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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Education in Life Sciences Education 
SAQA QUAL ID QUALIFICATION TITLE
119544  Doctor of Education in Life Sciences Education 
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  Higher Education and Training 
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 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 Life Sciences Education is intended to prepare learners for research-based postgraduate studies in the area. It serves to consolidate and deepen a learners' knowledge of Life Sciences Education and to develop research capacity in its methodology and techniques of Life Sciences Education. In view of the research focus in 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 Life Sciences Education. The qualification will thus increase the knowledge and skills in research on issues that need high level Life Sciences Education interventions in society and schools. The qualification will provide learners with scientific knowledge that should add value to the existing status quo in Life Sciences 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 doctoral studies and therefore will motivate its candidates to aspire and be motivated for further studies in their specialisation.

Upon completion of the qualification, qualifying learners will be able to:
  • Demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in Life Sciences education field, discipline, or practice.
  • Apply a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within a field, discipline, or practice; and an understanding of the consequences of any solutions or insights generated within a specialised context.
  • Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
  • Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a range of audiences with different levels of knowledge or expertise.
  • Develop his or her own learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the learning or professional group as a means of enhancing learning.

    In view of the above purpose and capacity building of the qualification, the expected outcomes for the learners will include analytical skills, ability to plan and implement research a qualification, write research reports through compiling a thesis that has 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 need highly qualified and professionally trained researchers in higher education sectors. The qualification will therefore provide an opportunity for candidates who wish to develop their capacity in research knowledge and skills in Life Sciences Education for investigation and application to a variety of challenges that require researchers and practitioners. A highly developed analysis level will help to alleviate problems in the teaching and learning of Life Sciences Education.

    According to the Department of Higher Education and Training National Scarce Skills List (2014), the Natural Science Teacher (Grades 10 -12) is listed as one of the Occupations in Demand. Furthermore, Science, Technology, Engineering and Mathematics (STEM) Doctoral Academics and Researchers are listed as critical skills in South Africa.
    Specialised training within subject areas such as Life Sciences contributes towards the improvement of the health and the environment of individuals in both rural and urban areas.

    The National Development Plan (NDP) positions education, training, and innovation as central to the overall NDP goals. These areas contribute to productivity which enhances economic growth. The NDP proposes that institutions of higher learning produce more than 100 doctoral graduates per million per year by 2030 - most of these should be in STEM. Higher Education (HE) is the major driver of the knowledge system which then links to economic development. As a national requirement, the qualification meets the national requirements for NQF level 10 as per SAQA level descriptors to provide enrolled learners with the knowledge and skills on theoretical and methodological techniques in Life Sciences Education. It will serve to consolidate and deepen learners' knowledge in the field of Life Sciences Education and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under supervision of highly qualified academics or researchers.

    The qualification will be accessible to learners who have completed a Master of Science in Life Sciences and related fields; or appropriate Research Master's Degree qualification at NQF Level 9. Graduates can be employed as senior life scientists, managers, consultants, and lecturers in various fields of research, education, extension, and management in public and private enterprises. These graduates will be able to apply their knowledge in practice as well as in applied life science management, research initiatives and in community services to solve health and life science problems. They will also work together with local communities, as part of national and international health and life science related initiatives. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Master of Education in Life Sciences Education, NQF Level 9.
    Or
  • Master of Education in Adult Education, NQF Level 9.
    Or
  • Master of Education in Curriculum and Instructional Design and Development, 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 Modules, Level 10, 360 Credits:
  • Thesis, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in chemistry, education, discipline, or practice.
    2. Demonstrate the ability to use a wide range of specialised skills in identifying, conceptualising, designing, and implementing methods of enquiry to address complex and challenging problems within a field, discipline, or practice; and an understanding of the consequences of any solutions or insights generated within a specialised context.
    3. Demonstrate the ability to design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
    4. Demonstrate the ability to use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline, or practice, to communicate with a range of audiences with different levels of knowledge or expertise.
    5. Demonstrate the ability to develop his or her own learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the learning or professional group as a means of enhancing learning.
    6. Demonstrate the ability to operate independently and take full responsibility for his or her own work, and, where appropriate, to account for leading and initiating processes and implementing systems, ensuring good resource management and governance practices. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply knowledge of current, specialist knowledge by citing relevant and current literature and create new knowledge.
  • Participate and contribute to the debate on current research practices and knowledge production.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Develop new methods and techniques appropriate to specialized and complex contexts.
  • Develop process systems in original, creative and innovative ways in specialized and complex contexts.
  • Apply new methods to lead to new insights.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Critique and manage incomplete and inconsistent information.
  • Analysis and synthesis to develop insights into incomplete and inconsistent data.
  • Develop significant, original insights and apply them to new, complex, and abstract ideas, information, or issues.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Produce substantial, in-depth publishable work not only limited to the thesis but in journals of international standards.
  • Produce innovative scholarly work with a significant contribution to the field.
  • Defend and disseminate research findings to a specialist and non-specialist audience.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply intellectual independence whereby what s/he has leads to new insights, drawn from his or her intellectual growth.
  • Display research leadership taking what s/he does to greater innovations.
  • Develop research in area of expertise to greater reach.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Operate independently and take full responsibility for his/her work.
  • Evaluate where possible, lead, oversee and take full responsibility for governance, processes, and systems.
  • Evaluate and accept being held accountable through a high level of analysis and synthesis.

