Master of Education in Life Sciences Education

Purpose

The Master of Education in Life Sciences Education prepares learners for research-based postgraduate studies in the area. It consolidates and deepens a learner's knowledge of Life Sciences Education and develops research capacity in its methodology and techniques of Life Sciences Education. Given the research focus in this qualification, the primary purpose of the qualification educates researchers and professionals who can independently or collectively contribute to the knowledge base in Life Sciences Education. The qualification increases the knowledge and skills in research on issues that need high-level Life Sciences Education interventions in society and school in particular. The qualification provides learners with scientific knowledge that adds value to the existing status quo like Life Sciences Education to develop it to a higher level in terms of its practical application to conditions and situations. In terms of research capacity development, the qualification is a preparatory process for learners who wish to proceed to doctoral studies. It, therefore, motivates its learners to aspire for further studies in their specialisation.

Given the above purpose and capacity building of the qualification, the expected outcomes on the learners include

• Analytical skills,
• Ability to plan and implement research a programme,
• Write research reports through compiling a thesis that has potential for publication of results that can contribute to solutions to national, regional and international social, political, cultural, linguistic, and any other challenges that can influence access to and achievement in education.

Rationale

South Africa and the Southern African region needs highly qualified and professionally trained researchers in higher education sectors. The qualification provides an opportunity for learners to develop their capacity in research knowledge and skills in Life Sciences Education for investigation and application to a variety of challenges that require researchers and practitioners. There is a need for professionals in Life Sciences Education for the schools with developed levels of analysis in the areas of STEM who could improve the learning of Life Sciences.

As a national requirement, the qualification meets the national requirements for NQF Level 10 as per the National Qualifications Framework (NQF) Level Descriptors to provide enrolled learners with the knowledge and skills on theoretical and methodological techniques in Life Sciences Education. It consolidates and deepens learner's knowledge in the field of Life Sciences Education and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under the supervision of highly qualified academics/researchers.

Learners who qualify from this qualification may enrol for doctoral qualifications or be researchers and academics in their fields and practice in the country.

Recognition of Prior Learning (RPL)

In line with institution's policy, recognition of prior learning will be applied to deserving learners 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 qualification expectations if enrolled. Learners eligible for RPL need to provide relevant evidence for consideration and verification by the registrar of the institution. 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.

Learners who are not in possession of an accredited qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions. For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. 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 not applicable, the RPL route may be explored. Credits may be obtained through RPL and/or CAT. 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.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education Honours in Life Sciences Education, NQF Level 9.

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

Compulsory Modules, 180 Credits

• Thesis, 180 Credits.

1. Demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in Chemistry Education field, discipline or practice.
2. Use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within a field, discipline or practise; and an understanding of the consequences of any solutions or insights generated within a specialised context.
3. Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
4. Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a range of audiences with different levels of knowledge or expertise.
5. Develop his or her learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the learning or professional group as a means of enhancing learning.
6. Operate independently and take full responsibility for his or her work, and, where appropriate, to account for leading and initiating processes and implementing systems, ensuring good resource management and governance practices.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate knowledge of current, specialist knowledge through citing relevant and current literature.
• Demonstrate knowledge of current research practices in the area of engagement.
• Critique current research practices.
• Demonstrate a high level of advanced scholarship in the area of specialisation.

Associated Assessment Criteria for Exit Level Outcome 2

• Design appropriate methods and techniques to address complex research problems.
• Determine the shortcomings of research methods to address particular and complex problems.
• Design procedures to address practical situated problems or issues.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate knowledge of varied strategies to process information.
• Manage research information and also process it to get useful insights.
• Applying defendable ways of collecting and analysis of the information gathered.
• Articulate the insights derived from the information and the data collected.

Associated Assessment Criteria for Exit Level Outcome 4

• Use resources of academic, professional or specialised knowledge of Life sciences Education to develop a dissertation or thesis and even publish the work.
• Communicate at different levels to different audiences the products of research, as in conferences, schools or institutions, journal articles.
• Communicate with audiences with differing knowledge of the aspects of research.

Associated Assessment Criteria for Exit Level Outcome 5

• Use time profitably, whereby it leads to widening his/her area of knowledge and expertise through reading journals, e-books, resources from scholarly websites and other online resources.
• Improve his/her learning by starting online or face to face groups to encourage and develop learning to self and others.
• Contribute to learning in academic and professional groupings.

Associated Assessment Criteria for Exit Level Outcome 6

• Take responsibility for what they do through studying contexts and theoretical foundations, leading to being confident of what is delivered.
• Demonstrate underlying theoretical processes to current work.
• Account for effective distribution of resource allocation and management.
• Demonstrate knowledge of governance positions regarding systems being implemented or put in place.

Integrated Assessment

• Formative assessment takes place at the stage of research proposal writing and submission of the proposal, ethics application and approval, developing research chapters on the approved proposal, instrumentation and data collection, verbal and written presentation of the thesis.
• Summative assessment method applies at the examination stage when learners submit the full thesis. The examiners are nominated and approved internal examiner(s) and two external examiners who assess the thesis.