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

SAQA QUAL ID	QUALIFICATION TITLE
7277	Doctor of Education
ORIGINATOR
Stellenbosch University
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"		EXCO 0417/23	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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

This qualification includes various specialisations. Please refer to "Notes" for details on the specialisations.

The (first) purpose of the qualification is to acknowledge the contribution made by suitable candidates who, by submitting a collection of published work that has been subjected to critical peer evaluation, have shown their excellence over a sustained period of time in a particular field of education.

The (second) purpose of the qualification is to reward such candidates who have contributed substantially to the knowledge in a particular field of education

The (third) purpose is to encourage PhD and Master's degree graduates to continue to apply scholarly skills to systematic and sustained investigation in the field of education, leading to publication and the growth of knowledge.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Senior Certificate with Matriculation Exemption or equivalent university admossion qualification
A First degree
An Honours degree
An appropriate Master's degree or qualification approved by the Senate for this purpose.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The D Ed qualifier will be able to:

1. Demonstrate a thorough understanding of education in the wider social context, of the historical development of education in South Africa and of contemporary conditions and policies nationally and internationally.
2. Exercise scholarly leadership through in-depth and advanced knowledge in a complex or specialised field of education.
3. Apply a variety of theoretical knowledge and methodologies to pursue, successfully complete and report upon research, i.a. through publication in recognised scientific journals.
4. Demonstrate and draw on sophisticated mastery of relevant literature in s specialised field of education, as well as show evidence of conversance with the wider field of educational literature.
5. Pursue independent and critical investigation and, drawing on and evaluating relevant evidence, develop systematic arguments based on rigorous analysis.
6. Evaluate, redefine and apply existing and new knowledge and skills to diverse contexts, both practical and intellectual.
7. Take a leading role in shaping and furthering research in the chosen field.

ASSOCIATED ASSESSMENT CRITERIA

The D Ed qualifier will be able to:

1. Explain the relationship between specific educational problems and policy issues to wider local, national and global contexts.
2. Place specific educational issues in their social and historical contexts and analyse complex relationships of cause and effect.
3. Show an eager disposition to be in the forefront of investigation into specific areas of concern in education and to pursue new insights through systematic investigation.
4. Explore and test existing theoretical knowledge and methodologies and experiment with innovative intellectual approaches to problem solving.
5. Summarise and report on research findings, and communicate these through written publication or other means to the wider scientific community.
6. Respond critically to or incorporate the theories of others drawn from the relevant and recent literature in a specialised field.
7. Identify, interpret, explain and evaluate rival knowledge claims, or divergent ideologies, schools of thought, trends and traditions.
8. Relate to critical analysis of specialised in-depth knowledge to wider contexts of knowledge and intellectual debate.
9. Recognise and develop seminal themes and idea, relate these to recurring insights in the history of ideas, and apply these to solving contemporary problems.

Integrated Assessment:

A candidate must submit a substantial collection of research publications as evidence of a high standard of scholarly achievement in the field of Education. This collection must be suitably collated and documented so that it forms a coherent body representative of the candidate's major work, and at the same time meets all the standards and requirements of research at a doctoral level.

ARTICULATION OPTIONS

None.

MODERATION OPTIONS

The University of Stellenbosch has a system of external peer review and evaluation of departments. One of the aspects of the system is an evaluation of the standards and assessment practices of the department. In addition to two or more internal examiners (who will usually be staff members of the University of Stellenbosch), standard University regulations require that one or more external examiners of international scholarly repute have to assess doctoral research submissions. The reports of the internal and external examiners on the candidate's collection of published research are considered by the faculty board (usually acting on the advice of an expert faculty committee specially constituted for each individual doctoral submission) and approved by the Senate.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The academic staff of the University of Stellenbosch will be used in a manner that conforms with the requirements of the quality assurance system of the University.

In addition to two or more external examiners (who will usually be staff members of the University of Stellenbosch), standard University regulations require that one or more external examiners of significant scholarly repute must assess the submitted collection of published research. Such assessment shall be done in terms of a list of standard criteria. These criteria shall also serve as the basis for the submission of independent written reports by each examiner.

REREGISTRATION HISTORY

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

NOTES

This qualification includes the following specialisations:

Doctor of Philosophy in Comparative Education

Doctor of Philosophy in Curriculum Studies

Doctor of Philosophy in Education and Training for Lifelong Learning

Doctor of Philosophy in Education Management

Doctor of Philosophy in Education Policy Studies

Doctor of Philosophy in Educational Psychology

Doctor of Philosophy in Educational Support

Doctor of Philosophy in Environmental Education

Doctor of Philosophy in Higher Education

Doctor of Philosophy in History of Education

Doctor of Philosophy in Language Education

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.	Stellenbosch University