Master of Education

Purpose

The purpose of the Master of Education qualification is to prepare researchers who can contribute to the development of knowledge in the field of education, and includes knowledge about the professional practice at an advanced level.

Rationale

The Master of Education is a postgraduate qualification which accredits learners' capacity to undertake a well-founded and independent inquiry in the field of education, training and development. The qualification enables learners to provide advanced professional and academic knowledge in an aspect of education.

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 according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment, and the institution's RPL policy. The management of the process is as follows:

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

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 Level 9 totalling 180 Credits.

Compulsory Modules

• Dissertation, 180 Credits.

• Demonstrate acquired specialist knowledge base and critical understanding of education in general, and area(s) of specialisation in particular.
• Critically analyse and evaluate current processes of knowledge production in the area(s) of specialisation, and contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to the area(s) of specialisation.
• Conduct an independent inquiry in a specialised field of education, training or development, and to report the findings in academically appropriate ways.
• Design and implement a strategy for the processing and management of information to conduct a comprehensive review of leading and current research in the area(s) of specialisation.
• Exhibit the potential to act as academic leaders and experts in the field of education, training and development.
• Demonstrate high levels of responsibility, self-reflexivity and adaptability concerning the ethical implications of research, and the determination of socially relevant issues and research needs in South Africa.

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

• Display specialist knowledge to enable engagement and critique of current research and practices in education, and to engage in systematic and disciplined thinking in the area of specialisation in educational matters and issues, with particular reference to the area(s) of specialisation.
• Apply and develop intellectual independence and advanced research skills, sophisticated knowledge and research methodologies to solve complex, unfamiliar problems in education.
• Analyse and apply specialised problem-solving skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems in their specialisation area in education.
• 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.
• Engage and initiate in academic discourse to report and defend substantial ideas that are the result of research in an area of specialisation in education.
• Plan, manage and optimise all aspects of research processes in complex and unpredictable contexts in their field of specialisation.
• Apply high levels of responsibility, self-reflexivity and adaptability in own management of learning, and analyse and evaluate ethical implications of research on socially relevant issues and research needs in South Africa.

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 summative assessments.

Summative Assessment

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