M Ed Review 2005/2006: National Review of the Structured Master of Education Programmes Criteria and Minimum Standards

2005

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Criteria and minimum standards

1. Criterion 1: The National, Institutional and Unit Context
   The programme is an integral part of the offerings of the higher education institution at which it is located and it complies with all the national policies and regulations regarding the provision of higher education qualifications in South Africa. The unit offering the M.Ed has goals, objectives and forms of internal organisation to support the programme.



2. Criterion 2: Programme Design and Co-ordination
   The learning programme has a clear structure leading to the M.Ed or to the designated areas of specialisation at M.Ed level. As a postgraduate degree, the M.Ed must correspond to the generally accepted minimum standards of an NQF level 8 masters degree. The programme is effectively coordinated in a way that facilitates attainment of its intended purpose and outcomes.



3. Criterion 3: Student Recruitment, Admission and Selection
   Recruitment documentation informs potential students of the programme accurately and sufficiently, and admission adheres to current legislation. Admission and selection of students are commensurate with the programme’s academic requirements, within a framework of widened access and equity. The number of students selected takes into account the programme’s intended learning outcomes, its capacity to offer good quality education, and the needs of the particular profession (in the case of professional programmes).



4. Criterion 4: Staffing
   Academic staff responsible for the programme are suitably qualified, have sufficient relevant experience and teaching competence, and their assessment competence and research profiles are adequate for the nature and level of the programme. The institution and/or other recognised agencies contracted by the institution provide opportunities for academic staff to enhance their competences and to support their professional growth and development.



5. Criterion 5: Teaching and Learning
   The institution gives recognition to the importance of the promotion of student learning. The teaching and learning strategy is appropriate for the institutional type (as reflected in its mission), mode(s) of delivery and student composition, contains mechanisms to ensure the appropriateness of teaching and learning methods, and makes provision for staff to improve their teaching. Effective teaching and learning methods and suitable learning materials and learning opportunities facilitate the achievement of the purposes and outcomes of the programme. The programme ensures that each student displays an understanding of the areas of knowledge which are fundamental for an M.Ed, and acquires skills and competencies which are relevant to the academic and professional world of education.



6. Criterion 6: Research
   The programme is directed towards developing student capacity to engage research issues and to produce research. Both staff and students contribute to the knowledge base through their research production.



7. Criterion 7: Supervision of Research Dissertation
   Suitably qualified staff supports students’ independent work by offering guidance on all aspects of the research process and on keeping to an achievable time schedule for their projects. Supervisors are accessible, within reason; keep records of decisions agreed upon; offer timeous feedback on student work; and support and encourage the student through to completion.



8. Criterion 8: Student Assessment
   The different modes of delivery of the programme have appropriate policies and procedures for internal assessment; internal and external moderation; monitoring of student progress; explicitness, validity and reliability of assessment practices; recording of assessment results; settling of disputes; the rigour and security of the assessment system; RPL; and for the development of staff competence in assessment. The programme has effective assessment practices that include internal (or external) assessment, as well as internal and external moderation. The programme has taken measures to ensure the reliability, rigour and security of the assessment system.



9. Criterion 9: Infrastructure and Library Resources
   Suitable and sufficient venues, IT infrastructure and library resources are available for students and staff in the programme. Policies ensure the proper management and maintenance of library resources, including support and access for students and staff. Staff development of library staff takes place on a regular basis.



10. Criterion 10: Student Retention and Throughput Rates
    Student retention and throughput rates in the programme are monitored, especially in terms of race and gender equity, and remedial measures are taken, where necessary.



11. Criterion 11: Programme Reviews
    User surveys, reviews and impact studies on the effectiveness of the programme are undertaken at regular intervals. Results are used to improve the programme’s design, delivery and resourcing, and for staff development and student support, where necessary.