Doctor of Education

Purpose

• To accredit candidates who have contributed substantially to the field of Education through their research.
• To produce graduate who are capable of critical analysis and high level enquiry in the field.

Rationale

The Doctor of Education is a Postgraduate qualification aimed at creating opportunities for candidates to engage in highly advanced and specialised academic or professional study of and research into an aspect of Education Training and Development. The degree will be conferred only on those candidates who have demonstrated the capacity for sustained original research that makes a contribution to the constitution of and/or generated well- grounded new knowledge in the Education Training and Development field.

It is assumed that candidates on whom this qualification is conferred will already have demonstrated the necessary linguistic competence, theoretical knowledge and understanding and research ability required for study at this level. More specifically, potential students at this level will have demonstrated proficiency in the language of publication, substantial theoretical knowledge and in-depth understanding of their proposed specialised area of research, as well as evidence that they are able to conduct independent research.

Access to the Qualification

• A Masters qualification in Education.
• A relevant Masters' Degree with at least a Bachelor of Education (Honours) Degree.
• Relevant research experience.

The Doctor of Education is a 360 Credits qualification at old NQF Level 8.

Candidates will qualify for this degree only if they can demonstrate the competence described in the Exit Level Outcomes that follow. The descriptors which follow the Exit Level Outcomes should be regarded as ways of interpreting the Exit Level Outcomes. Competence should be at the degree of complexity indicated in the NQF Level descriptors for NQF Level 8.

1. Candidates demonstrate that they have acquired a sound knowledge base and critical understanding of education in general and of their area(s) of specialisation in particular.
2. Candidates demonstrate the ability to critically analyse and evaluate knowledge in their area(s) of specialisation, and to contribute to systematic and disciplined thinking about educational matters and issues with particular reference to their area(s) of specialisation.
3. Candidates demonstrate the ability to conduct independent enquiry in a specialised field of education, training or development and to report their findings in academically appropriate ways.

Associated Assessment Criteria for Exit Level Outcome 1

1. Exhibit extensive, sophisticated theoretical knowledge and critical understanding in/or across one or more area/s specialisation.
2. Apply their knowledge, skills and understanding in reflecting on and contributing to educational discourse and debates.
3. Can deploy knowledge, understanding and expertise confidently and fluently in diverse educational contexts.

Associated Assessment Criteria for Exit Level Outcome 2

1. Exhibit a well-developed capacity for dealing with complexity, ambiguity, lacunae, and lack of coherence in existing knowledge on their area/s of specialisation.
2. Question existing knowledge, theoretical positions and proffered solutions to educational problems in ways that demonstrate their analytical and intellectual independence.
3. Contribute in various ways to systematic and rigorously disciplined theorising in the fields of educational theory as well as on education policy and practice.

Associated Assessment Criteria for Exit Level Outcome 3

1. Use a range of appropriate strategies and sources, including information and communication technology to access and process information.
2. Make an original contribution to knowledge in their area of specialisation through independent research that satisfies current international standards for research and scholarship.
3. Submit and publish a substantial, well-ordered thesis that displays the candidate's ability to construct an informed cohesive argument to show its relations with current and earlier streams of thinking and to interpret the implications the research findings might have for knowledge and thinking in the area of inquiry.

Integrated Assessment

At this level assessment should focus on candidates' ability to generate and/or contribute to new knowledge in their area/s of specialisation by means of sustained, independent research of high quality. Candidates should produce evidence of such competence by producing an original thesis that serves as evidence of their ability to use their extensive theoretical knowledge and critical understanding of their area/s of specialisation in the generation on new knowledge and/or the solution problems. The research findings may be acceptable to the academic/scientific community, for example, a series of accredited articles, internet publications or electronic materials.