Master of Education in Philosophy of Education

Purpose

The Master of Education in Philosophy of Education (MEd (Philosophy of Education)) will prepare researchers who can contribute to the development of knowledge in the field of Education, namely Philosophy of Education, and includes learning about the professional practice.

Learners will engage with theory, theory underpins and informs practice, and practice should be a key input in shaping and extending our theoretical understanding of the world around us. It is not enough to understand how to change our education practice (the role of technique or technical knowledge); it is equally important to know why we embark on the change process in the first place, to ask what is worth changing, and towards what ends.

Rationale

A mark of an education scholar is that he/she can engage with confidence the ideas, concepts and theories that inform educational thought in both national and international contexts. Theoretical literacy is, therefore, a critical component of the Master of Education in Philosophy of Education and equips learners to pursue further postgraduate studies in the field of Education.

Recognition of Prior Learning (RPL)

Where applicants do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. RPL occurs according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE 2016), and the institution's RPL policy. The management of the process is by the Faculty of Education.

• Through its RPL policy, the Faculty of Education ensures quality-assurance processes. These processes address the specificities and implementation of the RPL process (including applications, assessment, and reporting and management systems). The process further ensures that administrative and support systems, both prior and after RPL assessment are in place. Assessment of applicants is against NQF Level 8 competencies.

Entry Requirements

The minimum entry requirement for this qualification is a

• Bachelor of Education Honours, NQF Level 8.

Or

• Postgraduate Diploma in Education, NQF Level 8.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 180 Credits:

• Dissertation, 180 Credits.

• Demonstrate specialist knowledge and understanding to engage and critique educational research and practices in the field of Philosophy of Education and to contribute to disciplined thinking about matters and issues regarding Philosophy of Education.
• Evaluate current processes of knowledge production in the field of Philosophy of Education and to choose appropriate methods of enquiry in the area of specialisation.
• Conduct independent investigations in the specialised field of Philosophy of Education and to report their findings in academically appropriate ways.
• Design and implement a strategy for the processing and management of information to conduct a comprehensive review of leading and current research in Philosophy of Education.
• Exhibit the potential to act as academic leaders and experts in the field of Philosophy of Education.
• Demonstrate responsibility, self-reflexivity and adaptability concerning the ethical implications of research, the determination of socially relevant issues and research needs in South Africa.

The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.

• Demonstrate specialist knowledge to enable engagement and critique of current research and practices in the field of Philosophy of Education and to engage in systematic and disciplined thinking about Philosophy of Education matters and issues, with particular reference to their area(s) of specialisation.
• Apply and develop intellectual independence and advanced research skills, sophisticated knowledge and research methodologies to solve complex, unfamiliar problems in the field of Philosophy of Education.
• Analyse and apply specialised problem-solving skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems in the field of Philosophy of Education, with specific reference to their specialisation area.
• Analyse and apply specialised problem-solving skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within the field of Philosophy of Education with specific reference to their specialisation area.
• Manage and optimise all aspects of research processes in complex and unpredictable contexts in Philosophy of Education as academic leaders and experts in the field of Philosophy of Education, training and development and plan.
• Demonstrate responsibility, self-reflexivity and adaptability in own management of learning and analyse and evaluate ethical implications of research on socially relevant issues and research needs in South Africa.

Integrated Assessment

Formative assessment during the research may be based on any of the following if required by the research topic or the discipline:

• Portfolios.
• Simulations.
• Workplace assessments.
• Group discussions.
• Presentations in front of peers and experts.
• Oral and written summative assessments.

Summative assessment takes the form of the examination of the dissertation or other acceptable forms of research output as appropriate to the field of study.