Master of Education in Foundations of Education

Purpose

The purpose of this qualification is to equip learners with research expertise and with Postgraduate academic development necessary to enable learners to provide leadership in academic institutions and society. The qualification will prepare learners for advanced and specialist professional employment. The learners in the programme will contribute to the development of knowledge at advanced level.

Furthermore, to enable learners to involve themselves in research initiatives in various fields and education. Learners will have to communicate research outcomes clearly to specialists and non-specialist in the area of specialisation and foundation of education. It is expected that most learners will research into various spheres of education, especially in the African contexts, and therefore completed dissertations will constitute contributions to currently available literature in the field of education on the continent.

Rationale

This qualification aims to prepare learners to become researchers and academic leaders in the field of Foundations of Education. The qualification aims to facilitate the development of competent and astute educators, assessors, skills development facilitators, researchers, learning support specialists/developers, university lecturers, policy analysts, curriculum designers, officials from national and provincial education departments, fieldworkers in youth and human rights education as well as others with an interest in education and quality improvement.

This qualification offers conceptual resources for understanding and researching multiple facets of Foundation of Education and their implications for educational policy and practice. The programme is designed for people with experience in schools or other educational settings who are interested in developing their ability to work at the intersection of theory and practice around issues of educational management, teaching, learning, assessment, teacher education, and school reform. Completion of this qualification meets the minimum entry requirements for admission to a cognate Doctoral Degree in the area of specialisation of the Master's Degree.

Moreover, the institution initiated its education unit in response to the needs of the nation. To illustrate this national need, it should be noted that 45% of South African youth is unemployed, and the effects of educational drawbacks and hindrances continue to be felt with incapacitating consequences for individuals and their families. Hence, the education and training system should not only provide knowledge and skills required by the economy, but it should also contribute to developing thinking citizens, who can function effectively, creatively and ethically as part of a democratic society. They should have an understanding of their society and be able to participate fully in its political, social and cultural life. Thus, the reason for the Masters in Foundation of Education Programme.

Recognition of Prior Learning (RPL)

The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience.

In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

Entry Requirements

The minimum entry requirement for this qualification is

• Cognate Bachelor of Education Honours, NQF Level 8.

Or

• Cognate Postgraduate Diploma in Education, NQF Level 8.

• Research Thesis with a minimum of 180 Credits.

1. Demonstrate mastery of relevant theory and literature.
2. Demonstrate a degree of intellectual independence in preparing a proposal for the Master's research and carrying out the research project.
3. Demonstrate the exercise of insight, good judgement and logic in data analysis.
4. Demonstrate the ability to articulate their findings clearly and relate them to other research in the field.
5. Demonstrate the ability to conduct and report on a research project.
6. Conduct a comprehensive literature review and refer to current developments as well as seminal literature.

The following associated assessment criteria apply across all Exit Level Outcomes

• Use theory that can inform and be used to interpret the findings.
• Ensure relevancy to the selected area of focus.
• Demonstrate articulation and logic without repetitious or spurious information.
• Demonstrate growing independence and logical thought in the proposal and dissertation in:
• Selecting an area of enquiry appropriate to Master's level research.
• Identify a relevant theoretical framework for interpreting the findings.
• Conceptualise research questions that will yield data that adequately answer the research questions.
• Attend to ethical considerations.
• Develop a feasible research plan.
• Prepare, piloting and using research instruments.
• Collect data that affords adequate answers to research questions.
• Demonstrate insight and judgement in interpreting raw data and make clear links with relevant literature and theory in analysing data.
• Synthesise logical arguments that reflect rational and discerning analysis in analysing data.
• Demonstrate a sound grasp of the relevance of research findings to the field of study.
• Present findings in a way that makes this relevance clear to other researchers.
• Present all the components of a completed research project within a scope appropriate to Master's level research clearly in a dissertation.

Integrated Assessment

The formative assessment in the development of this qualification starts with a non-formal formative process that takes the form of a dialogue or dialogues between the learner and his or her supervisor/s. In the first stage, a proposal is developed, and this is assessed by committees with relevant expertise at departmental and faculty level. Once the proposal is passed, formative assessment continues throughout all the stages of developing the dissertation, with the supervisors reading and commenting on drafts prepared by the learner. When the dissertation is completed, it will be sent to two assessors within and outside the nation for formal, comprehensive summative assessment. Their assessments are compared, and where they do not differ significantly, they are incorporated into a final report, based on which the qualification is awarded, subject to further development or correction, or not awarded.