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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 Technical and Vocational Education and Training Studies 
SAQA QUAL ID QUALIFICATION TITLE
122725  Master of Education in Technical and Vocational Education and Training Studies 
ORIGINATOR
University of the Western Cape 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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
Registered  EXCO 0526/24  2024-08-22  2027-08-22 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-08-22   2031-08-22  

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 Master of Education in Technical and Vocational Education and Training (TVET) Studies will prepare TVET practitioners and researchers to focus on issues and questions located in the vocational education field, and on the appropriate methodologies to conduct research into those issues. There is a dearth of local scholarship and few researchers conducting research on a range of TVET issues that are critical for the proper analysis, understanding and planning of the TVET system today within a local and global context. Being trained as researchers through this qualification will enable graduates to apply suitable methodologies to investigate issues of significance to TVET and prepare them for doctoral study should they so wish.

Upon completion of the qualification, qualifying candidates will be able to:
  • Demonstrate specialist knowledge to enable engagement with current research theories and practices related to TVET.
  • Evaluate current processes of knowledge production in TVET and choose an appropriate process of enquiry for the TVET research project.
  • Use a wide range of specialised skills in identifying, conceptualising, designing, and implementing methods of enquiry to address complex and challenging problems within TVET.
  • Make independent ethical decisions which affect knowledge production or complex issues and uphold and contribute to ethical standards in TVET research.
  • Process and manage information to comprehensively review leading and current research in TVET.
  • Use academic discourses to communicate and defend the products of research or development in TVET and use specialised skills and discourses appropriate to TVET, to communicate with a range of audiences.
  • Develop learning strategies which sustain independent learning and academic or professional development and that enable him/her to interact effectively within a learning group as a means of enhancing learning.
  • Take full responsibility for his or her own work and undertake leadership in the field that ensures good resource management and governance practices.

    Rationale:
    Historically TVET has been a neglected field of study in South Africa and on the continent, and TVET continues to suffer negative stereotyping and a lack of esteem associated with more 'rigorous' fields of study. This has resulted in a dearth of empirical research that could potentially shed light on issues of, inter alia, vocational teaching and learning, learner trajectories, educator profiles, policy and implementation, systemic dilemmas, curriculum matters, employment, and employability. The lenses that have been used to interrogate TVET in the country have largely been those adopted for general schooling, or for higher education research, and this has led to large gaps in the knowledge and understanding of TVET, as compared with TVET research in more established systems. Indeed, much of the research in TVET has been directed from the north and has informed development in South Africa through extensive policy borrowing from countries like Australia, New Zealand, and the UK inter alia, leading to difficulties with implementation that may have been uncritically applied in a very different Southern African context. TVET research in South Africa in the last 5-6 years has attracted a growing number of emerging researchers undertaking doctoral studies, but such studies have not been systematically located within a local TVET body of knowledge that is easily referenced and identified.

    There is presently no specialist Master's degree in TVET Studies. Currently, there are general education streams for learners undertaking TVET-related research. The Master of Education in TVET studies is a necessary component of the specialist postgraduate pathway being created for a long-neglected domain of education and training landscape and will contribute to advancing the academic esteem and intellectual rigour of studies in TVET. With the growing professionalization of TVET practitioners, it is necessary that TVET researchers can raise the intellectual bar for this area of study in South Africa in line with international practice and increase the capacity for TVET-related research through potential doctoral candidates. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an RPL Unit that offers an RPL process as well as portfolio development courses to enable RPL applicants' prior learning to be properly assessed and advised.
    The Department concerned will be required to consider the level of previously attained qualifications, research competency, engagement with relevant subject matter through conference attendance or scholarly writing, completion of relevant programmes or study programmes, relevant work experience and, where appropriate, the applicant's performance on a portfolio development course.

