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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 Philosophy in Technical and Vocational Education and Training Studies 
SAQA QUAL ID QUALIFICATION TITLE
115427  Doctor of Philosophy in Technical and Vocational Education and Training Studies 
ORIGINATOR
University of the Western Cape 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Doctoral Degree  Field 05 - Education, Training and Development  Higher Education and Training 
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  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 qualification is committed to developing Technical and Vocational Education and Training (TVET) as a field of study. Training a new generation of professionals in South Africa and beyond, to conduct research that addresses the many lacunae in the knowledge of this field. Also, the qualification will expose learners to appropriate research frameworks and methodologies that are part of international discourses on TVET.

Rationale:
Historically TVET has been a neglected field of study in South Africa and on the continent more broadly and continues to suffer unfavourable stereotyping and diminished educational currency in comparison with more commonly understood fields of study. This outcome has resulted in a dearth of empirical research that could potentially shed light on issues of, among other things:
  • Vocational teaching and learning;
  • Learner trajectories,
  • Educator profiles,
  • Policy and implementation,
  • Systemic dilemmas,
  • Curriculum Matters,
  • Employment and employability.

    TVET research in South Africa in the last 5-6 years attracted a growing number of emerging researchers undertaking doctoral studies. However, such studies were not located systematically within a local TVET's easily referenced and identified the body of knowledge. The growing professionalisation of TVET practitioners, researchers, should affix the descriptor 'TVET' to their doctoral qualification. South Africa must raise the intellectual bar for TVET area of study in line with international practice. This qualification is different from the other doctoral qualifications that are focused on studies in general education and higher education. There are learners in the pipeline gradually built through the new TVET qualifications for practitioners. The latter is an indication that TVET is increasingly becoming an area for research and higher Degrees. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution RPL policy and its admission criteria in terms of rule and the competency rule via Senate provide access to the qualification. Learners have to elaborate on their interest in the discipline, their existing professional competencies and indicating the nature of a possible research project. Also, in the RPL process learners can opt to undergo a Portfolio Development Course (PDC) to support learners' admission. The PDC will focus on a written submission explaining the reasons for the learner's interest in the discipline.

    A learner can be provided advance standing to the qualification. The learner must be able to demonstrate existing professional competencies and experience that they have the ability and will be able to meet the Exit Level Outcomes of this qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Master of Education, NQF, Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory dissertation at National Qualifications Framework Level 10 totalling 360 Credits.

    Compulsory Module, Level 10:
  • Thesis, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate expert and critical knowledge and the ability to conceptualise new research initiatives or create new knowledge in the broad field of TVET studies with sub-areas of specialisation.
    2. Initiate and research the chosen area of specialisation independently.
    3. Demonstrate excellent literature analysis skills and critical read scientific research papers in the area of specialisation.
    4. Identify, address and manage emerging ethical issues, and to advance processes of ethical decision making which will include monitoring and evaluation of the consequences of the decisions where appropriate.
    5. Make an original creative contribution by developing new methods, techniques, processes and systems appropriate to the specific area of specialisation.
    6. Produce a dissertation which meets international standards of scholarly and professional writing. 

    ASSOCIATED ASSESSMENT CRITERIA 
  • Prepare a proposal to research a topic related to a specific area in Technical and Vocational Education and Training studies with its sub-areas of specialisation for evaluation.
  • Ability to Identify, analyse, and formulate a particular problem creatively, ethically, autonomously and responsibly.
  • Demonstrate skills of critical thinking, problem solving, collection and analysis of data, and effective written communication, which all contribute substantially to knowledge and,
  • Ability to conduct advanced literature searches and critique current literature in the form of a review.
  • Submit a dissertation for external assessment and represent a significant contribution to new knowledge, be presented in a scholarly manner, reveal an ability on the part of the candidate to do independent research of high quality, and indicate considerable experience in using a variety of research techniques. 
    		•

    INTERNATIONAL COMPARABILITY 
    This Qualification compares with doctoral qualifications at international universities where higher degrees with a specific focus on TVET studies are offered.

    Stockholm University-The VET/YL research group, Sweden:
    This is a well-established international field of research in Sweden that focuses on issues within VET. The researchers are working with a variety of research questions: on the societal level, it may involve training systems - both historical and future development. At the institutional level, questions concern how vocational education has been and is organized and designed in different contexts. At classroom level, attention is given to analysis and design of processes for teaching, learning, and assessment in a variety of environments. VET covers a wide range of contents, different professional fields and diverse traditions of knowledge. The VET/YL research group considers collaboration between researchers from different areas a prerequisite for the development of knowledge in the VET-field. Furthermore, there is a tradition of interest in VET in a global world within the group.

    The National Centre for Vocational Education and Research (NCVER), Australia:
    This centre has long been a source of research data and for vocational experts that are tapped into from across the world.

