Doctor of Education in Philosophy of Education

Purpose

The Doctor of Education in Philosophy of Education will prepare learners for research-based Postgraduate study in the field of Philosophy of Education. The learner will independently or collectively contribute to uplift 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. Doctor of Education in Philosophy of Education 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. Doctor of Education in Philosophy of Education learners will be able to deal with certain issues in education - both systematically and creatively. The qualification affords learners to have scientific knowledge that contributes to policy development, new theories and strengthening of practice interventions. The qualification will engage learners in capacity training to advance their skill in research. The qualification will have a positive impact on the learners. Learners will develop analytical skills; write research, dissertation and reports which will increase employment opportunities.

After completion of a Doctor of Education degree in Philosophy of Education, learners will have the ability

• To make sound judgments,
• Use the data and information at their disposal,
• To communicate their conclusions to specialist and non-specialist audiences.

The learners will also have the ability to demonstrate self-direction and originality in analysing and solving problems. They will be able to act autonomously in planning and implementing tasks at a professional level and continue to advance their knowledge, understanding, and skills in the field of Philosophy of Education.

Rationale

The qualification will prepare researchers who will contribute to the development of knowledge in the field of Philosophy of Education, including knowledge about professional practice at an advanced level. The qualification comprises a significant research component, and learners need to complete a single research project, culminating in the production and acceptance of a thesis/dissertation. Learners deal with complex issues in education - both systematically and creatively. The qualification will address the needs of the Limpopo Province, the entire country and the Southern African Development Community (SADC) region. This qualification will address the need for more postgraduate learners to do research, which is currently a challenge in South Africa. Learners will be equipped in Philosophy of Education scholarship to promote specialisation of services needed to local, provincial and national or regional rural service users. The learners will have the opportunity to expand their knowledge to deal with issues like educational management in schools through research.

Recognition of Prior Learning (RPL)

In line with Institutional policy, Recognition of Prior Learning (RPL) will be extended to 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 programme expectations if enrolled. Learners eligible for RPL need to provide relevant evidence for consideration and verification. Learner 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.

Entry Requirements

The minimum entry requirement for this qualification is

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

This qualification consists of the following compulsory modules at 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 scholarly style.
3. Show understanding of current theories in the discipline under study
4. Contribute to the body of knowledge in the field through research activities.

Associated Assessment Criteria for Exit Level Outcome 1

• Formulate the research topic, problem, aims, questions, hypotheses clearly relevant to the field of research.
• Explain convincingly why the research study is relevant to current issues in Philosophy of 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 Psychology of Education, and succinct and accurate syntheses of written arguments.
• Use specialist and applied knowledge appropriately in an area of Philosophy of Education in in theory and practice.
• Grasp the dialectical relationship between theoretical and practical knowledge in the field of Philosophy of Educatio.
• Demonstrate proven awareness of the variety of educational contexts in which knowledge of Psychology of 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 relevant to Philosophy of Education.
• Understand and contribute to the technical a Philosophy of Education and professional literature in the field of Philosophy of Education.
• Ability to critique learnt research procedures in the light of historical trends and practices in South Africa and other countries from a Philosophy of Education perspective.

Associated Assessment Criteria for Exit Level Outcome 4

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

Integrated Assessment

The assessment follows the university examination of dissertation rules contained in the university calendar. The assessment includes the following:

• The learner alerts the supervisor of the intention to submit six months ahead.
• The supervisor approaches the Head of Department alerting about the intention to submit.
• The learner signs a form.
• The Head of Department and the Dean should attest.
• The supervisor makes a recommendation to the Head of the Department for assessment.
• The School Higher Degrees Committee nominates external examiners, and the School Board endorses.
• The supervisor(s) and the external examiners form the examiner's committee for the learner.
• The committee finalises the assessment within six weeks.
• The thesis is approved by the School of Higher Degree Committee, followed by approval from the University Higher Degrees Committee.