    INTEGRATED ASSESSMENT
    Assessment criteria for the Doctor of Education in (Life Sciences Education) will include the following:

    Formative assessment:
    Formative assessment is embedded in the qualification in the following manner.
  • The research process includes several formal stages including submission of a research proposal, submission of a literature review and submission of regular progress reports.
  • At the proposal stage, as well as once the thesis reaches completion, the learner presents to a panel of academics in the department who grade them as part of formative assessment.
  • Preparation of the thesis requires submission of drafts of the chapters.
  • Postgraduate learners will receive verbal and written feedback on their work and on their progress.
  • All learners will present a research seminar at least once each year and this will be another opportunity for critique and feedback.
  • All learners will participate in at least one Community of Practice (CoP), and this will be another opportunity for critique and feedback.
  • While these assessment activities are not credit bearing, they will ensure that learners are regularly assessed on progress.
  • Research competence and analytical skills are assessed from the thesis and the use of case studies.
  • Formative assessment includes developing a research proposal and assisted by seminar presentations, group discussions and debates including written research proposals which are used to assess mastery of the theory and conceptual clarity at department level.
  • The proposal is defended at the Faculty Research and Higher Degrees Committee.
  • Formative assessment takes place via the meetings between supervisor and learner as well as feedback from the reviewers for the journal.

    Summative assessment:
  • When a learner's thesis is close to completion the supervisor recommends three external examiners where one should at least be an international expert, for consideration by the Faculty Research Committee.
  • To ensure the quality of the examination process, the institution appoints reputable examiners and adheres to strict quality assurance mechanisms.
  • Conducting research in the field, analyse and interpret findings, write a thesis, and submit it relevant authorities for external moderation.
  • Final summative assessment is based on the thesis.
  • Assessment will include three examiners, at least one of which will be external.
  • Each PhD candidate will have to publish at least one peer-reviewed article in an accredited journal. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with the similar qualifications offered by the following countries.

    Country: New Zealand
    Institution: University of Waikato
    Qualification: Doctor of Education.
    Duration: Three years.

    Entry requirements
    The UoW qualification requires candidates who have completed the master's degree in the related field of study.
    Further, to qualify to enrol for the UoW qualification, an applicant must:
  • Have qualified for the award of a recognised teaching or allied professional qualification and must produce evidence of at least three years of competent service as an education practitioner.
    and
  • Have qualified for the award of a New Zealand bachelor's degree with honours or master's degree in a field relevant to the proposed research1 with at least second-class honours (first division) or distinction, or for a qualification considered by the Academic Board to be equivalent,
    or
  • Have qualified for the award of the degree of Master of Philosophy (MPhil) in a field relevant to the proposed research,
    or
  • Have passed qualifying papers at a satisfactory level in a field relevant to the proposed research,
    and have demonstrated research experience and ability, normally at least 30 points of research in an honours or master's degree, or significant professional research experience, or equivalent,
    or
  • In exceptional circumstances have produced other evidence to the satisfaction of the Postgraduate Research Committee that they have adequate skills and knowledge to proceed with the proposed research.
  • Applicants whose first language is not English are required to meet the English Language Requirements for Admission.

