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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Education 
SAQA QUAL ID QUALIFICATION TITLE
96811  Doctor of Education 
ORIGINATOR
Durban University of Technology 
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 
Purpose:
Learners achieving this qualification are competent in applying advanced research skills to solve a problem within a related educational field and to make an original contribution to the existing body of knowledge. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience.

In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Master of Education, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the stated competence of the qualification, as detailed in the specified outcomes, has been achieved, either through education and training in a provider's learning programme, or through experience that complies with the stated outcomes. 

    EXIT LEVEL OUTCOMES 
    1. Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made.
    2. Organising and managing oneself and one's activities responsibly and effectively.
    3. Collecting, analysing, organising and critically evaluating information.
    4. Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
    5. Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
    6. Reflecting on and exploring a variety of strategies to learn more effectively.
    7. Being culturally and aesthetically sensitive across a range of social contexts.
    8. Exploring education.
    9. Do research independently and produce an original contribution to the body of knowledge in an education related field. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will be used in an integrated manner across all Exit Level Outcomes:
  • Demonstrate knowledge, skills and values in researching a related field in education at an original level.
  • Compile and present research findings, original conclusions and proposals in a properly set out thesis.
  • Disseminate the findings.
  • Identify a problem area.
  • Identify problems within the problem area.
  • Search the literature.
  • Formulate the research problem/research question and sub problems.
  • State the hypothesis/possible answer to question.
  • Define concepts.
  • Select a research strategy and research methodology (ies).
  • Decide on relevant data collection and analysis techniques.
  • Implement the data collection technique to collect data.
  • Analyse data and present results.
  • Interpret findings.
  • Draw conclusions and suggest recommendations.
  • Contribute to the body of knowledge and skills in a related field of education.
  • Describe the extent of study clearly.
  • Outlines a methodology appropriate to the study.
  • Provide evidence of extensive range of reading, including a review of the relevant literature
  • State explicitly the links between the review and area of study, analyses objectively and critically supporting and/or opposing evidence, and draws together the different points emerging from the literary study.
  • Discuss points in depth and develops a clear line of argument to provide own interpretations which are put in the context of other interpretations.
  • Show awareness of understanding of assumptions underlying own interpretation.
  • Solutions/conclusions relate to the questions posed in the introduction, and are well founded on the evidence resultant from the research.
  • Organise the thesis in a logical structure.
  • Adhere to the institutions technical requirements for a thesis.
  • Write an article on the research for submission for publication in an accredited educational journal.
  • Deliver papers and lectures based on the research.

    Integrated Assessment:
    Formative assessment:
    Continuous learning progress assessment.

    Summative assessment:
    A thesis externally examined and moderated. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification follows the format used for Doctoral Degrees around the world in that it consists of research and the publishing and presentation of research findings. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal articulation

    Horizontal Articulation:
  • Doctor of Philosophy in Education, NQF Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Durban University of Technology 


    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.