SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Education in School Leadership and Management

SAQA QUAL ID	QUALIFICATION TITLE
101437	Advanced Diploma in Education in School Leadership and Management
ORIGINATOR
Edutel Higher Education (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
Advanced Diploma	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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

Purpose:
The newly published South African Standards for Principalship (18 March 2016) were consulted in the redevelopment of the Advanced Diploma in Education in School Leadership and Management (AdvDip (L&M) programme. In terms of the Standards, learning outcomes as indicated below, are includedin the programme to improve professional standards of leadership and management for the benefit of learners and the quality of education as a whole.

The AdvDip (L&M) provide a clear role description for school leaders and sets out what is required of these leaders. Principals working with school management teams (SMTs), school governing bodies (SGBs), representative councils of learners (RCLs) and wider communities must effectively manage, support and promote the best quality teaching and learning, the purpose of which is to enable learners to attain the highest levels of achievement for their own good, the good of their community and the good of the country.

Embedded in the leadership and management of the school are core societal, educational and professional values which are reflected in the way he or she deals with all matters pertaining to the curriculum and human resources.

These values, which inform the core purpose of school leadership and, together with knowledge and skills, shape the nature and direction of leadership and management in the school, include the following:
a. Commitment to the core values and vision of the school and of schooling in South Africa.
b. Commitment to the pursuit of excellence in all aspects of school life and to the building of a safe, secure and healthy learning environment.
c. Strategic, creative and insightful thinking and effective communication.
d. Commitment to the development, empowerment and support of everyone in the school's community.
e. Participative decision-making, teamwork and team-building.
f. Integrity and fairness in all dealings with people and in the management and deployment of financial and other resources.
g. Adherence to departmental SGB-developed policies in the management and deployment of financial and other resources.
h. Fair-mindedness,patience, empathy, compassion, respect and humility in all dealings with others and in the promotion and protection of the interests of educators and learners.
i. Adaptability and responsiveness to change and political astuteness in situations of ambiguity, adversity or opposition.
j. Professional and managerial decisions based on informed judgments and resulting in appropriate action.
k. Self-confidence, maturity and courage in decision-making and action demonstrating resourcefulness, initiative and determination in seeking solutions to problems.
l. Self-reflection and a commitment to on-going personal and professional self-development.

This AdvDip (L&M) includes curriculum support, human resource and administrative management, financial procedures, implementation of legislation and regulations, maintenance of infrastructure and safety and security in and around the school. The school leader as a proficient communicator corresponds with a wide variety of individuals and groups who make up the school community. Furthermore, the principal should be capable of making quick and accurate judgements, enabling prompt handling of challenges and problems as they arise.

The programme is designed and structured in such a way that it forms an integrated whole made up of different modules. Provision is made for a logical progression from one module to the next and the interrelatedness of the different modules are emphasised continuously by cross referencing to other modules as the programme unfolds. A programme (mind-) map is provided for this purpose. Every individual module also contains a module (mind-) map that depicts the logical unpacking of that specific module.

The interrelatedness of foundational (knowledge), practical (skills) and applied (professional growth) competence is emphasised in all modules throughout the programme. It culminates in the reflective portfolio of evidence based on the research project where competence is proved by integrating and applying the content of the entire curriculum in the students' schools.

The students will have the opportunity to identify a mentor with a proven track record in school leadership and management in the schooling environment as a support with their studies. These mentors will be empowered in the knowledge and skills of mentorship through an initial webinar training session and then a follow up later in the students' study programme.

Rationale:
The Advanced Diploma in Education in School Leadership and Management AdvDip (L&M)is an inclusion in the programme mix of the institution. This Advanced Diploma qualification will be in line with the institution's mission not only to contribute to the satisfaction of the national need to empower/enable principals and other education leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively but also to contribute to improving the delivery of quality education to all learners thereby making the schools more effective in producing top results.

The rationale for the development and implementation of the programme is to:
(i) Develop a programme available for continuing development of already qualified teachers.
(ii) Provide school managers with a professional qualification which is career related.
(iii) Provide a formal professional qualification, which is consistent with the professional pathway of a school principal and senior managers.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In line with the South African Qualifications Authority guidelines and policies, Recognition of Prior Learning may take place and the candidate may be awarded a maximum of 50% of the credits for the qualification, based on appropriate assessment of evidence of competence related to the qualification and module outcomes. A formal RPL process will be implemented in order for the credits and access to the qualification to be achieved.

If a candidate is in possession of the Advanced Diploma in Education in School Leadership and Management (SLM), will enable the candidate to be involved in a formal RPL process as required to gain the relevant credits based on a qualification which is at a lower level than the ADE (SLM).

