Doctor of Philosophy in Education

Purpose

This Doctor of Philosophy in Education is designed to equip learners to demonstrate high-level scientific research competence, and knowledge development in the chosen niche area that is relevant to the qualification and to make significant and original academic contributions at the frontiers of their chosen niche area or in a sub-field of education. The research may be multidisciplinary or applied research and undertaken at the most advanced academic level.

Seminars may be conducted as a preparation for, or in support of the research, but may not contribute towards the credit value of the degree.

The qualification will provide the learners with skills of being a reflective practitioner and will be able to apply what they have learnt in theory to practice. Furthermore, learners will be equipped with knowledge and skills of self-study and independent study that will enable them to acquire practical and foundational competencies, with reflexive competence to make judgements in a wide context.

Teachers are members of a profession whose definitive aim is to enable systematic learning. All the courses and modules studied in earlier qualifications will provide a broad base on which the learners will base their research practices.

The graduate will be able to supervise the research of others in his or her area of specialisation as per (Minimum Requirements for Teacher Education Qualifications (MRTEQ), February 2015, p.49).

Upon completion of the qualification, learners will be able to

• Cultivate a practical understanding of a diverse range of South African context challenges.
• Demonstrate the ability to nurture a commitment to the ideals of the teaching profession and an understanding of teaching as a profession and education generally.
• Develop the professional dispositions and self-identity of learners as teachers/educators.
• Develop learners to be active citizens and enable them to further develop their dispositions of citizenship in their school members.
• Promote and develop the dispositions and competencies to organize school finances among a diverse range of educators in diverse contexts.

Rationale

This qualification opens diverse pathways that fall within the niche research areas of Walter Sisulu University. The new qualification will place emphasis on reflexive practice, contemporary education challenges, applied research and scientific research competency, which will emphasise the production of new knowledge. This qualification will assist in increasing the doctoral output internally, nationally and continentally in line with the National Development Plan 2030 (NDP Vision 2030, 2011).

Some graduates may choose to embark on careers either in management and leadership or in educational planning, research and/or policy formulation, curriculum development, and so on, where they may be employed in the education sector, for example, institutional managers, or else work in a district, provincial or national office as a senior official, researcher, planner, policy maker/curriculum developer, lecturers or as a data or systems manager. Since this PhD will allow for multi-disciplinary research topics, learners may also choose topics in fields like Research Methodologies.

The PhD is one of the qualification pathways that applicants with a master's degree may pursue. The Doctor of Philosophy degree is the highest qualification that can be awarded in the Higher Education Qualifications Sub-Framework. The qualification will provide benefits to the learners, society and the economy in that the PhD graduates, either as staff or post-doctoral fellows, will be the dominant drivers of new knowledge and scientific knowledge production within the higher education and science innovation system. Societies prioritise an increase in doctoral growth that may lead to a steady supply of knowledge economy for innovation and sustainable economic development (Draft Doctoral Qualification Standards, 16 April 2016).

The qualification will be responsive to local, regional and national development priorities in terms of the research topics selected by learners for investigation. It is geared towards equipping educators/managers/leaders in education with relevant research skills and competencies of the highest quality. The qualification will benefit schools, communities and the economy in which the graduates are employed and will enhance learning and teaching as well as the development of educational policies related to the chosen topics, due to the advanced knowledge and research skills that the qualification will offer.

The qualification will include elements of transformation and development through research topics that will ensure competencies that are responsive to the needs of rurality since the institution serves mostly learners from a rural context. The qualification aims to provide a clear role description for school and educational leaders and managers and will set out what is required of them in terms of research.

The Department of Basic Education South African Standards for Principalship (18 March 2016) were consulted in the development of the Doctor of Philosophy in Education qualification. In terms of the Standards, learning outcomes as indicated below, are included in the qualification to improve professional standards of learners for their benefit, learners and the quality of education as a whole. Embedded in the leadership and management of the school are core societal, educational and professional values which are reflected in the way educators, leaders, professionals and managers deal with all matters pertaining to education.

Through decolonisation as a process of transformation, this qualification will ensure relevance and social responsiveness to the diverse needs of the Eastern Cape Province and those of South African, African and global contexts. The transformation would result in relevance and social responsiveness to context and will afford learners an opportunity to learn in more flexible ways of studying that fit with their work, family, and other commitments. By firmly anchoring education in the life of the people, education would no longer encourage escape from Bantu society but would fulfil its true function of uplifting the community as a whole and of educating leaders for this community (Eiselen as quoted in Seroto, 2013, p.104).

The qualification will benefit the schools, the communities and the economy in which the graduates are employed and will enhance learning and teaching as well as the development of education policies due to the advanced knowledge and skills that it will offer. The qualification focuses primarily on continuing professional development for educators/leaders/managers and scholars with an emphasis on critical thinking and responsiveness to educational challenges. There is a long-term need in the Eastern Cape and in South Africa to provide continuing professional development opportunities for educators/managers/leaders to strengthen the quality of education in general and human resource management in particular, in the province.

Recognition of Prior Learning (RPL)

RPL provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL will be applied to accommodate applicants who qualify.

