Doctor of Education in Sociology of Education

Purpose

The Doctor of Education in Sociology of Education seeks to prepare learners for research-based postgraduate studies in the area. It serves to consolidate and deepen a learner's knowledge of Sociology of Education and to develop research capacity in its methodology and techniques of Sociology of Education. 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 Sociology of Education.

The qualification will provide learners with scientific knowledge that should add value to the existing status quo like Sociology of Education 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 post-doctoral studies. It, therefore, will motivate learners to aspire and be motivated for further studies in their specialisation.

Given the above qualification purpose and capacity building of the qualification, the expected outcomes on the learners will include analytical skills, ability to plan and implement research in qualification and write research reports through compiling a thesis. The thesis must have the potential for publication of results that can contribute to solutions to national, regional and international social, political, cultural, linguistic, and any other challenges that can influence access to and achievement in education.

Rationale

South Africa and the Southern African region needs highly qualified and professionally trained researchers in basic and higher education sectors. The qualification will, therefore, provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in this qualification for investigation and application to a variety of challenges that require researchers and educational sociologists. Schools and higher education institutions in South Africa do not have enough professionally qualified counsellors.

The qualification includes conducting and reporting on research under the supervision of highly qualified academics/researchers. The qualification will thus increase the knowledge and skills in research on issues that need high-level Sociology of Education interventions in society and school in particular.

Learners who qualify from this qualification may enrol for postdoctoral fellowship qualifications or work as professional counsellors in education or as researchers and academics on educational policy and practice in the country.

Recognition of Prior Learning (RPL)

In line with the institution's policy, Recognition of Prior Learning will extend to deserving learners. They 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 institution's registry.

The institution may grant status 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, the institution recognises relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning. RPL applies to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will generally 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

• Master of Education in Sociology, NQF Level 9.

This qualification consists of the following compulsory module at National Qualifications Framework 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 a scholarly style.
3. Show an understanding of current theories in the discipline understudy.
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 Sociology of Education;
• Explain convincingly why the research study is relevant to current issues in Sociology 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 Sociology of Education, and concise and accurate syntheses of written arguments;
• Use specialist and applied knowledge appropriately in an area of Sociology of Education in theory and practice through literature study and conducting research fieldwork;
• Grasp the dialectical relationship between theoretical and practical experience in the field of Sociology of Education;
• Demonstrate proven awareness of the variety of educational contexts in which knowledge of Sociology 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 pertinent to Sociology of Education;
• Understand and contribute to the technical and professional literature in the field of Sociology of Education;
• Critique learnt research procedures in the light of historical and academic trends and practices in South Africa and other countries from a Curriculum Studies perspective.

Associated Assessment Criteria for Exit Level Outcome 4

• Address a professional or academic problem in Sociology of Education with originality and independent thought;
• Discover new facts, principles, and connections to improve educational practice in the field of Sociology 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 Sociology of 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 on sociological themes;
• Produce articles from the thesis that are acceptable for publication by scientific journals.

Integrated assessment

Assessment criteria for the Doctor of Education in Sociology of 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 examination stage when learners submit the full thesis. The examiners will be nominated and approved internal examiner(s) and two external examiners who will assess the thesis. The examiners shall comment on the thesis in writing, and give a clear breakdown on how they arrived on the final decision on the thesis.