Doctor of Education in Early Childhood Education

Purpose

The Doctor of Education in Early Childhood Education will prepare learners for research-based Postgraduate study in the field of Early Childhood Education. It serves to consolidate and deepen a Postgraduate learner's research expertise in this specific area of specialisation. Learners will 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.

A Doctor of Education in Early Childhood Education, therefore, comprises of a significant research component and by completing a single research project, culminates in the production and acceptance of a thesis, requiring a high level of theoretical engagement and intellectual independence. Learners at this level are required to conduct research and compile a research project, culminating in the acceptance of a thesis on an approved topic.

The Doctor of Education in Early Childhood Education learners will be able to deal with complex issues in education, both systematically and creatively. They will make sound judgments, using the data and information at their disposal, and be able to communicate their conclusions to specialist and non-specialist audiences, demonstrate self-direction and originality in analysing and solving problems based on their research, act autonomously in planning and implementing research responsibilities at a professional level and continue to advance their research knowledge and skills to generate and publish their research work in accredited and peer-refereed journals, books and book chapters.

Rationale

The Doctor of Education in Early Childhood Education qualification is the highest postgraduate qualification after Master of Education and Honours in Early Childhood Education. The qualification will enable learners to master research and produce outcomes which add value in the body of knowledge. This qualification prepares learners for extensive research. The qualification demands a high level of theoretical engagement and intellectual independence by learners. The national, regional and international relevance and competitiveness indicate that the qualification will be open to being offered to learners from within as well as outside South Africa.

Prospective learners must demonstrate the ability to undertake significant research in early childhood education. This qualification requires learners to have a Master's qualification in Early Childhood Education.

Learners who qualify with the Doctor of Early Childhood Education will enter careers in education research, administration and instruction. Learners can work directly with young learners. Popular career options include:

• Early childhood education programme supervisors.
• Learning assessment researchers.
• Education policy advisors.

When completed, the Doctor of Education in Early Childhood Education will prepare aspiring educational researchers, policymakers, leaders and education reformers to provide solutions to confront educational challenges confronting society.

Recognition of Prior Learning (RPL)

In line with university policy, recognition of prior learning will be extended to deserving learners who 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 be in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission.

Status may be granted with or without conditions. Learners who are not in possession of an accredited qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions.

For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route may be explored. Credits may be obtained through RPL and/or CAT towards the qualification. In line with RPL Policy, credit/s shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is a

• Master of Education in Early Childhood Education, NQF Level 9.

This qualification consists of a compulsory module at National Qualifications Framework Level 10 totalling 360 Credits.

• Thesis, 360 Credits.

1. Demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in Early Childhood Education field, discipline or practice.
2. Use wide range of specialized skills in identifying, conceptualizing, designing and implementing methods of inquiry to address complex and challenging problems with a field discipline or practice; and an understanding of the consequences of any solutions or insights generated within specialized context.
3. Design and implement a strategy for processing and management of information, in order to conduct a comprehensive review of leading and current research in an area of specialization to produce significant insights.
4. Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialization;

4.1 Use a range of advanced and specialized skills and discourses appropriate to a field, discipline or practice, to communicate with a range of audiences with different levels of knowledge or expertise.

1. Develop own learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the learning or professional group as a means of enhancing learning.
2. Operate independently and take full responsibility for own work, and where appropriate, to account for leading and initiating processes and implementing systems, ensuring good resource management and government practices.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate knowledge through citing relevant and current literature.
• Demonstrate knowledge of current research practices in area of engagement.
• Critique current research practices.
• Demonstrate a high level of advanced scholarship in area of specialization.

Associated Assessment Criteria for Exit Level Outcome 2

• Design appropriate methods and techniques to address complex research problems.
• Determine the shortcomings of research methods to address particular and complex problems.
• Design procedures to address practical situated problems or issues.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstration of knowledge of varied strategies to process information.
• Manage research information and also process it to get useful insights.
• Apply defendable ways of collecting and analysis of information gathered.
• Articulate the insights derived from the information and the data collected.

Associated Assessment Criteria for Exit Level Outcome 4

• Use resources be it academic, professional or specialized knowledge of Early Childhood Education to develop a dissertation and even publish the work.
• Communicate at different levels to differing audiences the products of research, as in conferences, schools or institutions, and journal articles.
• Communicate with audiences with differing knowledge of the aspects of research.

Associated Assessment Criteria for Exit Level Outcome 5

• Use time profitably where it leads to widening his/her area of knowledge and expertise through reading journals, e-books, resources from scholarly websites and other online resources.I
• Improve his/her own learning through starting online or face to face groups so as to encourage and develop learning to self and others.
• Contribute to learning in academic and professional groupings.

Associated Assessment Criteria for Exit Level Outcome 6

• Take responsibility for what is done through studying contexts and theoretical foundations leading to being confident of what is delivered.
• Demonstrate underlying theoretical processes to what is being worked on.
• Account for effective distribution of resource allocation and management.
• Demonstrate knowledge of governance positions with reference to systems being implemented or being put in place.

Integrated Assessment

The University has policies and procedures which guide internal and external procedures for the moderation of assessment of learners' work. Section 2 of the University Assessment's policy indicates that assessment exerts one of the most powerful influences on the nature and extent of learner learning and therefore places emphasis on the design of assessment to promote learner learning. Furthermore, assessment in the university is an integral part of teaching and learning, where the design improves the quality of teaching and learning and to provide just and accurate analysis of learners' achievements.

Therefore, in line with the University's assessment policy, the DED (Early Childhood Education) will include the following:

• There will be a formative assessment at the stage of research proposal writing and submission of the proposal, ethics application and approval, developing research chapters on the approved proposal, instrumentation and data collection, verbal and written presentation of the thesis.
• Summative assessment method will apply at the thesis examination stage when learners submit the full thesis. The examiners constitute nominated and approved internal and external examiners who will assess the thesis. Each of the examiners shall comment on the thesis in writing, and give a clear breakdown on how they arrived on the final mark of the thesis.