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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: 

Master of Education in Higher Education 
SAQA QUAL ID QUALIFICATION TITLE
119976  Master of Education in Higher Education 
ORIGINATOR
Vaal University of Technology 
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 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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
118275  Master of Education in Higher Education  Not Applicable  NQF Level 09  180  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The primary purpose of the Master of Education in Higher Education is to train professionals who can contribute to the development of knowledge at an advanced level. The qualification targets those interested in higher education administration, teaching, policy planning and research, in post-school education. The qualification will be completed in two to three calendar years with a significant research component in the form of a discrete research project (i.e., a mini dissertation. The qualification will attract learners who wish to develop high skills for professionals who intend to work in this sector. Furthermore, it will equip learners with concepts and analytic skills in terms of knowledge production, and competencies whilst providing them with targeted support.

This qualification offers learners a broad introduction to higher education governance and policies, leadership, management teaching and learning, technology in higher education, contemporary issues related to higher education and research methods. The structured element of the qualification and the research projects require a high level of theoretical engagement, intellectual independence, and the ability to relate knowledge to a range of contexts for professional practice.

The qualification design is guided by the teaching and learning contexts of socially acceptable values that address the rapidly changing nature of the ideological, technological, socio-economic, and intellectual environment.
The qualification strives towards the integration of existing knowledge to afford the learners the ability to:
  • Develop a high level of theoretical engagement and intellectual independence regarding in-depth knowledge of the conceptual domain of the dynamic, complex higher education environment, including the philosophy of higher education, theories of learning and teaching, theories of knowledge (knowledge production, globalisation and internationalisation, Africanisation), critical pedagogy theory; information technology philosophies; learner learning, assessment, and evaluation strategies.
  • Analyse the higher education context (at international, national, institutional, departmental, and disciplinary levels) to create an open environment where learners can engage with disciplinary and pedagogical content knowledge by exploring, asking questions, using reasoning, discovering relationships, and testing their own ideas.
  • Undertake research-based postgraduate studies with an understanding of a range of quantitative, qualitative, and mixed methods approach methods, techniques and technologies and an ability to select these appropriately for a particular research problem in an area of specialisation.
  • Conduct and disseminate research under supervision.
  • Develop an understanding of the institution as an academic work and professionals as life-long learners.
  • Demonstrate advanced reflection and development by means of a systematic survey of current thinking, practice, and research methods in an area of specialisation.

    After the completion of the qualification, qualifying learners will be able to articulate horizontally to a cognate master's degree at an NQF level 9, and similar qualifications offered at other South African and international higher education institutions to ensure that articulation is maximised. Vertically, the MEd (Higher Education) will articulate to a cognate Doctoral or PhD degree at an NQF Level 10.

    Rationale:
    Since 2013 the Education Department within the Faculty of Human Sciences has offered the Postgraduate Diploma in Higher Education (PGDip (HE)) qualification. The qualification has grown from 80 learners registered in 2013 to 200 learners in 2019. The success and throughput rates of the PGDip (HE) have been over 90% in the past six years since implementation. Some of the graduates from the PGDip (HE) have been drawn from Technical Vocational Education and Training (TVET) colleges throughout the country, as a response to the Policy on Professional Qualifications for lecturers in Technical and Vocational Education and Training (2013). Therefore, the institution has a learner pool from which to draw a cohort for the Master of Education in Higher Education. Furthermore, the qualification addresses the National Development Plan, 2030 (2012) which states that post-school education should provide quality learning opportunities to young people and adults who want to change careers and upgrade their skills. These advanced skills will enable qualifying learners to conduct research, expand their knowledge in their areas of professional specialisation, explore future employment opportunities in a related area, and apply new technologies and methods that have developed in their specific fields.

    The curriculum and qualification design, assessment and evaluation are key elements in the development of the qualification. Advances in education technology have changed education in terms of delivery, instructional strategies, and learner engagement. The institution is driven by the technological changes that are occurring in their midst, such as the 4th and 5th industrial revolutions. These changes and innovations alter the perception of postsecondary education from a one-dimensional (physical) concept to a multi-dimensional (physical and online). The institution is privileged to have innovative learning contexts, instructional strategies of blended or flipped classrooms and the use of open-source, web-based resources, collaborative tools, video resources, massive open-source online content (MOOCS) and mobile (M-learning) within the teaching and learning approaches to engage learners and increase learner achievement. The qualification will provide professionals with the opportunity to expand their skills in these areas so that they become more creative and innovative integrators of technology into their teaching and learning experiences of learners.

