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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Early Childhood Education 
SAQA QUAL ID QUALIFICATION TITLE
115518  Master of Education in Early Childhood 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  Early Childhood Development 
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 Early Childhood Education is for learners who wish to aspire and explore issues in early childhood research, theory and practice. With this qualification, learners will have the opportunity to shape and develop the lives of learners as they undergo a lot of developmental changes. This qualification also provides the knowledge of how to handle the critical early years of learning which determine the learners' life development. It also provides research in early childhood that involves the education of children in Early Childhood Education. Since this is an important stage in a child's life in terms of developing logical proficiency, learning and social skills. Thus, it is important to have highly skilled people that measure up to the task. It will give learners the important skills and abilities necessary for leadership and excellence in the field of early childhood, including curriculum development, supervision and management. Learners will learn the concepts and information they need to understand the theoretical foundations of the early childhood profession. They will also gain solid practical and personal skills necessary for work with children. It will give learners both the broad and specific skills to be a leader in early childhood.

This qualification will prepare learners to research early childhood development and education, in understanding children's development and learning and supporting them. This qualification will give learners an understanding of the early learning process. They will also research about the particular topics that help young children to love learning, something that will benefit them the rest of their lives. It will help learners to exercise their critical thinking skills to research child development and early interventions for the early grades (Grade R -3).

Rationale:
In the 21st century, the socio-economic problems faced by communities are increasing, particularly in the developing world such as South Africa. A Master of Education in Early Childhood Education offers postgraduate learners who hold an Honours qualification in Early Childhood education an opportunity to obtain the necessary skills and knowledge in Education.

It is critical to have a Master of Education in Early Childhood Education qualification as it provides them with a broader scope of the profession and specialised knowledge. This qualification will address the need for more postgraduate learners to do research. This issue is currently a challenge in South Africa, to teach with confidence in primary and secondary schools and serve as education specialists within the Department of Education. It will also increase the research output of the University.

The qualification paves a way to a Doctoral qualification in Early Childhood Education. The qualification is research-based, and it is only obtainable through an approved full dissertation. The research outcome will assist the Provincial and the National Office of Education to plan strategically, to meet the needs of the people and communities.

This qualification will target Early Childhood Education teachers, specialists as well as researchers in the early childhood field. Upon completion, the learners will be ready to teach from 0-9 years in diverse educational settings public and private schools; curriculum advisors and to apply educational research to the field of early childhood studies. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In line with the institutions' policy, admission through prior learning will be for to deserving, experienced learners. These learners need to demonstrate evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled. However, the institution will enrol learners into the qualification through RPL if they have an accredited qualification which is at the same NQF Level and the minimum weighting as the qualification requires for admission. The institution will verify the evidence of prior learning provided by the learners.

Status may be granted with or without conditions. Learners who are not in possession of a qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions. For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route may be explored. Credits may be obtained through RPL. In line with RPL Policy, credit/s shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor Education Honours in Early Childhood Education, NQF Level 8.
    Or
  • Bachelor of Education Honours, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of a compulsory module at NQF Level 9 totalling 180 Credits.
  • Dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Ability to demonstrate specialist knowledge to enable engagement with and critique of current research in this area.
    2. Ability to evaluate current processes of knowledge production and to choose an appropriate process of research enquiry in this area.
    3. Ability to use a wide range of specialised research skills in identifying, conceptualising, designing and implementing methods of enquiry to address challenging problems and provide relevant solutions in the area. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define concisely topic of the research project.
  • Address contextual problem or a gap in the field innovatively and creatively.
  • Clearly define the research problem and knowledge gap and significant or important enough to warrant the research.
  • Describe the rationale, the relevance of issues, effects on policy and practice and significance.
  • Correctly interpret Cited literature relevant, up-to-date. Cite all key publications.
  • Explicate major debates in the field and research niche.
  • Coherence between the elements of the proposal problem statement, aim objectives, hypothesis (if any), conceptual framework and methodology.
  • Feasibility of the research project.
  • Plan and budget realistically.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Plan and execute a research project.
  • Manage research project.
  • Gathering and analyse data.
  • Measure to ensure scientific accountability such as objectivity, validity and reliability.
  • Deal with contingencies.
  • Present and interpret results.
  • Design, select and apply appropriate and creative research methods, techniques and processes to practical and theoretical problems in the area of early childhood education.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Interpret results in the context of existing knowledge.
  • Clarify reasoning.
  • Present exceptional qualities in- orally, visually and in terms of text (written report).
  • Validate of conclusions.
  • Publish articles accepted by scientific journals.
  • Write, design and implement relevant scientific strategies for the processing and managing information.
  • Conduct a comprehensive review of current research in early childhood education.
  • Communicate and defend substantial ideas on research and use a range of specialised skills, discourses and appropriate language to communicate with a range of audiences such as examiners
  • Make autonomous ethical decisions which affect knowledge production.
  • Critically contribute to the development of ethical standards in a specific context for research.

    Integrated Assessment:
    Formative assessment is through the following stages: writing of a proposal, submission of a proposal, standardised research chapters, followed by a verbal and written presentation of the dissertation.

    Summative assessment method will apply: The supervisor(s) and two external examiners form a committee that will assess the dissertation. The basis of the assessment is on the completion of a dissertation. Each of the examiners shall comment on the work in writing and give a clear breakdown of how they arrived on the final grading of the dissertation. The qualification is subject for assessment and evaluation. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares favourably with the following international qualification:
    Great Zimbabwe University and University of Zimbabwe, Zimbabwe.
    This institution offers the Masters of Education in Early Childhood Development which compares very well with the proposed qualification. The two universities have coursework and course modules that include theories of Infant and toddler development; Social Justice and Early Childhood Development; Technology and Early Childhood Development; Research Methods and Statistics; Culture and Early Childhood Development; Early Childhood Literacies; Contemporary Issues in Early Childhood Development; Management of Early Childhood Programmes; Internship and Community Development. In the second year learners work on a dissertation. The major difference therefore is that the institutions in Zimbabwe have a coursework component while the proposed qualification is research based.

    University of Botswana, Botswana:
    This institution offers the Master of Education in Primary Education. It has two components that comprise coursework and a research dissertation.
    The qualification is structured in such a way that one can specialise in MED Early Childhood Education with the following coursework components. All learners will be required to take the following core courses:
    Integrated Foundations of Education; Educational Research I; Educational Research II; Learning Strategies in Infant/Primary Education; Research Method and Design in Infant/ Primary Education; Trends and Issues in Early Childhood Education; Socio-cultural Context of Early Childhood and Primary Education; Planning and Financing of Infant/Primary Education; Educational Diagnosis and Assessment of Pre-school Exceptional Children. There is a research component which is similar to the MED offered by UNIVEN.

    North Central University in Canada:
    The Master of Education from North Central University is tailored for the learners who desire to model, coach, and guide young children through the first years of life when social, physical, cognitive, and emotional development occur. Skilled educators create an environment that serves as a foundation for a Child's health and wellbeing. In this specialisation, educators will learn to assess educational potential, create instructional programs, direct and coordinate learning activities, and manage early childhood classrooms. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for vertical articulation.

    Horizontal Articulation:
  • Master of Arts, NQF Level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Early Childhood 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 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.