    RPL for access:
  • Access to the qualification would be possible via the Recognition of Prior Learning (RPL) route, which would enable access for candidates not entering through the conventional academic vertical route.
  • RPL candidates could include those currently teaching at TVET colleges or employed in skills development capacities more widely, who have considerable experience in the sector but who may not have the required NQF level 8 qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Postgraduate Diploma in Technical and Vocational Education and Training, NQF Level 8.
    Or
  • Bachelor of Education Honours in a cognate field, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory module at NQF Level 9 totalling 180 Credits.

    Compulsory Modules, Level 9, 180 Credits:
    Thesis, 180 Credits. 

    EXIT LEVEL OUTCOMES 
    1. Engage critically in a written format with current research, paradigms and theories related to TVET.
    2. Demonstrate the ability to select and justify the appropriate research questions and suitable methodology to investigate a research problem within TVET.
    3. Demonstrate the ability to apply ethical standards in TVET research.
    4. Conduct fieldwork and analysis of research data and write up a full thesis.
    5. Demonstrate the ability to use written academic discourse to communicate and defend research findings in TVET. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply specialist knowledge of applicable TVET theories, paradigms, and current research to produce a well-argued and relevant research proposal, literature review, and conceptual/theoretical framework showing critical reasoning and appropriate usage of TVET theories and paradigms.
  • Consult a wide variety of scholarly resources to locate, analyse, critically appraise, and synthesise information to compile a literature review.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Formulate research questions, aims and objectives of the study relevant to the field of study in consultation with supervisor(s).
  • Select and justify appropriate research approaches, and methods for the research project to enable fieldwork to take place.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Incorporate appropriate ethical processes and procedures for conducting the research project in line with the institution's ethical requirements and the Protection of Personal Information Act.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Undertake data analysis suitable for the data collected and correctly present in the thesis.
  • Plan, manage and execute a substantial research project using available resources, and within the prescribed timeframe to demonstrate personal autonomy and accountability.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Write up the findings of the research in the required academic language and thesis conventions in a completed thesis document.
  • Draw coherent conclusions in the research report/dissertation that are supported by the research results.
  • Employ consistent referencing techniques to correctly and accurately compile in-text references and a bibliography or list of references. 
    		•

    INTERNATIONAL COMPARABILITY 
    Most Higher Education Institutions (HEIS) in countries with mature TVET systems have had designated Master: Vocational Education (VET or TVET) qualifications for some time. In the Germanic countries (Germany, Switzerland) there is a Master of Science in VET which trains specialists in (the science of) Vocational Education.

    Country: Germany
    Institution: University of Magdeburg
    Qualification Title: Master of Science (M.Sc.) in International Technical and Vocational Education and Training
    Credits: 120 ECTS
    Duration: 4 Semesters (2 years full-time)
    Entry Requirements:
  • Bachelor's degree in Career and Education - Engineering Education and Business Education Profiles (previous course title: Vocational Education), Engineering Education

    Purpose:
    TVET has a central significance for the organization and the design of school-to-work-transition and forms an important basis for lifelong learning. The professionalism of TVET teachers is crucial to ensure that graduates are adequately prepared for their occupational work and careers and that the thresholds between education in schools and vocational training as well as between vocational training and the employment system are kept low.

    The strengthening of pedagogical, technical, and managerial competencies of TVET personnel and the permanent modernization of its qualification have been embedded as a focus topic in the global agenda for sustainable development.
    Specifically, actual requirements resulting from the so-called "Digital and Green Transformation" drive demands for the development of adequate future-oriented competencies of TVET teaching and management personnel which must be able to act, manage and lead in complex processes of TVET practice, planning and development. These requirements need to be addressed by work and business process orientation, and context-oriented learning and shall be safeguarded by an adequate future-oriented qualification of TVET teaching, management, and planning personnel. The qualification entitles the holder to a doctorate.

    The graduates are qualified for, among other things:
  • Work as a teacher at vocational schools and at state-run training courses for upgrading further training teaching in continuing vocational education and training courses at business and industry training institutions.
  • Research assistant at universities or vocational training institutes.
  • Consultancy and development work in the teaching materials sector (textbooks, technical documentation, experimental systems, laboratory concepts, etc.) including new media.
  • Tasks in the field of VET research.

