Doctor of Philosophy in Education

Purpose

The purpose of the Doctor of Philosophy in Education qualification is to enable the learner to undertake independent research and advanced study under the guidance of a supervisor in a particular subject area, building on knowledge gained at a Masters Level. The thesis presented must constitute a substantial contribution to the national and international advancement of knowledge and understanding in the field of Education through original research that meets international standards, and should satisfy peer reviews and merit publication. The learner should also be able to supervise the research of others in his/her area of specialisation.

Rationale

The rationale of the qualification is to provide learners with highly advanced knowledge, specific skills and applied competence in several specialist fields in Education that provide opportunities for continued personal intellectual growth, as well as the pursuit of gainful economic activity, and the ability to make rewarding contributions to society. The qualification will provide South Africa with significant numbers of experts in Education to ensure that the local and international leadership base of innovative and knowledge-based scholarly activity is widened. This includes the development of new knowledge frameworks for the expansion of the field of Education in general.

Recognition of Prior Learning (RPL)

Where learners do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. The application of RPL is in accordance to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment, and the institution's policy.

The management of the process is as follows

• The institution will ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and after RPL assessment, are in place.
• The assessment of the learners will be against relevant NQF competencies.

The minimum entry requirement for this qualification is

• Master of Education, NQF Level 9.

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

Compulsory Modules

• Thesis, 360 Credits.

1. Demonstrate a depth of knowledge and high levels of theoretical understanding in a complex and specialised area in the field of Education and across specialised or applied areas.
2. Demonstrate intellectual independence and advanced research skills through the ability to apply sophisticated knowledge and research methodologies to solve complex, unfamiliar problems in the field of Education.
3. Integrate and apply theoretical knowledge and research findings in relevant local and global contexts as well as across disciplines.
4. Deal with complexity, lacunae and contradictions in the knowledge base of the field of Education.
5. Autonomously generate, synthesise and evaluate information and concepts at highly abstract levels and make sound evaluations based on independently generated criteria.
6. Question existing knowledge boundaries and practices in the field of Education and create responses to problems that expand or redefine existing knowledge.
7. Show a mastery of the literature and state of research in a specific area.
8. Demonstrate research leadership in a field or across disciplines, including the ability to plan, resource, manage and optimise all aspects of research processes in complex and unpredictable contexts.
9. Demonstrate high levels of responsibility, self-reflexivity and adaptability concerning the ethical implications of research, the determination of socially relevant issues and research needs in South Africa, and the ability to relate these issues to international contexts.

The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.

• Identify and solve problems in which responses display that responsible decisions are made, using critical and creative thinking;
• Work in a disciplinary and interdisciplinary manner as a member of a team, group, organisation or community in both the public and private sectors;
• Demonstrate an understanding of the interaction between systems from an ecological perspective by understanding social needs, problems and resource capacity in an international, national and local context;
• Demonstrate the effective utilisation of technology for strategies aimed at the development of the field of Education and science in general;
• Effectively manage and plan a learning qualification that provides for a schedule of activities, including reading scientific journals in the field, becoming a member of scholarly societies, attending seminars and conferences, doing research and rendering voluntary services to facilitate professional growth and development;
• Develop a comprehensive and systematic report on a research project in the format of a doctoral thesis, and the competence to write research articles suitable for publication in refereed journals and other scientific reports;

AND

• Communicate effectively with people of all target groups, using visual, language, and in certain cases mathematical skills, in the modes of oral and written persuasion.

Integrated Assessment

Formative Assessment

Formative assessment during the research may be based on any of the following if required by the research topic or the discipline:

• Portfolios.
• Simulations.
• Workplace assessments.
• Group discussions.
• Presentations in front of peers and experts.
• Oral and written assessments.

Summative Assessment

Summative assessment takes the form of the examination of the thesis or other acceptable forms of research output as appropriate to the field of study.