Master of Education in Childhood Education

Purpose

The purpose of the Master of Education in Childhood Education is to enable learners to develop their professional skills, knowledge and attitudes that are necessary to become professional educators. This qualification allows for dual specialisation in the childhood education research and primary school teaching, depending on the electives chosen. The qualification will enable learners to develop intellectual, theoretical and disciplinary knowledge of, and insight into theories, concepts and practices in childhood education. From a broader knowledge base, learners will be able to reflect critically on and evaluate their experiences, performance and progress, and be able to transfer and apply skills and knowledge to different contexts.

Rationale

The Master of Education in Childhood Education MEd (Childhood Education) fulfils the need for the development of competent professional educators, practitioner-researchers, and also leaders in childhood education. Through this qualification, learners will develop the knowledge and skills needed to serve as educational leaders and researchers for the critical area of childhood education practice in their communities. This provision of this qualification will serve the need for both South African Postgraduate learners as well as learners from neighbouring SADC countries.

There are few qualified researchers, qualification and curriculum designers in the critical areas of childhood education and this qualification will provide for an annual cohort of Postgraduate learners in a field, where local research is much needed. Researchers in childhood education, particularly those with knowledge of child development, research methods, measurement theory and assessment, is a national priority, and this qualification aims to fulfil this need.

Among the typical learners who will enrol for the qualification will be teachers with at least three years of professional experience, department officials wanting to deepen their understanding of childhood education practice and research, researchers and evaluation specialists wanting to increase their knowledge and skills, as well as those researchers and practitioners working in the non-governmental sectors. This qualification provides a learning pathway for lecturers, from within the Faculty and from other tertiary institutions wishing to extend their knowledge and skills in particular areas may also be interested in enrolling for the qualification.

The qualification will be of benefit for learners, society and therefore ultimately for the economy. For the primary school sector to improve, educational officials, teachers and leaders with specialised knowledge and skills are required. Learners who complete this qualification will benefit society by extending their critical thinking and problem-solving skills to their various workplaces and in building visionary educational communities.

Recognition of Prior Learning (RPL)

The Recognition of Prior Learning (RPL) policy for the Master of Education in Childhood Education forms part of the RPL policy of the University. The Faculty accepts RPL as an integral part of education and academic practice. All learning has value, and the Faculty will assess prior learning and award credit to promote lifelong learning. The purpose of the University's RPL policy, which directs the faculty's RPL procedure, is to recognise prior learning to provide for admission to the qualification, grant advanced placement and grant credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

A panel of selected University of Johannesburg (UJ) staff members will determine, on an individual basis, the competence of the learners who apply for RPL. In determining an applicant's competence against the relevant Exit Level Outcomes, this panel will do one or more of the following:

• Verify the standard/quality of an applicant's prior qualifications;
• Assess a portfolio containing examples of the applicant's work in the field of childhood education;
• Observe the applicant's performance in authentic and/or in situ teaching-learning situations and/or contexts; and
• Conduct individual interviews with applicants to discuss the results of the evidence collection process.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education Honours, NQF Level 8.

Or

• A Postgraduate Diploma in Education either in a related cognate subject area or Psychology.

And

• Three years' experience in teaching or a related educational or psychological field will be a requirement.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 9 totalling 180 Credits.

Compulsory Modules, Level 9: 120 Credits

• Perspectives on Education, 30 Credits.
• Education Policy, Curriculum and Practice, 30 Credits.
• Research Project or Educational Artefact with Research Design, 60 Credits.

Elective Modules, Level 9 (Choose two modules), 60 Credits

• Mathematics Education, 30 Credits.
• Science Education 30 Credits, 30 Credits.
• Social Science Education, 30 Credits.
• Language and Literacy Education, 30 Credits.
• Music and Art in Childhood Education, 30 Credits.
• Childhood Development Studies, 30 Credits.
• Measurement Theory, Assessment and Evaluation, 30 Credits.

1. Contribute at an advanced level to the development of knowledge in the field of childhood education.
2. Solve problems through selecting and applying problem-solving strategies to everyday childhood education issues.
3. Relate knowledge to the resolution of complex problems in the area of professional practice.
4. Prepare a research-based report or educational artefact with accompanying research essay.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate reflection through a systematic survey of current thinking.
• Use specialist knowledge to critique current research or practices is evident in a particular field, discipline or practice.
• Conduct the latest education research in childhood education comprehensively to drive development and change in a professional context.

Associated Assessment Criteria for Exit Level Outcome 2

• Utilise existing and emerging international philosophical, educational and research to informed knowledge in the area of childhood education.
• Use data and information to systematically and creatively address complex issues and making sound judgments.
• Demonstrate self-directedness and originality in problem-solving.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate a high level of theoretical engagement and intellectual independence when facing complex problems.
• Apply pedagogical skills of critical thinking and problem-solving in childhood education.
• Communicate research outcomes to specialists and non-specialists in the area of childhood education.

Associated Assessment Criteria for Exit Level Outcome 4

• Undertake and complete research project, which illustrates the sound and diligent application of evidence-based decision-making skills.
• Engage in research through collecting, recording, analysing and assessing research theory and data on childhood education issues.
• Engage with institutions and sites where cutting edge thinking and research is taking place.

Integrated Assessment

A variety of summative assessment opportunities is required and may include tests, portfolios, practical demonstrations, written and oral discussions or presentations, etc. Formative assessment opportunities may vary according to individual module outcomes, and the composition of these is at the discretion of the module lecturer. The primary purpose of formative assessment is to support the learning process through constructive feedback to learners.

Online assessment opportunities including assignments, tests, and case studies and examinations are included. Assessment in the MEd (Childhood Education) qualification serves multiple purposes. These include, amongst others, monitoring the learner's progress, determining the competence of learners through assessment strategies and procedures such as online discussions, written assignments and tests, case studies, problem-solving assignments and research projects.