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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Philosophy in Lifelong Learning 
SAQA QUAL ID QUALIFICATION TITLE
117675  Master of Philosophy in Lifelong Learning 
ORIGINATOR
Stellenbosch University 
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  Higher Education and Training 
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  2020-09-16  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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
96554  Master of Philosophy in Education and Training for Lifelong Learning  Not Applicable  NQF Level 09  180  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
As a Master's qualification with a significant research component (66,6%), the goal is to equip practitioners, professional staff and education leaders with research skills to undertake research in the field of adult education in the lifelong learning terrain and to do further advanced study at the doctoral level.

This qualification will build the capacity of learners to function as researchers in a professional context. The qualification will cater for facilitators and professional practitioners in technical, vocational, community and adult education environments who want to extend and deepen their knowledge and skills regarding research into the field. The secondary aim of the qualification is to equip practitioners, professional staff and education leaders with the professional knowledge, skills and attitudes to be able to function optimally in technical, vocational, community and adult education environments.

Rationale:
The primary aim of the qualification is to equip practitioners involved in adult education with the professional knowledge, skills and attitudes to be able to function critically and creatively in the terrain of lifelong learning. The secondary aim is to equip practitioners with research skills enabling them to develop a sound research base for lifelong learning and to encourage and supervise Postgraduate study and research in the field of adult education, which may eventually include advanced study at the doctoral level. This aim includes the capacity to function as researchers in a professional context. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In keeping with the CHE Policy documents on RPL, CAT and assessment (2016), learners seeking access to a postgraduate qualification but who do not hold a requisite undergraduate Degree, in exceptional circumstances may be admitted by RPL if they are able to satisfy the requisite RPL criteria. Such learners may be given advanced standing but without the award of the primary qualification(s).

For RPL applications, a portfolio of learning should be submitted, clearly stipulating for which qualification admission is requested, or for which modules exemption is requested. The preparation of an RPL portfolio typically requires months of preparation. The relevant department in the Faculty will provide the requirements and guidelines for putting the portfolio together. These may include 1. Teaching experience, what should the duration and nature of teaching experience be 2. Any courses/workshop presented and attended 3. Any articles (academic, social media etc.) written international certificates or diplomas, like TEFL courses.

RPL for access:
Based on such evaluation of formal (where CAT is found not to be applicable), informal and non- formal learning, learners may be granted admission to a qualification for which they otherwise do not meet the admission requirements.

A learner for the MPhil (Higher Education Studies) does not have the required Hons degree but has been working at a higher education institution for more than 5 years and is able to demonstrate expertise in higher education through evidence such as qualification materials, publications and referees' letter can apply for RPL.

RPL for exemption:
Based on such evaluation of formal (where CAT is found not to be applicable), informal and non- formal learning, learners may be exempted from certain credits that are normally required as part of the qualification (RPL for exemption).

The learner is able to demonstrate the exit outcomes for a particular module or modules through appropriate evidence such as teaching and learning materials, conference papers, publications and/or research experience; for example, a learner who has a record of publication in accredited peer-reviewed journals may receive exemption from relevant module/s.

Credit Accumulation and Transfer:
Based on evaluations of formal learning, credits previously completed by the learner(s) may be transferred to other qualifications.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • An appropriate Honours Degree; or equivalent qualification, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 180 Credits.

