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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Psychology of Education 
SAQA QUAL ID QUALIFICATION TITLE
115405  Master of Education in Psychology of Education 
ORIGINATOR
University of Venda 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-12-17  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
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. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    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. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of one compulsory module at Level 9, totalling 180 Credits.

    Compulsory Module, 180 Credits:
  • Dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Write a research proposal.
    2. Collect and analyse data (Fieldwork).
    3. Report or document research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    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. 
    		•

    INTERNATIONAL COMPARABILITY 
    The designed qualification follows the specifications for Master's qualification and in line with international best practice to ensure that the learners' supervision by Doctor of Education holders only. Learners have to defend their project proposal before a committee, and two external examiners examine the thesis. The design of the qualification follows international practice for Master's qualification by research. Examples of international qualifications that are comparable to the Master's qualification in the psychology of education include those that relate to psychology, such as that offered at the following universities:
  • The University of Michigan, the USA which requires research methods, research design, a rigorous understanding of and an examination of broader theories, processes and policies related to the topic of study in educational psychology, as known in some universities.
  • The University of Maryland, in the USA whose research curriculum focuses on theoretical underpinnings, as well as the study of the theory, history, and practice of policies related to the topic of study.
    ¿ Sydney University in Australia also offers a similar qualification in educational psychology. The qualification and has some practical application element which is enriching in that learners carry out case studies and write reports in order to qualify for the comprehensive fieldwork research.
  • In Southern Africa, Universities of Great Zimbabwe, the University of Zimbabwe and Midlands State University offer a similar qualification. However, a coursework component which is done in the first part of the decree before the learners go for research. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers both possibilities of horizontal and vertical articulation.

    Horizontal Articulation:
  • Master of Education, Level 9

    Vertical Articulation:
  • Doctor of Education in Psychology of Education, Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of Venda 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.