Master of Philosophy in Education and Training for Lifelong Learning

Purpose and Rationale of the Qualification

1. The (first) purpose of the qualification is to equip qualifiers with advanced professional educator level knowledge, skills and applied competence in at least one of three possible multidisciplinary areas of specialisation at postgraduate level. In particular, the Master of Philosophy (MPhil) equips qualifiers with advanced competence and research capacity to function as

• Leaders of educational transformation in the general and further bands of education and training.
• Professional educators and practitioners in the higher education and training band.
• Professional educators and practitioners of adult education and training.

1. The (second) purpose is to enable qualifiers to engage in high-level analysis of new information, develop the ability to deal with complexity and to find workable solutions to professional education problems and challenges.
2. The (third) purpose is to enable qualifiers to do advanced and independent research through rigorous training in research methods and to deepen their knowledge of scholarship in education.
3. The (fourth) purpose is to prepare qualifiers who aspire to tee highest level of multidisciplinary academic work for Doctoral study and to promote a scholarly approach asked on academic integrity and professional ethics.
4. The (fifth) purpose is to deliver professional educators in South Africa with the competence and critical intellectual ability to ensure the continued health and advancement of the educational profession in different educational environments.

Recognition of Prior Learning (RPL)

• Prior learning may be recognised for access.

Entry Requirements

• A Bachelor of Education Honours (BEd Hons) Degree or any equivalent qualification in education approved by Senate.

Or

• An Honours Degree plus an education diploma.

Or

• An academic-professional Degree approved by Senate plus an education Diploma.

Or

• A proven standard of competence approved by Senate as suitable for commencing the qualification.

Critical cross-field outcomes

Master of Philosophy (MPhil) qualifiers will

1. Identify and solve educational problems in different contexts.
2. Work effectively with other people, especially staff and adults in educational teams or groups, organisations and communities.
3. Organise and manage themselves in their professional roles as educational leaders and professionals responsibly and effectively.
4. Identify, collect, analyse, organise and critically evaluate information for the purpose of conducting research in education and training settings.
5. Communicate effectively with staff, colleagues and students in different settings and at different levels.
6. Use technology effectively and professionally in the field of education and training, and
7. Demonstrate an understanding of the field of education and training as related to other fields of knowledge.
8. MPhil qualifiers will also, as education and training professionals, demonstrate an awareness of the importance of effective learning strategies, responsible citizenship, cultural sensitivity, career opportunities entrepreneurial abilities within the contexts in which they operate.

General outcomes

MPhil qualifiers will

1. Demonstrate advanced and professional knowledge of theoretically sophisticated subject matter in the field of education and training.
2. Master advanced theory and its application in the field of education and training.
3. Evaluate literature critically in a particular professional area of the field of education and training.
4. Acquire the ability to challenge fixed beliefs and values in a professional capacity in education and training.
5. Acquire an awareness of the provisional nature of knowledge.
6. Acquire the ability to handle contradictions and to make value commitments.

MPhil qualifiers will

1. Identify and define complex problems in the field of education and training.
2. Apply appropriate knowledge and skills for the solution of complex problems within a professional capacity.
3. Critically review evidence to support conclusions.
4. Adapt new situations and extrapolate implications beyond given data and information.
5. Use high order principles to relate data to new, broader education and training issues.
6. Manipulate abstract models and frameworks to fit the professional education and training needs of a particular context.

MPhil qualifiers will demonstrate

1. The capacity for independent study via completion of a thesis or mini dissertation.
2. The capacity to undertake effective interaction and engagement in debate with learners or professional groups in education and training.
3. Appropriate academic and professional values.
4. The capacity of leadership, negotiation and mediating conflict.
5. The capacity to take calculated risks in a professional context.
6. The capacity of self-reflexivity and adaptability.

Specific outcomes

These are three programmes leading to the MPhil qualification in education and training

1. MPhil in Leadership in Education.
2. MPhil in Higher Education.
3. MPhil in Education and Training for lifelong learning.

MPhil in Leadership in Education qualifiers will

1. Have acquired competencies to contribute towards institutional transformation.
2. Have cultivated a school research ethic.
3. Be able to initiate and stimulate conceptual and pragmatic change in accordance with a new understanding of issues.
4. MPhil in Higher Education qualifiers will have acquired an understanding of, multiple perspectives on, a variety of skills in and an appreciation towards various aspects of the field of higher education.
5. MPhil Education and Training for Lifelong Learning qualifiers will have acquired an understanding of, multiple perspectives on, a variety of skills in and an appreciation towards various aspects of the field of education and training for lifelong learning.

