Master of Education in Technical and Vocational Education and Training Studies

Purpose

The Master of Education in Technical and Vocational Education and Training (TVET) Studies will prepare TVET practitioners and researchers to focus on issues and questions located in the vocational education field, and on the appropriate methodologies to conduct research into those issues. There is a dearth of local scholarship and few researchers conducting research on a range of TVET issues that are critical for the proper analysis, understanding and planning of the TVET system today within a local and global context. Being trained as researchers through this qualification will enable graduates to apply suitable methodologies to investigate issues of significance to TVET and prepare them for doctoral study should they so wish.

Upon completion of the qualification, qualifying candidates will be able to

• Demonstrate specialist knowledge to enable engagement with current research theories and practices related to TVET.
• Evaluate current processes of knowledge production in TVET and choose an appropriate process of enquiry for the TVET research project.
• Use a wide range of specialised skills in identifying, conceptualising, designing, and implementing methods of enquiry to address complex and challenging problems within TVET.
• Make independent ethical decisions which affect knowledge production or complex issues and uphold and contribute to ethical standards in TVET research.
• Process and manage information to comprehensively review leading and current research in TVET.
• Use academic discourses to communicate and defend the products of research or development in TVET and use specialised skills and discourses appropriate to TVET, to communicate with a range of audiences.
• Develop learning strategies which sustain independent learning and academic or professional development and that enable him/her to interact effectively within a learning group as a means of enhancing learning.
• Take full responsibility for his or her own work and undertake leadership in the field that ensures good resource management and governance practices.

Rationale

Historically TVET has been a neglected field of study in South Africa and on the continent, and TVET continues to suffer negative stereotyping and a lack of esteem associated with more 'rigorous' fields of study. This has resulted in a dearth of empirical research that could potentially shed light on issues of, inter alia, vocational teaching and learning, learner trajectories, educator profiles, policy and implementation, systemic dilemmas, curriculum matters, employment, and employability. The lenses that have been used to interrogate TVET in the country have largely been those adopted for general schooling, or for higher education research, and this has led to large gaps in the knowledge and understanding of TVET, as compared with TVET research in more established systems. Indeed, much of the research in TVET has been directed from the north and has informed development in South Africa through extensive policy borrowing from countries like Australia, New Zealand, and the UK inter alia, leading to difficulties with implementation that may have been uncritically applied in a very different Southern African context. TVET research in South Africa in the last 5-6 years has attracted a growing number of emerging researchers undertaking doctoral studies, but such studies have not been systematically located within a local TVET body of knowledge that is easily referenced and identified.

There is presently no specialist Master's degree in TVET Studies. Currently, there are general education streams for learners undertaking TVET-related research. The Master of Education in TVET studies is a necessary component of the specialist postgraduate pathway being created for a long-neglected domain of education and training landscape and will contribute to advancing the academic esteem and intellectual rigour of studies in TVET. With the growing professionalization of TVET practitioners, it is necessary that TVET researchers can raise the intellectual bar for this area of study in South Africa in line with international practice and increase the capacity for TVET-related research through potential doctoral candidates.

Recognition of Prior Learning (RPL)

The institution has an RPL Unit that offers an RPL process as well as portfolio development courses to enable RPL applicants' prior learning to be properly assessed and advised.

The Department concerned will be required to consider the level of previously attained qualifications, research competency, engagement with relevant subject matter through conference attendance or scholarly writing, completion of relevant programmes or study programmes, relevant work experience and, where appropriate, the applicant's performance on a portfolio development course.

RPL for access

• Access to the qualification would be possible via the Recognition of Prior Learning (RPL) route, which would enable access for candidates not entering through the conventional academic vertical route.
• RPL candidates could include those currently teaching at TVET colleges or employed in skills development capacities more widely, who have considerable experience in the sector but who may not have the required NQF level 8 qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Postgraduate Diploma in Technical and Vocational Education and Training, NQF Level 8.

Or

• Bachelor of Education Honours in a cognate field, NQF Level 8.

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

Compulsory Modules, Level 9, 180 Credits

Thesis, 180 Credits.

1. Engage critically in a written format with current research, paradigms and theories related to TVET.
2. Demonstrate the ability to select and justify the appropriate research questions and suitable methodology to investigate a research problem within TVET.
3. Demonstrate the ability to apply ethical standards in TVET research.
4. Conduct fieldwork and analysis of research data and write up a full thesis.
5. Demonstrate the ability to use written academic discourse to communicate and defend research findings in TVET.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply specialist knowledge of applicable TVET theories, paradigms, and current research to produce a well-argued and relevant research proposal, literature review, and conceptual/theoretical framework showing critical reasoning and appropriate usage of TVET theories and paradigms.
• Consult a wide variety of scholarly resources to locate, analyse, critically appraise, and synthesise information to compile a literature review.

Associated Assessment Criteria for Exit Level Outcome 2

• Formulate research questions, aims and objectives of the study relevant to the field of study in consultation with supervisor(s).
• Select and justify appropriate research approaches, and methods for the research project to enable fieldwork to take place.

Associated Assessment Criteria for Exit Level Outcome 3

• Incorporate appropriate ethical processes and procedures for conducting the research project in line with the institution's ethical requirements and the Protection of Personal Information Act.

Associated Assessment Criteria for Exit Level Outcome 4

• Undertake data analysis suitable for the data collected and correctly present in the thesis.
• Plan, manage and execute a substantial research project using available resources, and within the prescribed timeframe to demonstrate personal autonomy and accountability.

Associated Assessment Criteria for Exit Level Outcome 5

• Write up the findings of the research in the required academic language and thesis conventions in a completed thesis document.
• Draw coherent conclusions in the research report/dissertation that are supported by the research results.
• Employ consistent referencing techniques to correctly and accurately compile in-text references and a bibliography or list of references.