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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 Education Leadership |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125427 | Master of Education in Education Leadership | |||
| ORIGINATOR | ||||
| Stadio (Pty) Ltd | ||||
| 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 | Schooling | ||
| 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 0638/26 | 2026-03-10 | 2029-03-10 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-03-10 | 2033-03-10 | |||
| 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 |
| The purpose of the Master of Education in Education Leadership qualification is to prepare learners with advanced professional and academic knowledge and its application in education leadership, as well as for research-based postgraduate studies in the field.
It aims to prepare academic leaders and decision-makers to contribute meaningfully towards developing knowledge at an advanced level in the field of education and training, including knowledge about professional practice in the key area of education leadership. The qualification aims to prepare leaders in private and public education institutions and non-governmental organisations with the knowledge and competencies to deal with complex issues in education systems both systematically and innovatively, to apply problem-solving and analytical skills in making sound judgments using data and information at their disposal, and to demonstrate self-direction and originality in applying knowledge and implementing tasks with a professional and ethical orientation. Guided by the philosophical framing of Critical Social Theory, the qualification will develop a critical understanding of education policy reform and curriculum transformation in South Africa, as well as a sound knowledge of advanced pedagogical theories and praxes for managing teaching, learning, and assessment in changing local and global contexts. The increasing complexity of leading in education institutions in South Africa requires the capacity to foster innovation and continuous improvement, including the promotion of social justice and equity. The qualification aims to enable learners to critically analyse and evaluate knowledge in the specified area of leadership within the broad field of education, training and development, and to contribute to systematic and disciplined thinking about issues and current debates on the changing landscapes in education. The qualification intends to provide learners with a platform for engagement and dialogue around key lines of scholarly debate, develop their skills in key areas of education leadership, identifying trends for ensuring quality and growth in the education sector, and foster cultures that inspire development and embrace innovation. This qualification is coursework-based and provides high-level theoretical and practical training in the discipline of leadership studies in education, including an 80-credit project-based research component culminating in the acceptance of a mini-dissertation. The research component is intended to develop a high level of research capability. Integrating theory with practice requires applying research competencies in theoretical and professional contexts. The two research modules will be offered to develop and support researchers who can contribute to knowledge production and sharing at an advanced level. Learners will be provided with opportunities to demonstrate a capacity for undertaking relevant, well-founded independent inquiry in education leadership with a key focus on issues relevant to contexts undergoing change and disruption. This will prepare them for employment or advancement in leadership positions in the field of education or to pursue further independent studies towards a Doctorate. This qualification will engage learners in discussions and literature relevant to policies, theories, and issues in the South African, African, and global education sectors, and uses practical case studies that learners can directly apply to their own work environment. Learners will benefit from developing knowledge and skills on how learning organisations can lead to effective, equitable learning for all learners in ever more diverse classrooms and communities. They will be exposed to relevant research, theories, and case studies on quality leadership skills for opening constructive dialogue with community stakeholders and fostering meaningful collaboration and cooperation. Learners will participate in online discussions with peers and industry specialists on best practices, innovative solutions, and leading-edge research on key issues in the field of education. The qualification will strengthen students' promotional opportunities within various, educational institutions and contexts. It also empowers learners to pursue careers where they are required to engage more critically and academically with policy, planning, and delivery of the national education mandate. Upon completion of this qualification, learners will be able to: Rationale: This qualification was developed on the premise that teaching is a complex activity and the education sector, both globally and in South Africa, is undergoing significant transformation. The institution supports the belief that teachers are the leaders and influencers of the future and therefore need to be equipped with skills to critically analyse and evaluate information, advise on possible pedagogical solutions to address barriers to teaching and learning, and be self-reflective to evaluate their own practice towards continuous learning. School improvement and learner success have been critical priorities for the Department of Basic Education in an attempt to revitalise a struggling education system challenged by systemic inequalities, poorly maintained infrastructure, high learner drop-out rates, and extreme incidents of school violence. Reports have further highlighted concerns around poor teacher motivation and high levels of stress and burnout, leading to a dwindling retention of qualified teachers in the country. The qualification was designed to prepare learners for leadership roles in educational settings. The rationale is to equip practicing teachers, education practitioners in senior positions, and those with a vested interest in educational change with advanced knowledge in the field of educational leadership, and an understanding of the interplay between theory and practice in times of