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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Education in Sociology of Education 
SAQA QUAL ID QUALIFICATION TITLE
117145  Doctor of Education in Sociology of 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  2020-07-30  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 Sociology of Education seeks to prepare learners for research-based postgraduate studies in the area. It serves to consolidate and deepen a learner's knowledge of Sociology of Education and to develop research capacity in its methodology and techniques of Sociology of Education. Given the research focus on the qualification, the primary purpose of the qualification is therefore to educate researchers and professionals who can independently or collectively contribute to the knowledge base in Sociology of Education.

The qualification will provide learners with scientific knowledge that should add value to the existing status quo like Sociology of Education to develop it to a higher level in terms of its practical application to conditions and situations. In terms of research capacity development, the qualification is a preparatory process for learners who wish to proceed to post-doctoral studies. It, therefore, will motivate learners to aspire and be motivated for further studies in their specialisation.

Given the above qualification purpose and capacity building of the qualification, the expected outcomes on the learners will include analytical skills, ability to plan and implement research in qualification and write research reports through compiling a thesis. The thesis must have the potential for publication of results that can contribute to solutions to national, regional and international social, political, cultural, linguistic, and any other challenges that can influence access to and achievement in education.

Rationale:
South Africa and the Southern African region needs highly qualified and professionally trained researchers in basic and higher education sectors. The qualification will, therefore, provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in this qualification for investigation and application to a variety of challenges that require researchers and educational sociologists. Schools and higher education institutions in South Africa do not have enough professionally qualified counsellors.

The qualification includes conducting and reporting on research under the supervision of highly qualified academics/researchers. The qualification will thus increase the knowledge and skills in research on issues that need high-level Sociology of Education interventions in society and school in particular.

Learners who qualify from this qualification may enrol for postdoctoral fellowship qualifications or work as professional counsellors in education or as researchers and academics on educational policy and practice in the country. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In line with the institution's policy, Recognition of Prior Learning will extend to deserving learners. They 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 institution's registry.

The institution may grant status 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, the institution recognises relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning. RPL applies to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will generally 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:
  • Master of Education in Sociology, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Module, Level 10:
  • Thesis, 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 understudy.
    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 Sociology of Education;
  • Explain convincingly why the research study is relevant to current issues in Sociology of 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 Sociology of Education, and concise and accurate syntheses of written arguments;
  • Use specialist and applied knowledge appropriately in an area of Sociology of Education in theory and practice through literature study and conducting research fieldwork;
  • Grasp the dialectical relationship between theoretical and practical experience in the field of Sociology of Education;
  • Demonstrate proven awareness of the variety of educational contexts in which knowledge of Sociology of 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 Sociology of Education;
  • Understand and contribute to the technical and professional literature in the field of Sociology of Education;
  • Critique learnt research procedures in the light of historical and academic trends and practices in South Africa and other countries from a Curriculum Studies perspective.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Address a professional or academic problem in Sociology of Education with originality and independent thought;
  • Discover new facts, principles, and connections to improve educational practice in the field of Sociology of 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 Sociology of 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 on sociological themes;
  • Produce articles from the thesis that are acceptable for publication by scientific journals.

    Integrated assessment:
    Assessment criteria for the Doctor of Education in Sociology of Education will include the following:
  • There will be a formative assessment at the stage of research proposal writing and submission of the 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 method will apply at the examination stage when learners submit the full thesis. The examiners will be nominated and approved internal examiner(s) and two external examiners who will assess the thesis. The examiners shall comment on the thesis in writing, and give a clear breakdown on how they arrived on the final decision on the thesis. 
    		•

    INTERNATIONAL COMPARABILITY 
    Examples of international qualifications that are comparable to the Doctor's Degree in Sociology of Education or Educational Sociology include those that relate to sociology such as that offered at the following universities:
  • The University of Melbourne in Australia, 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 the Sociology of Education.
  • The University of Bristol, the UK whose research curriculum focuses on theoretical underpinnings, as well as the study of the theory, history, and practice of policies related to the topic of study. Research is done after theoretical studies.
  • Sydney University in Australia also offers a similar degree in Educational Sociology. Areas of research that are related to the Sociology of Education include human rights, civic rights education, gender and inequalities in education.
  • Southern African universities such as Great Zimbabwe, University of Zimbabwe and Midlands State University offer similar Doctoral degrees in Sociology of Education within the Educational Foundations department. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal articulation.

    Horizontal Articulation:
  • Doctor of Philosophy, 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.