    Compulsory Modules, 180 Credits:
  • Perspectives on Lifelong Learning, 20 Credits.
  • Learning in Adult Education, 20 Credits.
  • Research in Lifelong Learning, 20 Credits.
  • Research Thesis, 120 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Conceptualise, interpret and critically apply in his/her professional context with regards to components of adult education.
    2. Conceptualise and appreciate adult education as a field of study within the terrain of lifelong learning.
    3. Identify research quality issues and argue the merit of a research project based on quality indicators and apply the practices and conventions of academic and scholarly writing.
    4. Demonstrate specialist forefront knowledge and expertise in the chosen field and competency in conceptualising a feasible research project and present the research results, findings and conclusions in a coherent argument that adheres to discipline-specific conventions. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Understand adult learning theories;
  • Describe, interrogate and assess the various relations among learning, teaching, curriculum, assessment and technology in different theoretical and contextual frames;
  • Apply learning theory to a particular professional practice/research context in adult education;
  • Analyse learning theory in the context of professional practice/research in adult education;
  • Evaluate learning theory in the context of a professional practice/research in adult education.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explore the historical, ideological and philosophical foundations of adult education and lifelong learning;
  • Contextualise adult education and lifelong learning internationally, continentally (African) and nationally;
  • Critically analyse and interpret noticeable changes and challenges for adult education, amongst others:
    > Community development imperatives arising from contexts of unemployment and poverty;
    > Environmental change;
    > Changes in the world of work, a new world order/the knowledge economy/neoliberalism;
    > The digital revolution;
    > The financial crunch;
    > Decolonisation.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Discuss epistemological, ontological, methodological and axiological considerations in terms of research traditions;
  • Critically engage with the role of philosophical worldviews and paradigms in research design;
  • Apply the notion of research traditions in conceptualising, planning, executing and positioning research in research projects;
  • Develop insight into different forms of data, collection and analysis;
  • Distinguish between ethical and unethical practices and behaviour in research;
  • Make preliminary decisions as to a research approach for a possible research project.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Show an awareness of current debates in the discipline;
  • Find and review existing, appropriate and relevant literature;
  • Identify and formulate a research problem;
  • Conceptualise a feasible research project;
  • Define and develop a research question and sub-questions;
  • Identify the proper research methodology and design;
  • Formulate a coherent research proposal and successfully defend it;
  • Collect, select and structure available literature that is sufficient for and context-sensitive to the research problem;
  • Collect data appropriate to the research problem in a rigorous and ethically defensible manner;
  • Analyse and interpret the data appropriately;
  • Present results, findings and conclusions in a coherent argument that adheres to discipline-specific conventions;
  • Include consistent and complete referencing and a reference list;
  • Appropriately apply the technical requirements prescribed for Master's theses.

    Integrated Assessment:
    The faculty will conduct formative assessments in all four compulsory modules through:
  • Class discussions and group activities;
  • Online reflective activities;
  • Assignments;
  • Master's level research proposal.

    Summative Assessment:
    Research Thesis:
    All the outcomes will be assessed continuously by the supervisor, and the final research thesis will be evaluated by two examiners (of which at least one will be external) to determine the extent to which they have reached these outcomes.

    The faculty evaluates the research thesis according to the guidelines for Master's mini-thesis that are communicated to examiners beforehand. These guidelines propose a limited scope of 80-120 pages (20 000-30 000 words) for a mini dissertation. Furthermore, the learner must demonstrate that he/she succeeded in systematically mastering the existing literature in the field of study with a clear understanding of current challenges and developments. The study should contribute in a limited manner to the conceptual and empirical application in the field of study. Deductions, conclusions and implications should rest on thorough theoretical or empirical findings and aligned with the research problem and purpose. 
    		•

    INTERNATIONAL COMPARABILITY 
    An online search and communication with colleagues at other institutions revealed that institutions offer graduate programmes in lifelong learning in the US, the UK, Europe, and the Far East. Examples include the MEd, DEd and PhD in Lifelong Learning and Adult Education of Penn State College of Education, MEd in Adult Education for Social Change and MEd Adult Education, Community Development and Youth Work at Glasgow University, and the Doctor of Education in Adult and Lifelong Learning of the University of Arkansas.

    In the UK Warwick University offers a PhD in Adult Education and Lifelong Learning, and the University of Derby offers a MA in Education: Lifelong Education. In Canada, the Mount Saint Vincent University offers graduate studies in Lifelong Learning. Another interesting example is a European Master in Lifelong Learning provided by several European universities. In the African context, Makerere University, Uganda, offers a Bachelor and Master's Degree in Adult and Community Education.

    Lifelong learning is a well-established field of study at the Postgraduate level, demonstrating the global need for such qualifications. During this benchmarking process the listed examples were found to have similar focus or field of study with the South African qualification. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Master of Philosophy in Higher Education, NQF Level 9.

    Vertical Articulation:
  • Doctor of Philosophy Lifelong Learning, NQF Level 10.
  • Doctor of Philosophy in Higher 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: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Stellenbosch University 


    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.