Master of Philosophy in Culture and Education

There are two routes which can be followed to achieve the Master of Philosophy

A. Master of Philosophy (by dissertation)

B. Master of Philosophy (by coursework and research paper)

Irrespective of whether route A or route B is taken the purpose of the Mphil is to provide leaders and potential leaders in, especially, the social, political and educational sectors with a combined study/research qualification at NQF Level 8 PG 3 with the aim:

• To develop the ability to think clearly in analysing the changes in society so that the educational challenges of a changing society can be met.
• To engage learners to focus on the needs of people and the demands of complex and contradictory trends and issues in modern society.
• To strengthen the dialogue for a collective pursuit of quality education for the transformation of society.
• To promote the common good through the growth of the individual, the building of community and the revitalising of culture.
• To enable learners to offer ethical and practical leadership in their communities' concern for culture, society and education.

Rationale for the qualification

The qualification is aimed at enabling professional leaders and other qualified people in various fields, especially education, to contribute to understandings of the changes in society and the demands of complex and contradictory trends and issues of what South Africa is and who people think they are in South African cultural formations of a modern democratic society. The transformation of society is possible through the growth of the individual, the building of community and the revitalising of culture. Culture is about the process of being and becoming a social being, about the rules of society and the ways in which these are enacted, experienced, and transmitted through the immediate kin group through schools, health care systems, political systems, and the media, including the Internet. It provides the opportunity for persons in the social, political and educational sectors to upgrade their qualifications from NQF Level 6, 7 or 8 PG1 to NQF Level 8 PG 3.

This qualification assumes that the learner is competent in the language of instruction of the provider, and is able to demonstrate the applied competence which typically leads to the award of a qualification at Level 6, 7 or 8 PG1 on the NQF. They will have the skills required for being awarded the bachelor degree and for beginning the masters level degree. These include:

• A solid knowledge base in areas constituting the field of culture and education, educational leadership and closely related fields.
• An informed understanding of the key terms rules, concepts and principles and established principles and methods cultural studies or a discipline which can be related to culture and education.
• An ability to solve well defined but unfamiliar problems using correct procedures and appropriate evidence.
• An ability to critically analyse texts and to synthesize and integrate information as well as to present that information in a well structured coherent argument using academic or professional conventions.
• An ability to map new knowledge onto a given body of theory, to work with a multiplicity of viewpoints and also to operate in variable and unfamiliar learning contexts requiring responsibility and initiative.
• An ability to identify educational issues arising out of prior learning and prior experience along with an ability to apply previous educational expertise to new areas.
• An ability to identify one's own learning needs and to interact effectively with a learning group.

Such skills will support the achievement of the qualification.

Recognition of prior learning

Recognition of prior learning is given to relevant practical and theoretical experience in the field and sub-field relevant to this qualification and is assessed by the academic board in conjunction with the rules of access quoted at 4 above. The relevance is assessed by the Academic Board which decides whether it suffices to allow admittance to the qualification and whether it may be admitted as partial requirement for the achievement of the qualification. Structured means for the assessment of individual learning against entrance requirements and against exit outcomes are devised on a case by case basis. These procedures may be assessed by independent moderators.

N/A

Exit level outcomes are divided into (a) general outcomes relating to basic knowledge and skills within the areas of culture and education and to the ability to apply notions and methods to concrete educational, social, political, ethical, religious and cultural contexts and (b) specific outcomes focusing on different specializations within culture and education such as educational leadership. The outcomes are meant to relate directly to the purpose of the degree: to provide competent members and leaders of society able to think clearly and sensitively, critically and responsibly in a complex world. Assessment criteria for this qualification will identify the degree to which the outcomes are clearly operative in the concrete performance of the candidate. They will identify the degree to which the candidate can apply his or her learning in an integrated way and so demonstrate an overall expertise.

General outcomes

On achieving this qualification a candidate will

• Possess analytical skills along with the ability to sympathetically appreciate and dialectically relate and integrate diverse viewpoints.
• Be able to analyse, interpret and critique documents relevant to culture and education.
• Be aware of a wide range of positions and methods and be able to apply this knowledge to complex social, educational, cultural situations.
• Be able to provide expertise on matters relating to the public and common good.
• Be able to guide others into the process of critical reading and effective research.
• Be able to design courses and to identify important areas and issues requiring further research.
• Be able to provide leadership within the field of culture and education and in areas of public life requiring the abilities of careful, critical and responsible thinking.

The general exit level outcomes are concretised by the specific outcomes for the core and elective modules.