    The demand for the qualification emanates from the urgent need for higher education practitioners and other practitioners in education to understand the complex nature of higher education, critical curriculum development, teaching and learning, technology, assessment and evaluation, governance, leadership, management, issues to engage theoretically and intellectually in contributing to workable solutions through research. The qualification introduces learners to the vocabulary, concepts and fundamental knowledge and skills, research theories, approaches and methods that are crucial to understanding the higher education curriculum context, educational transformational issues, analysis and implementation and values in higher education. Therefore, the qualification will enable learners to identify the central issues or principles that they need to draw on when having to deal effectively with the above-mentioned aspects.

    This qualification was developed in consultation with the advisory committee/board and other stakeholders in the discipline. The qualification meets the post-school education and training needs, learner access and success, by providing critical skills crucial for South African socio-economic needs (White Paper for Post School Education and Training, 2013). 
    		•

    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 applicable 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, credits from modules and credits for or 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.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education Honours, NQF Level 8.
    Or
  • An appropriate 480 Credit Level 8 Professional Bachelor's Degree, NQF Level 8
    Or
  • Postgraduate Diploma in Higher Education, NQF Level 8
    Or
  • A relevant Honours Degree in the related field, NQF Level 8 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 9, 170 Credits:
  • Advanced Research Methods in Higher Education, 20 Credits.
  • Contemporary issues in Higher Education, 10 Credits.
  • Assessment and Evaluation in Higher Education, 10 Credits.
  • Curriculum Design in Higher Education, 15 Credits.
  • Educational Technology in Higher Education, 10 Credits.
  • Teaching and Learning in Higher Education, 15 Credits.
  • Research: Mini-Dissertation Project, 90 Credits.

    Elective Modules, Level 9, 10 Credits (Select one module)
  • Scholarship Engagement in Higher Education, 10 Credits.
  • Governance, Leadership and Management in Higher Education, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to learn independently and to integrate information about theories, insights, and procedures of modern organisational development paradigms in higher education.
    2. Analyse contemporary issues in higher education including governance, leadership, and management of higher education institutions; assessment and evaluation practices; and curriculum design and development.
    3. Apply different technologies and applications used in higher education to demonstrate the skills and competence required to survive in a highly competitive and volatile 4th and 5th industrial revolution era.
    4. Apply consolidated theoretical knowledge in the field of higher education to improve practice as effective professionals.
    5. Understand the difference between a literature review and theoretical/conceptual frameworks by learning how to identify concepts and principles implied in the literature and use them to construct a conceptual framework for their research studies.
    6. Demonstrate competence to identify a problem, develop a research question, apply theoretical frameworks, and appropriate research methods to solve higher education and societal problems. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria 1:
    Engage in independent learning, acquiring, interrogating, integrating and applying advanced knowledge and insights about theories (e.g., introducing, selecting and applying relevant theories to contemporary sociological perspectives, issues and controversies), methodologies, core principles, policies, procedures, organisational (e.g. state and society) structure and systems, as well as change management within the higher education realm.

    Associated Assessment Criteria 2:
    Analyse contemporary issues in higher education including governance, leadership, and management of higher education institutions; assessment and evaluation practices; and curriculum design and development.

    Associated Assessment Criteria 3:
  • Select and apply appropriate techniques, tools, technologies, and applications (current and emerging hardware and software e.g., online safety, disabilities, analysis, etc.), including specialised skills and competencies to enhance teaching, learning and assessment practices, professional communication, and research capabilities, essential in a fast-paced, unpredictable, changing higher education environment.

    Associated Assessment Criteria 4:
  • Select, analyse, fuse, and apply advanced theoretical knowledge and professional skills in the field of higher education to inform and cultivate good practices (e.g., analyse and design strategies, models /frameworks promoting innovation, performance, and dynamic change considering the diversity of the workforce, social and economic factors, managerial and leadership skills).

    Associated Assessment Criteria 5:
  • Exhibit deeper insight, capacity, and capability to use a holistic view to critically, independently, creatively, and systematically, clearly construct and present arguments and discussions informed by literature and current research.

    Associated Assessment Criteria 6:
  • Conduct sound scientific research (e.g., Identifying a research problem, developing a research question, applying theoretical frameworks and appropriate research methods, theories, philosophies, methodologies, paradigms, data collection, analysis, findings, conclusions, presentations, etc.) with a conscious application of ethical behaviour and aspects, as well as professional conduct to resolve societal problems and issues within higher education.

    INTEGRATED ASSESSMENT
    The assessment procedures within the qualification are governed by the academic regulations of the institution and take place in accordance with the institution's assessment policy. Assessment in the qualification serves multiple purposes which include monitoring learners' progress and determining the competence of learners through assessment strategies and procedures on formative assessments such as oral discussions, written assignments, case studies, problem-solving assignments, portfolios of evidence and summative research project (mini-dissertation). Tasks will be challenging, demanding higher-order learning and integration of knowledge learned in both the institution and other contexts. Assessment tasks will also encourage metacognition, promoting thinking about the learning process, not just the learning outcomes. The range and weighting of assessment tasks are designed to allow learners to develop competence through formative tasks and demonstrate mastery through summative tasks. Continuous assessment (CASS) will be employed for the qualification.

