and systematic ways, the community-specific, societal, and economic challenges they are faced with. It is anticipated that through their research, the learners would not only enter but also establish reciprocal relationships with local communities and the SA society in general, which will see both the community where the research is conducted, as well as the candidate, benefitting from it.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's articulation policy is aligned with the Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education (CHE, 2016) and National Policy and Criteria for the Implementation of Recognition of Prior Learning (SAQA, 2013, amended 2019) and (DHET, 31 March 2016, Gazette no 381). The policy clearly states how RPL will be applied to gain admission and achieve module exemption or advanced standing.

RPL for access:

A functional system for RPL is in place at the institution where RPL is used as a mechanism to gain access to qualifications.

A maximum of 10 % of the cohort of learners in this qualification will be admitted through RPL.

Learners are required to complete an RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive work learning. The candidate's portfolio will be assessed thoroughly against the relevant learning outcomes, after which the application is dispatched for approval before the final decision is communicated to the learner.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Education Honours, NQF Level 8
Or

An appropriate professional bachelor's degree, NQF Level 8.
Or

A relevant Honours degree, NQF level 8
Or

Postgraduate Diploma in Education, NQF level 8

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises the following compulsory modules at National Qualifications Framework Level 9, totalling 180 credits.

Compulsory Modules, NQF Level 9, 180 Credits:

Research Project, 180 Credits

EXIT LEVEL OUTCOMES

1. Interpret scholarly debates and literature in the study or practice.
2. Identify and apply methods, techniques, processes, systems or technologies creatively and innovatively.
3. Identify, address, and manage emerging ethical matters, and to adhere to ethical
decision-making, including monitoring and evaluation of the consequences of such decisions, where appropriate.
4. Make independent judgements about managing incomplete or inconsistent information or data in the process of analysis and synthesis.
5. Produce and defend substantial, independent, and publishable scholarly work that meets international standards.
6. Display an understanding of theoretical underpinnings in the management of complex systems to achieve systemic change and, where applicable, to independently design, sustain, and manage change within a system or systems.
7. An ability to operate independently and take responsibility for his/her work.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Provide evidence of specialist knowledge and scholarship through their understanding of and insight into the topic under investigation, nature, purpose, and scope thereof.

Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.

Associated Assessment Criteria for Exit Level Outcome 2:

Review and engage with related literature and relevant sources with a view to defining a gap in research and literature within the discipline.

Formulate and state the research problem, research questions, aims, and objectives.

Associated Assessment Criteria for Exit Level Outcome 3:

Provide evidence of specialist knowledge of and engagement in the various fields of Education in terms of the understanding of field-specific concepts, models, theories, and theoretical frameworks.

Apply specialist knowledge when critiquing, evaluating and appraising current and seminal scholarship and research practices in a disciplinary or interdisciplinary context.

Associated Assessment Criteria for Exit Level Outcome 4:

Use specialist knowledge to communicate, validate, and support their arguments and their logic.

Demonstrate command of, and provide evidence of, a thorough understanding and comprehension of scientific research methodologies (qualitative, quantitative, and mixed), relevant methods, approaches, and techniques, managing, processing, interpretation, and analysis of data considering ethical relevance in the respective disciplines, and presentation of results.

Associated Assessment Criteria for Exit Level Outcome 5:

Provide evidence that they recommend or provide guidelines to solve the problems they have investigated and that they understand the consequences of any solutions or guidelines provided or insights generated within the research.

Associated Assessment Criteria for Exit Level Outcome 6:

Communicate, present, and discuss knowledge and insights gained through their research and regarding their topic to a wide range of audiences at various academic, professional, or scientific platforms such as seminars and colloquia, and with different levels of knowledge or expertise.

Associated Assessment Criteria for Exit Level Outcome 7:

Organise and structure ideas, arguments, facts, and statements methodologically and systematically, logically, coherently, and considering editorial rules and conventions, and correct and academic language usage and style.

INTEGRATED ASSESSMENT
The integrated assessment for this qualification evaluates whether candidates can effectively integrate the conceptualisation and operationalisation parts. Critically search for, read, engage, interpret, and use information and data to bolster and buttress their argument. Ability to reflect critically on contemporary issues and produce a single research project, which will culminate in the production and acceptance of a thesis.

INTERNATIONAL COMPARABILITY

The international Master of Education by research qualifications seem to include compulsory coursework modules. These modules are aimed at deepening the theoretical knowledge of the learner and or developing research competencies and skills. Comparability will therefore largely be based upon common principles.

Country: Australia
Institution: University of New England (UNE)
Qualification Title: Master of Education (Research)
NQF Level: AQF Level 9
Duration: 1.5 to 2 years Full-time
Entry requirements
To be eligible to apply for this qualification, learners must meet one of the following entry requirements:

Bachelor qualification (AQF Level 7
Or

Overseas equivalent in Education.
Or

Graduate Certificate or Graduate Diploma, AQF Level 8 or overseas equivalent in a relevant discipline.

Purpose:
This Master of Education (Research) aims to provide professional educators with specialised knowledge and skills for professional practice, scholarship, research, and/or further learning.