    Purpose/Rationale
    The qualification will extend learner's academic knowledge and expertise so that it can be applied in the various professional settings in which educators work. Globally, the qualifications are benchmarked in terms of researching professional policy and practice. The UoW qualification brings together professionals from a range of contexts and backgrounds. This diversity adds richness to the learning experience and enhances their ability to engage in robust and innovative research.

    The qualification recognizes the professional experience learners bring and the desire to apply research directly in the professional contexts. However, the UoW qualification is a two-step programme of study incorporating taught papers in supportive consultation and a thesis supported by the quality staff:
  • Part Two: two block days per semester, supported by online support, dialogue and face to face mentoring meetings
  • Part One: independent study supported by supervision panel. Face to face meetings as required.

    As a graduate of the UoW qualification, qualifying learners will be able to contribute to the national and international scholarship of the chosen field as an experienced and competent professional practitioner. Learners will have developed an in-depth knowledge and understanding of the theoretical bases of empirical studies and professional practices in the relevant field of study to a level beyond that normally attained in master's programmes. Learners will apply knowledge and understanding gained in professional settings with the objective of enhancing the quality of teaching, learning and leadership and the well-being of colleagues and learners.

    Learners will have produced advanced, original, applied research and will be able to provide leadership at national and international levels in the field of practice. Learners will confidently present and defend their work in an appropriate academic and professional forum.

    Assessment:
    The formative and summative assessment for the UoW is applied in the following manner.
  • Following enrolment, candidates must submit six-monthly reports on the progress of their research work.
  • A thesis may consist of the candidate's published or unpublished material, or a combination of both; all such materials must have been produced within the term of enrolment.
  • Where the thesis includes the candidate's published or unpublished research papers, these must be the sole work of the candidate or, where a paper has been co-authored with a supervisor, the candidate will be the lead author, and represent original, supervised research undertaken within the term of the candidate's EdD enrolment.
  • Where the thesis primarily consists of a series of published or unpublished research papers, these must be accompanied by introductory chapter/s providing a contextual framework for the thesis, and a concluding chapter providing a synthesizing discussion.
  • Candidates must indicate in the thesis any material that has been used or presented for any other degree.
  • Where the thesis contains co-authored research papers and/or any other co-produced work, published or unpublished, Co-Authorship Forms must be completed by the candidate and all other joint authors or producers. These forms must be included as an appendix to the thesis when it is submitted for examination.
  • Candidates must comply with the regulations which set out the University's requirements with respect to the submission and presentation of theses.
  • Specifically, for the Dean of Te Mata Kairangi School of Graduate Research will appoint at least two examiners for the thesis who are external to the University and not directly connected with the candidate or the candidate's research; at least one of the examiners must be from outside New Zealand.

    In the case of divergent examination outcomes, the Dean of Te Mata Kairangi School of Graduate Research may appoint a further examiner. The Dean of Te Mata Kairangi School of Graduate Research will decide whether to proceed to oral examination based on the recommendations and reports of the examiners following the examination of the thesis and will resolve:
  • That the thesis should proceed to oral examination, the work does not require significant revisions.
    Or
  • that the thesis should proceed to the oral examination, revisions anticipated.
    Or
  • that the thesis should not proceed to the oral examination. The candidate should be asked to re-enroll for a minimum of six months to undertake the major revisions indicated in the examiner's reports and in due course to re-submit the thesis for re-examination.
    Or
  • that the thesis should not proceed to the oral examination and should not be accepted for the EdD degree but is acceptable as fulfilling the requirements for the degree of Master of Education (MEd) or Master of Philosophy (MPhil) (subject to amendments of a minor nature).
    Or
  • that the thesis should not proceed to the oral examination and should not be accepted for the award of a doctoral degree.

