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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Education in Inclusive Education 
SAQA QUAL ID QUALIFICATION TITLE
116401  Doctor of Education in Inclusive 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
Doctoral Degree  Field 05 - Education, Training and Development  Schooling 
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  2020-02-28  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 Doctor of Education in Inclusive Education aims to prepare learners for research-based Postgraduate study in the field of Inclusive Education. It serves to consolidate and deepen a Postgraduate learner's research expertise in this specific area of specialisation. Learners will 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 therefore comprised of a significant research component and attained 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 should be able to deal with complex issues in education, both systematically and creatively. They should make sound judgments, using the data and information at their disposal, and be able to communicate their conclusions to specialist and non-specialist audiences, 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 Doctor of Education in Inclusive Education qualification is the highest Postgraduate qualification after Master of Education and Honours in Inclusive Education. It is for the mastery of research and production of outcomes which add value in the body of knowledge. This qualification prepares learners for extensive research. The qualification demands a high level of theoretical engagement and intellectual independence by learners. The expression of the relevance and competitiveness of the qualification on a national, regional and international is in that the qualification is open to learners from within as well as outside South Africa.

The learner wanting to enrol for the qualification in Inclusive Education must demonstrate the ability to undertake significant research in Inclusive Education. This qualification requires learners to have a Master's qualification in Inclusive Education.

Learners who earn Doctor of Inclusive Education are qualified for careers in education research, administration and instruction. Qualifying learners 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.

    When completed, the Doctoral qualification in Inclusive Education prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions to confront educational challenges confronting society. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In line with university policy, recognition of prior learning will be extended to deserving learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio, that they can cope with the qualification expectations if enrolled. Learners eligible for RPL need to provide relevant evidence for consideration and verification by the University registry. Learners who apply for this type of RPL should have an accredited qualification which is at the same NQF level and the corresponding minimum weighting as the qualification required for admission.

    The status may be granted with or without conditions. Learners who do not have an accredited 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 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 ways will typically 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 and/or CAT towards the qualification. 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 a:
  • Master of Education in Inclusive Education, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of a compulsory module at NQF Level 10 totalling 360 Credits.

    Compulsory Modules at Level 10,360 Credits:
  • Dissertation, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Conduct independent research and competence in scholarly exposition.
    2. Present information clearly, cohesively and in a scholarly style.
    3. Show an understanding of current theories in the discipline under study
    4. Contribute and communicate research findings to the body of knowledge in the field through logical research activities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Formulate the research topic, problem, aims, questions, hypotheses (where applicable) relevant to the topic and field of research in Inclusive Education
  • Explain convincingly why the research study is connected to current issues in Inclusive Education
  • Demonstrate the capacity to do independent research by presenting a well prepared and detailed research proposal on chosen and approved topic.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Provide well-founded interpretations of literature in the area of Inclusive Education, and concise and accurate syntheses of written arguments;
  • Use specialist and applied knowledge appropriately in an area of Inclusive Education in theory and practice through literature study and conducting research fieldwork;
  • Grasp the dialectical relationship between theoretical and practical knowledge in the field of Inclusive Education;
  • Demonstrate proven awareness of the variety of educational contexts in which knowledge of Inclusive Education is relevant and practically applicable in education

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Locate particular studies in a relevant and coherent theoretical framework pertinent to Inclusive Education
  • Understand and contribute to the technical and professional literature in the field of Inclusive Education
  • Critique learnt research procedures in the light of historical and academic trends and practices in South Africa and other countries from an Inclusive Education perspective.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate the ability to address a professional or academic problem in Inclusive Education with originality and independent thought.
  • Discover new facts, principles, and connections to improve educational practice in the field of Inclusive Education.
  • Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with colleagues in the field of Inclusive Education.
  • Disseminate the whole research process and findings in a logical and scholarly manner to specialists and generally interested stakeholders through publication in peer review platforms such as journals and book chapters.

    Integrated Assessment:
    The institution has policies and procedures which guide internal and external procedures for the moderation of assessment of learners' work. The University's Assessment policy indicates that assessment exerts one of the most powerful influences on the nature and extent of learner learning and therefore places emphasis on the design of assessment to promote learning. Furthermore, assessment in the institution is viewed as an integral part of teaching and learning, designed in such a way that it improves the quality of teaching and learning and to provide just and accurate analysis on learners' achievements.

    Therefore, in line with the institution's assessment policy, the qualification includes the following:
  • Formative Assessment occurs at the stage of research proposal writing and submission of proposal, ethics application and approval, developing research chapters on the approved proposal, instrumentation and data collection, verbal and written presentation of the thesis.
  • Summative Assessment methods applied at the thesis examination stage when learners submit the full thesis. The examiners constitute nominated and approved internal and external examiners who assess the thesis. 
    		•

    INTERNATIONAL COMPARABILITY 
    Examples of international qualifications that are comparable to the Doctoral qualification in Inclusive Education include those that closely relate to the Doctor of Psychology of Education, 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 psychological issues on teaching and learning that arise from the inclusion of persons with special educational needs.
  • The University of Maryland, the USA whose research curriculum focuses on the theoretical underpinnings in psychological inclinations related to Inclusive Education.
  • Sydney University in Australia also offers a similar qualification in inclusion but closely related to educational psychology and has some practical application element which is enriching in that learners carry out case studies and write reports to qualify for the comprehensive fieldwork research on how schools can be inclusive in their enrolment policies and teaching.
  • In Southern Africa, Universities of Great Zimbabwe, University of Zimbabwe and Midlands State University offer a Doctor qualification but within Psychology of Education but called Special Education whereby learners can choose topics for research on inclusive or special education. In some institutions, the qualification used to be called Special Needs Education. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal articulation.

    Horizontal Articulation:
  • Doctor of Education, NQF Level 9. 
    		•

    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.