change and disruption. The qualification seeks to address the needs of education stakeholders to become academic leaders and decision-makers who can contribute meaningfully towards developing knowledge at an advanced level in the field of education, specifically about professional practice in the key area of education leadership and management. The rationale for this qualification was also informed by the need for more and appropriately qualified graduates in the field of education who will be able to conduct independent inquiry to interrogate and address critical issues faced by education regionally, nationally, and globally. This qualification will enhance and deepen learner' knowledge in various fields of education, such as curriculum and policy studies, multiculturalism and inclusivity with a specific focus on developing effective and adaptable leadership practices in changing and dynamic education contexts. Thus, the combination of relevant coursework culminating in a supervised research project is aimed at building and enhancing leadership capacity in aspiring and existing educators and inspiring them to keep at the forefront of ever-changing educational practice. At the heart of this qualification is a focus on leading the learning of others through ethical and sustainable practices, and a commitment to lifelong learning. Research has shown a definite connection between quality leadership and successful schools. Therefore, this qualification was developed to address the mounting need for effective and resilient education leaders and decision-makers who can bring about meaningful and sustainable improvement in the field of education by designing, inspiring, managing, and implementing innovative solutions to complex issues in their own professional environments. South Africa has seen an influx of independent schools opening to accommodate diverse learner needs and to ensure communities in remote locations have access to affordable quality education as an alternative to often poorly resourced public schools. Qualified teachers and educators in various post-secondary education institutions often want to pursue postgraduate studies to develop their skills, be exposed to new knowledge and current discourses in their field of interest, and gain promotion or advancement in their employment however are unable to stop working to pursue such studies. Geographical locations, family commitments and financial constraints often prevent them from being able to attend classes and supervision sessions making quality distance education a viable option. Currently, education systems both in South Africa and globally are faced with complex issues that are significantly shaped by both past socio-historical events as well as fast-changing technological and scientific advancements. These tremendous transitions and transformations require critical thinkers and informed educators who are able to engage productively with contemporary policy and leadership issues that contribute to improved educational outcomes in the country, and the African continent. Schools are complex institutions, and yet many school principals and education managers are ill-equipped to deal with the complexities found in education contexts. The challenges of inequality, poor teacher retention rates, social issues, and marginalisation in communities as well as the rapid changes in technology affecting education systems in South Africa, have further exacerbated the ability of schools and post-secondary education institutions to manage resources and maintain high level of academic success. This has critical implications for learner drop-out rates, high unemployment, and national budget allocations. This qualification seeks to develop learner capacities to adapt to, and effectively lead, change in education contexts by empowering them with professional knowledge, critical and creative thinking skills, and research competency to undertake investigative procedures to be better informed, solve problems, and ultimately transform education systems and processes. This qualification prepares current teachers to be academic researchers and critical decision-makers in the field of educational change. Effective leaders guide the values of their organisations. An inspirational senior educator and leader not only motivates learners but also encourages teachers and staff to do their best. They nurture success through communication, collaboration, and participation. These values and competencies not only impact the immediate community but ripple into industry and society. A defining feature of South Africa's schooling sector is the unequal distribution of qualified and experienced educators and principals between urban and rural or more impoverished communities. This results in stark differences in the quality of education offered and budgets allocated. This qualification stems from the need to open up pathways for qualified educators to pursue management and leadership roles in various education contexts. The distance education model through which this qualification is offered provides a curriculum and content which has been specifically developed and tailored to the needs of independent students and with cultural responsiveness and sensitivity to South African students' circumstances. According to the National Development Plan 2030 (2012, p.296): "Education has intrinsic and instrumental value in creating societies that are better able to respond to the challenges of the 21st century. Lifelong learning, continuous professional development and knowledge production alongside innovation are central to building the capabilities of individuals and society as a whole." Thus, higher education institutions have a responsibility to produce graduates with the skills and knowledge to meet the present and future needs of the economy and society. This qualification seeks to address the economic priority according to the National Development Plan for the creation and retention of a workforce of qualified, skilled, professional, motivated, and valued educators and education leaders. Further, the research component and strong focus on engagement with industry specialists serves to enlarge the number of South African education practitioners able to conduct critical research on key issues in education and to communicate these effectively to various audiences thus contributing towards advancements in the field of education transformation. The proposed Master of Education in Education