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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: 

Doctor of Education in Educational Psychology 
SAQA QUAL ID QUALIFICATION TITLE
110730  Doctor of Education in Educational Psychology 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Doctoral Degree  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 10  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 the qualification is to provide education and training for a career in the area of study. The qualification is designed around the development of high-level performance and innovation in a professional context. A defining characteristic of this qualification is that it requires the ability to integrate theory with practice through the application of theoretical knowledge to highly complex problems in a wide range of professional contexts.

Rationale:
There is an urgent need in South Africa for the development of a new approach to qualifications on a doctoral level that are designed around the development of high level performance and innovation in a professional context. The qualification is therefore founded on the processes of thoughtful action in which the realities of the complex work in schools and the wider communities in which registered educational psychologists find themselves. The knowledge and the improvement of educational psychological practices and the research rigor of universities are integrated into programme contents. This will enable graduates to play a leading role in educational psychological contexts in South Africa. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The institution accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty of Education will endeavour to assess prior learning and award credit where relevant.

The institution manages RPL according to the RPL policy, which will be applied as follows for purposes of this qualification as set out in the Faculty of Education policy:
  • Through RPL a student may gain access, or advanced placement, or recognition of status, on condition that he/she continues his/her studies at the University of Johannesburg (UJ).
  • Recognition takes place in terms of requirements and procedures applied by the Faculty of Education.

    RPL in the case of a student not complying with the formal entry requirements:
  • Is conducted after payment of the prescribed fees in accordance with the policy and guidelines of the University.
  • Is based on other forms of formal, informal and non-formal learning and experience.
  • Is considered only where prior learning corresponds to the required National Qualifications Framework (NQF)-level.
  • Takes place where prior learning in terms of applied competencies is relevant to the content and outcomes of the programme.
  • Is considered in terms of an assessment procedure that includes a motivated recommendation by an assessment panel to the Dean's Committee of the Faculty of Education.
  • Is finally decided upon by the Faculty of Education Dean's Committee.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Master of Education in Educational Psychology. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at National Qualifications Framework (NQF) Level 10 totalling 360 Credits.

    Compulsory Modules:
  • Advanced Research Design and Methodologies, 40 Credits.
  • Responsive Sustainable Educational Change, 60 Credits.
  • Community Educational Psychology, 60 Credits.
  • Educational Psychological Research Portfolio,200 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
  • Demonstrate a high-level research capability; in depth knowledge and high levels of theoretical understanding in a complex and specialised area or across multiple areas.
  • Make a significant an original academic contribution in the discipline, within academic, professional and/or defined ethics.
  • Conduct independent self-generated research. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes:
  • Apply sophisticated knowledge and research methodologies to solve complex, unfamiliar territories.
  • Apply knowledge and theory accurately to new contexts.
  • Interrogate existing knowledge boundaries and practices and create responses to problems that expand or redefine existing knowledge.
  • Unique contribution to the discipline and provide research leadership within a field or across disciplines.
  • Demonstrate high levels of responsibility, self-reflexivity and adaptability intellectual independence.
  • Challenge complexities and contradictions in the knowledge base.

    Integrated Assessment:
    Assessment across the qualification forms an integral part of the teaching and learning process for this programme. In achieving the learning outcomes, students are required to comply with the minimum assessments set for the level of the qualification, as per the Institution's Assessment Policy. Assessments vary depending on the module and the outcomes of the module, however all modules are formatively and summatively assessed.

    The assessment of theoretical modules is usually in the form of assignments, practicals and written tests or examinations. The weighting of the different assessments toward the calculation of the final mark is clearly indicated to students in the learning guide for each module.

    Integrated Assessments/case studies also take place through a variety of assignments, for example, those completed in industry or those that assess aggregated knowledge acquired (such as in a capstone module).

    Assessment takes place through the theses in which the student is expected to show competency in all outcomes and specifically to present integrated research findings that are interpreted and linked to the existing literature across the entire area of the investigation.

    Each student is assigned a supervisor based on their area of specialisation. The National Qualifications Framework (UJ) Policy: Student-supervisor relationship outlines the rights and obligations of doctoral students and supervisors and co-supervisors. It gives a clear and concise outline of the expectations of both parties with the aim of aiding the development and maintenance of a sound and productive relationship between student and supervisor. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to the following international qualifications:
  • Online Doctor of Philosophy in Educational Psychology University of Nevada - Las Vegas Las Vegas, Nevada, United States of America.
  • Doctor of Education Psychology Professional Doctorate in Educational Psychology, University of Dundee, United Kingdom.
  • Doctor of Philosophy (PhD) in Educational Psychology, Palacky University, Czech Republic.

    The Doctor of Education in Educational Psychology compares favourably with these qualifications. The focus is to prepare Doctoral students to become productive researchers and also those interested to become academics at top research universities. The commonality is that a final thesis is submitted at the end of the study period. 
    		•

    ARTICULATION OPTIONS 
  • Postdoctoral studies. 
    		•

    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.