    Qualification structure:
    The qualification is oriented towards TVET practice. The qualification focus is on the development and design of vocational education processes and contains modules in specialized didactics, curriculum, and media development, TVET management and TVET evaluation. Special attention is given to requirements in the modernization of competencies resulting from the actual digital and green transformation process in specialization modules. The qualification is designed in line with the "UNESCO Standard Framework Curriculum for a Masterīs Degree of TVET Teachers".

    Similarities:
  • The University of Magdeburg (UoM) and the South African (SA) qualifications share a similar purpose of equipping TVET teachers with research skills and professionalising of TVET teachers.
  • Both qualifications develop the same graduated attributes.
  • The UoM and SA qualifications lead to the Doctoral Degree in a cognate field.

    Differences:
  • The UoM qualification takes 2 years of full-time study whereas the SA qualification takes one year of full-time study.
  • The SA qualification consists of 180 credits while the UoM qualification consists of 120 ECTS.
  • The SA qualification consists of the compulsory full research thesis while the UoM qualification consists of coursework and a dissertation.

    Country: Nepal
    Institution: Kathmandu University School of Education
    Qualification Title: Master of Technical and Vocational Education and Training
    Duration: 2 years full time
    Entry Requirements:
  • Bachelor's degree in any discipline with a CGPA of 2.5 out of 4 or second division in the aggregate score.
  • Work experience in TVET is preferred.

    Purpose/Rationale:
    Technical and Vocational Education and Training (TVET) has been recognized as a powerful tool for national development and for providing individuals with decent jobs leading to a quality life. The sector is integral for developing a workforce necessary to improve production and service sectors in any country. Recognizing these potentials, countries worldwide have been investing in the growth of the TVET sector. International efforts are also being made to strengthen TVET.

    The purpose of the qualification is to:
  • Address the human resource development needs of TVET.
  • Prepare TVET system leaders, educators, and planners.
  • Attract young ones to TVET by linking it with socio-economic processes thereby providing promising career prospects nationally and internationally.
  • Develop TVET focused research capacity.
  • Promote excellence, opportunity, and leadership in TVET.

    Graduates develop the following specific knowledge and skills:
  • Explore and interpret the interplay among social institutions and rules and resources, work, and occupation, and TVET.
  • Carry out economic analysis of work and occupations, and TVET.
  • Be competent in performing TVET activities such as preparation of competency-based curriculum, designing instructional events, delivering theoretical and practical sessions, and evaluation of learners.
  • Be conversant with different theories, concepts, and ideas that have been developed and see TVET processes in terms of those theories and ideas.
  • Be skilful in designing, carrying out, and evaluating research on TVET.
  • Be competent educators, innovators, leaders, and managers of TVET.

    Similarities:
  • The Kathmandu University School of Education (KUSoEd) and the South African (SA) qualifications share a similar rationale and the purpose of increasing the capacity for TVET-related research.
  • Both qualifications develop the same graduate attributes.
  • The KUSoEd and SA qualifications articulate vertically to the Doctoral Degree in a cognate field.

    Differences:
  • The KUSoEd qualification is offered over two years full-time whereas the SA qualification is offered over one year of full-time study.
  • The SA qualification requires applicants who completed an Honour's degree or Postgraduate Diploma in a cognate field for admission whereas the KUSoEd qualification requires applicants who completed the Bachelor's degree in any discipline.
  • The KUSoEd qualification consists of compulsory and elective modules while consists of a compulsory full thesis research project and no coursework. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.
    Horizontal Articulation:
  • Master of Education in Educational Management, NQF Level 9.
  • Master of Education in Curriculum Studies, NQF Level 9.
  • Master of Education in Curriculum and Instructional Studies, NQF Level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Technical and Vocational Education and Training Studies, NQF Level 10.

    Diagonal Articulation:
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    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.