    Based on the final reports of the examiners following the oral examination, the Dean of Te Mata Kairangi School of Graduate Research will resolve that:
  • The thesis be accepted in its present form as fulfilling the requirements of Part Two of the EdD.
    Or
  • The thesis be accepted as fulfilling the requirements of Part Two of the EdD subject to the candidate undertaking minor amendments and/or correcting typographical errors as required by the examiners, to the satisfaction of the chief supervisor.
    Or
  • The thesis be accepted as fulfilling the requirements of Part Two of the EdD subject to the candidate completing substantial amendments to the satisfaction of all the examiners or the chief supervisor, provided that these amendments are not so substantial as to necessitate re-submission and are completed within ten weeks.
    Or
  • The thesis is not acceptable in its present form and the candidate may revise it and re-submit it for examination after a re-enrolment for a minimum period of six months.
    Or
  • The thesis is not acceptable for the EdD but should be accepted as fulfilling the requirements of the degree of Master of Education (MEd) or Master of Philosophy (MPhil).
    Or
  • The candidate has failed to meet the required standard and that no degree be awarded.
    Candidates will be permitted to revise and re-submit a thesis only once and only one oral examination will be held.

    Qualification Award:
    The Doctor of Education (EdD) is awarded to candidates who have successfully completed a coursework and research in two parts as follows:
    Part One - Research Portfolio
    Candidates must gain a pass grade in the paper: Research Portfolio.
    Part Two - Thesis
    Candidates must undertake approved and supervised research, and present the results lucidly in a thesis which
  • Critically investigates an approved topic of substance and significance.
    And
  • Demonstrates expertise in the methods of research and scholarship.
    And
  • Displays intellectual independence.
    And
  • Makes a substantial original contribution to the research area.

    The research, which must be the candidate's own work, is written up as a thesis, and may include papers published or intended to be published. The thesis is required to present the case for the research, outline the research undertaken and the findings and conclusions of that research. There is no course work for this degree.

    Similarities:
  • The University of Waikato (UoW) qualification and the South African (SA) qualifications are offered over a period of three-years full time study.
  • The UoW and SA qualification require candidates who have completed the master's degree in the related field of study.
  • The UoW and the SA qualifications are designed specifically for educational professionals and the qualifications are supervised professional research degree designed to provide learners with high quality, advanced research skills to extend the leadership credentials and abilities in education.
  • Both the UoW and SA qualification will be assessed through formative and summative assessment.

    Differences:
    The NZ qualification differ from the SA qualification in modules, the SA qualification has offer one model which is Thesis, while the NZ qualification have several modules.

    Qualification Structure:
  • Teaching and classroom studies.
  • Curriculum and assessment.
  • Diversity issues in education.
  • Early childhood education.
  • Education policy.
  • Educational leadership and administration.
  • Maori education.
  • Science, Technology, Environment, Maths (STEM).
  • Global Studies in education.
  • Whole school change.

    Country: Australia.
    Institution: Griffith University
    Qualification: Doctorial of Education.
    Duration: Three years.
    Credits: 240 Credit Points

    Entry Requirements:
    The formal admission requirements for the GU qualification are as follows:
  • A recognised bachelor's degree with a suitable class of research honours (not less than an upper second) or its equivalent as determined by the Dean, Griffith Graduate Research School, and professional engagement pertinent to the degree over a period totalling not less than three years.
  • To provide evidence for establishing equivalence, applicants are asked to complete a professional portfolio (using the template provided by the school) which is to be submitted with the appropriate supporting documentation appended.

    Purpose/Rationale:

    Learners will learn to integrate contemporary research with their professional interests and develop and enhance their skills in the critical analysis of educational issues and practice. The qualifications will also expand learners' understanding of the nature of educational work and its social and cultural significance. As a graduate, learners will be prepared for specialised practice in teaching and managerial careers in education. Learners will be prepared for leadership and management positions in educational institutions and systems, and other organisations that run educational programs. Learners will also be prepared for working in research, policymaking, and new information technologies.

