Master of Education

Purpose

The purpose of the Master of Education is to prepare researchers who can contribute to the development of knowledge in the field of Education, including knowledge about professional practice at an advanced level. This qualification comprises a significant research component and can be attained by completing a single research project, culminating in the production and acceptance of a thesis.

Qualifying learners will be able to

• Deal with complex issues in education, both systematically and creatively.
• Make sound judgments, using the data and information at their disposal.
• Clearly communicate their conclusions to specialist and non-specialist audiences.
• Demonstrate self-direction and originality in analysing and solving problems,
• Act autonomously in planning and implementing tasks at a professional level. continue to advance their knowledge, understanding, and skills.

Rationale

The qualification aims to give access to and is designed for teachers 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. The rationale for this qualification stems from the need to open pathways for graduates at the Honours level to have access to a higher 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 the Education regionally, nationally, and globally. This qualification will enhance and deepen graduates' knowledge in the 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 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 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 advantageous 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 implies that learners possess sound knowledge, values, and skills to 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 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)

The institution's articulation policy is aligned with the Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education (CHE, 2016) and National Policy and Criteria for the Implementation of Recognition of Prior Learning (SAQA, 2013, amended 2019) and (DHET, 31 March 2016, Gazette no 381). The policy clearly states how RPL will be applied to gain admission and achieve module exemption or advanced standing.

RPL for access

• A functional system for RPL is in place at the institution where RPL is used as a mechanism to gain access to qualifications.
• A maximum of 10 % of the cohort of learners in this qualification will be admitted through RPL.

Learners are required to complete an RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive work learning. The candidate's portfolio will be assessed thoroughly against the relevant learning outcomes, after which the application is dispatched for approval before the final decision is communicated to the learner.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education Honours, NQF Level 8

Or

• An appropriate professional bachelor's degree, NQF Level 8.

Or

• A relevant Honours degree, NQF level 8

Or

• Postgraduate Diploma in Education, NQF level 8

This qualification comprises the following compulsory modules at National Qualifications Framework Level 9, totalling 180 credits.

Compulsory Modules, NQF Level 9, 180 Credits

• Research Project, 180 Credits

1. Interpret scholarly debates and literature in the study or practice.
2. Identify and apply methods, techniques, processes, systems or technologies creatively and innovatively.
3. Identify, address, and manage emerging ethical matters, and to adhere to ethical

decision-making, including monitoring and evaluation of the consequences of such decisions, where appropriate.

1. Make independent judgements about managing incomplete or inconsistent information or data in the process of analysis and synthesis.
2. Produce and defend substantial, independent, and publishable scholarly work that meets international standards.
3. Display an understanding of theoretical underpinnings in the management of complex systems to achieve systemic change and, where applicable, to independently design, sustain, and manage change within a system or systems.
4. An ability to operate independently and take responsibility for his/her work.

Associated Assessment Criteria for Exit Level Outcome 1

• 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.

Associated Assessment Criteria for Exit Level Outcome 2

• Review and engage with related literature and relevant sources with a view to defining a gap in research and literature within the discipline.
• Formulate and state the research problem, research questions, aims, and objectives.

Associated Assessment Criteria for Exit Level Outcome 3

• 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.

Associated Assessment Criteria for Exit Level Outcome 4

• 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 considering ethical relevance in the respective disciplines, and presentation of results.

Associated Assessment Criteria for Exit Level Outcome 5

• Provide evidence that they recommend or provide guidelines to solve the problems they have investigated and that they understand the consequences of any solutions or guidelines provided or insights generated within the research.

Associated Assessment Criteria for Exit Level Outcome 6

• 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.

Associated Assessment Criteria for Exit Level Outcome 7

• Organise and structure ideas, arguments, facts, and statements methodologically and systematically, logically, coherently, and considering editorial rules and conventions, and correct and academic language usage and style.

INTEGRATED ASSESSMENT

The integrated assessment for this qualification evaluates whether candidates can effectively integrate the conceptualisation and operationalisation parts. Critically search for, read, engage, interpret, and use information and data to bolster and buttress their argument. Ability to reflect critically on contemporary issues and produce a single research project, which will culminate in the production and acceptance of a thesis.