Master of Education in Educational Management

Purpose

Master of Education in Educational Management prepares learners for research-based postgraduate study in the field of Educational Management independently or collectively and contributes to the uplift level of educational management in schools and adds to the body of knowledge. It consolidates and deepens a postgraduate learner's research expertise in this specific area of specialisation. Learners will develop research knowledge, skills, capabilities and disposition needed to collaborate with other academics and members of the public in the advancement of new visions in dynamic educational, social and political contexts. Learners will deal with certain issues in education- both systematically and creatively. The qualification affords learners 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. The qualification has a positive impact on the learners. Learners will develop analytical skills; write research, dissertation and reports, which increases employment opportunities.

After completion of the qualification, 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 can demonstrate self-direction 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.

Rationale

The qualification prepares researchers who contribute to the development of knowledge in the field of Educational Management, including knowledge about professional practice. The qualification comprises a significant research component attained by completing a single research project, culminating in the production and acceptance of a thesis. The learners will deal with complex issues in education - both systematically and creatively. The qualification addresses the needs of the Limpopo Province communities and 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 like educational management in schools through research.

The qualification prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions on educational challenges confronting society.

Recognition of Prior Learning (RPL)

In line with university policy, Recognition of Prior Learning will be extended to deserving experienced applicants who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio that they can cope with the programme expectations if enrolled. All learners of RPL need to provide significant evidence of prior learning before their applications can be considered. Evidence of prior learning provided by the learners need to be verified by the University.

Learners who apply for this type of RPL should be in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission. Status may be granted with or without conditions. If they are in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission.

For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. Evidence of prior learning provided by the learners will be verified by the University registry. In line with RPL Policy, credit/s shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is found not to be applicable, the RPL route may be explored.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education Honours in Educational Management, NQF Level 8.

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

Compulsory Modules,180 Credits

• Dissertation, 180 Credits.

1. Demonstrate the ability to write a research proposal.
2. Data acquisition (Fieldwork).
3. Demonstrate the ability to report or document research.

Associated Assessment Criteria for Exit Level Outcome 1

• Define the topic of the research project concisely.
• Innovation and creativity- addressing a contextual problem or a gap in the field.
• Clearly define the research problem and knowledge gap clearly defined and significant or important enough to warrant the research.
• Describe rationale, the relevance of issues, effects on policy and practice and significance.
• Correctly interpret cited literature that is relevant, up-to-date and cites all correctly interpreted. All key publications have explicate 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.
• Feasibility of the research project.
• 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 gathering.
• Present evidence of measures to ensure scientific accountability such as objectivity, validity and reliability.
• Deal with contingencies.
• Present and interpret results.

Associated Assessment Criteria for Exit Level Outcome 3

• Scientific writing ability.
• Interpret results in the context of existing knowledge.
• Clarity of reasoning.
• Exceptional qualities in presentation - orally, visually and in terms of text (written report)
• The validity of conclusions.
• Articles accepted 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.
• The supervisor approaches the HoD alerting about the intention to submit. The learner signs a form. The HoD and the Dean should attest.
• The supervisor makes a recommendation to the department / HOD for assessment.
• The School Higher Degrees Committee nominates external examiners, and the School Board endorses. The supervisor(s) and the external examiners form the examiner's committee for the learner.
• The committee finalises assessment within six weeks.

In summary

• Persons - 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.