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: 

Doctor of Philosophy in Education 
SAQA QUAL ID QUALIFICATION TITLE
96477  Doctor of Philosophy in 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
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  Not Applicable  NQF Level 10  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
2028-06-30   2031-06-30  

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 
The primary purpose of the DEd qualification is the attainment of highly advanced knowledge, professional skills and applied competence (by means of educational research) in the field of Education Training and Development. Graduates will experience continued personal growth in terms of high-level intellectual development and research capacity, opportunities for gainful employment as highly advanced and specialised educationists and they will be able to contribute creatively to educational research and development in society.

A second purpose of the DEd qualification is to provide South Africa (and other countries) with DEd graduates in the field of Education, Training and Development to form a strong advanced scholarship and leadership base for the educational sector in society.

A third purpose of the DEd qualification is to provide South Africa (and other countries) with educationists who understand the constructive and reconstructive developmental roles they need to play as high-level thinkers and leaders in the field of Education, Training and Development and who are empowered and dispositioned to play those roles creatively in the educational sphere. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Analyse and interpret predominantly written material.
  • Communicate what they have learnt comprehensibly in the medium of instruction and learning.
  • With initial guided support, take responsibility for their own progress.
  • Manipulate and apply educational and research concepts and principles at an advanced level of competence.
  • Do independent research in the educational context.

    Recognition of Prior Learning (RPL):
    This qualification recognises:
  • Formal prior learning:
    Students' prior accredited learning at tertiary level in relevant domains of Education, and other relevant domains or subject areas which constitute credit-bearing units shall be recognised. The MEd, with evidence of Master's level research competence, is required. Prospective DEd students must thus display evidence of advanced research competence.
  • Non-formal and informal prior learning:
    Students will be given RPL if they can produce a portfolio of evidence or undergo any other recognised means of assessment that shows that they meet the outcomes and associated assessment criteria specified. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be awarded in part or as a whole through the Recognition of Prior Learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification, thus 50% of the DEd may be awarded through RPL. Once it becomes legally possible to award the whole degree through RPL, UNISA will implement the principle as described by law. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-Field Outcomes:
    1. The DEd graduate can identify, analyse, formulate, and solve convergent and divergent problems of education, training and development, creatively and innovatively.
    Problems are inter alia categorised in terms of the following subject areas: Comparative Education, Didactics, Educational Management, Environmental Education, History of Education, Science Education, Special Needs Education, Philosophy of Education, Psychology of Education, Socio-education and Mathematics Education.
    2. The DEd graduate can work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks related to education, training and development.
    3. The DEd graduate can manage and organise his or her activities and life responsibly and effectively, including his or her studies, research work and career.
    4. The DEd graduate can collect, analyse, organise and critically evaluate information (especially related to education, training and development).
    5. The DEd graduate can communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentations, in sustained discourse and illustrated explication.
    6. The DEd graduate can use scientific methodology and technology effectively and critically in the field of education, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.
    7. The DEd graduate can demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, and by acknowledging educational responsibilities to those in the local and broader community.

    Developmental Outcomes:
    In order to contribute to the total development of each learner and the social, economic and educational development of society at large, the DEd programme intends to make the individual aware of the importance of the following developmental outcomes:

    1. The DEd graduate can reflect on and explore a variety of strategies to learn and to do research effectively and creatively.
    2. The DEd graduate can participate as a responsible citizen and educationist in the life of local, national and global communities.
    3. The DEd graduate can be culturally and aesthetically sensitive across the range of social contexts.
    4. The DEd graduate can explore advanced varied career opportunities by drawing on the knowledge, skills and attitudes acquired in the accomplishment of this qualification.
    5. The DEd graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    Specific Outcomes:
    A DEd student is actively engaged in becoming a professionally advanced educationist and in preparing for advanced research and specialised work. As such he or she develops and holds certain values and integrates knowledge and skills to achieve his or her purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification.

