Doctor of Education in Guidance and Counselling

Purpose

The Doctor of Education in Guidance and Counselling is intended to prepare learners for research-based postgraduate studies in the area. It serves to consolidate and deepen a learner's knowledge of Guidance and Counselling and to develop research capacity in its methodology and techniques of Guidance and Counselling. Given the research focus on the qualification, the primary purpose of the qualification is therefore to educate researchers and professionals who can independently or collectively contribute to the knowledge base in guidance and counselling. The qualification will thus increase the knowledge and skills in research on issues that need high-level guidance and counselling interventions in society and school in particular. The qualification will provide learners with scientific knowledge that should add value to the existing status quo like guidance and counselling to develop it to a higher level in terms of its practical application to conditions and situations. In terms of research capacity development, the qualification is a preparatory process for learners who wish to proceed to Doctoral studies and therefore will motivate its learners to aspire and be motivated for further studies in their specialisation.

Given the above, and the capacity building of the qualification, the expected outcomes on the learners will include analytical skills, ability to plan and implement research a qualification, write research reports through compiling a dissertation that has potential for publication of results that can contribute to solutions to national, regional and international psycho-social human development and life challenges.

Rationale

South Africa and the Southern African region need highly qualified and professionally trained researchers in higher education sectors. The Doctor of Education in Guidance and Counselling will provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Guidance and Counselling for investigation and application to a variety of challenges that require counselling services. Schools in South Africa do not have professionally qualified counsellors in both basic and higher education.

The qualification will also serve to consolidate and deepen learners' knowledge in the field of Guidance and Counselling and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under the supervision of highly qualified academics/researchers.

Recognition of Prior Learning (RPL)

In line with university policy, Recognition of Prior Learning (RPL) will be extended to deserving experienced applicants 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 demands.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Education in Guidance and Counselling at NQF Level 9.

Or

• A relevant Master's qualification at NQF Level 9.

This qualification consists of the following compulsory modules at NQF Level 10 totalling 360 Credits.

Compulsory Module, Level 10

• Dissertation, 360 Credits.

1. Write a research proposal.
2. Acquire data acquisition during fieldwork.
3. Report or document research results.

Associated Assessment Criteria for Exit Level Outcome 1

• Concisely define the topic of the research project with a focus on guidance and counselling.
• Address a contextual problem or a gap in the field of guidance and counselling innovatively and creatively.
• Clearly define the research problem and/or knowledge gap significant or important enough to warrant the research in guidance and counselling education.
• Provide rationale, relevant issues in guidance and counselling that affect current policy and practice.
• Correctly interpret cited literature on guidance and counselling that is relevant, and up-to-date.
• Clearly explicated major debates in the field of guidance and counselling as the research niche.
• Ensure coherence between the elements of the proposal - problem statement, aim, objectives, hypothesis (if any), conceptual framework and methodology.
• Prove the feasibility of the research project.
• Draw a realistic work plan and budget.

Associated Assessment Criteria for Exit Level Outcome 2

• Plan and execute a research project.
• Manage the research project.
• Conduct data gathering and analysis.
• Provide evidence of measures used to ensure scientific accountability such as objectivity, validity and reliability.
• Deal with contingencies.
• Interpret and present results.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate scientific writing ability using relevant methods, theories and literature related to guidance and counselling.
• Interpret results in the context of existing knowledge in the area.
• Demonstrate exceptional qualities in presentation - orally, visually and in terms of text (written report/thesis)
• Produce valid conclusions informed by gathered data.
• Produce acceptable articles from thesis for publication by scientific journals.

Integrated Assessment

Assessment criteria for the Doctor of Education in Guidance and Counselling 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 or line of argument.

Summative Assessment method will apply at the examination stage when candidates submit the full dissertation.