Master of Philosophy (MPhi)l qualifiers will

1. Analyse and use different forms of data and knowledge constructs through various research procedures/methods appropriate to different educational settings.
2. Reflect upon, adapt and justify appropriate facilitation strategies for different learning contexts.
3. Establish working groups and encourage learner independence, engaging them actively in learning processes.
4. Guide and facilitate change in different educational settings.

MPhil qualifiers will

1. Be receptive to new idea, information, data, evidence and knowledge on education and training.
2. Display a deep understanding of advanced educational theory and apply this in problem identification, problem analysis and problem description.
3. Apply understanding of theory and methodology in the solving of complex educational problems.
4. Create opportunities for themselves to challenge and transform fixed educational beliefs and values.
5. Develop and maintain the capacity to investigate new areas of educational thought and practice.
6. Appropriate draw valid conclusions from sets of data or bodies of evidence.
7. Satisfactorily adapt to new ways of thinking and doing in a professional educational capacity.
8. Consider new theories, models and theoretical frameworks to apply in educational settings.
9. Continuously reflect at different levels on their own learning within a professional context.

Qualifiers will also be assessed on their ability to

1. Satisfactorily complete a thesis or mini-dissertation on a particular problem area in their own fields of study.
2. Effectively interact and debate with peer's issues of concern or contention in their fields of study.
3. Clearly express and articulate academic and professional values in their fields of study.
4. Effective write and present reflections of their learning in learning portfolios.
5. Handle conflict through negotiation and leadership in institutional contexts.
6. Readily take calculated risks in applying new knowledge and skills in problem situations within institutional contexts.

Mphil (Leadership in Education) qualifiers will be able to

1. Demonstrate skills and attitudes to serve institutions and communities in a more professional manner.
2. Identify the factors inhibiting quality teaching and learning and suggested possible steps to overcome impediments.
3. Identify and critically evaluate the implications of political and social developments on education.
4. Create an environment that is conducive to the development and enhancement of critical logical, creative and reflective thinking.
5. Facilitate appropriate adaptations to learning and teaching strategies in diverse learning contexts.
6. Create a democratic climate for learning characterised by functional discipline and sensitivity for different forms of diversity.
7. Develop an informed understanding of current legislation with regard to human resources, human rights and healthy environments.
8. React to social and educational issues and co-operate with other professional services to deal with these matters.
9. Identify the key features and assumptions of predominant research traditions and demonstrate the ability to select research methods appropriately.
10. Identify and apply key elements involved in research design and data analysis.

MPhil in Higher Education qualifiers will be able to

1. Demonstrate national and international perspectives on higher education.
2. Demonstrate learning facilitation skills in the higher education context.
3. Appreciate the complexity of the roles and responsibilities of the modern day scholar in higher education.
4. Demonstrate skills in curriculum and programme planning in higher education.
5. Apply research skills by identifying, describing and exploring a suitable and relevant research topic in the field of higher education.
6. Apply aspects of technology in learning support and facilitation in higher education.
7. Understand and implement a wide spectrum of assessment strategies in higher learning.
8. Demonstrate skills in the planning and utilisation of staff appraisal and development strategies.
9. Demonstrate an understanding of leadership theories and practices in higher education and apply aspects thereof in a particular institutional context.

MPhil in Education and Training for Lifelong Learning will be able to

1. Distinguish between different national and international perspectives, principles of, and attitudes to lifelong learning.
2. Interpret and formulate policies on lifelong learning.
3. Apply the theory and practice of lifelong learning.
4. Demonstrate skills in the facilitation of a variety of lifelong learning opportunities.
5. Implement various methodologies in the field of lifelong learning.
6. Apply research methodologies and methods to lifelong learning as a field of study.
7. Apply research skills by identifying, describing and exploring a suitable and relevant research topic in the field of lifelong learning.
8. Apply the skills to design, plan, facilitate, evaluate and report on a project in community/professional/basic adult education and training.

Integrated Assessment

• Three "capstone" Integrated Assessments are used in all three programmes.
• Firstly, written assignments have to be successfully completed after each of the constituting modules of programmes concerned.
• Secondly, will have to submit detailed reflective portfolios and thirdly, research is required to demonstrate the integration of research skills foundational, reflexive and practical competence at an advanced level.
• In at least two programmes qualifiers are also required to conduct a workshop under controlled conditions where planning, presentation and verbal communication skills are being assessed by tutors and peers.