Doctor of Education in Inclusive Education

Purpose

The Doctor of Education in Inclusive Education aims to prepare learners for research-based Postgraduate study in the field of Inclusive 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. The qualification is therefore comprised of a significant research component and attained by completing a single research project, culminating 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.

Learners should be able to deal with complex issues in education, both systematically and creatively. They should 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 Inclusive Education qualification is the highest Postgraduate qualification after Master of Education and Honours in Inclusive Education. It is for the mastery of research and production of 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 expression of the relevance and competitiveness of the qualification on a national, regional and international is in that the qualification is open to learners from within as well as outside South Africa.

The learner wanting to enrol for the qualification in Inclusive Education must demonstrate the ability to undertake significant research in Inclusive Education. This qualification requires learners to have a Master's qualification in Inclusive Education.

Learners who earn Doctor of Inclusive Education are qualified for careers in education research, administration and instruction. Qualifying learners can work directly with young learners with learning barriers. Popular career options include:

• School psychologist/Education specialists/qualification supervisors.
• Learning assessment researchers/developers.
• Education policy advisors.

When completed, the Doctoral qualification in Inclusive Education prepares 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 have an accredited qualification which is at the same NQF level and the corresponding minimum weighting as the qualification required for admission.

The status may be granted 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 be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions.

For 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 ways will typically 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 Inclusive Education, NQF Level 9.

This qualification consists of a compulsory module at NQF Level 10 totalling 360 Credits.

Compulsory Modules at Level 10,360 Credits

• Dissertation, 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 Inclusive Education
• Explain convincingly why the research study is connected to current issues in Inclusive 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 Inclusive Education, and concise and accurate syntheses of written arguments;
• Use specialist and applied knowledge appropriately in an area of Inclusive Education in theory and practice through literature study and conducting research fieldwork;
• Grasp the dialectical relationship between theoretical and practical knowledge in the field of Inclusive Education;
• Demonstrate proven awareness of the variety of educational contexts in which knowledge of Inclusive 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 Inclusive Education
• Understand and contribute to the technical and professional literature in the field of Inclusive Education
• Critique learnt research procedures in the light of historical and academic trends and practices in South Africa and other countries from an Inclusive Education perspective.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate the ability to address a professional or academic problem in Inclusive Education with originality and independent thought.
• Discover new facts, principles, and connections to improve educational practice in the field of Inclusive 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 Inclusive 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.

Integrated Assessment

The institution has policies and procedures which guide internal and external procedures for the moderation of assessment of learners' work. The University's Assessment 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 learning. Furthermore, assessment in the institution is viewed as an integral part of teaching and learning, designed in such a way that it improves the quality of teaching and learning and to provide just and accurate analysis on learners' achievements.

Therefore, in line with the institution's assessment policy, the qualification includes the following

• Formative Assessment occurs at the stage of research proposal writing and submission of 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 methods applied at the thesis examination stage when learners submit the full thesis. The examiners constitute nominated and approved internal and external examiners who assess the thesis.