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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 Education in Educational Management 
SAQA QUAL ID QUALIFICATION TITLE
117688  Doctor of Education in Educational Management 
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  2020-09-16  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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The primary purpose of a Doctor of Education in Educational Management is to prepare learners for the research-based Postgraduate study who will contribute to the development of knowledge in the field of Educational Management, including knowledge about the professional practice at an advanced level. The learner independently or collectively contributes to uplift the standard of educational management in schools and add to the body of knowledge at an advanced level. The qualification serves to consolidate and deepen a Postgraduate learner's research expertise in this specific area of specialisation.

Furthermore, the qualification prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions on educational challenges confronting society. Learners 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.

Qualifying learners will be able to deal with specific issues in education - both systematically and creatively. The qualification affords learners to have scientific knowledge that contributes to policy development, new theories and strengthening of practice interventions. The qualification will engage learners in capacity training to advance their skill in research. Also, the qualification will have a positive impact on the learners. Learners will develop analytical skills; write research, dissertation and reports which will increase employment opportunities.

Rationale:
The Doctor of Education Degree in Educational Management comprises a significant research component and could be attained by completing a single research project, culminating in the production and acceptance of a thesis/dissertation. Learners deal with complex issues in education - both systematically and creatively. The qualification will address the needs of the entire country and the Southern African Development Community (SADC) region. Also, the qualification will address the need for more postgraduate learners to do research, which is currently a challenge in South Africa.

Learners will be equipped in Educational Management scholarship to promote specialisation of services needed to local, provincial and national or regional rural service users. The learners will have the opportunity to expand their knowledge to deal with issues of educational management in schools through research.

Qualifying learners will have the ability to make sound judgments, using the data and information at their disposal, and be able to communicate their conclusions to specialist and non-specialist audiences. The learners will also have the ability to demonstrate self-direction and originality in analysing and solving problems, act autonomously in planning and implementing tasks at a professional level and continue to advance their knowledge, understanding, and skills in the field of Educational Management. 

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, experienced 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. The institution's registry will verify the evidence of prior learning provided by the learners.

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

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of a compulsory research proposal and a thesis at NQF Level 10 totalling 360 Credits.
  • 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 of the discipline.
    4. Contribute to the body of knowledge through research activities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrates ability to prepare for research.
  • Explains convincingly why the research is relevant.
  • Formulates the research problem, aim, questions, hypotheses (where applicable).
  • Demonstrates how and why paradigms, research designs and methodology are relevant to the study.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Provide well-founded interpretations of literature in the area of study, and succinct and accurate syntheses of written material.
  • Use specialist and applied knowledge appropriately in an area of educational study or practice.
  • Show sensitivity for and understanding of the relative and contextual nature of thought and knowledge.
  • Interpret knowledge as a source of meaning and as a guide to reflection, choice and action.
  • Grasp the dialectical relationship between theoretical and practical knowledge.
  • Demonstrate an awareness of the variety of educational contexts in which knowledge might apply.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Locate particular studies in a relevant and coherent theoretical framework.
  • Demonstrate a high level of competence in Educational Management.
  • Understand and contribute to the technical and professional literature in the field of Educational Management.
  • Criticise learned procedures in the light of historical trends and practices in this and other countries.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Address a professional or academic problem with originality and independent thought.
  • Discover new facts, principles, and connections to improve educational practice.
  • 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 Educational Management.

    Integrated Assessment:
    Assessment is done according to the university examination of a dissertation/thesis rules contained in the university calendar, which includes the following:
  • The learner alerts the promoter of the intention to submit six months ahead.
  • The promoter approaches the HoD alerting about the intention to submit.
  • The student signs a form. The HoD and the Dean should attest.
  • The promoter makes a recommendation to the department/HOD, for assessment.
  • The School Higher Degrees Committee nominates external examiners, and the School Board endorses.
  • The promoter(s) and the external examiners form the examiners' committee for the candidate.
  • The committee should finalise the assessment within six weeks.

    Approval by the School of Higher Degree Committee, followed by approval from the University Higher Degrees Committee. At least six (6) spiral-bound copies of the dissertation must be submitted to the Chief Examinations Officer through the Head of the Department and the Dean. One copy remains, two copies for supervisors and the external examiners are also sent copies.

    The final decision by examiners determines whether the Thesis has passed or no not. No mark is awarded at Doctoral level. Assessment reports are sent to the external examination, and the Dean Reports are sent to the School Higher Degrees Committee, the Dean and University Higher Degrees Committee for consolidation. In summary:
  • On the recommendation of the supervisor(s), the School Higher Degrees Committee shall appoint two (2) external examiners.
  • The Thesis shall be internally examined by two persons within the university - the supervisor(s) and two external examiners.
  • All examiners - internal and external - shall comment on the work in writing, and give a clear breakdown on how they have arrived at the final result. 
    		•

    INTERNATIONAL COMPARABILITY 
    International universities offer Doctor of Educational Management in course work and dissertation. However, the South African institution offers this qualification through research. The enlisted modules and their objectives which are taught at chosen international universities are the ones which learners at the institution are encouraged to choose their research topics from. The following international universities were chosen as they offer the same qualification or material as the institution:

    Western Sidney University-Australia:
    The Doctor of Education in Educational Management offers professionals the opportunity to undertake advanced research into the teaching profession and the field of educational management. Learners undertake practice-based independent research that informs research-led practice at the highest level of originality and quality. Learners are expected to participate in research training and development activities.

    Leeds Beckett University-England:
    Research examines the overlapping themes of educational management. Interest is in young people's experiences of educational management including both learning and attitudinal outcomes. A key research focus is the development and enactment of education policy around educational management and leadership within formal education settings. The qualification is aimed at extension and deepening knowledge of educational management and helps to refine research skills by providing the opportunity to undertake a research project within educational management.

    University of the Southwest-Russia:
    The University of Southwest calls Doctor of Education in Educational Management, Doctor of Education-Self-Design. The qualification is a practitioner doctoral qualification for the working professional in the field of educational leadership and administration. The qualification offers an innovative and real-world curriculum that focuses on preparing educational leaders that are dynamic in nature and diverse in their makeup. Emphasis is placed upon preparing administrators for transformational leadership roles. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal articulation.

    Horizontal Articulation:
  • Doctor of Education, 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.