Master of Education in Comparative Education

Purpose

The primary goal of the Master of Education in Comparative Education is to enable learners within research-based Postgraduate study in the field of Comparative Education. The qualification will independently or collectively uplift the level of philosophy of education in schools and adds to the body of knowledge at an advanced level. It seeks to consolidate and deepen a postgraduate learner's research expertise in this specific area of specialisation. When completed, this qualification prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions on educational challenges confronting society. Learners develop research knowledge, skills, capabilities and disposition necessary to collaborate with other academics and members of the public in the advancement of new visions in dynamic educational, social and political contexts. Learners can deal with specific issues in education - both systematically and creatively. The qualification affords learners to have scientific knowledge that contributes to policy development, new theories and strengthening of practice interventions. The qualification engages learners in capacity training to advance their skill in research, as a preparatory process for doctoral studies/doctorate. Learners develop analytical skills; write research, dissertation and reports, which increases employment opportunities.

Rationale

The qualification prepares researchers who will contribute to the development of knowledge in the field of Comparative Education qualification, including learning about professional practice at an advanced level. The qualification comprises a significant research component, a research project, culminating in the production and acceptance of a thesis. The qualification's learners deal with complex issues in education - both systematically and creatively. The qualification addresses the needs of the Provinces, the entire country and SADC region. This qualification addresses the need for more postgraduate learners to do research, which is currently a challenge in South Africa. Learners promote specialisation of services for empowering people in response to local, provincial and national or regional rural needs of service users.

The learners have the opportunity to expand their knowledge to deal with issues such as educational management in schools through research. Learners can make sound judgments, using the data and information at their disposal, and can communicate their conclusions to specialist and non-specialist audiences. Learners demonstrate the ability to:

• Self-direct and originality in analysing and solving problems,
• Act autonomously in planning and implementing tasks at a professional level, and
• Continue to advance their knowledge, understanding, and skills.

Recognition of Prior Learning (RPL)

The institution will grant access or credits to the qualification following the institution's policy.

Recognition of Prior Learning is for deserving, experienced learners who demonstrate concrete evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled. The institution registry verifies the evidence of prior learning provided by the learner.

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, 180 Credits

• Dissertation, 180 Credits.

1. Write a research proposal.
2. Acquire data through extensive fieldwork.
3. Demonstrate ability to write a report or document research.

Associated Assessment Criteria for Exit Level Outcome 1

• Define the topic of the research project.
• Address a contextual problem or a gap in the field.
• Clearly define the research problem and knowledge gap and significant or important enough to warrant the research.
• Describe the rationale, the relevance of issues, effects on policy, practice and significance in research.
• Interpret cited literature that is relevant, up-to-date and cites all correctly interpreted. Cite all key publications.
• Clarify major debates in the field and research niche explicated.
• Show coherence between the elements of the proposal - problem statement, aim, objectives, hypothesis (if any), conceptual framework and methodology.
• Present a realistic work plan and budget.

Associated Assessment Criteria for Exit Level Outcome 2

• Plan and execute a research project.
• Research project management.
• Gather and analyse data.
• Present evidence measures that ensure scientific accountability and include objectivity, validity and reliability.
• Deal with contingencies.
• Present and interpret results.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate scientific writing ability.
• Interpret results in the context of existing knowledge.
• Clarify reasoning.
• Demonstrate exceptional qualities in presentation - orally, visually and in terms of text (written report).
• Present valid conclusions.
• Accept own articles for publication by scientific journals.

Integrated Assessment

Assessment is according to the institution's examination of dissertation rules contained in the institution's calendar, which includes the following:

• The learner alerts the supervisor of the intention to submit six months ahead of submission.
• The supervisor approaches the HoD alerting about the intention to submit.
• The committee finalises assessment within six weeks.

In summary

• The supervisor(s) and two external examiners within the institution examine the dissertation.
• On the recommendation of the supervisor(s), the School Higher Degrees Committee shall appoint two (2) external examiners.
• All examiners - internal and external - shall comment on the work in writing, and give a clear breakdown on how they have arrived at the final result.