    Qualification structure:
    The GU qualification will be 240 credit points and consist of two parts:
  • Part A (80 credit points) will involve coursework and preparation for confirmation.
  • Part B (160 credit points) will be a thesis (60000 to 80000 words)

    Part A:
    Compulsory Modules, 80 Credits:
  • Initial Research Planning, 10 Credits.
  • Foundations of Research, 10 Credits.
    Or
  • Foundations of Education Research, 10 Credits.
  • Advanced Research Methodologies and Methods I 10 Credits.
    Or
  • Qualitative Research in Education, 10 Credits.
    Or
  • Quantitative Research in Education, 10 Credits.
    Or
  • Advanced Research Methodologies and Methods II, 10 Credits.
    Or
  • Qualitative Research in Education, 10 Credits.
    Or
  • Quantitative Research in Education, 10 Credits.
  • Academic Practice, 10 Credits.
    Or
  • Designing Educational Research,10 Credits.
  • Research Design and Proposal I, 10 Credits.
  • Research Design and Proposal II, 20 Credits.

    Part B:
    Research Project, 20 Credits each (Parts 1- 8), 160 Credits:

    Similarities:
  • The Griffith University (GU) and the South African (SA) are offered over a period of three-years full time.
  • The GU and SA qualifications will develop an in-depth understanding of educational problem-solving in the changing social, cultural and political contexts of education.
  • Both qualifications are designed to meet the needs and aspirations of those working in a broad range of educational settings. Learners will follow the unique pathway of research-based study based on an area of professional interest.
  • Both qualifications consist of the research dissertation.

    Differences:
  • The GU qualification differs from the SA qualification in entry requirements, it allows learners who completed Honour's degree while the SA qualification allows learners who completed master's degrees qualifications.
  • The GU qualification differs from the SA qualification in the structure since the GU qualification consists of both course work and the thesis whereas the SA qualification does not have course work but only consists of a thesis.
  • The GU qualification carries a weighting of 240 credits whereas the SA qualification carries a weighting of 360 credits.

    Country: United States of America
    Institution: University of Pittsburgh
    Qualification Title: Doctoral of Science Education
    Time Commitment: Full-time program of study
    Duration: Five years on average
    Credits: 90 credits

    Entry Requirements:
    The UoP and SA qualifications require applicants who have:
  • Master's degree in a basic science field. Further the UoP requires applicants who have:
  • An undergraduate degree in a basic science field and 9 master's-level credits in a basic science field.

    Purpose:
    The UoP qualification is designed to prepare professors of science to work as professors of science in research-oriented universities and to teach science courses or guide the preparation of science teachers at the elementary and secondary levels. The qualifications will further prepare learners to conduct scholarly research and development projects in science education, as well as to serve as a faculty member in a research-oriented university. The qualifications also prepare learners to teach science education courses or to instruct other teachers who teach science education. Learners will have opportunities to work with faculty in research activities, eventually developing their own lines of interest, which thy will pursue through the dissertation phase and beyond.

    Completion of the UoP qualification will prepare learners for such roles as:
  • Faculty member at a research-oriented colleges or universities.
  • Instructors of science education at elementary, secondary levels or tertiary levels.
  • Educators/Lecturers of other teachers in science education.
  • Researchers in non-academic institutions, or leaders in schools, universities, research facilities or other settings in which science education takes place.

    Qualification structure:
    The UoP qualification consists of both course work. The UoP qualification is structured as follows:
  • Major Field Studies (At least 15 credits must be at the 3000 level), 30-36 Credits.
  • Supervised Research Practice, 6 Credits.
  • Minor Field Area, 9-18 Credits.
  • Research Methods, 12 Credits.
  • Doctoral Dissertation Research, 18 Credits.

    The UoP qualification consists of the following study areas.
  • The use of curriculum resources by beginning teachers.
  • Application of research in the history and philosophy of science.
  • Understanding teaching and learning in secondary and tertiary educational settings.
  • Use of analysis frameworks to study teacher and learner talk in math and science classrooms.

    Similarities:
  • The University of Pittsburgh (UoP) and the South African (SA) qualifications require applicants who have
    Master's degree in a basic science field.
  • Both the UoP and SA qualifications will prepare learners for leadership and management positions in educational institutions and systems, and other organisations that run educational programs. Learners will also be prepared for working in research, policymaking, and new information technologies.

    Differences:
  • The UoP qualification is offered over a period of five years full time study whereas the SA qualification takes three years of full-time study on average.
  • The UoP qualification carriers a weighting of 90 credits while the SA qualification carries a weighting of 360 credits.
  • The UoP qualification consists of both course work and the thesis whereas the SA qualification does not have course work but only consists of a thesis.

