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SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Adult and Community Education 
SAQA QUAL ID QUALIFICATION TITLE
101910  Master of Education in Adult and Community Education 
ORIGINATOR
Durban University of Technology 
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  Adult Learning 
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  2021-07-01  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 purpose of this qualification is to equip students with research expertise and with postgraduate academic development necessary to enable learners to provide leadership in academic institutions. Furthermore, to enable learners to involve themselves in research initiatives in the various fields, and in adult and community education, including in the new institutions of adult learning proposed in the White Paper. It is expected that most students will research adult and community education in African contexts, and therefore completed dissertations will constitute contributions to currently available literature on adult and community education on the continent.

Rationale:
The aim of this qualification is to prepare students to become researchers and academic leaders in the field of Adult, Post School and Community Education.

The importance of this field is acknowledged in both the Department of Higher Education and Training White Paper for Post School Education and Training and The Policy on Minimum Requirements for Programmes Leading to Qualifications for Educators and Lecturers in Adult and Community Education and Training (published in the Government Gazette of 27 March 2015). Both of these documents refer to the lack of higher education units with sufficient expertise in adult education to develop the White Paper proposals for expansion of this sector, and the need to develop adult and community education qualifications from certificate to Doctor of Philosophy level. However, there are very limited opportunities in the country for students to study at this level in field.

The institution initiated its adult and community education unit in response to the national need expressed in the documents referred to above.

To illustrate this national need, it should be noted that 45% of South African youth is unemployed, and the effects of educational drawbacks and hindrances continue to be felt with incapacitating consequences for adults and their families. The White Paper acknowledges that despite advances of post-apartheid democracy, our education system continues to replicate the divisions of the past, and education for adults is still marginalised and neglected. The paper emphasises the necessity to meet the educational needs of several millions of unemployed, poorly educated and out of school adults, stating that "the education and training system should not only provide knowledge and skills required by the economy but it should also contribute to developing thinking citizens, who can function effectively, creatively and ethically as part of a democratic society. They should have an understanding of their society, and be able to participate fully in its political, social and cultural life". 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The structure of this qualification makes the Recognition of Prior Learning possible, and the policy of the institution allows for recognition of prior learning for purposes of access. RPL for access to register for a Master's, requires the submission of a portfolio of evidence to show that the candidate is capable of carrying out independent research in the same way that a completed Honours Degree would demonstrate.

If the policy of the of the institution allows for Recognition of Prior Learning for purposes of achievement of a Master's Degree, this would require the submission of a portfolio of evidence to show that the candidate has carried out research that demonstrates his or her ability to conduct research in the same way that a completed Master's dissertation would demonstrate.

Entry Requirements:
The minimum requirements for admission into the Masters Degree are:
  • An Honours Degree, Level 8.
    Or
  • A Postgraduate Diploma, Level 8.
    Or
  • Any qualification at Level 8 will be required. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Level 9 totalling 180 Credits.

    Compulsory Modules Level 9, 180 Credits:
  • Development of dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate mastery of relevant theory and literature.
    2. Demonstrate a degree of intellectual independence in preparing a proposal for the Master's research and carry out the research project.
    3. Demonstrate the exercise of insight, good judgement and logic in data analysis.
    4. Demonstrate the ability to articulate their findings clearly and relate them to other research in the field.
    5. Demonstrate the ability to conduct and report on a research project. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Conduct a comprehensive literature review and make reference to current developments as well as seminal literature.
  • Use theory that can inform and be used to interpret the findings.
  • Ensure relevancy to the selected area of focus.
  • Demonstrate articulation and logic without repetitious or spurious information.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate growing independence and logical thought in the proposal and dissertation in:
    > Selecting an area of enquiry appropriate to Master's level research.
    > Identifying a relevant theoretical framework for interpreting the findings.
    > Conceptualising research questions that will yield data that adequately answers the research questions.
    > Attending to ethical considerations.
    > Developing a feasible research plan.
    > Preparing, trialing and using research instruments.
    > Collecting data that affords adequate answers to research questions.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate insight and judgement in interpreting raw data and make clear links with relevant literature and theory in analysing data.
  • Synthesise logical arguments that reflect rational and discerning analysis in analysing data.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate a sound grasp of the relevance of his/her findings to the field of study.
  • Present findings in a way that makes this relevance clear to other researchers.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Present all the components of a completed research project within a scope appropriate to Master's level research clearly in a dissertation.