    Formative and summative assessment:
    All forms of assessments in the qualification are intended to enrich the learning process and to validate that meaningful learning has occurred in the classroom. This factor is relevant for achieving assessment for learning (AFL). The coursework programme requires a high level of theoretical engagement, intellectual independence, and demonstration of the ability to relate knowledge to a range of contexts for professional practice. The expected learning outcomes will be assessed (assessment methods) by the lecturer responsible for a specific module and the quality of assessment will be ensured through external moderation of the portfolio of evidence.

    Formative Assessment:
    The primary purpose of formative assessment is to support the learning process through constructive feedback to learners. For each Module planned formative assessment, i.e., assessments for learning (AFL) or learning-oriented assessments (LOA) will include planned questions, presentations, evaluations/problem solving, case studies, assignments, tasks, or activities to elicit information; and curriculum-imbedded formative assessment where the elicited information is drawn from tasks in various textbooks and/or reading texts.

    Formative assessments for the mini dissertation build on the assessments that were carried out in the first year. The assessments in the first year provide 'feedforward' for future learning which can be acted upon when the learners work on their research projects for the mini dissertation. Judgements are made on developing expertise, characterised by continuous learning, adaptability, and rigour in the use of theories, theoretical frameworks, research methodologies and techniques. These tasks are aimed at involving the active engagement of learners to develop the capacity to find things out for themselves and learn independently and to buttress critical reflective teaching and learning. The main criteria used in evaluating written work towards the complete mini dissertation include continuous assessment and feedback of the research project will be conducted by the lecturer/supervisor. The research project will go through different quality processes according to the institution's rules, regulations, and policies.

    Summative Assessment:
    Summative assessment in the first year will be a portfolio of evidence summing up the achievement of the first-year learner at the end of the qualification. Summative assessment is comprehensive in nature and is fundamentally concerned with learning outcomes. Summative assessment will be based on a comprehensive understanding of techniques applicable to their research or advanced scholarship. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline will be assessed. Summative assessment will also focus on conceptual understanding that enables the learner to evaluate critically current research and advanced scholarship in the discipline and evaluate methodologies and develop critiques of them and, where appropriate, propose new hypotheses. For the mini dissertation, a panel of external assessors will be appointed in terms of the institution's assessment policy. 
    		•

    INTERNATIONAL COMPARABILITY 
    The following international qualifications were found to be comparable with this qualification:

    Country: Australia
    Institution: Flinders University
    Qualification Title: Master of Education in Higher Education
    Qualification NQF Level: NQF level 9
    Credits: 72 units
    Duration: Two years

    Minimum Entry Requirements:
  • Applicants must normally hold a bachelor's degree or equivalent qualification or hold the Graduate Certificate in Education or a closely related qualification.

    Exit Level Outcomes:
    Graduates from this specialisation will be able to demonstrate advanced knowledge of:
  • Contemporary issues, priorities, and policies in higher education.
  • Political, social, and economic complexities of educational contexts.
  • Principles and practices of effective relational pedagogy in higher education.
  • Systemic practices that enhance learner learning, achievement, and well-being.
  • Qualitative and quantitative approaches to gathering evidence in support of the development of personal and collegial pedagogical practices.

    Graduates from this specialisation will develop the cognitive, creative, and technical skills to:
  • Identify the implications of contemporary socio-political issues for their local context.
  • Critique the scholarship of teaching and learning in higher education, with reference to assessment and quality assurance.
  • Articulate and defend a personal philosophy for professional practice.

    Similarities:
  • The Flinders University (FU') and the South African (SA) qualifications are both registered at NQF Level 9.
  • Both qualifications take two years of full-time study.
  • Both qualifications are aimed at academics who are working in the tertiary sector or who aspire to teach at the tertiary level, and those whose personal, professional or research interests include a focus on higher education.
  • The exit levels outcomes of the FU qualification are similar to the SA qualification.
  • On completion of both qualifications, qualifying learners will be able to apply their specialised knowledge and skills to design and evaluate quality learning experiences for diverse learners in higher education and construct and conduct a research project to focus on a key aspect of personal or institutional significance.

