Doctor of Education

• Provide opportunities for educators to develop into competent researchers who will contribute in a positive and dynamic manner, both theory and practice for the design and implementation of relevant education and training
• Enable educators to develop requisite and appropriate knowledge, skills, values, attitudes and vision with respect to education across the spectrum
• Empower and equip students to develop academic as well as practical, foundational and reflexive competencies as adumbrated in the Norms and Standards for Educators within the educational and training system

Encapsulates any approved qualification and programme in education equivalent to Master's degree in the National Qualifications Framework (NQF) level 8 or any programme or qualification equivalent to the Master's degree at NQF level 8 provided that the candidate has teaching experience.

In the synthesis of the exit level outcomes and the association assessment criteria as well as the critical cross-field outcomes and integration in the qualification/programme, it must be noted that the seven roles of the educator (namely, learning mediator, interpreter and design of learning programmes and materials, leader, administrator, manager, scholar, researcher and lifelong learner, community, citizenship and pastoral role, assessor and learning area/subject/discipline/phase specialist) are either directly or indirectly incorporated. Moreover, the practical competence, foundational competence and reflexive competence of the educator as suggested in the Norms and Standards for Educators with respect to the aforementioned roles are also subliminally encapsulated and integrated in the exit level and critical cross-field outcomes

• Demonstrate intellectually profound and advanced skills with respect to reading, analysing and evaluating in a coherent and sequential, structured and systematic manner a range of interdisciplinary concepts underpinning education, training and development
• Expatiate along scientific lines their comprehension and application of the current methodology both in terms of quantitative and qualitative research techniques as the nub of advanced research
• Clearly adumbrate the area of study within the accepted norms and parameters of education, training and development
• Propound, generate, expand, interpret or redefine in critical terms existing knowledge relevant to the chosen area of study through development of a succinct theoretical and conceptual framework
• Present a coherent written thesis capable of withstanding international interrogation and intellectual scrutiny
• Evidence in-depth and effective academic communication skills in writing, publishing, presenting and developing new information and knowledge

Critical Cross-Field Outcomes

Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

Integration in the qualification

Students will be directed along scientific and practical lines apropos comprehensive literature review methodologies and assessing of data bases characterising local, national and international research communities. Students will be orientated towards structured and analytical strategies for the purpose of identifying, synthesising, refining and extending plethora of considerations relevant to the total spectrum of education

Work effectively with others as a member of a team, group, organisation and community.

The student will be required to participate in the presentation, organisation and convening of seminars, workshops and conferences in collaboration with academic staff, other colleagues and bodies involved in education. Students will also be involved in collaboration with other academics in preparation and presentation of research papers

Organise and manage oneself and one's activities responsibly and effectively.

For the successful and logical conclusion of the research undertaken by students they are advised explicitly to organise their time to ensure that the systematic approach is adopted for literature reviews and so on. The collection of the data is invariably time-consuming and costly. Students therefore, must come to terms with regard to demands of an intensive period of study.

Collect, organise and critically evaluate information.

The total research process involves a manifold process including detailed explanation of design, implementation strategies, analysis and evaluation of data collected. In the interaction between the promoter and the researchers these components will be fully discussed. In reciprocation the students will be obliged to present a detailed critical review of the relevant literature, which is central to their research, theories, policies and practices of the problem area being investigated.

Communicate effectively using visual, mathematical and / or language skills in the modes of oral and / or written presentation.

Students enrolled for this qualification and programme will be stimulated and encouraged.

Use science and technology effectively and critically showing responsibility towards the environment and health of others.

Integration: The role - function of educational managers and leaders is not confined to educational institutions and organisations. Concomitant with these considerations are those which may be subliminal yet nonetheless, crucial, namely, health implications of the work environment such as cleanliness, stress and the ability to be au fait with modern technology to overcome these problems. The qualification and programme obviously as a direct outcome enhances the issue related to efficiency, effectiveness and productivity.

Demonstrate an understanding of the world as a set of related systems by recognising that problem - solving contexts do not exist in isolation.

Integration: The qualification and programme emphasise the protean historico - comparative study of educational management and leadership at national and international levels dealing with developed and developing countries. Moreover the exploitation of the polymorphic phenomena of interaction with other related disciplines once again indicates the emphasises that education cannot be perceived as an island. Educational borrowing from other disciplines will not only enhance the delivery and understanding of educational management and leadership.

• Oral and written critique of papers, seminar presentations and publications of an academic nature. Also oral participation and presentation of papers, addresses, articles, Interaction with promoter
• Postulation of research methodology and design in a precise manner and elucidation thereof as the basis of the research proposal
• Reference to a detailed literature review and wide resources for assessing literature through various data-bases. Publication of articles or papers in academic journals
• Formulation and writing of thesis. Academic presentation at seminars, workshops, conferences, Publication of academic articles, papers and so on
• Written thesis
• Viva-voce if deemed necessary
• Academic publication in journals, periodicals and monographs

INTEGRATED ASSESSMENT

Thesis