RPL for credit

It is acknowledged that prospective learners may not necessarily need to acquire this qualification by attending all the institutional courses. There may be prospective learners who have achieved learning outcomes comparable to some of the exit-level outcomes of the qualification through other learning opportunities or work experience. These candidates may apply to be assessed through RPL to gain recognition for the outcomes already achieved and to ascertain which exit-level outcomes they still need to obtain the qualification. Recognition will only take place where prior learning corresponds to the required NQF level 10, and in terms of applied competencies relevant to the contents and outcomes of the qualification. In line with the South African Qualifications Authority guidelines and policies, Recognition of Prior Learning will take place, and the candidate will be awarded a maximum of 50% of the credits for the qualification, based on appropriate assessment of evidence of competence related to the qualification and module outcomes.

A formal RPL process will be implemented for the credits and access to the qualification to be achieved.

RPL for access

Access to the Doctor of Philosophy (Education) qualification is determined by clear entry requirements as indicated above. Any applicant who wants to enter this qualification through RPL is expected to provide a portfolio of evidence (PoE) of prior learning. The applicant should draft a written application and submit this application with the PoE to the Center for Learning and Teaching Development (CLTD). Applicants will also be advised to seek assistance from the Faculties and Departments responsible for this qualification. Any RPL application for recognition of academic achievements at another higher education institution will be referred to the Faculties of Education at various WSU Campuses, where it will be dealt with in terms of the standing procedures for subject/course recognition. The applicant is subject to a substantive assessment by the responsible persons at the Faculties of Education and Departments responsible for this qualification. A report on this assessment will be provided to the Faculty RPL committee.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Education, NQF Level 9.

Or

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

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

Compulsory Module, Level 10, 360 Credits

• Doctor of Philosophy in Education thesis, 360 Credits.

1. Demonstrate a high-level research capability; in-depth knowledge and high levels of theoretical understanding in a complex and specialised area or across multiple areas.
2. Apply knowledge and understanding to make a significant and original academic contribution in the discipline, within academic, professional and/or defined ethics.
3. Demonstrate the ability to conceptualise new research initiatives and create new publishable knowledge in education.
4. Demonstrate intellectual independence and leadership, especially in terms of research.

The following Associated Assessment Criteria will be used in an integrated manner across Exit Level Outcomes

• Employ sophisticated knowledge and research methodologies to solve complex, unfamiliar territories.
• Apply knowledge and theory accurately to new contexts.
• Interrogate the existing knowledge boundaries and practices.
• Create responses to problems that expand or redefine existing knowledge.
• Apply knowledge and provide research leadership within a field or across disciplines whilst making unique contributions to the discipline.
• Illustrate high levels of responsibility, self-reflexivity, adaptability and intellectual independence are demonstrated.

INTEGRATED ASSESSMENT

Assessment is recognised as a key motivator of learning and an integral part of the learning and teaching process. At the qualification and course modular level, assessment is systematically used to generate data for diagnostic and formative purposes, such as providing timeous feedback to inform teaching and learning and to improve curriculum and assessment practice as well as for summative purposes (grading, ranking, selection, predicting). Assessment data are also used to examine learner performance trends and to inform institutional academic planning.

The Assessment and Moderation of Learner Learning Policy provides the statutory framework, the rationale, the policy aims and objectives, the guiding principles, the policy statement and the scope for assessment of learner learning: Assessment and Moderation of Learner Learning Policy. The assessment strategy for this qualification will also include a variety of options to demonstrate and provide evidence of practice, based on the stated outcomes and the assessment criteria.

Formative Assessment

The formative assessment process for the thesis will comprise of

• Seminar presentations throughout the learning period, that is, from proposal to presentation of findings stages, will promote collaboration amongst learners where learners assess each other and comment on their peers using a predetermined rubric.
• Continuous seminar presentations in context to observe the ability to communicate with comprehension.
• A completed research thesis, providing evidence of the ability to apply knowledge to practice and apply relevant theories in diverse contexts.
• Supervision for the thesis will form part of the formative assessment, as the supervisor constantly guides and assesses the learner's work throughout the research process.

Summative Assessment

The thesis will be examined both internally by the research supervisor(s) and externally by three external examiners approved by the Senate, using the template designed by the Directorate of Post Graduate Studies.

For examination purposes, a candidate shall present the thesis in triplicate. The thesis must satisfy at least two external examiners to qualify for a pass.

All assessment sheets shall have to be accompanied by narrative reports as Postgraduate Manual Guidelines. The feedback from external examiners will be forwarded to internal examiners for appropriate action. The Faculty Higher Degrees Committee, Faculty Board and Senate shall consider the recommendations of these examiners and make a final pronouncement regarding the outcome of the examination.

After approval of the thesis, and before conferment of the degree, the candidate shall submit a further seven copies, unless special permission has been granted for the submission of a smaller number. In addition, four electronic copies (CD) appropriately labelled also need to be submitted.

Ensuring the Integrity of the Process Leading to Certification of Qualifications, there are extensive mechanisms put in place to ensure the integrity of data related to the academic profile of the learners. All marks are securely captured on the Integrated Tertiary System (ITS). Structures, processes and policies are in place to ensure the confidentiality of examination papers, and the examination itself. Ensuring the integrity and security of processes leading to certification of the qualification obtained through the qualification rests with the supervisors, HODs, Faculties of Education, the academic secretaries, the Examination Sections of each Campus and ultimately the Institutional Senate. Learners who have fulfilled the requirements of the qualification graduate at a Senate-approved graduation ceremony and are issued a certificate by the Examination Sections on behalf of the Institution.