Doctor of Education in Comparative Education

Purpose

The Doctor of Education in Comparative Education will prepare learners to independently or collectively contribute to the upliftment of the level of educational management in schools and add to the body of knowledge at an advanced level. The qualification serves to consolidate and deepen a postgraduate learner's research expertise in this specific area of specialisation. Furthermore, it prepares aspiring educational researchers, policymakers, leaders, and education reformers to provide solutions on educational challenges confronting society. Learners develop research knowledge, skills, capabilities, and disposition needed to collaborate with other academics and members of the public in the advancement of new visions in dynamic educational, social, and political contexts.

Qualifying learners will be able to

• Deal with complex issues in education both systematically and creatively.
• Have scientific knowledge that contributes to policy development, new theories, and strengthening of practice interventions.
• Engage learners in capacity training to advance their skills in research.
• Have a positive impact on the learners.
• Learners will develop analytical skills; write research, dissertation, and reports which will increase employment opportunities.

Rationale

The qualification aims to prepare researchers who will contribute to the development of knowledge in the field of Comparative Education, including knowledge about the professional practice at an advanced level. The qualification comprises a significant research component and is attainable by completing a single research project, culminating in the production and acceptance of a thesis/dissertation.

The qualification will address the needs of the Province where the institution is situated, the entire country, and the Southern African Development Community (SADC) region. Furthermore, it will address the need for more Postgraduate learners to do research, which is currently a challenge in South Africa. Qualifying learners will be equipped in comparative education scholarship to promote specialisation of services needed to local, provincial, and national or regional rural service users. Besides, the qualifying learners will have the opportunity to expand their knowledge to deal with educational management issues in schools through research.

Upon completion of the qualification, learners will have the ability to

• Make sound judgments, using the data and information at their disposal.
• Communicate their conclusions to specialist and non-specialist audiences.
• Demonstrate self-direction and originality in analysing and solving problems.
• Act autonomously in planning and implementing tasks at a professional level and continue to advance their knowledge, understanding, and skills in the field of Comparative Education.

Recognition of Prior Learning (RPL)

In line with the university policy, Recognition of Prior Learning will be extended to deserving learners. They can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio, that they can cope with the qualification expectations if enrolled. Learners eligible for RPL need to provide relevant evidence for consideration and verification by the University registry. Learners who apply for this type of RPL should have an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission.

The institution may grant status with or without conditions. Learners who do not have an accredited qualification which is at the same NQF level as the qualification required for admission may gain admission based on advanced standing. The institution may grant advanced standing with or without conditions.

For RPL, the institution recognises relevant knowledge, skills and competencies acquired through formal, non-formal and informal learning. RPL applies to learning that occurred through informal and non-formal learning routes. Learning resulting from formal ways will generally happen via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route is possible. Credits may be obtained through RPL and/or CAT towards the qualification. In line with RPL Policy, the institution shall grant credit/s for learning that occurred and not for experience. The credit shall be appropriate to the context awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Education in Comparative Education, NQF Level 9.

This qualification consists of compulsory modules at National Qualifications Framework (NQF) Level 10 totalling 360 Credits.

Compulsory Module, Level 10

• Thesis, 360 Credits.

1. Conduct independent research and competence in scholarly exposition.
2. Present information clearly, cohesively and in a scholarly style.
3. Show an understanding of current theories in the discipline under study.
4. Contribute and communicate research findings to the body of knowledge in the field through logical research activities.

Associated Assessment Criteria for Exit Level Outcome 1

• Formulate the research topic, problem, aims, questions, hypotheses (where applicable) relevant to the topic and field of research in Comparative Education;
• Explain convincingly why the research study is related to current issues in Comparative Education;
• Demonstrate the capacity to do independent research by presenting a well prepared and detailed research proposal on chosen and approved topic.

Associated Assessment Criteria for Exit Level Outcome 2

• Provide well-founded interpretations of literature in the area of Comparative Education, and concise and accurate syntheses of written arguments;
• Use specialist and applied knowledge appropriately in an area of Comparative Education in theory and practice through literature study and conducting research fieldwork;
• Grasp the dialectical relationship between theoretical and practical experience in the field of Comparative Education;
• Demonstrate proven awareness of the variety of educational contexts in which knowledge of Comparative Education is relevant and practically applicable in education.

Associated Assessment Criteria for Exit Level Outcome 3

• Locate particular studies in a relevant and coherent theoretical framework pertinent to Comparative Education;
• Understand and contribute to the technical and professional literature in the field of Comparative Education;
• Critique learnt research procedures in the light of historical and academic trends and practices in South Africa and other countries from a Comparative Education perspective.

Associated Assessment Criteria for Exit Level Outcome 4

• Address a professional or academic problem in Comparative Education with originality and independent thought;
• Discover new facts, principles, and connections to improve educational practice in the field of Comparative Education;
• Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with colleagues in the field of Comparative Education;
• Disseminate the whole research process and findings in a logical and scholarly manner to specialists and generally interested stakeholders through publication in peer review platforms such as journals and book chapters on sociological themes;
• Produce articles from the thesis that are acceptable for publication by scientific journals.

Integrated Assessment

Assessment is according to the institution's examination of dissertation rules contained in the calendar, which includes the following:

• Two persons will internally examine the dissertation within the institution - the supervisor(s) and two external examiners.
• On the recommendation of the supervisor(s), the School Higher Degrees Committee shall appoint two (2) external examiners.
• All examiners - internal and external - shall comment on the work in writing, and give a clear breakdown on how they have arrived at the final result.
• The pass mark for a Master's Degree is 50%, and cum laude is the average mark for all examiners of the dissertation is 75% or more.

The learner must submit three copies of the thesis; one copy remains at the institution, and the other two copies sent to the supervisors and the external examiners. The final mark awarded to the learner is the average mark derived from a combination of the internal and external examiners' marks. Where the two differ by over 15 marks, the supervisors should give reasons for the difference.