Doctor of Education in Psychology of Education

Purpose

The Doctor of Education in Psychology of Education will prepare learners for research-based postgraduate study in the field of Psychology of Education. It serves to consolidate and deepen the learner's research expertise in this specific area of specialisation. The qualification prepares aspiring educational researchers, policy-makers, leaders and education reformers to provide solutions to confront educational challenges facing society. 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 Psychology of Education comprises a significant research component. The achievement of the qualification is 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 will conduct research and compile a research project, culminating in the acceptance of a thesis on an approved topic.

The qualifying learners will

• Deal with complex issues in education, both systematically and creatively. make sound judgments, using the data and information at their disposal, and
• 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 chapters for books.

Rationale

The Doctor of Education in Psychology of Education is the highest Postgraduate qualification proceeding the Master of Education and Honours in Psychology of Education. It intends to enable learners to master research and produce outcomes which add value in the body of knowledge. This qualification is therefore consistent with the mission of the institution, in that it prepares learners for extensive research, which is one of the pillars of excellence in the institutions' mission statement. 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 learners from within as well as outside South Africa.

The leaners wanting to enrol in Doctor of Education in Psychology of Education must have the ability to undertake significant research in Inclusive education. This qualification requires learners to have a Master of Education in Psychology of Education.

Learners who qualify with a Doctor of Psychology of Education will be eligible 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 Specialist/Programme supervisors.
• Learning assessment researchers/developer.
• Education policy advisors.

Recognition of Prior Learning (RPL)

In line with the institution's policy, recognition of prior learning will be for deserving, experienced learners. Learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence. This evidence will be in the form of a compiled portfolio to demonstrate 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 Institution. They 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. In line with RPL Policy, credits 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

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

This qualification consists of the following compulsory modules at National Qualifications Framework Level 10 totalling 360 Credits.

Compulsory Modules, 360 Credits

• A thesis, 360 Credits.

1. The ability to conduct independent research and competence in scholarly exposition.
2. The ability to present information clearly, cohesively and in scholarly style.
3. Show understanding of current theories in the discipline under study
4. The ability to 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 (where applicable) clearly relevant to the topic and field of research in Psychology of Education.
• Explain convincingly why the research study is relevant to current issues in Psychology 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 Psychology of Education in in theory and practice.
• Grasp the dialectical relationship between theoretical and practical knowledge in the field of Psychology of Education.
• 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 Psychology of Education.
• Understand and contribute to the technical and professional literature in the field of Psychology of Education.
• Critique learnt research procedures in the light of historical trends and practices in South Africa and other countries from a Psychology of Education perspective.

Associated Assessment Criteria for Exit Level Outcome 4

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

Integrated Assessment

The institution has policies and procedures which guide internal and external procedures for the moderation of assessment of the learners' work. The institution's Assessment Policy indicates that assessment exerts one of the most powerful influences on the nature and extent of learning and therefore places emphasis on the design of assessment to promote learning. Furthermore, assessment in the university views it as an integral part of teaching and learning, which will be designed in such a way that it improves the quality of teaching and learning and to provide just and accurate analysis on the learners' achievements.

Therefore, in line with the policy, the qualification 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 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.