Entry Requirements:
The minimum entrance requirements are:

A four year Bachelor of Education (B.Ed.), or a general first Degree or Diploma, plus an Advanced Diploma in Teaching, or a Postgraduate Certificate in Education (PGCE) or a Higher Diploma in Education (Postgraduate) (HDE PG).
Or

An Advanced Certificate in Education at Level 6 on the former 8-Level NQF, a Pre-NQF Higher Diploma in Education or Further Diploma in Education.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules at Level 7, totalling 120 Credits.

Leading and Managing a School as an Organisation, 25 Credits.

Leading and Managing People and Change, 20 Credits.

Leading and Managing Teaching and Learning in a school, 25 Credits.

Working within and for a School and Wider Community, 20 Credits.

Professional portfolio and workplace project. Research Project Phase 1, 5 Credits.

Professional portfolio and workplace project. Research Project Phase 2, 5 Credits.

Professional portfolio and workplace project. Research Project Phase 3, 5 Credits.

Professional portfolio and workplace project. Research Project Phase 4, 15 Credits.

EXIT LEVEL OUTCOMES

1. Lead and manage a school as an organisation.
2. Lead and manage people and change within the school environment.
3. Lead and manage teaching and learning in a school.
4. Work within and for the school and the broader community.
5. Conduct continual research and compile a professional portfolio which reflects school management.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcomes 1:

Use information and communication technology to improve professional and administrative efficiency.

Demonstrate the following personal qualities/abilities:
> Lead by example, and be a model of the values and vision of the school think strategically.
> A commitment to following through the vision and mission in detailed planning for the day to day life of the school and its future direction.
> An ability to motivate and empower others to participate in the development of vision.
> School (or subject/learning area/phase) policies and plans, and carry these forward.
> Commitment to cooperative governance of the school and involvement of parents, learners and the community.

Develop and communicate school (or subject/learning area/phase) values, vision, mission, policies and plans in a collaborative way and secure commitment to these.

Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities Manage the financial resources of the school (subject/learning area/phase) in a transparent and accountable way.

Set up, implement, maintain and evaluate organisational systems for the management of the school (subject/learning area/phase), where possible making use of appropriate information and communication technology.

Associated Assessment Criteria for Exit Level Outcomes 2:

Demonstrate competence in the reading, writing, listening, speaking and communication skills necessary for effective management in schools.

Demonstrate the following personal qualities:
> Treats people fairly, equitably and with dignity and respect to create and maintain a positive school culture.
> Ability to challenge, influence and motivate other to achieve high goals.
> Commitment to democratic leadership and effective teamwork.
> Ability to seek and use information to guide judgement and decision-making.
> Integrity and fairness in managing resources.
> A systematic yet flexible approach to managing an organisation.
> Ability to think creatively to anticipate and solve problems.

Develop the professional skills of groups and individuals to enhance their performance and that of the school.

Associated Assessment Criteria for Exit Level Outcomes 3:

Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.

Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organised.

Reflect upon and apply relevant content knowledge in the design, implementation and evaluation of teaching and learning and the organisation of the school environment.

Demonstrate the following personal qualities:
> A passionate interest in teaching and learning and an ability to encourage this in both staff and learners.
> An ability to model good teaching and learning and lead by example.
> High expectations for achievement and the ability to set stretching targets for the whole school community.
> A commitment to enabling all learners to reach their full potential.
> Awareness of the critical importance of informal and formal means of communication in the running of an organisation.

Associated Assessment Criteria for Exit Level Outcomes 4:

Develop and maintain sound working relationships with the School Governing Bodies (SGB), as well as parents, learners, the community and the department.

Reflect upon and apply relevant content knowledge in policy, planning, school (subject/learning area/phase) development and governance.

Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution.

Associated Assessment Criteria for Exit Level Outcomes 5:

Use leadership and management best practices.

Apply an understanding of school leadership and management in South Africa to an evaluation of own management and leadership practices.

Conduct high level research within the school and/or community and use the results to improve own school leadership and management practices.

Develop a reflective portfolio to present evidence of school management and leadership competence in the South African context.

Integrated Assessment:
As can be seen from the modules the assessment of knowledge and skills will be integrated across the two years.
The research module will integrate all aspects covered as part of the assessment.

INTERNATIONAL COMPARABILITY

The qualification has been developed to be in line with the revised policy on the minimum requirements for teacher education qualifications (Department of Higher Education and Training, Government Gazette No 34467, 15 July 2011) and the South African Standards for Principalship (18 March 2016). International qualifications were examined to ensure that the qualification structure and outcomes in the Advanced Diploma in Education in Educational Leadership and Management (AdvDip (L&M), Level 6, are comparable in terms of level, scope and competencies covered.

