Master of Education in Psychology of Education

Purpose

The Master of Education in Psychology of Education qualification serves to consolidate and deepen a Postgraduate learner's research expertise in this specific area of specialisation. When completed, the Master's qualification prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions to confront educational challenges confronting society. Learners 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. The qualification is comprised of a significant research component and achieved by completing a single research project, culminating in the production and acceptance of a thesis, requiring a high level of theoretical engagement and intellectual independence. Learners at this level are required to conduct research and compile a research project, culminating in the acceptance of a thesis on an approved topic.

Learners of the Master of Education in Psychology of Education qualification should be able to deal with complex issues in education, both systematically and creatively. The learners should:

• Make sound judgments,
• Use the data and information at their disposal,
• Communicate their conclusions to specialist and non-specialist audiences clearly,
• Demonstrate self-direction and originality in analysing and solving problems based on their research,
• Act autonomously in planning and implementing research responsibilities at a professional level,

And

• Continue to advance their research knowledge and skills to generate and publish their research work in accredited and peer-refereed journals, books and book chapters.

Rationale

The Master of Education in Psychology of Education qualification intends to help learners to master research and produce outcomes which add value in the body of knowledge. This qualification is therefore consistent with the mission of the institution, in that it prepares learners for extensive research, which is one of the pillars of excellence in the University's mission statement. The qualification demands a high level of theoretical engagement and intellectual independence by candidates. The national, regional and international relevance and competitiveness indicate the fact that the qualification will be open to being offered to candidates from within as well as outside South Africa.

The learner wanting to enrol in this qualification must have demonstrated the ability to undertake significant research in Psychology of education. Learners who earn a Master of Psychology of Education are qualified for careers in education research, administration and instruction. Graduates can work directly with young learners with learning barriers.

Popular career options include

• School psychologist/education specialists/qualification supervisors.
• Learning assessment researchers/developers.
• Education policy advisors.

Recognition of Prior Learning (RPL)

In line with RPL policy, the institution extends the Recognition of Prior Learning to grant access or credits to deserving and experienced learners. Learners must demonstrate concrete evidence in the form of a compiled 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 in Education Psychology, NQF Level 8.
• Postgraduate Diploma in Educational Psychology, 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 the 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 and 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.
• 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 demonstrate reasoning.
• 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 an integral part of teaching and learning. Assessment's design should improve the quality of teaching and learning and to 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 on the recommendation of the relevant School Board of Studies through the Senate External examiners of postgraduate learners appoints an external moderator drawn from another institution or appropriate professional organisation competent in the area of study with a relevant qualification, at least at the same level as the qualification under examination. 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.