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: 

Postgraduate Diploma in Inclusive Education 
SAQA QUAL ID QUALIFICATION TITLE
101938  Postgraduate Diploma in Inclusive Education 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate 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 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to build the knowledge base of teachers and other practitioners in inclusive settings in order for them to be conversant in this field of study and to equip them with relevant theoretical knowledge, teaching skills and assessment strategies to be able to respond to the individual needs of learners. As Inclusive Education requires specific teaching strategies to enable all teachers to learn successfully, qualifying teachers will increase their competence and confidence to work in inclusive situations.

The principles of Inclusive Education emphasise the need for open and respectful communication between learners, teachers, parents and community members. Qualifying teachers can use alternative means of communication (visual, oral or written modes) in order to establish such channels of communication.

The purpose of the learning is to raise the awareness of practitioners that all learners are unique with idiosyncratic ways of functioning. It provides learning opportunities that will empower practitioners to offer and receive support and work towards accepting and accommodating the individual needs of all learners.

Research is an important aspect of postgraduate education. The purpose of the learning is also to equip teachers with a sound understanding of the key issues regarding the conduct of research and professional presentation of research findings in a variety of contexts. It also aims to provide teachers with the necessary skills to interpret, evaluate, judge and apply the concepts, principles and techniques of appropriate scientific methods of inquiry.

This qualification comprehensively addresses the need for practitioners to be adequately equipped with competencies to manage and support diverse learner needs. Practitioners awarded with this qualification will be aware of the realities of our diverse society and be equipped with skills to work towards enhancing social cohesion.

Rationale:
Inclusion is the keystone of current education policy driven by the principles of Human Rights as well as national and international imperatives. Current legislation addressing inclusive education, training and development requires practitioners to adopt appropriate teaching strategies that respond to the diverse needs of all learners in inclusive educational settings. Practitioners are also expected to ensure that barriers to learning are addressed to ensure that all learners, including the commonly labelled special needs learners, are taught to the best of their ability alongside their peers in schools that are located in their neighbourhoods. Practitioners need to be empowered with knowledge, skills and attitudes to ensure that all learners receive necessary support and be able to contribute in building an inclusive society.

This qualification will be useful to persons involved in inclusive education settings, including teachers, education specialists as well as other professionals involved with learners with diverse needs.

This qualification provides access to learning and career opportunities for practitioners who wish to specialise in Inclusive Education. It also provides opportunities for those who wish to progress and access further learning at Level 9. It offers an alternative to the more general Bachelor of Education (B Ed) Honours (Hons) Degree, as it allows for a greater level of specialisation in preparation for a Master's degree in Inclusive Education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
This qualification may be achieved according to the institutional RPL policy in part through the RPL, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. The RPL plan for this qualification will align itself to the institution's RPL Policy. There are clear guidelines for portfolio development and all assessment is done by the relevant lecturers.

Entry Requirements:
  • An approved four-year Bachelor of Education Degree, Level 7.
    Or
  • An approved three-year Bachelor's Degree and a Postgraduate Certificate in Education, Level 7.
    Or
  • An approved Advanced Diploma, Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 8 totalling 120 Credits.

    Compulsory Modules: 120 Credits:
  • Perspectives of Inclusive Education, 24 Credits.
  • Teaching Strategies for Inclusivity, 24 Credits.
  • Communicating in Inclusive Settings, 24 Credits.
  • Strategies to support learners with diverse needs, 24 Credits.
  • Research in Inclusive Education, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Interrogate national and international policies and legislation, as well as theories, philosophies (including African philosophies) in order to demonstrate understanding of the issues of Inclusive Education.
    2. Manage an inclusive classroom, design learning programmes and apply various teaching strategies to enable all learners to learn successfully.
    3. Assess and apply various means of communication to help facilitate learning for all, including learners presenting with visual, hearing and intellectual impairments.
    4. Design and implement appropriate support strategies to overcome barriers to learning.
    5. Present a research proposal that promotes effective and efficient implementation of research in inclusive settings. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The Associated Assessment Criteria will be assessed in an applied manner across the Exit Level Outcomes.
  • Identify and solve problems responsibly using critical and creative thinking to use a range of strategies to create an inclusive learning and teaching environment for all learners, including those experiencing barriers to learning.
  • Work effectively with others as a member of a team, group, organisation or community to facilitate learning for all and create an enabling environment for learners experiencing barriers to learning and development.
  • Organise and manage him/her responsibly and effectively through professional conduct and in accordance with ethical principles and organisational processes, procedures and requirements.
  • Collect, organise and critically evaluate information by researching pertinent problems that arise in inclusive settings.
  • Communicate with learners using appropriate alternative methods and assistive technology to enhance communication.