Several qualifications from a variety of countries were compared based on proven best practice within the field of Education Leadership and Management. The findings regarding comparisons are as follows:

1. The European Policy Network on School Leadership has formulated the Competency Frameworks and Professional Standards for school leaders. These frameworks are now widespread but expressed in differing Degrees of detail with some examining the leader's role in fine detail and making a distinction between functional (or occupational) and personal competences, and with the evidence needed to demonstrate 'competence' at every level. National professional standards are intended to be used in a number of ways; for example, to underpin individuals' professional development and reflection, for accreditation purposes, for recruitment and selection, to help write job descriptions, assist performance management or annual reviews or to inform the content of leadership development programmes.

The following is a list of competences and skills formulated by the European Policy Network on School Leadership:

Building a shared vision and sense of purpose.

Setting high expectations for performance.

Role modelling behaviours and practices.

Designing and managing the teaching and learning programme.

Establishing effective teams within the school staff and distributing leadership among the school staff.

Understanding and developing people.

Protecting teachers from issues which would distract them from their work.

Establishing school routines and norms for behaviours.

Monitoring performance.

Focused on student achievement; puts children ahead of personal or political interests.

Resilient and persistent in goals, but adaptable to context and people.

Willing to develop a deep understanding of people and context.

Willing to take risks and challenge accepted beliefs and behaviours.

Self-aware and able to learn.

Optimistic and enthusiastic.

2. Finland: The institution also consulted the curricula for Teacher Leadership and Management programmes from the University of Jyv�skyl�, Finland. Advanced studies in Educational Leadership include studies in leadership, management and administration in educational organisations, developing leadership culture through ethical, pedagogical and collaborative leadership, international perspectives on education reform, intercultural communication competence, and leading knowledge and capacity building. The following is a detailed summary of the university's offering:

Upon completion of the education leadership qualification offered at the Faculty of Education, the student is able to demonstrate the knowledge, values, skills and attitudes necessary in:

Learning and Guidance -analyse different processes of learning and guidance and relate them to the diversity of learning environments -be aware of the diverse concepts of knowledge, learning and the human being and their relation to the learning cultures and pedagogical choices -develop pedagogical solutions and guidance systems-lead learning, unlearning and relearning-evaluate the outcomes in relation to available human, social, spiritual and financial resources -know how to use learning as a tool for leadership.

Competence and Expertise-a good knowledge base of the major subject-evaluate and document one's own professional learning, unlearning and relearning-develop and lead the learning of the individual, the organisation, the community and the society-develop the competencies needed in the working life-develop the working environment by searching for and applying scientific and practical knowledge of the area-develop and work in multi-professional and multidisciplinary learning environments.

Scientific Knowledge-critically analyse scientific research-develop one's own thinking based on research-conduct scientific research in the field of education-detect phenomena that call for research.

Interaction and Cooperation-gain intercultural knowledge and competence and apply them in practice-work competently as part of a team in a multicultural environment-develop their own communication and language skills - foster inclusive, participative and empowering learning environments 6-understand leadership as resource and agency as central for the development of organisations.

Education, Society and Change-understand and critically analyse the educational phenomena in an international context by integrating scientific, experimental and practical aspects-understand the field of education in promoting the human rights and equity - understand and promote the significance of leadership and management in education and how the lack of them relates to in-equal access to education and failing education outcomes.

3. United Kingdom: The Leadership and Management programmes offered by the National Training Centre for Secondary School Principals and University of Roehampton in London were analysed.

The University of Roehampton has the highest ranking amongst all other post-1992 Universities based in London, according to the independent United Kingdom (UK) university guide and the Complete University Guide 2017.

In the online post-graduate programmes in Educational Leadership, students explore the qualities that make a successful educational leader. Not in terms of managing budgets or organising administration, but on the front line, understanding change in an educational context, creating effective strategies for dealing with change, and learning to drive positive change in culturally diverse settings.

ARTICULATION OPTIONS

This qualification does not offer specific articulation opportunities with qualifications offered by the Edutel Higher Education.

The qualification offers systemic articulation with the following qualifications' offered by other institutions, provided the learner meets the minimum entry requirements:
Horizontal Articulation:

Advanced Diploma in Education in Special Needs Education, Level 7.

Vertical Articulation:

Bachelor of Education Honours (Professional) in Curriculum Studies, Level 8.

Bachelor of Education Honours in Education Development and Democracy, Level 8.

Bachelor of Education Honours in Education Leadership and Management, Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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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.

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