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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education 
SAQA QUAL ID QUALIFICATION TITLE
73069  Master of Education 
ORIGINATOR
North West 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
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-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Master of Education qualification is to prepare researchers who can contribute to the development of knowledge in the field of education, and includes knowledge about the professional practice at an advanced level.

Rationale:
The Master of Education is a postgraduate qualification which accredits learners' capacity to undertake a well-founded and independent inquiry in the field of education, training and development. The qualification enables learners to provide advanced professional and academic knowledge in an aspect of education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Where learners do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. The application of RPL is according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment, and the institution's RPL policy. The management of the process is as follows:
  • The institution will ensure the implementation of quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems); and that administrative and support systems, both prior and after RPL assessment, are in place.
  • The assessment of learners will be against relevant NQF competencies.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education Honours, NQF Level 8.
    Or
  • Postgraduate Diploma in Education, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory module at Level 9 totalling 180 Credits.

    Compulsory Modules:
  • Dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
  • Demonstrate acquired specialist knowledge base and critical understanding of education in general, and area(s) of specialisation in particular.
  • Critically analyse and evaluate current processes of knowledge production in the area(s) of specialisation, and contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to the area(s) of specialisation.
  • Conduct an independent inquiry in a specialised field of education, training or development, and to report the findings in academically appropriate ways.
  • Design and implement a strategy for the processing and management of information to conduct a comprehensive review of leading and current research in the area(s) of specialisation.
  • Exhibit the potential to act as academic leaders and experts in the field of education, training and development.
  • Demonstrate high levels of responsibility, self-reflexivity and adaptability concerning the ethical implications of research, and the determination of socially relevant issues and research needs in South Africa. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.
  • Display specialist knowledge to enable engagement and critique of current research and practices in education, and to engage in systematic and disciplined thinking in the area of specialisation in educational matters and issues, with particular reference to the area(s) of specialisation.
  • Apply and develop intellectual independence and advanced research skills, sophisticated knowledge and research methodologies to solve complex, unfamiliar problems in education.
  • Analyse and apply specialised problem-solving skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems in their specialisation area in education.
  • 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.
  • Engage and initiate in academic discourse to report and defend substantial ideas that are the result of research in an area of specialisation in education.
  • Plan, manage and optimise all aspects of research processes in complex and unpredictable contexts in their field of specialisation.
  • Apply high levels of responsibility, self-reflexivity and adaptability in own management of learning, and analyse and evaluate ethical implications of research on socially relevant issues and research needs in South Africa.

    Integrated Assessment:
    Formative Assessment:
    Formative assessment during the research may be based on any of the following if required by the research topic or the discipline:
  • Portfolios.
  • Simulations.
  • Workplace assessments.
  • Group discussions.
  • Presentations in front of peers and experts.
  • Oral and written summative assessments.

    Summative Assessment:
    Summative assessment takes the form of the examination of the dissertation or other acceptable forms of research output as appropriate to the field of study. 
    		•

    INTERNATIONAL COMPARABILITY 
  • The University of Sydney offers a Master of Education. The Master of Education is for practising professionals in a broad range of fields related to education - early childhood, primary, secondary, tertiary, vocational and adult. The qualification will also meet the needs of other professionals whose work has an educational component or some educational responsibility.
  • Harvard University, USA offers a Master's in Education qualification for studies in a particular field in education to acquire a general theoretical background for understanding past and future field experiences or develop skills for use in professional work in education, the foundations of learning and human development.
  • This Master of Education compares favourably with these cited international qualifications. This qualification is completed entirely by research, with the learner working with an assigned supervisor. The commonality is that there is a submission of the final dissertation at the end of the study period, and the learner has a strong specialisation knowledge base in Education, Training and Development. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers possibilities of horizontal and vertical articulation.

    Horizontal Articulation:
  • Master of Education in Adult Education, NQF Level 9.
  • Master of Education in Comparative Education, NQF Level 9.
  • Master of Education in Education Psychology, NQF Level 9.

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

    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. North West University 


    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.