    Integrated Assessment:
    Assessment in the development of this full research Masters dissertation starts with a non-formal formative process that takes the form of a dialogue or dialogues between the student and his or her supervisor/s. In the first stage a proposal is developed, and this is assessed by committees with relevant expertise at departmental and faculty level. Once the proposal is passed, continuous assessment continues throughout all the stages of developing the dissertation, with the supervisors reading and commenting on drafts prepared by the student.

    When the dissertation is complete, it is sent to two examiners for formal, comprehensive summative assessment. Their assessments are compared and where they do not differ significantly, they are incorporated into a final report, on the basis of which the Master's Degree is awarded, subject to further development or correction, or not awarded.

    Planning, implementing and reporting on a research project successfully will require candidates to:
  • Identify and solve problems in ways involving critical and creative thinking.
  • Work effectively with research participants, and members of a university community.
  • Organise and manage their development of a proposal and the implementation of this proposal responsibly and effectively.
  • Collect, analyse, organise and critically evaluate data both from literature, from theoretical perspectives and from their own data collection activities.
  • Communicate effectively using visual, and language skills appropriate to a Master's dissertation.
  • Use science and technology effectively and critically as needed in the course of their study, showing responsibility towards the environment and health of others.
  • Show that they understand the world, particularly in the sphere of their research area, as a set of related systems, and acknowledge factors influencing the context and execution of their research study.

    These outcomes will be integral to the formative and summative assessment of dissertations. 
    		•

    INTERNATIONAL COMPARABILITY 
    Most Master's Degrees in Adult or Community Education are offered at universities in the United Kingdom and in the United States, which have also provided the context for theory development in this field.

    The scope and assessment criteria of this Master's Degree are similar to those relating to Master's Degree studies in Adult and Community Education in these countries. However, this qualification, with others being carried out in the few African universities conducting research and offering post graduate studies in this field, will bring a new dimension of study to the field in that it is expected that most students will be researching adult and community education in African contexts.

    Similar qualifications at other universities include:

    In USA this qualification is compared with M.Ed in Lifelong Learning and Adult Education in Penn State College of Education, Master of Education in Adult Education at University of Georgia, MA in Education: Adult Education and Training at University of Phoenix, M Ed in Adult Education and Training (online) at University of Colorado and M Ed in Adult Learning and Workforce Education at North Central University.

    In the United Kingdom Adult and Continuing Education MSc and M.Ed. International Master in Adult Education for Social Change at University of Glasgow and M.A. Adult Literacy, Lifelong Learning and Development: International Perspectives from University of East Anglia.

    In Australia the qualification is compared with Master in Adult Education (global) at Monash University and MEd (Adult and Vocational Education) at University of Wollongong.

    In Zimbabwe the qualification is compared with MEd in Adult Education at the University of Zimbabwe.

    In Uganda the qualification is compared with Masters in Adult and Continuing Education at the Makerere University.

    In Finland the qualification is compared with Master of Arts in Adult Education and Developmental Work at the University of Helsinki.

    The qualification is compared to M.A. Adult Learning and Global Change (online) in different universities such as Linköping University, Linköping (Sweden); University of British Columbia, Vancouver (Canada); University of Western Cape, Cape Town (South Africa) and Monash University, Melbourne (Australia). 

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal, diagonal and vertical articulation.

    Graduates will be eligible to articulate vertically to the proposed Doctor of Philosophy in Adult and Community Education or the accredited qualifications in Doctor of Philosophy in Quality, Doctor of Philosophy in Management Sciences, Doctor of Education and related fields at DUT and relevant Doctoral degrees at other universities.

    Graduates will be eligible to articulate diagonally to Master's programmes at NQF level 9. Within DUT, options for this diagonal articulation include:
  • Master of Philosophy in Quality Management.
  • Master of Management Sciences.
  • Master of Community Development (proposed).

    Graduates will be eligible to articulate diagonally to other Master's programmes at NQF Level 9. Within DUT, options for this horizontal articulation include:
  • Master of Education (proposed).

    Graduates would also be eligible to apply for acceptance into Masters degrees at other universities. 
    		•

    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.
     
    NONE 


    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.