    1. The DEd graduate can design, develop and present a clear, well-motivated research plan.
    2. The DEd graduate can select and implement appropriate research methods and procedures.
    3. The DEd graduate can employ an appropriate scientific approach in his/her research.
    4. The DEd graduate can demonstrate the ability to select, arrange and use appropriate content in the research process.
    5. The DEd graduate can demonstrate the ability to study relevant literature and to interpret such literature competently.
    6. The DEd graduate can demonstrate the ability to communicate the research process and findings in appropriate language and style, with satisfactory attention to technical detail.
    7. The DEd graduate can conclude the study with conclusions, which concur with the aims of the study, which are accountable and which form the basis for viable recommendations.
    8. The DEd graduate can make a unique contribution to the problem area by creatively increasing the knowledge in the specific subject field by means of independent, original and critical thinking. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Ccross-Field:
    The DEd graduate demonstrates evidence of the achievement of the Critical Cross-field outcomes by being able to:
    1.
  • Identify problems in ETD.
  • Formulate educational problems.
  • Analyse problems in ETD.
  • Investigate problems in ETD.
  • Solve problems in ETD.

    2.
  • Interact effectively within a learning or professional group.
  • Negotiate within a learning or professional context.
  • Eengage in educational debate in a professional manner.
  • Manage conflict in group context.

    3.
  • Master theoretically sophisticated subject matter.
  • Display a comprehensive knowledge of the field of study.
  • Work co-operatively with the supervisor or co-students.
  • Work independently from the supervisor.
  • Balance personal, study and career commitments.

    4.
  • Collect relevant new and abstract data pertaining to a problem area in ETD.
  • Analyse new and abstract data and situations using a range of techniques appropriate to the field of study.
  • Transform abstract data and concepts towards the achievement of a given purpose.
  • Review evidence supporting conclusions critically.
  • Evaluate literature critically.
  • Deploy well-developed research skills confidently.

    5.
  • Formulate clearly.
  • Express himself/herself clearly.
  • Use a variety of skills for communication.
  • Use a variety of modes of presentation.
  • Present an argument in a logical manner.
  • Explain clearly using illustrative examples.

    6.
  • Identify the values and uses of science and technology in education.
  • Evaluate the potential of different technological and scientific resources as tools in education.
  • Consider the influence of multi-BEdia on ETD.
  • List the types of technology relevant to ETD.
  • Identify the appropriate use of technological and scientific products in ETD.

    7.
  • Discuss socio-political and socio-economic issues in South Africa in terms of the global context.
  • Compare the education system of South Africa to those of other countries (developed and developing).
  • Identify problems in ETD which are local, national and international.
  • Use global communication and resources to inform the local situation.

    Developmental:
    The DEd graduate displays evidence of the achievement of the developmental outcomes by being able to:
    1.
  • Identify a variety of learning/research strategies.
  • select appropriate learning/research strategies
  • Implement appropriate learning/research strategies innovatively.

    2.
  • Identify local, national and global educational needs.
  • Analyse the educational needs.
  • Select appropriate advanced-level strategies to address the needs.
  • Do advanced research to find ways of implementing problem solving strategies.
  • Do follow-up implementation effectively.

    3.
  • Identify the educational needs of learners in a multicultural setting.
  • Lidentify and develop appropriate advanced strategies for dealing with needs of learners in a multicultural.
  • Develop positive attitudes towards all learners, irrespective of race, language or culture.
  • Empower learners to cope in multicultural settings(e.g. language empowerment).

    4.
  • Apply the knowledge, skills and attitudes acquired as specialised educationists in the subject areas mentioned in CO1.
  • Do basic, applied and action research in ETD.
  • Provide guidance for ETD practitioners.

    5.
  • Identify educational and training needs.
  • Ccreatively address specific educational needs identified in research.
  • Develop innovative schooling and training opportunities in public and private education.

    Specific:
    The DEd graduate demonstrates evidence of the achievement of the mastery of the Specific Outcomes by being able to:
    1.
  • Select an appropriate research topic within meaningful parameters.
  • Incorporate significant variables in the research topic.
  • Formulate and present main issues clearly.
  • Formulate the aims/objectives/ outcomes clearly in operational terms (if applicable).
  • Formulate the hypothesis clearly as an anticipated connection among relevant variables.
  • Relate the aims/objectives/outcomes to the hypothesis.
  • Correlate subordinate issues, hypotheses and objectives and their organisation in chapters.

    2.
  • Select suitable methods for resolving the particular problem in the study.
  • Substantiate the choice of research method.
  • Elucidate the research method(s) clearly.
  • Implement the scientific research methods and techniques confidently.

