Programme: MEd Educational Psychology (Coursework)

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Code Faculty
09250202 Faculty of Education
Credits Duration
Duration of study: 1 year Total credits: 240

Programme information

The closing date for applications for the programme is 31 July and selection takes place in August. The programme includes practical work per week that enables students to comply with the requirements for registration as an Educational Psychologist with the Health Professions Council of South Africa, after completion of an internship in Educational Psychology at an institution approved by the abovementioned Council for this purpose. The University is under no obligation to provide students with or assist them in finding internships.

Students are provisionally selected during the formal selection that takes place in August. Finalisation of selection takes place in the following June of every year. The Department of Educational Psychology therefore reserves the right to reconsider a student’s admission to the programme during the first six months of study, based on both demonstrated training and career-orientated ability.

Admission requirements

A compulsory selection form has to be completed together with the UP application form.

A candidate can be admitted if he/she complies with the following requirements:

  •  a BEdHons degree/BEd (Postgraduate); or
  •  an applicable honours degree and a teacher’s diploma; and
  •  have achieved an average of at least 60% in the honours or related examination.

Senate may:

  •  grant a graduate of another university (either in South Africa or elsewhere) a status at the University that is equivalent to the status the student has at such other higher education institution;
  •  admit a person, who

- has passed examinations at another university or institution (either in South Africa or elsewhere) which Senate deems equivalent to or higher than the examinations prescribed for a degree at the University which are set as a prerequisite for admission to a particular postgraduate study programme or for the admission of such a person as a research student; ot

- in another manner has reached a standard of competence Senate considers adequate for the purposes of postgraduate study or research at the University as a student for a postgraduate degree or certificate

Additional admission requirements

  •  Education III
  •  Psychology III
  •  BEdHons degree in Educational Psychology/BPsych-degree/Honours degree in Psychology


Additional requirements

All applications are subject to selection.
Selection is based on the following:

  • meeting the minimum academic requirements required for admission;
  • previous academic performance;
  • applicable academic and/or teaching background;
  • availability of supervision for the required research project;
  • proven academic potential which may include academic communication and computer application skills;
  • additionally, an interview may be requested;
  • the requirements of professional registration bodies;
  • the discretion of the head of department.

Other programme-specific information

  • Renewal of registration after the two-year period is permitted only under special circumstances in which case the head of department may give approval for a limited fixed extension of this period in terms of the set procedures.
  • Students will be granted two opportunities to pass NMQ 800. Unsuccessful candidates will not be allowed to continue with the programme.
  • This requirement applies to both the full research as well as the coursework master’s degrees.

Research information

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.

  • One publishable article based on the research that the student conducted for the dissertation or the mini-dissertation and approved by the supervisor, must be submitted. The article must be submitted at the offices of Student Administration before 15 February for the Autumn graduation ceremonies and before 15 July for the Spring graduation ceremonies.
  • In addition to the copies referred to above, each successful student must submit a bound paper copy as well as two electronic copies of the approved mini-dissertation/dissertation to the Head: Student Administration in the format specified by the faculty and in accordance with the minimum standards set by the Department of Library Services
  • (see publish/ standards.htm#specs), before 15 February for the Autumn graduation ceremonies and before 15 July for the Spring graduation ceremonies. Failure to meet these deadlines will result in the degree being awarded during a subsequent series of graduation ceremonies.
  • All students have to submit a research proposal during the first year of registration and defend it successfully before a panel of examiners appointed by the Dean, in collaboration with the Head of department, Supervisor and Research Coordinator, before they can start with the research.
  • Students have to apply for ethical clearance to the Head of department and Ethics Committee and only commence with field work once the application for ethical clearance has been approved by the Ethics Committee.
  • Students have to present a progress report on the research to the Supervisor annually. Continued reregistration depends on satisfactory annual progress.
  • All students have to attend the research capacity building sessions on quantitative and qualitative research at master’s level.

Pass with distinction

The MEd degree with coursework is conferred with distinction on a student who obtains 75% in the mini-dissertation and an average of 75% in the remaining modules.

Minimum credits: 240

Fundamental modules

  • 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.

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Core modules

  • Module content:

    The career management process: Theory and application; stages of career development; contemporary issues in career management; career management in work organisations; postmodern approach to career management.
    The practice of guidance and counselling: Interviewing, implementation and interpretation of media, diagnosing, referring and report writing.

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  • Module content:

    Fundamental approach(es) concerning barriers to learning, with reference to the South African context; theoretical framework(s) for diagnostic assessment in respect of academic achievement difficulties within the South African context; practice in the independent integration and synthesis of relevant subject-specific literature in preparation for own research: neuropsychological functioning, language (L1 and L2), reading, writing, spelling, numeracy and mathematical skills, study skills, educational and environmental disadvantage; professional skills and values of accountable diagnostic assessment practice and reporting of findings in respect of learners’ academic achievement difficulties within the South African context.

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  • Module content:

    Learning support in South Africa: contextualisation; the learner and learning support; inclusive education; learning support: micro-level; group work.

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  • Module content:

    The educational psychologist as consultant and facilitator within a multi-cultural framework; underlying theory and approach to educational psychological assessment and intervention; forensic dimension; the foundation of child psychotherapy; the educational psychologist as a person; different assessment and therapeutic approaches and the well-founded use thereof regarding children with emotional and behavioural problems; repertoire of assessment and therapeutic techniques when working with children; principles for planning and implementation of assessment and intervention with children and andragogical intervention with parents.

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  • Module content:

    Practical module: assessment and support of children with emotional, behavioural, learning and career-related needs; analysis of families; community work; group work; implementation and interpretation of psychological media; diagnosis; referrals; report writing; feedback sessions with parents; multi-disciplinary liaison; parent education/guidance; interviewing skills within the educational psychological helping model; listening and communication skills; ethical issues and the rights of the client. The practice of the educational psychologist.

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  • Module content:

    Diversity in families; family cycle development; parameters of family functioning; family resilience models for the analysis of family functioning; family therapy models; analysis of families with special concerns, with family-oriented intervention with regard to all these aspects as the central theme.

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Elective modules

The information published here is subject to change and may be amended after the publication of this information. The General Regulations (G Regulations) apply to all faculties of the University of Pretoria. It is expected of students to familiarise themselves well with these regulations as well as with the information contained in the General Rules section. Ignorance concerning these regulations and rules will not be accepted as an excuse for any transgression.

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