Leadership has been endorsed by DHET in terms of the Minimum Requirements for Teacher Education Qualifications (2015). Engagement with current and past learners at the faculty of education has taught us that learners are interested in pursuing a Master of Education qualification primarily for three reasons, the are learners who wish to enter academia and want to pursue postgraduate studies towards a Doctoral degree; those who have been teaching for 3-8 years and want to develop competencies for promotion into more senior positions or more prestigious schools; and those who are already in management roles in public and private schools, TVET colleges, and other educational institutions with significant education experience, but realising that they need to upskill themselves to be more effective, efficient and relevant in current times. We therefore anticipate that the majority of our learner intake for this qualification will be in the first two categories: learners wanting to enter academia and require a Master's degree, and teachers with five or more years' experience entering or already in senior positions in public or private schools. However, the qualification will also be attractive to current lecturers in post-secondary institutions, education specialists and advisors in government departments, NGOs, and community-based organisations as well as social entrepreneurs seeking to create innovative solutions within the education sector. List the typical occupations/professions in which successful learning will operate. This qualification therefore intends to enhance career outcomes for a broad spectrum of education stakeholders in professional, schooling, and vocational and higher education contexts who want to enhance their skills for leading professional learning teams and designing adult learning and capacity development programmes; who are interested in designing, reviewing and leading others though policy or institutional changes; and who wish to contribute to strategic planning, governance, and management of others. This includes teachers, members of school management and principals in public and private schools, TVET colleges, and other educational institutions; current lecturers in post-secondary institutions; education specialists and advisors in government departments, NGOs, and community-based organisations; and social entrepreneurs in the education sector. This qualification provides progression to a Doctor of Philosophy in Education, NQF Level 10. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL to access: Learners who do not meet the stated admission criteria, but who have relevant work experience/prior learning, may apply for admission under the policy on Recognition of Prior Learning (RPL). RPL for exemption: In specified circumstances, qualifying applicants may also engage in the RPL for exemption process, where any form of informal, formal, or non-formal learning will be assessed for relevance towards possible module exemption. Entry Requirements: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at National Qualifications Framework, Level 9 totalling 180 Credits.
Compulsory Modules, NQF Level 9, totalling 180 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Maintain a critical understanding and advanced knowledge of current debates, research, and literature in the field of education, leadership, management, and change.
2. Contribute to developing policies, strategies, and practices that ensure quality and growth in the education sector and foster management cultures that promote innovation and continuous improvement in education. 3. Apply theories and practices at an advanced level for education opportunities in changing contexts. 4. Demonstrate a critical understanding of educational change to promote adaptable and resilient leadership and management practices. 5. Demonstrate self-direction, autonomy, and originality in applying knowledge and implementing tasks with a professional and ethical orientation. 6. Demonstrate the ability to undertake relevant independent inquiry to report findings in academically appropriate ways. 7. Communicate effectively and professionally, both orally and in writing, to a range of stakeholders in the education sector. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Maintain a critical understanding and advanced knowledge of current debates, research, and literature in the field of education, leadership, management, and change. Associated Assessment Criteria for Exit Level Outcome 2: ELO: 2 Contribute to developing policies, strategies, and practices that ensure quality and growth in the education sector and foster management cultures that promote innovation and continuous improvement in education. Associated Assessment Criteria for Exit Level Outcome 3: ELO: 3 Apply theories and practices at an advanced level for education opportunities in changing contexts. Associated Assessment Criteria for Exit Level Outcome 4: ELO: 4 Demonstrate a critical understanding of educational change to promote adaptable and resilient leadership and management practices. Associated Assessment Criteria for Exit Level Outcome 5: ELO: 5 Demonstrate self-direction, autonomy, and originality in applying knowledge and implementing tasks with a professional and ethical orientation. Associated Assessment Criteria for Exit Level Outcome 6: ELO: 6 Demonstrate the ability to undertake relevant independent inquiry to report findings in academically appropriate ways. Associated Assessment Criteria for Exit Level Outcome 7: ELO: 7 Communicate effectively and professionally, both orally and in writing, to a range of stakeholders in the education sector. INTEGRATED ASSESSMENT: The assessment strategy in this qualification has been designed to closely align with the qualification Exit Level Outcomes and associated Assessment Criteria. The strategy across the coursework modules is intended to continuously develop the learners thinking and level of engagement with the content knowledge. Formative assessment: The qualification will assess learners through a variety of assessments across the modules, which include written essays, oral presentations, critical reviews, evaluation reports, action-learning portfolio, online tests, venue-based examinations, and a research report allow for diverse competencies and forms of expression to be developed. Furthermore, the variety of assessments ensures learning outcomes are being developed and evaluated for both individual abilities