    The Melbourne University Graduate School of Education - Centre for Vocational and Educational Policy (CVEP):
    This is a research centre contributing to the growth of knowledge about education and training in Australia through evidence-driven scholarly analysis, consultancy and policy advice. Its work focusses on pathways within upper secondary education and from upper secondary education into higher education, vocational education and training (VET), work-based training and the labour market, both in an international and a comparative context.

    Institut Technik und Bildung, Universität Bremen, Germany (ITB):
    This institute set up a joint PhD programme in TVET, a teacher training qualification at higher education level. Learners on this qualification can expect to obtain their doctoral degrees after the minimum period of four years of study. The purpose of this qualification is to provide a teaching qualification at PhD level to personnel engaged in the vocational training sector. This research-based qualification enables the learners to do their research partly in Germany and partly in Malaysia. The specific research themes generated by the students are intended to provide new and useful insights for both countries.

    UTHM, Malaysia:
    During the study period in Malaysia; learners enrol at UTHM are required to fulfil the academic components of the PhD qualification of about 110 Credit hours. It is divided into 20 Credit hours of compulsory subjects and 90 Credit hours of equivalent research work throughout the qualification. The 20 Credit hours of compulsory classes are given during the first two semesters of their study in research methods, statistics, and teacher education and also basic German Language classes. The purpose is to help the learners in their future research work as well as to prepare them for their visit to Germany. The 90 Credit hours of equivalent research work is assessed through presentation of a proposal, semester progress reports, supervisor's reports and the final viva voce.

    The six months study period in Germany is divided into two visits of three months each. With the help of their supervisor in Germany, candidates are given the second opportunity to arrange for a re-visit to industries to conduct an in-depth study in their area of research. To enhance the quality of supervision and also to build up the capacity of the faculty, the university appoints two supervisors for each learner. At the same time co-supervisors from other local universities are invited and appointed to conduct team supervision. The supervisor(s) are selected and appointed based on their expertise and recognised strength in PhD level supervision in TVET. The benefit of this local co-operation in PhD supervision is in the pooling of expertise, maintaining standards and as a way of knowledge sharing among local providers. It is mandatory for the learners to present and satisfy the proposal screening process and also to take the compulsory subjects before being allowed to proceed to the next stage in Germany.

    The University of Technology in Jamaica.
    The School of Technical and Vocational Education (SOTAVE) at the graduate level programmes prepare leaders for the education sector as well as industry. SOTAVE aims to prepare (a) highly skilled teachers and trainers in TVET who are equipped to meet the demands of education and training in the 21st century, (b) educational leaders who will make significant positive impact within their spheres of influence, and (c) personnel with technical competencies who can serve effectively in TVET related industries. Further, SOTAVE strives to be a leader in TVET research and discourse that will play a significant role in shaping education and training in practice and policy in Jamaica and the wider Caribbean.

    The doctoral program in vocational education is designed to prepare individuals for leadership positions in the field. The qualification is research based and provides for development of a broad knowledge of vocational education and in-depth preparation for careers in teacher education, research, curriculum development, vocational administration, and career counselling. The qualification requires completion of at least 42 semester hours beyond the master's degree, passage of comprehensive examinations, and the preparation and defence of a doctoral dissertation.

    The Indira Ghandi National Open University, School of Vocational Education and Training (SOVET), India:
    This qualification is described as pioneering and aims at encouraging scholars and researchers to achieve professionalism in the field of skills development, and to strengthen Vocational Education and Training as a discipline.

    The Chinese higher vocational education sector has formed a comprehensive educational suite of qualifications at all degree levels. While the associate degree programs mostly train learners to be highly technical workers for enterprises, the bachelor's degree can be divided into two streams: applied bachelor's programs stress the practical segment, and teacher-training bachelor's programs equip learners with the "dual-qualified" capacities.

    The master's qualification include a range of professional master's degrees, the master's degree in education for in-service secondary vocational school teachers, and the full-time professional master's qualification of vocational and technical education studies. The doctoral qualification include professional doctoral degrees and the specific professional doctoral qualification in vocational and technical education.

    The countries exemplified herein are at the cutting edge of innovative TVET systems change intended to build a quality assured, credible, academic system that includes TVET as an educational domain worthy of research scrutiny, and capable of informing practice at all levels. In this regard, by offering the option of a PhD TVET to candidates who are keen to grow their specific knowledge and expertise of vocational education, training and development, South Africa is setting a precedent for the African continent at a time when Africa is focused on the revitalisation of TVET (see African Union Commission goals in this regard). 

    ARTICULATION OPTIONS 
    This qualification offers possibilities of horizontal articulation.

    Horizontal Articulation:
  • Doctor of Philosophy in Education, NQF 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 the Western Cape 


    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.