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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: 

Doctor of Philosophy in Education 
SAQA QUAL ID QUALIFICATION TITLE
125618  Doctor of Philosophy in Education 
ORIGINATOR
Cape Peninsula 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
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
Registered  EXCO 0639/26  2026-04-16  2029-04-16 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-04-16   2033-04-16  

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
85086  Doctor of Education  Level 8 and above  NQF Level 10  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of the Doctor of Philosophy in Education is to develop the highest level of holistic and systematic understanding of scholarship in the field of education through an original research contribution. This qualification is aimed at creating opportunities for learners to engage in highly advanced and specialised academic or professional study and research of an aspect of education, training or development.

This qualification is entirely research-oriented. The aims of this research-based qualification are:
  • To accredit learners who have contributed substantially to the field of Education through their research.
  • To produce qualified learners who are capable of critical analysis and high-level enquiry in the field.
  • To produce qualified learners who can demonstrate high-level research competence and make a significant and original academic contribution at the frontiers of education or in a sub-field of education.

    This qualification is designed to develop the competence to conduct independent research under supervision in the field of education, training and development. Such research should contribute significantly to the body of knowledge through the understanding, application and evaluation of new and existing knowledge.

    Learners completing the qualification gain comprehensive knowledge in educational methodologies, policies, and leadership, enabling them to address complex educational challenges. They can critically analyse and evaluate knowledge in their area(s) of specialisation, and contribute to systematic and disciplined thinking about educational matters and issues with reference to their area(s) of specialisation while conducting independent research. Career-wise, this qualification will allow learners to progress up the career ladder and provide opportunities for growth and sustainability in lifelong learning. The qualification aligns with professional and academic pathways as it prepares learners to take up high academic or leadership positions in education or become educational consultants. Generally, this qualification is relevant to educators in schools, technical and vocational colleges, as well as subject advisors, education development officers, and lecturers in Higher Education.

    Upon successful completion, qualified learners will be able to:
  • Demonstrate a sound knowledge base and critical understanding of education in general and of their area(s) of specialisation.
  • Critically analyse and evaluate knowledge in their area(s) of specialisation and contribute to systematic and disciplined thinking about educational matters and issues with reference to their area(s) of specialisation.
  • Conduct an independent enquiry in a specialised field of education, training or development and report their findings in academically appropriate ways and contribute significantly to the body of knowledge.

    In addition, the following qualifying learners' attributes will be integrated into the learning process of all learners pursuing this doctoral qualification:
  • Resilience and Problem-Solving Capability: Learners will approach complex problems with creativity, curiosity, and innovative thinking. They will be prepared to face setbacks and restarts, demonstrating resilience in their problem-solving efforts
  • Relational Capability: Learners will be able to engage with others to find solutions to work and societal problems. They will understand diverse needs, values, and cultures, and be able to work effectively in diverse teams
  • Ethical Capability: Learners will be oriented towards the well-being and improvement of society. They will care about the concerns of others and strive for social good, making ethical decisions in their professional and personal lives
  • Technological Capability and Foresight: Learners will understand the interconnectedness of society, technology, and science. They will be able to use this knowledge to benefit society, recognising the potential impacts of technology and science on social change
    These attributes are assessed through a combination of research proposal, presentations, peer and self-assessments and publication of a peer-reviewed article.

    Rationale:
    A general doctoral qualification is the highest qualification that can be awarded in the field of education and in the Higher Education Qualifications Sub-Framework. The general doctoral qualification in the field of education, i.e. qualification, is a Postgraduate qualification aimed at creating opportunities for learners to engage in highly advanced and specialised academic or professional study of and research into an aspect of education, training and development. The qualification will be conferred only on those learners who have demonstrated the capacity for sustained original research that contributes to the constitution of and/or generates well- grounded new knowledge in the Education, Training and Development field.