as well as collaborative groupwork, as well as through multiple forms of communication, for example, written, oral, and visual. The formative tasks and assessments are intended to direct learners to raise critical questions to gain depth into their own understanding, to stimulate critical thought, and to develop reflective professional practice. The institution views formative assessment primarily as a developmental tool rather than a gatekeeping mechanism. Its purpose is to guide learning, provide feedback, and help learners track their progress. This approach supports diverse learning paces, a factor that is particularly important for adult learners or those balancing studies with work/life responsibilities in a distance learning context. Academic support is offered to students who miss key formative tasks through resubmission opportunities, where appropriate. Summative assessment: Summative assessments evaluate learners ability to integrate and synthesise knowledge gained over each module, construct new knowledge creatively and innovatively, implement initiatives or inquiry in their professional work environments, and then reflect critically on their own practices and ideas, these forms of assessments provide an evaluation of the learner's ability to contextualise theoretical positions into practical and experiential learning, and apply these in relevant ways. While no sub-minimum is required for formative assessments to gain access to the final summative assessment, the majority of the formative tasks are compulsory. learners who do not complete these compulsory tasks will be unable to attempt the final assessment or pass the module. The Assessment Guidelines for Students (AG4S) clearly indicate to learners which assessment tasks are non-compulsory, and these guidelines are provided to the students at the start of the semester. Summative assessments comprise portfolios of action learning, evaluation reports, and examinations to cement learners' competencies in bridging theoretical knowledge with practical applications, enhancing reflexive and autonomous learning, and enabling them to construct new knowledge and think critically about change occurring in their own work contexts. In the second year of studies, assessments become more research-focused, challenging learners to advance their competencies in critically engaging with literature and analysing ideas, to present their arguments in formal academic language, and to evaluate their own and others' practices against industry-accepted quality criteria. This is achieved through the Critical Studies in Education, Leadership and Management: Education for Sustainable Social Change module as well as the independent research project module. The institutional assessment model uses formal and non-formal, formative and summative assessment tasks to evaluate learners' progress and achievements across the modules in a qualification. The results of non-formal formative assessment tasks are not recorded formally, but these tasks are applied mainly to provide feedback to the learner and to enhance teaching. The results of formal assessment tasks are recorded towards the achievement of success in the module. Modules make use of a final Summative-approach, or a continuous assessment approach. The assessment policy guarantees multiple formal assessment opportunities to allow learners to improve their performance based on feedback from the lecturer. An assessment strategy is drafted for each module by the Module Coordinator, in consultation with the Discipline Leader. The nature of the subject matter informs the combination of assessment tasks and their allotted weightings. The assessment strategy will either use continuous assessment or a final summative approach. Where a continuous assessment strategy is used, the total assessment weight will be distributed appropriately over three formal assessment tasks. When a final summative approach is used, the final mark for a module comprises a Semester/Year Mark (SYM) and a final summative Assessment mark (FIS). The SYM consists of various assessment tasks, each with its own weighting. The FIS is often in the form of an invigilated examination, but it may be offered in alternative formats, such as an individual/group project which culminates in a written report, followed up by a presentation. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared to the following international qualifications:
Country: Finland. Institution: University of Helsinki (UH). Qualification title: Master's in Changing Education. Credits: 120. Entry requirements: Purpose: The qualification aims to develop learners' knowledge and skills in analysing, developing, and influencing the practices and structures of education systems, institutions, teaching, and pedagogical issues. The qualification is structured around three topic areas: Education, society and culture, educational psychology and neuroscience, and Pedagogy and educational institutions. Qualification structure: The programme is structured around three topic areas: As a graduate, you will be able to: Qualification progression: Similarities: Difference: Country: Estonia. Institution: Tallinn University (TU). Qualification title: Master of Education Innovation and Leadership. Duration: two years full-time. Entry requirements: And Purpose: The qualification aims to prepare educators to address and adapt to current challenges in education and equips them to critically engage with issues of educational transformation to lead their communities towards impactful and sustainable educational change. Qualification structure: Educational Innovation (24 ECTS): Research and Analytics (24 ECTS): Leadership and Management (18 ECTS): Similarities: Conclusion: The Master of Education in Education Leadership can be seen to be appropriately positioned alongside these two international programmes in terms of relevant purpose, programme outcomes, curriculum, and standards for promoting teacher education. |
| ARTICULATION OPTIONS |
| This qualification provides the following articulation options.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| MODERATION OPTIONS |
| N/A. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A. |
| NOTES |
| N/A. |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| NONE |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
| This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
| 1. | Stadio (Pty) Ltd |
| 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. |