    The following compulsory modules are comparable to the SA qualification.
  • Advanced Issues in Education is comparable to Contemporary Issues in Higher Education in the SA qualification.
  • Approaches to Research is comparable to Advanced Research Methods in Higher Education in the SA qualification.
  • Researching Higher Education from a Global Perspective is comparable to Advanced Research Methods in Higher Education in the SA qualification.
  • Assessment in Education is comparable to Assessment and Evaluation in Higher Education in the SA qualification.
  • Project in Leadership and Management is comparable to Governance, Leadership and Management in the SA qualification.
  • Psychology of Learning and Instruction as well as Pedagogies for Global Higher Education Contexts are comparable to Teaching and Learning in Higher Education in the SA qualification.
  • Independent Research Study, Qualitative Research Methods, and Research Design
    are comparable to Research: Mini-Dissertation Project in the SA qualification.
  • Both qualifications articulate vertically to Doctor of Education.

    Differences:
  • The FU qualification is weighted 72 Australian credit units while the SA qualification has 180 credits.
  • The SA qualification requires learners who completed a Postgraduate Diploma or Honours Degree at NQF Level 8, a minimum of 120 credits while the FU qualification requires applicants who hold an approved degree or equivalent qualification and be employed in a teaching position in a higher education institution.
  • The FU offered a broader scope of elective modules while the SA qualification has a limited scope of elective modules.
    The FU offers the following compulsory and elective modules different from the SA qualification.
  • Higher Education: A Global Context.
  • Project in Education.
  • Pedagogies for Global Higher Education Contexts.
  • Exploring Languages Pedagogy.
  • The SA qualification different from the FU qualification includes Technology in Higher Education and Curriculum Design in Higher Education.

    Country: United States of America
    Institution: University of New Orleans
    Qualification Title: Master of Education in Higher Education
    Qualification NQF Level: NQF level 9
    Credits: 36-hour
    Duration: Two years
    Minimum Entry Requirements:
  • Bachelor's degree.
  • A minimum of thirty (27) graduate semester hours in foundations and leadership and professional practice courses.
    Two elective graduate-level courses (6 hours) in education administration or a related field.
    An internship (3 hours) based in a college or university or a related educational setting. Successful completion of three assessments of learner learning outcomes.

    Purpose:
    The qualification provides learners with a general higher education curriculum designed to equip them with the knowledge and skills for effective administration in a variety of functional contexts - learner affairs, business affairs, academic affairs, and assessment.

    Exit Level Outcome:
  • A diverse faculty from a variety of academic and professional backgrounds and experience in post-secondary institutions and educational organisations.
  • Engage in classroom learning that provides an emphasis on leadership and practice in metropolitan and urban educational settings.
  • Deliver instruction grounded in an understanding that educational practice and theory interact to enrich the knowledge and practice of learners and faculty.
  • Provide integrated learning opportunities, both online and evening classes, to accommodate the schedule of working professionals.
  • Provide opportunities to connect with faculty and doctoral learners to engage in scholarly research.
  • Create a curriculum that enables a seamless transition to a Doctor of Philosophy.

    Qualification:
    The curriculum for the qualification at New Orleans University is designed for completion in two years of study, including summer coursework. The 36-hour curriculum includes Foundations and leadership courses (6 hours), professional practice courses (21 hours), an internship (3 hours), and two elective courses (6 hours).

    Similarities
  • The New Orleans University (NOU) and the South African (SA) qualifications offer a structured (taught) Masters' in Higher Education.
  • The two-year duration in the NUO qualification is comparable to the SA qualification duration.
  • Both qualifications are registered on the same NQF level 9.
  • The entry requirements are comparable to the SA qualification.
  • The number of modules ranges between three to four. Three modules (two compulsory and one elective) are offered in the SA qualification.
  • The Research Project is undertaken in the second year in both qualifications.
    The following modules are comparable to the SA qualification.
  • Organisation and Leadership in Higher Education is comparable to Governance, Leadership and Management in the SA qualification.
  • Current Issues in Higher Education is comparable to Contemporary Issues in Higher Education in the SA qualification.
  • Teaching and Learning Curriculum in Higher Education is comparable to Teaching and Learning in Higher Education in the SA qualification
  • Assessment in Higher Education is comparable to Assessment and Evaluation in Higher Education in the SA qualification.
  • Educational Research is comparable to Advanced Research Methods in Higher Education in the SA qualification.

    Differences:
  • The NOU qualification consists of a 36-hour curriculum while the SA qualification is weighted 180 credits.
  • The SA qualification includes Technology in Higher Education, and Mini-Dissertation Project as a module which is not contained in the NOU qualification.
  • The NUO qualification offers broader selection options on modules and the following compulsory and elective modules different from the SA qualification.
  • Diversity in Higher Education
  • Internship in Higher Education.
  • The Academic Profession.
  • Community and Technical Colleges.
  • Legal Aspects of Higher Education.
  • Financial Mang in Higher Education.
  • History and Philosophy of Higher Education.
  • Learner Choice in Higher Education.
  • College Teaching. 
    		•

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

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

    Vertical Articulation:
  • Doctor of 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. Vaal University of Technology 


    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.