Master of Education

Purpose

The primary purpose of a Master of Education degree is to equip learners with skills to contribute to knowledge production in the field of Education, including knowledge about professional practice, at an advanced level. As such, the qualification aims at training and developing researchers in the various fields of Education, to be able to contribute locally, nationally as well as globally to the development and advancement of knowledge in their respective fields. This will be achieved through a single advanced peer-examined full dissertation in which learners will provide evidence of their ability, to in a self-directed and independent way, intellectually engage with and critically considers theory, critiquing, assessing and reviewing research and research practices and communicating their conclusions and findings to a broad audience. The knowledge, skills and dispositions learners will develop through the qualification, will contribute towards and enlarge the existing pool of specialists and professionals in the various fields of Education, such as policy researchers, curriculum specialist, school psychologist and early childhood development practitioners.

The qualification will make it possible for learners to deepen their knowledge and understanding and to demonstrate their ability to deal with complex issues in education by making sound and ethical judgements, using the data and information at their disposal. The qualification would also enable learners to demonstrate self-direction by autonomously planning and executing a unique and logically sound research project through identifying and conceptualising a research problem, independently design and write a sound research proposal, conduct a thorough literature study, engage with and use paradigms and or theoretical or conceptual frameworks, select and employ the most appropriate and relevant research design and methodologies, analyse data to their disposal, present and communicate their conclusions and results clearly to both specialists and non-specialist audiences in Education and their specific fields of specialisation. All this is done to solve complex educational and societal problems.

Through this qualification, learners will demonstrate specialist knowledge and deepened understanding of and engagement with complex issues in Education in general and specialist fields in particular, methodologies, theories and procedures, unique and relevant to Education and the various fields in Education, intending to apply these in a research project. They will also apply knowledge, sound judgement and skills to identify, conceptualise, explore and consider, and systematically address complex challenges and issues in Education by using the existing body of knowledge and applying field-specific research methods. The qualification will also enable learners to present and communicate or defend academic and professional ideas, to a variety of audiences offering rigorous interpretation, creative alternatives, solutions and insights to complex context-specific issues. This qualification will equip learners to be able to engage in a research career going forward either in their professional capacity or through the opportunity of doctoral study to which this qualification provides access.

Rationale

The qualification aims to give access to and is designed for the teacher in practice, and educators working in other fields of Education, such as in the Department of Basic Education, Provinces and other areas. However, this qualification will also give access to international learners, interested in pursuing a Master of Education qualification. The rationale for this qualification stems from the need to open up pathways for graduates at the Honours level to have access to a Master of Education qualification which will enable them to further their studies by researching Education as a discipline with a specific focus on a sub-discipline of Education.

The rationale for this qualification has also informed the need for more and appropriately qualified graduates who will be able to conduct outstanding research that would address the various challenges faced by Education regionally, nationally and globally. This qualification will enhance and deepen graduate's knowledge in the various fields of Education, such as Curriculum Studies, Policy Studies, Early Childhood Development, Psychology of Education, etc. and enable them to contribute significantly to the development of Education in general, and in the preferred sub-discipline in particular.

Also, the qualification responds to the call of the National Development Plan 2030 (2012:318) that universities should "enhance their ability to contribute to national objectives; provide a diversity of programme offerings to learners, and "develop the capacity for cutting edge research training". The qualification will also enlarge the pool of South African learners who conduct advanced and cutting edge research that would variously have a bearing on the socio-economic challenges faced regionally, nationally and globally. Upon completion of this qualification, learners are expected to meaningfully contribute and to play key roles in various spheres of Education. They are also expected to contribute towards the development of, progress in and the improvement of Education, schools and schooling.

Moreover, the qualification also provides an opportunity to forge multi-disciplinary and transversal collaboration across the institution, and with other institutions in South Africa. The qualification will enable learners to vertically articulate into a Doctor of Philosophy (PhD) in Education.

The qualification will benefit not only the learners but also the broader society as well as the economy. This qualification will equip learners with specialised, high-level field and discipline-specific knowledge and advanced research skills that would put them in an advantaged position over their peers in education and the labour market. This qualification will also open up opportunities for learners to advance their careers in Education or any other related field of employment.