    Integrated Assessment:
    To be granted the award of the qualification, a candidate must achieve in each of the five compulsory modules. Evidence is required that the candidate is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. In the assessment process there will be a combination of formative and summative assessments. The range of formative and summative assessments will adequately cover the demonstration of knowledge of theoretical aspects; structured activities, and authentic assignments that will include observation in real-life situations or in given scenarios as well as online discussions and evidence of successful practical application of learning in an authentic education situation.

    This will be a non-examination based qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification and the component modules have been compared with similar qualifications and qualifications from countries such as Australia, England and the United States of America. These countries also offer similar training in similar skills for a Postgraduate Diploma in Inclusive Education. Internationally, most education and training for the facilitation of learning in Inclusive Education is aimed at professionals working in inclusive educational settings. The following African countries including Rwanda, Kenya, Swaziland, Zambia, Ethiopia and Lesotho, were reviewed, and training for inclusion is mostly limited to teacher training, usually in the form of short courses and/or Special Education programmes.

    The University of Sydney school of Education and Social Work (Australia) offers Graduate Diploma in Educational Studies specialisation in special education is designed to help candidates develop the skills, knowledge and values needed to specialise in the teaching of children with special-education needs, or to qualify for appointments as leaders. The programme prepares candidates to address challenges of students with special education needs, early language and learning issues, preventing disruptive behaviour, and teaching students with learning difficulties.
    The University of Edinburgh (England) offers Postgraduate Diploma in Inclusive Education. The programme is designed for graduates who want to make a difference to the lives of children and young people. Its distinctive approach presents a reimagined future for learners and teachers, where responding to human diversity is recognised as the point, not the problem, of education.

    Boston College Lynch school of Education (USA) offers M.Ed. in Moderate Special Needs. The program prepares teachers to work with students with mild to moderate disabilities (also known as high incidence disabilities) such as attention deficit/hyperactivity disorder, specific learning disability, emotional and behavioural disorders, and mild developmental disabilitiesincluding autism spectrum disorders. Based on the program option they select, students learn about assessment and instructional practices at the elementary or secondary schooling levels, consistent with teacher licensure options in Massachusetts and many other states. The goal of the program is to prepare teachers to work in a variety of roles including lead teacher, special education teachers, and learning specialist, as well as to collaborate with general education regular teacher educators, other services providers and parents.

    The Bahir Dar University (Ethiopia) offers a program of Special Needs Education in under the Faculty of Educational and Behavioral Sciences. The program prepares trainees to become professional Special Needs Educators. The curriculum ensures that they will get sound knowledge and skills in Special Needs Education. The trainees receive many theoretical and practical experiences that enable them to be effective professionals in different areas of special needs education. The program is mainly community and school based training. Graduates of this program are assumed to best fit at all school levels and settings, as well as organizations where special educational needs are areas of interest. In addition, the programme produces professionals in Special Needs Education with inclusive orientation, who can combat discriminatory attitudes, create-welcoming communities, built an inclusive society, and strives for the achievement of Education for All.

    Mount Kenya University (Kenya) offers Diploma in Special Needs. The program aims at training teachers to address the need of special children in the society. The Programme Objectives include:
  • Equipping the students with market driven skills in special needs education.
  • Enhancing and increasing the number of teachers who are trained and equipped with relevant and appropriate skills and techniques for working with learners in Special Needs Education.
  • Empowering students to become effective and capable of meeting the needs of learners in Special Needs in inclusive settings.
  • Carrying out assessment and identification procedures on Special Needs Education children.
  • Providing students with necessary skills to carry out research related to Special Needs Education.

    University of Swaziland (Swaziland) offers a 3-year B.Ed. in Special and Inclusive Education programme which aims to equip teachers with skills, understandings, attitudes and values to effectively include diverse learners who need support to access aspects of the curriculum.

    The Institute of Special Education affiliated to Zambia University (Zambia), offers a 2-year Diploma which trains teachers in teaching students with learning disabilities as well as hearing and visual impairments.

    The National University of Lesotho (Lesotho) offers BED honours which equips teachers with contemporary skills in special needs education. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation possibilities:

    Horizontal articulation:
  • Postgraduate Diploma in Education, Level 8.
  • Bachelor of Education Honours, Level 8.

    Vertical Articulation:
  • Master of Education, Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS 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.
     
    NONE 


    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.