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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Education in Guidance and Counselling 
SAQA QUAL ID QUALIFICATION TITLE
117919  Doctor of Education in Guidance and Counselling 
ORIGINATOR
University of Venda 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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  2020-11-20  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 Guidance and Counselling is intended to prepare learners for research-based postgraduate studies in the area. It serves to consolidate and deepen a learner's knowledge of Guidance and Counselling and to develop research capacity in its methodology and techniques of Guidance and Counselling. 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 guidance and counselling. The qualification will thus increase the knowledge and skills in research on issues that need high-level guidance and counselling interventions in society and school in particular. The qualification will provide learners with scientific knowledge that should add value to the existing status quo like guidance and counselling 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 Doctoral studies and therefore will motivate its learners to aspire and be motivated for further studies in their specialisation.

Given the above, and the capacity building of the qualification, the expected outcomes on the learners will include analytical skills, ability to plan and implement research a qualification, write research reports through compiling a dissertation that has potential for publication of results that can contribute to solutions to national, regional and international psycho-social human development and life challenges.

Rationale:
South Africa and the Southern African region need highly qualified and professionally trained researchers in higher education sectors. The Doctor of Education in Guidance and Counselling will provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Guidance and Counselling for investigation and application to a variety of challenges that require counselling services. Schools in South Africa do not have professionally qualified counsellors in both basic and higher education.

The qualification will also serve to consolidate and deepen learners' knowledge in the field of Guidance and Counselling and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under the supervision of highly qualified academics/researchers. 

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 (RPL) will be extended to deserving experienced applicants 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 demands.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Master of Education in Guidance and Counselling at NQF Level 9.
    Or
  • A relevant Master's qualification at NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 10 totalling 360 Credits.

    Compulsory Module, Level 10:
  • Dissertation, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Write a research proposal.
    2. Acquire data acquisition during fieldwork.
    3. Report or document research results. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Concisely define the topic of the research project with a focus on guidance and counselling.
  • Address a contextual problem or a gap in the field of guidance and counselling innovatively and creatively.
  • Clearly define the research problem and/or knowledge gap significant or important enough to warrant the research in guidance and counselling education.
  • Provide rationale, relevant issues in guidance and counselling that affect current policy and practice.
  • Correctly interpret cited literature on guidance and counselling that is relevant, and up-to-date.
  • Clearly explicated major debates in the field of guidance and counselling as the research niche.
  • Ensure coherence between the elements of the proposal - problem statement, aim, objectives, hypothesis (if any), conceptual framework and methodology.
  • Prove the feasibility of the research project.
  • Draw a realistic work plan and budget.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Plan and execute a research project.
  • Manage the research project.
  • Conduct data gathering and analysis.
  • Provide evidence of measures used to ensure scientific accountability such as objectivity, validity and reliability.
  • Deal with contingencies.
  • Interpret and present results.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate scientific writing ability using relevant methods, theories and literature related to guidance and counselling.
  • Interpret results in the context of existing knowledge in the area.
  • Demonstrate exceptional qualities in presentation - orally, visually and in terms of text (written report/thesis)
  • Produce valid conclusions informed by gathered data.
  • Produce acceptable articles from thesis for publication by scientific journals.

    Integrated Assessment:
    Assessment criteria for the Doctor of Education in Guidance and Counselling 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 or line of argument.

    Summative Assessment method will apply at the examination stage when candidates submit the full dissertation. 
    		•

    INTERNATIONAL COMPARABILITY 
    Examples of international Doctoral qualifications that are comparable to the qualification include those that closely relate to psychology such as that offered at the following universities:

    University of Michigan (Doctor of Philosophy in Psychology), 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 guidance and counselling.

    University of Maryland (Doctor of Philosophy in Psychology), the USA whose research curriculum focuses theoretical underpinnings in psychological inclinations related to guidance and counselling.

    Sydney University (Doctor of Philosophy in Educational Psychology) in Australia also offers a comparable qualification in guidance and counselling 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 full fieldwork research.

    In Southern Africa, Universities of Great Zimbabwe, University of Zimbabwe and Midlands State University offer a comparable qualification but within Psychology of Education whereby learners can choose topics for research on guidance and counselling. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal articulation.

    Horizontal Articulation:
  • Doctor of Philosophy in 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.
     
    NONE 


    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.