Specialisation in Educational Leadership

Core modules

Dignity of the human person

Learners will

• Have an overview of the historical development of the notion of human dignity.
• Be able to identify situations where dignity is overlooked or where reductionary or distorted accounts of dignity need to be critiqued.
• Be able to make responsible decisions and judgments in their diverse professions relating to family life, social and political order, education, justice and equality and human rights, human good and culture.
• Be acquainted with debates over multi-culturalism as well as the African view of the human being
• Learners will be able to engage contemporary developments in feminist thought and gender issues.

Heritage studies

Learners will

• Have an overview of the religious and educational heritage in a multicultural society in Southern Africa.
• Be able to identify the ways in which the development of our religious, social and academic heritage was achieved and preserved in the past.
• Be acquainted with strategies for safeguarding and developing our heritage.
• Understand and analyse critically the history of leadership in church schools in Southern Africa.

Vision and direction for leading a faith-based school

Learners will

• Be able to identify the issues relating to the goals, purposes, identity, role and practice of a faith-based school.
• Understand and be able to critically analyse the relationship between the vision for a school and the direction of its practices.
• Be acquainted with aspects of the SA Bill of Rights and the Catholic Church's teaching on education.
• Be able to reflect on the models of school leadership and assumptions about school improvement.
• Be able to contribute to teacher professionalism in South Africa.

Pastoral Care and community building in schools

Learners will

• Understand theoretical concepts about pastoral care.
• Be able to apply theoretical concepts about caring for others and community building in a responsible practical way in the context of their school and community.
• Be able to analyse the needs of the individual members of the school community.
• Be able to implement ways of working to assist those in need of care.

Research paper

The learner will

• Have developed the ability to identify valuable areas and topics for research especially those linked to his/her own interest, concern or experience.
• Be able to critically investigate a topic and ground it in an appropriate theoretical framework.
• Be able to research the available literature on a topic.
• Have demonstrated an understanding of the chosen field and an ability to apply the research methods appropriate to the field.
• Be able to explore and analyse data forms in order to provide a (new) perspective or understanding of the problematic.
• Be familiar with methods of scientific research including writing, referencing and correct style.
• Be able to defend his conclusions with peers and qualified educators.

Elective components

Inculturation

The learner will

• Recognise the role of culture in Christianity.
• Understand the way in which the cultural component of Christianity is woven into its theology.
• Understand the notion of inculturation; its strengths and weaknesses.
• Have learned some theological approaches to the inculturation problematic.
• Carried out some practical research in the learner's own ecclesial context to investigate ways in which inculturation can be beneficial in the local church.

Education in faith-based schools

Learners will

• Be able to analyse and determine whether or not a school realizes its aims and accomplishes its objectives
• Assess and prepare the school system for advances in science and technology
• Give careful attention rapid structural changes, technical innovations and the globalization of the economy and how they affect the scope of educational functions
• Develop the means which will assist and complement the exercise of the educational rights and duties of the family
• Develop the means for the integral formation of the human person through communication of culture.

Spirituality for leadership

Learners will

• Have an overview of different approaches to leadership appropriate for faith-based schools.
• Be able to understand the qualities of servant-leadership as presented in different sources.
• Be able to examine their personal values, gifts and style and their implications for leadership in faith-based schools.
• Have gained expertise in developing the faith-based culture of their school communities.
• Have explored major challenges facing today's leaders in faith-based schools.

Leadership and management of a faith-based school

Learners will

• Understand the principles involved in the management of a faith-based school.
• Understand and be able to implement the principles of human resource management such as procurement of staff, staff development and performance appraisal.
• Be able to apply the principles of financial management of a faith-based school such as budgeting, banking, keeping accounting records and financial statements.
• Understand the different levels of strategy, the process of strategic management and the development of the profile of a faith-based school.

Integrated assessment

Integrated assessment is aimed at evaluating foundational, reflexive and practical competence of the candidate. It evaluates the ability of the candidate to relate a solid historical and theoretical understanding of the subject with the capacity for independent research and study and to apply knowledge and skills to a wide range of concrete situations related to the educational, social, political, moral, cultural and religious dimensions of the contemporary world.

Overall competence is shown when there is evidence that the candidate

• Demonstrates a solid depth of cultural, developmental and educational knowledge and a high level of theoretical understanding with regard to basic cultural and educational positions, concepts, principles and methods.
• Is able to recognize the relevance of educational for contemporary cultural and educational questions.
• Is able to produce assignments that are well focused and carefully structured and which are presented in suitable format.
• Demonstrates a solid understanding of the different areas of the relationship between culture and education as well as related disciplines.
• Is able to produce a research paper indicating independent and organized thought.
• Is able to take responsibility for his or her own position whilst being adaptable and flexible enough to appreciate radically different viewpoints.
• Is confident in the use of research skills appropriate to social sciences and the humanities.
• Is able to contribute to a local context by applying concepts, principles and methods to specific concrete issues.
• Is able to draw up position papers and reports on matters relating to the public good or to issues in the contemporary world.