| Code | Faculty |
|---|---|
| 09250578 | Faculty of Education |
| Credits | Duration |
|---|---|
| Duration of study: 2 years | Total credits: 180 |
Subject to the stipulations of General Regulations G.30 to G.62 a candidate can be admitted if he/she complies with the following requirements:
Senate may:
Selection is based on:
All master’s students must submit a dissertation or a mini-dissertation and must pass Research Proposal (NMQ 800). For the MEd research degree programmes, a dissertation on a topic approved by the Dean on the recommendation of the Head of department must be submitted, following the approval of a complete research proposal. A literature study is not acceptable.
Module content:
Development of a research proposal. Research methodology. Overview and principles of quantitative and qualitative research methodology. Data collection methods, data analysis methods, paradigm analysis and theoretical frameworks for educational studies. Global theoretical perspectives in education.
Module content:
This module introduces students to the principal as leader of curriculum and instruction in the school context, with the primary goal of enhancing learning. Prospective principals will acquire competence in the deployment of effective leadership strategies (including coaching and teacher appraisal) to enhance the quality of teaching and learning in their schools.
Module content:
In this module students will become competent in education law matters that impact daily on the life of the school principal. The module will make extensive use of case studies of critical incidents in the school context, including human rights, equity and discrimination. In addition, students gain and learn to apply knowledge of education labour relations, the SACE code of conduct, and international comparative case studies regarding education and the law.
Module content:
Dissertation of limited scope conducted under supervision of a supervisor on any identified and selected problem in the area of education management, law and policy.
Module content:
Continuous professional teacher development (CPTD) as part of Human Resource Management (HRM) in South Africa towards quality education. International debates on continuous professional teacher development and management. Budget construction and budget interpretation. The quality and equity debate.
Module content:
Development of a research proposal. Research methodology. Overview and principles of quantitative and qualitative research methodology. Data collection methods, data analysis methods, paradigm analysis and theoretical frameworks for educational studies. Global theoretical perspectives in education.
Module content:
This module introduces students to the principal as leader of curriculum and instruction in the school context, with the primary goal of enhancing learning. Prospective principals will acquire competence in the deployment of effective leadership strategies (including coaching and teacher appraisal) to enhance the quality of teaching and learning in their schools.
Module content:
In this module students will become competent in education law matters that impact daily on the life of the school principal. The module will make extensive use of case studies of critical incidents in the school context, including human rights, equity and discrimination. In addition, students gain and learn to apply knowledge of education labour relations, the SACE code of conduct, and international comparative case studies regarding education and the law.
Module content:
Dissertation of limited scope conducted under supervision of a supervisor on any identified and selected problem in the area of education management, law and policy.
Module content:
Continuous professional teacher development (CPTD) as part of Human Resource Management (HRM) in South Africa towards quality education. International debates on continuous professional teacher development and management. Budget construction and budget interpretation. The quality and equity debate.
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