    Country: United States of America
    Institution: University of Northern Colorado
    Qualification Title: Doctor of Philosophy (PhD) in Biological Education
    Duration: Three years Full Time
    Credits: 64

    Entry Requirements:
    The UNC qualification requires that each applicant must possess a baccalaureate degree or a master's degree from a regionally accredited college or university or a comparable degree from a foreign institution.

    Purpose/Rationale:
    The UNC qualification specializes in training biologists to be experts in their disciplines and outstanding college biology teachers. Learners will develop expertise in the principles and methods of teaching biology, e.g., pedagogy. The qualifications will provide learners with a well-rounded skill set and the expertise to seek a career as an independent scientist, a college biology teacher, or both.

    In addition, many of PhDs candidates work as teaching assistants, and all eventually design and teach an original course and gain experience as research assistants, working in fields as diverse as molecular biology, evolutionary biology, human health and biomedical science, biological pedagogy, and other sub-disciplines.
  • Tenure-track faculty position in a university biology department.
  • Conservation nonprofit or government agency.
  • Educational policy think tank.
  • Medical research institute.
  • Postdoctoral positions.
  • Biotechnology careers.

    Qualification structure:
    The UNC qualification consists of course work, a dissertation research project, and a supervised teaching experience. Before beginning the qualification, learners should identify a potential faculty research mentor (or mentors) from among the doctoral in the School of Biological Sciences. Together with the research mentor, learners will develop a program of research that focuses on the interests and complements the expertise of the faculty, culminating in the production of the PhD dissertation. All dissertations represent rigorous research in biology or biology education. On the other hand, the SA qualification consists of only the full research thesis and no course work.

    Degree requirements:
    The UNC qualification requires completion of 64 credits of study, including both scheduled classes and one-on-one courses tailored to individual needs and programs. In addition, Ph.D. learners are required to develop and teach a full semester course under the supervision of our faculty. The degree culminates with the presentation of the learner's research in a public defense of the dissertation. Chapter(s) from the learner's dissertation are expected to be published in peer-reviewed journals.

    Because of its inclusion of training in Biological Education, UNC's qualification equips learners to contribute to the future of Science, Technology Engineering, and Mathematics (STEM) education. A broad national consensus on the need to improve outcomes in STEM education creates a broad range of employment opportunities in colleges and universities, government agencies, non-profit organizations, and the private sector.

    Research Compulsory Modules:
  • Foundations of Biological Research.
  • Seminar in Biological Sciences.
  • Advanced Research Methods.

    Research Proposal/Dissertation:
  • Doctoral Proposal Research.
  • Doctoral Dissertation.

    Elective Modules (Select one of the following courses):
  • Applied Statistics.
  • Statistical Methods I.

    Similarities:
  • The University of Northern Colorado (UNC) and the South African (SA) qualifications are offered over a period of three years full time study.
  • The UNC and SA qualifications require that each applicant must possess a baccalaureate degree or a master's degree from a regionally accredited college or university or a comparable degree from a foreign institution.
  • The UNC and SA qualifications are appropriate for inquisitive and motivated learners who already possess master's degree in the sciences and who want the requisite training appropriate for a professional career in teaching, basic and applied research, advocacy, government, biotechnology, or other advanced scientific positions.
  • After completing their PhDs, graduates will accept postdoctoral positions in related fields, academic positions in higher education, and advanced positions in government and private industries.
  • The UNC and SA qualifications culminate with the presentation of the learner's research in a public defence of the dissertation. Chapter(s) from the learner's dissertation are expected to be published in peer-reviewed journals.

    Differences:
    The UNC qualification carries a weighting of 64 credit points whereas the SA qualification carries a weighting of 360 credits.

    Conclusion:
    The SA qualification is competitive with similar qualification offered by the international countries since they all require submission of thesis research as a summative assessment. 
    		•

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

    Horizontal Articulation:
  • Doctor of Education, NQF Level 10.
  • Doctor of Philosophy in Higher Education Studies, NQF Level 10.
  • Doctor of Education: Educational Psychology, NQF Level 10

    Vertical Articulation:
  • Post-Doctoral Studies. 
    		•

    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.