    In line with Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015:47), "the defining characteristic of a general doctoral qualification in the field of education is that it requires the candidate to demonstrate high-level research competence, and to make a significant and original academic contribution at the frontiers of education or in a sub-field of education. The research, which may be purely discipline-based, or multi-disciplinary, or applied research, must be undertaken at the most advanced academic level, culminating in the production, defence and acceptance of a thesis. Coursework may be conducted as a preparation for, or in support of, the research, but may not contribute towards the credit value of the qualification". The quality of the research should satisfy peer reviews and merit publication. The qualifying learner should also be able to supervise the research of others in his/her area of specialisation.

    The MRTEQ (2015) provides a national policy framework that ensures the coherence, articulation, and transformation of teacher education qualifications across the South African higher education landscape. At the institution, the qualification, located at NQF Level 10, is designed in alignment with MRTEQ to promote high-level research competence and to make a significant and original academic contribution at the frontiers of education or in a sub-field of education.

    At the institution, the qualification is structured to develop educational researchers, practitioners and academics who can critically engage with issues of transformation, equity, multilingualism, and curriculum responsiveness, key priorities articulated in MRTEQ.

    The reasoning behind offering this qualification is to develop the highest level of holistic and systematic understanding of scholarship in the field of education through an original research contribution. It is entirely research-oriented. Learners are required to complete research and a thesis. 
    		•

    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 may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, module exemption (credit) or advanced standing.

    RPL for access:
  • Applicants 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 or other appropriate assessment methods 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.

    RPL for credit:
  • An applicant may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio and/or an appropriate method of assessment 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:
  • Master of Education, NQF Level 9.
    Or
  • Master of Education in Philosophy of Education, 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 Module, Level 10, 360 Credits.
  • Research thesis, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a sound knowledge base and critical understanding of education in general and of their area(s) of specialisation.
    2. Analyse and evaluate knowledge in their area(s) of specialisation, and contribute to systematic and disciplined thinking about educational matters and issues with reference to their area(s) of specialisation.
    3. Conduct and undertake an independent enquiry in a specialised field of education, training or development and report their findings in academically appropriate ways.
    4. Exhibit the potential to act as academic leaders and experts in the field of education, training and development. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Exhibit extensive, sophisticated theoretical knowledge and critical understanding in/or across one or more area/s of specialisation.
  • Apply their knowledge, skills and understanding in reflecting on and contributing to educational discourse and debates.
  • Deploy knowledge, understanding and expertise confidently and fluently in diverse educational contexts.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Exhibit a well-developed capacity for dealing with complexity, ambiguity, lacunae, and lack of coherence in existing knowledge on their area/s of specialisation.
  • Evaluate existing knowledge, theoretical positions and proffered solutions to educational problems in ways that demonstrate their analytical and intellectual independence.
  • Contribute in various ways to systematic and rigorously disciplined theorising in the fields of educational theory as well as on education policy and practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Plan and conduct an inquiry using appropriate research techniques.
  • Collect, analyse, and critically evaluate appropriate information and data from primary and secondary sources.
  • Show evidence of engagement with the wider field of relevant educational literature and evaluate appropriate theoretical and methodological frameworks.
  • Use relevant educational research designs, methods and data analysis in a responsible, reflective and adaptable manner.
  • Report on research findings and communicate these in written and/or oral form.
  • Complete a thesis or academic report based on independent research that should give rise to at least one article (with expert assistance) that meets the criteria for publication in an academic journal.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Manage educational contradictions and make educational value commitments.
  • Interact and engage in debate with learning or professional groups in education.
  • Contribute to others' understanding of educational issues through discourse and research.
  • Facilitate discussion on complex educational issues in an informed and visionary manner
  • Evaluate their own and others' work in education.
  • Demonstrate responsibility, self-reflexivity and adaptability as an educational leader.
  • Reflect on values and responsibilities appropriate to academic and professional leadership.