    3.
  • Provide a sound theoretical foundation to the field of investigation.
  • Work independently of the supervisor (having been given appropriate guidance).
  • Observe the rules of logic.
  • Discriminate between fact and opinion.
  • Elucidate assumptions.
  • Discriminate between essentials and non-essentials.
  • Organise the research systematically.
  • Avoid fallacies.
  • Test findings against criteria.
  • Express scientific viewpoints (including own) clearly.
  • Interpret information scientifically.
  • Record information accurately.

    4.
  • Select relevant content with reference to the resolution of the problem
  • Display adequate knowledge of the research terrain (both width and depth)
  • Arrange the chapters in a logical sequence and progression
  • Achieve balance among the chapters in terms of length and scope.
  • Select a variety of viewpoints and theories for critical discussion.
  • Observe the rules of logical comparison and deduction.
  • Produce a critical discussion of various viewpoints suitable for publication.
  • Arrive at logical deductions/conclusions.

    5.
  • Select and consult relevant and topical sources.
  • Consult available primary sources where appropriate.
  • Clarify aspects of the main problem (sub problems).
  • Identify and indicate relevant information.
  • Examine and assess literature with reference to the problem.
  • Maintain balance between the various sources.

    6.
  • Express information clearly.
  • Express information in a suitable style.
  • Express information by observing the rules of grammar and syntax.
  • Produce a clear, appropriate and logical title page, summary and table of contents.
  • Produce a technically correct product in terms of legibility (type size, format and spacing), correct treatment of quotations, graphics, figures and illustrations, bibliography and appendices.
  • Produce a suitably bound product as required by the rules of the institution.

    7.
  • Summarise the study in a meaningful expression of the spirit of the study as a whole.
  • Draw logical conclusions which concur with the aims of the study.
  • Provide a substantial foundation for conclusions.
  • Provide viable recommendations.
  • Provide motivation for improved practice.
  • Indicate lacunae/areas for future research.

    8.
  • Think independently and critically as evidenced from innovating logical argumentation and lateral thought.
  • Discover new facts/principles/connections.
  • Work and conduct research independently (as verified by the promoter).
  • Add to the knowledge base in a specific subject field/area.
  • Make a unique contribution to the knowledge of and insight into a particular educational problem.
  • Introduce a new approach to an improvement of educational practice.
  • Integrate and synthesise suggested changes or improvements in local, national and international educational contexts.

    Integrated Assessment:

    1. Formative Assessment:
    Learning and assessment are integrated. Formative assessment is a continuous and personal process of interaction between the lecturer and the student as the means of assessment is thesis only. The emphasis is on the assessment of the process, of conducting research.

    2. Summative Assessment:
    For the Doctor of Education qualification, students will produce a thesis. Equivalent assessment such as a portfolio of evidence could assess a representative selection of the outcomes practised and assessed in the formative stage. Both process and product portfolios can be utilised. Summative assessment also tests the students' ability to manage and integrate a large body of knowledge to achieve the stated outcomes (compare 4.2 Specific outcome 8).

    3. Integrated assessment:
    All assessment will integrate knowledge, skills and attitudes with applied competence. The emphasis is on assessment of applied competence.
    NOTE that Doctor's Degrees are not awarded with distinction at UNISA and consequently no percentage mark is assigned. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparators: Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities Yearbook. 

    ARTICULATION OPTIONS 
    1. The DEd qualification will articulate with those of other tertiary institutions and with other qualifications. For example, recognition will be given to relevant modules completed at other tertiary institutions and the relationship will be reciprocal. Where required, the DEd Degree will meet the requirements set by the relevant council/statutory body/professional body.
    2. The DEd Degree represents the most highly advanced and specialised academic or professional study of an aspect of education in which the learner demonstrates capacity for sustained independent and original research. As such, the DEd represents the epitome of academic and research study in the field of Education, Training and Development. 

    MODERATION OPTIONS 
    1. Promoters or other qualified persons within or outside the University act as first examiners of DEd theses.
    2. External examiners act as moderators of theses for the DEd qualification. At least one external examiner is appointed to examine DEd theses.
    3. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The University of South Africa staff will be used as assessors in a manner which fits into the quality management system of Unisa and which accords with the tuition and assessment policies of Unisa. This will also apply to the appointment of outside persons. The minimum requirement for appointment as an external asessor for a doctorate in the field of Education at Unisa is a DEd degree and appropriate academic and professional experience.

    NOTES
    The doctor's degrees are not awarded with distinction at Unisa and consequently no percentage mark is assigned. 

    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.