The qualification provides learners with the opportunity to build on their expertise and develop advanced research skills with the support and guidance of our renowned School of Education. Future-proof your career in education with advanced research skills, specialist knowledge, and transferable skills in communication, thought leadership, and critical analysis.

Learning Outcomes:
Exhibit a mastery of an educational field of knowledge by:

Having systematically acquired intellectual skill and experience that is grounded in contemporary developments in the field.

Creating and communicating scholarship of a quality to satisfy peer review, extending the frontier of the field of knowledge, and potentially meriting publication;

Demonstrating knowledge of research principles and methods applicable in advanced academic inquiry.

Conduct research independently and systematically by:

conceptualising, designing, and implementing a project which will increase applicable knowledge or contribute new insights to the Education field

evaluating ideas and making informed judgements on complex issues or challenges in the education field of specialisation

communicating ideas, methodologies, and conclusions clearly and effectively to specialist and non-specialist audiences;

Be accountable for their own learning and professional training by:

demonstrating the capacity to undertake further learning and/or a further career in or around research at an advanced level and contributing substantially to the development or dissemination of new techniques, ideas, or approaches.

displaying the qualities and attributes necessary to exercise personal responsibility and autonomous initiative in complex and unpredictable situations, whether in professional environments or in the public domain.

This qualification will advance your career and options to undertake further study in a variety of ways. For example:

A pathway which may lead directly to a Doctoral program

Professional enrichment as an educator and education decision-maker

Moving into a leadership position in education.

Similarities:

University of New England (UNE) and the South African (SA) qualifications take 1.5 to 2 years of Full-time study.

The UNE and SA qualifications are registered at AQF/SA NQF Level 9.

Both qualifications require applicants who have completed the Bachelor of Education.

The UNE and SA qualifications provide a program of independent, supervised research for high-calibre graduates to make a substantial and original contribution to scholarship and mastery of an academic field of knowledge.

Both qualifications share similar outcomes and graduate attributes.

Country: New Zealand
Institution: Royal Melbourne Institute of Technology (RMIT)
Qualification Title: MEd (by Research)
Duration: Two-year full-time or four-year part-time
Entry Requirements:

Four-year qualification in a relevant discipline awarded with honours

Purpose:
The qualification is designed for education professionals wanting to advance their skills, knowledge, and career by contributing to Educational Research. It aims at developing learners' advanced research principles and methods, and the mastery of a body of knowledge in Education. It is also envisaged that through their dissertations, learners will contribute to new knowledge in the field of Education and that they will investigate how this knowledge informs action and impacts change.

This degree also provides opportunities for employment in research centres and institutes as well as senior leadership and management positions in a variety of government, corporate, and education environments.

The RMIT qualification offers specialisation in Primary Education, Secondary Education, Early Childhood Education, ICT, Education Curriculum, Higher Education, and discipline-specific areas such as literacy, numeracy, science, arts, social science, curriculum design, and sustainability.

Similarities:

The RMIT and the South African (SA) qualifications take 2 full-time years of study.

The RMIT qualification requires prospective learners to have at least a four-year qualification in a relevant discipline, awarded with honours. It also requires learners to have completed a research component comprised of a thesis as part of the four-year qualification, or other research projects or research methodology courses. This is similar to the admission requirements of the South African qualification, which also requires candidates with a Postgraduate Diploma to do additional research modules to the value of 30 credits or to have completed an Honours degree comprising a research project and research modules.

The RMT qualification aims at developing learners' advanced research principles and methods, and the mastery of a body of knowledge in Education. It is also envisaged that through their dissertations, learners will contribute to new knowledge in the field of Education and that they will investigate how this knowledge informs action and impacts change. Similarly, the South African qualification will create an opportunity for learners for research-oriented employment and work in academia. Also, and in line with the South African qualification, the RMIT qualification also provides employment opportunities in education research centres and institutes, as well as senior leadership and management positions in a variety of government and education contexts, be it in school or office.

Similar to the qualifications offered by RMIT and UNE, the South African qualification also makes provision for the recognition of prior learning, as it requires evidence of appropriate experience or that the applicant has developed knowledge of the field of study or a cognate field, and the potential for research sufficient to undertake the proposed qualification.

Conclusion:
What is common for these international qualifications is that they are aimed at ensuring that, through their independent research, graduates make a unique, substantial, and original contribution to an academic field of choice, which is similar to the South African qualification.

ARTICULATION OPTIONS

Horizontal Articulation:

Master of Education, NQF Level 9.

Master of Education in Curriculum Studies, NQF Level 9.

Master of Education in Education Management, NQF Level 9.

Master of Education in Education Policy Studies, NQF Level 9.

Master of Education in Educational Leadership and Management, NQF Level 9.

Vertical Articulation:

Doctor of Education, NQF Level 10.

Doctor of Education in Curriculum Studies, NQF Level 10.

Doctor of Education in Educational Management, NQF Level 10.

Doctor of Philosophy in Education, NQF Level 10.

Diagonal Articulation

Occupational Certificate: School Principal (School Manager), NQF level 6.

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 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.	Central University of Technology, Free State