    Integrated Assessment:
    At this level, assessment focuses on learners' ability to generate and/or contribute to new knowledge in their area/s of specialisation by means of sustained, independent research of high quality. Learners should produce evidence of such competence by producing an original thesis that serves as evidence of their ability to use their extensive theoretical knowledge and critical understanding of their area/s of specialisation in the generation of new knowledge and/or the solution of problems. The research findings may be acceptable to the academic/scientific community, for example, a series of accredited articles, internet publications or electronic materials.

    Formative Assessment:
    A detailed research proposal and ethics application must be completed and evaluated using institutional guidelines before data collection. A learner/supervisor agreement exists, and learners are expected to attend various workshops, conferences and seminars hosted by the Centre for Postgraduate Studies as well as experts in the field. Learner progress reports are completed.

    Summative Assessment:
    Assessment is in the form of a research-based thesis, which is examined externally by recognised experts in the field. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar international qualifications from the United Kingdom and New Zealand.
    Country: United Kingdom
    Institution name: University College London (UCL)
    Qualification title: Education MPhil/PhD
    Duration: Three (3) years full-time

    Entry requirements:
  • A Master's degree in education or a related field.
  • Professional experience in education.

    Purpose:
    This qualification's purpose is to equip research-active staff to be able to supervise students in education and related social sciences and humanities, including leadership, management, and teaching and learning in all phases of education, from early years through schooling and post-compulsory education to professional and lifelong learning. Other areas include health, the life course and economics.

    Similarities:
  • Both are research intensive doctoral degrees requiring candidates to conduct original research culminating in a thesis that contributes to knowledge.
  • Entry generally requires a Master's degree in a relevant field as a minimum academic requirement.
  • Both qualifications are centred around supervision, with students collaborating closely with an academic supervisor throughout the research process.
  • UCL provides structured research training; the SA institution also requires research preparedness.
  • Both qualifications are intended for producing independent researchers capable of contributing new knowledge to the field of education.

    Differences:
  • The UCL qualification duration is 3 calendar years full time. While the South African qualification is typically 2 years full time or 3-4 years part time.
  • UCL requires a Master's degree with Merit or equivalent; it may consider applicants without a Master's if they completed a specific PGDip. UCL has a strong emphasis on English-language proficiency. The SA qualification requires a Master of Education (MEd) or equivalent.
  • UCL is primarily distance learning for the Education MPhil/PhD qualification. While the SA qualification is contact/classroom-based.

    Country: New Zealand
    Institution name: University of Otago (UO)
    Qualification title: Doctor of Education
    Duration: Three (3) years

    Entry requirements:
  • A master's degree in education or a related field.
  • At least five years of professional experience in education.
  • Evidence of ability for advanced academic study.

    Purpose:
    The qualification is designed to develop advanced practitioner researchers capable of producing original, practice-enhancing research. It integrates coursework with a thesis to strengthen the link between academic inquiry and professional practice, requiring candidates to demonstrate research independence and submit a research to practice portfolio showing how their work improves educational practice. Overall, the qualification aims to cultivate experienced educational leaders who can make significant, practice informed contributions to the field.

    Similarities:
  • Both qualifications are doctoral-level research qualifications focused on producing original contributions to knowledge in education.
  • Both qualifications require a substantial thesis demonstrating independence, originality, and significant scholarly contribution.
  • Both qualifications require research capability and evidence of academic readiness for advanced study.
  • Both qualifications aim to develop highly skilled educational researchers who contribute meaningfully to educational practice, policy, and scholarship.

    Differences:
  • The University of Otago qualification accepts learners with a Bachelor's Honours degree, while the South African qualification requires MEd or equivalent, plus a prior research component.
  • The UO qualification typically has a duration of 6 years part-time, while the SA qualification is usually 2 years full-time, and 3-5 years part-time.
  • UO qualification is offered through Distance Learning. While the SA qualification is offered through campus based. 
    		•

    ARTICULATION OPTIONS 
    Horizontal articulation:
    Doctor of Philosophy in Higher Education Studies, 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. Cape Peninsula 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.