Master of Education in Guidance and Counselling

Purpose

The Master of Education in Guidance and intends to prepare learners for research-based Postgraduate studies in guidance and counselling. The qualification serves to consolidate and deepen a learner's knowledge of guidance and counselling and to develop research capacity in its methodology and techniques. The curriculum package for the qualification, therefore, includes modules on theories of guidance and counselling, research methods and a research project. This qualification, therefore, demands learners to develop a high level of theoretical engagement and intellectual independence in research with the support of qualified academic staff.

The purpose of this qualification is to also prepare learners to

• Research knowledge and skills for further Postgraduate studies in Doctor of education in guidance and counselling or another relevant qualification in education.
• Consolidate specialised and theoretical knowledge in Guidance and Counselling.
• Develop research capacity in the methodology and techniques of Guidance and Counselling.
• Provide learners with a high level of theoretical engagement and intellectual enhancement in Guidance and Counselling.
• Develop a systematic survey of current thinking, practice and research methods in guidance and counselling as well as their application to educational settings.
• Use research projects to conduct and report on research under the supervision of a competent and qualified academic staff.

Rationale

South Africa and the Southern African region needs highly qualified and professionally grounded educators in both the primary and higher education sectors.

The qualification provides an opportunity for learners who wish to develop their capacity in research knowledge and skills in Guidance and Counselling for investigation and application to a variety of challenges that require counselling services. Schools in South Africa do not have professionally qualified counsellors for learners and teachers. However, there are situations such as bullying, bereavements, school violence and career choices that have taken place in schools.

The qualification will serve to consolidate and deepen learners' knowledge in the field of Guidance and Counselling and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under supervision.

Qualified learners may enrol in into Doctoral qualifications.

Furthermore, learners will contribute to the research capacity in higher education, and also respond to societal needs in the field of education. With the bachelor qualification, learners will also contribute to society as educators, educational analysts, school counsellors, and Heads of Department and school managers.

Recognition of Prior Learning (RPL)

In line with institution policy, Recognition of Prior Learning for access and credits extends to deserving and experienced. Learners must demonstrate concrete evidence in the form of a portfolio. The Institution registry will verify the evidence of prior learning provided by the learners.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education Honours, NQF Level 8.
• Postgraduate Diploma in Education in Learner Support in Guidance and Counselling, NQF Level 8.

This qualification consists of one compulsory module at Level 9, totalling 180 Credits.

Compulsory Module, 180 Credits

• Dissertation, 180 Credits.

1. Write a research proposal.
2. Collect and analyse data (Fieldwork).
3. Report or document research.

Associated Assessment Criteria for Exit Level Outcome 1

• Define the topic of the research project concisely.
• Address a contextual research problem that fills a knowledge gap in the field innovatively and creatively.
• Define the research problem and knowledge gap clearly, as significant or important enough to warrant the research.
• Explain rationale, the relevance of issues, effects on policy and practice and significance.
• Interpret relevant, up-to-date, cited literature correctly. Cite and list all key publications.
• Explicate significant debates in the field and research niche.
• Ensure coherence between the elements of the proposal - problem statement, aim, objectives, hypothesis (if any), conceptual framework and methodology.
• Ensure feasibility of the research project.
• Develop 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.
• 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

• Write scientifically.
• Interpret results in the context of existing knowledge and reason.
• Demonstrate exceptional qualities in presentation -orally, visually and in terms of text (written report).
• Produce articles accepted for publication by scientific journals.

Integrated Assessment

Assessment is as an integral part of teaching and learning. Assessment's design must improve the quality of teaching and learning and provide just and accurate analysis of learners' achievements. Assessment criteria for the qualification include the following:

Formative Assessment

There will be a formative assessment at the stage of research proposal writing and submission of a proposal, ethics application and approval, developing research chapters on the approved proposal, instrumentation and data collection, verbal and written presentation of the thesis or logical argument.

Summative Assessment

Summative assessment method will apply at the examination stage when learners submit the full dissertation. The examiners will be nominated and approved internal examiner(s) and two external examiners who will assess the dissertation. Each of the examiners shall comment on the dissertation in writing, and give a clear breakdown on how they arrived on the final mark of the dissertation.

The Senate appoints internal Postgraduate examiners on the recommendation of the School Board of Studies. An internal moderator is usually a member of the academic staff drawn from the same department of the school, or another Department or School.

The council appoints an external moderator drawn from another institution which is competent in the area of study with a relevant qualification. A former member of staff shall not qualify to be an external moderator within three years of terminating service at the institution and external examiners are changed regularly. One may not be an external examiner for three consecutive years.