Master of Education in Sociology of Education

Purpose

The Master of Education in Sociology of Education intends to enhance learners for research-based Postgraduate studies in Sociology of Education. It serves to consolidate and deepen a learner's knowledge of Sociology of Education through scholarly engagement and to develop research capacity in its methodology and techniques of Sociology of Education. This qualification demands learners to develop a high level of theoretical engagement and intellectual independence in research with the support of qualified academic staff.

The primary purpose of the qualification is to prepare researchers who contribute to the development of knowledge in the field of Sociology of Education, including knowledge about the professional practice at an advanced level. The qualification comprises of a research component attained after conducting and completing research, culminating in the production and acceptance of a dissertation for submission to be examined.

Learners of this qualification should be able to deal with a complex social issue in education systematically and creatively using specialist sociological knowledge and research skills. They should make sound judgements, using the research data and other information at their disposal to communicate their conclusions to specialist and non-specialist audiences. At this level, the learners should also demonstrate self-direction and originality in analysing and solving research problems and come up with original research findings that move knowledge boundaries in the sociology of education.

Rationale

Currently, South Africa and the Southern African region needs highly qualified and professionally trained educators in both the primary and higher education sectors. The qualification provides an opportunity for learners to develop research knowledge capacity and skills in the sociology of education. Learners will also investigate and apply a variety of socio-cultural and socio-economic's influence education in terms of access and outcomes.

The qualification serves to consolidate and deepen learners' knowledge in the field of Sociology of Education and to develop research capacity in its methodology and techniques in preparation for the Doctoral Degree. The qualification involves conducting and reporting on research under the supervision of qualified academics.

Qualifying learners may enrol in Doctoral qualifications, to further contribute to the research capacity in higher education, and also respond to societal needs in the field of education. With the Master of Education in Sociology of Education qualification, learners will also contribute to society as researchers, educators, educational analysts, educational sociologists and school managers.

Recognition of Prior Learning (RPL)

In line with institution policy, RPL for access or credits extends to deserving, experienced learners.

The 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 Sociology, 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.
• 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 demonstrate reasoning capacity.
• Demonstrate exceptional qualities in presentation -orally, visually and in terms of text (written report).
• Articles accepted for publication by scientific journals.

Integrated Assessment

The institution views assessment as an integral part of teaching and learning. The institution designs assessment in a way that it improves 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 the 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.

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 appoints the external examiners of Postgraduate learners. An external moderator is drawn from another institution or an appropriate professional organisation and is 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.