For the society and the economy, completing this qualification supposes that learners possess sound knowledge, values, and skills to variously contribute towards community and economic development, by addressing, in creative and systematic ways the community-specific, societal and economic challenges they are faced with. It is anticipated that through their research, the learners would not only enter into but also establish reciprocal relationships with local communities and the SA society in general, which will see both the community where the research is conducted, as well as the candidate benefitting from it.

Recognition of Prior Learning (RPL)

In line with the principles of the National Qualifications Framework (NQF), the institution recognises prior learning. The institution is committed to broadening access to higher education by incorporating the principle of recognising prior learning achievements. According to this principle, recognition can be granted irrespective of the context of the learning experience, provided that the prior learning can be assessed and that credits may be awarded based on that assessment to permit entry to a formal qualification of study.

Learners may be admitted to this qualification based upon the recognition of prior learning according to the RPL policy of the institution. The institution policy will be applied where learners do not meet the minimum admission requirements for entry into this qualification. Stipulations, as reflected in the institution's policy document (Policy on Recognition of Prior Learning, 2014), will apply in RPL implementation. RPL is applied in recognition that learning also takes place in non-formal learning contexts; to improve and diversify access to HE and in acknowledgement of lifelong learning. All applications for RPL are currently evaluated by the relevant School where the specific qualification resides. The admission of a learner, via RPL, to this qualification, will be subject to approval by the Registrar.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education Honours, NQF Level 8.

Or

• Postgraduate Diploma in Education, NQF Level 8.

This qualification consists of the following compulsory module at NQF Level 9 totalling 180 Credits.

Compulsory Module, Level 9, 180 Credits

• Dissertation, 180 Credits.

1. Engage in advanced scholarship and demonstrate specialist knowledge by planning, producing and defending a full dissertation based on the selection of a feasible topic in a particular field of Education.
2. Provide evidence of the ability to self-direct, plan and execute an independent and autonomous research project.
3. Engage with and critically reflect on theory, critiquing, evaluating and appraising current leading scholarship and research practices.
4. Apply appropriate research methodologies in the respective fields of Education.
5. Present ethically and substantially communicate or defend academic, professional or occupational ideas and texts effectively to a differentiated range of audiences with various expertise.

The following Associated Assessment Criteria will be applied across all the Exit Level Outcomes

• Provide evidence of specialist knowledge and scholarship through their understanding of and insight into the topic under investigation; nature, purpose and scope thereof.
• Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
• Review and engage with related literature and relevant sources with a view of defining a gap in research and literature within the discipline.
• Formulate and state the research problem, research questions, aims and objectives.
• Provide evidence of specialist knowledge of and engagement in the various fields of Education in terms of the understanding of field-specific concepts, models, theories and theoretical frameworks.
• Apply specialist knowledge when critiquing, evaluating and appraising current and seminal scholarship and research practices in a disciplinary or interdisciplinary context.
• Use specialist knowledge to communicate, validate and support their arguments and their logic.
• Demonstrate command of, and provide evidence of, a thorough understanding and comprehension of scientific research methodologies (qualitative, quantitative and mixed), relevant methods, approaches and techniques, managing, processing, interpretation and analysis of data taking into account ethical considerations relevant in the respective disciplines; and presentation of results.
• Provide evidence that they recommend or provide guidelines to solve the problems they have investigated and that they have an understanding of the consequences of any solutions or guidelines provided or insights generated within the research.
• Communicate, present and discuss knowledge and insights gained through their research and regarding their topic to a wide range of audiences at various academic, professional or scientific platforms such as seminars and colloquia, and with different levels of knowledge or expertise.
• Organise and structure ideas, arguments, facts and statements methodologically and systematically, logically, coherently, and taking into account editorial rules and conventions and correct and academic language usage and style.

Integrated Assessment

Assessment of the dissertation will be informed by the stipulated Exit Level Outcomes and the Associated Assessment Criteria of the qualification. The institution policies are applicable to guide the assessment of dissertations.

The dissertation must demonstrate that learners can autonomously and independently conceptualise, plan, execute scientific research and communicate the findings and conclusions to the specialist as well as non-specialist audiences. Dissertations will be peer-examined and evaluated by two external and one internal examiner who are all specialists in their fields of specialisation. All examiners are nominated and appointed in terms of the institution's and faculty's rules for the nomination and appointment of internal and external examiners.