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 THAT HAS PASSED THE END DATE: 

Advanced Diploma in School Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
108931  Advanced Diploma in School Leadership and Management 
ORIGINATOR
University of Pretoria 
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
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2019-02-13  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 purpose of the qualification is to empower school leaders by enabling them to develop skills, knowledge, values and attitudes needed for effective and efficient school management and leadership, geared towards systemic quality education enhancement. Such learner's/school leaders will be able to work together in communities of practice and to contribute to improving the quality of delivery of education across the school system.

Rationale:
The Department of Basic Education (DBE) published a nationally developed framework for the specialised Advanced Diploma in School Leadership. Guidelines were developed for the qualification with 15 participating universities. The new Advanced Diploma (Adv. Dip) School Leadership and Management (SLM) replaces the Advanced Certificate in Education (ACE) SLM as the (DBE)'s preferred qualification for aspirant and current school principals. It also creates a learning pathway for the former ACE management graduates at Level 6 to the Bachelor of Education (Bed) Honours with a School Leadership and Management specialisation at Level 8. This requires a process for the Recognition of Prior Learning (RPL) as a path into the Adv. Dip (SLM).

The qualification can also lead to the BEd Honours Degree qualification and as such provides a strategic growth path for the BEd Hons Degree and the PGDip qualifications. This path is important for the continued success of the BEd Hons qualification and forms a crucial part of the offerings of the Unit for Distance Education to support its relevance.

The qualification aims to improve collaborative and critical leadership and management of the curriculum; to develop evidence-and action-research based decision-making in schools, making optimal use of Information and Communications Technology (ICT); and to run schools as efficient and effective learning organisations; to enable schools to work with and for the community.

The qualification will be offered through a distance qualification and as such added to the offerings of the Unit for Distance Education, but replaces the recent and very successful delivery of the ACE (School leadership). The fact that this qualification is offered in distance mode means that principals of schools and any others unable to attend the residential qualification, can still complete this qualification using the structure, processes and online resources of the Distance Education Unit of the institution.

Professionally qualified teachers who have completed the Adv Dip (School Leadership and Management) may proceed to a cognate BEd Honours Degree qualification or to a cognate Postgraduate Diploma in Education. The new Advanced Diploma in School Leadership and Management will replace the Advanced Certificate in Education (ACE) in School Leadership as the Department of Basic Education's preferred qualification for aspirant and current school principals. The RPL process requires a module that accredits 50% of the proposed Advanced Diploma by upgrading past ACE graduates from the recognised Higher Education Qualifications Sub-Framework (HEQSF) Level 6 to the required HEQSF Level 7 and appropriate formal assessment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In line with the South African Qualifications Authority (SAQA), institutional guidelines and policies, RPL may be awarded for 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.

It should be noted that while there is extensive overlap between the former Advanced Certificate in Education (Education Management), and the new Advanced Diploma (School Leadership and Management), these qualifications are at two different National Qualification Framework (NQF) levels and therefore an RPL process will be required to gain credit for the former to a maximum of 50% of the latter.

Learners who possess the Advanced Certificate in Education (ACE) (Educational Management) (or equivalent) register for the module PFO 435. On successful completion, the modules EDM 435, EDO 435, ELP 435 and PFO 435 of the AdvDip will be credited for a total of 60 Credits.

Entry Requirements:
The minimum entry requirements are:
  • A Bachelor Degree from a recognised university plus a Postgraduate Certificate in Education (PGCE)/former postgraduate Higher Diploma in Education.
  • A four-year Bachelor of Education Degree.
  • A former Advanced Certificate in Education or a former Further Diploma in Education which follows a former professional teaching qualification, or a former four-year Higher Diploma in Education.
  • A former Diploma in Education followed by a new Advanced Certificate (Level 6). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and electives modules at Level 7, totalling 120 Credits.

    Elective Modules at Level 7 (choose one-15 Credits):
  • Professional Portfolio 435,15 Credits.
  • Professional Portfolio 436, 15 Credits.

    Compulsory Modules at Level 7 (105 Credits):
  • Professional Portfolio 437, 15 Credits.
  • School Leadership and Management 1, 15 Credits.
  • School Leadership and Management 2, 15 Credits.
  • Personnel Management, 15 Credits.
  • Community Management, 15 Credits.
  • Organisational Management, 15 Credits.
  • Education System, Law and Policy, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Give adequate evidence of completing a professional portfolio and workplace project.
    2. Demonstrate competence in leading and managing teaching and learning in the school.
    3. Demonstrate competence in leading and managing extra-curricular and co-curricular activities.
    4. Demonstrate competence in leading and managing people and change.
    5. Demonstrate competence in leading and managing the school as an organisation.
    6. Demonstrate competence in working with and for the wider community.
    7. Demonstrate competence in working within and for the school system. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate adequate knowledge and skills in developing a professional portfolio and workplace project with regard to school leadership and management, personnel management, and the educational system, law and policy.
  • Plan, justify, execute and evaluate a workplace project aimed at school improvement.
  • Demonstrate sound understanding of what is involved in school leadership and management in South Africa and in relation to what constitutes good practice in South Africa and other parts of the world.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate the personal and professional competencies, qualities and attributes necessary for effective leadership and management of teaching and learning.
  • Demonstrate applied competence in providing systematic, quality learning opportunities for children through effective leadership and management of teaching and learning.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Manage the implementation of extra-curricular and co-curricular activities (planning, organising, leading and evaluating activities) to ensure the development of well-rounded individuals at school as well as quality learning for all in the context of national, provincial and school policy.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate theoretical understanding and practical competence in the leadership and management of people, as well as to develop professional skills for oneself and others in both the school and wider school communities.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate understanding of the school as an organisation and demonstrating applied competence in managing organisational systems holistically in context.
  • Demonstrate applied competence in leading and managing the use of Information and communications technology (ICT) and physical and financial resources, as well as issues related to building and enhancing the school as a safe, disciplined and caring environment, conducive to effective teaching and learning.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate necessary personal qualities and practical competence in actively engaging with the immediate and broader school community and its resources to support the school's vision, mission and curriculum and build the school into a broader community asset.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate knowledge of and applied competence in relevant legislation and policies pertaining to school governance, development and values.
  • Demonstrate understanding and applied competence in facilitating effective and ethical decision-making of school governing bodies and stakeholder.
  • Demonstrate applied competence in managing and implementing curriculum renewal within the contemporary policy context.


    Integrated Assessment:
    Assessment opportunities are considered an integral part of facilitating learning. Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, Integrated Assessment in line with the overall purpose of the qualification. Integration is encouraged at three levels: within a constituent module, between modules, and across the qualification as a whole and portfolios and other final examination assignments, mainly based on the professional portfolio and workplace project-demonstrating proof of professional development by offering evidence and reflective insights of their learning. Reflections on learning assist learners in self-assessment of own learning-promoting deep learning and constructivism.

    Integrated Assessment enables learners to demonstrate that they can integrate knowledge, skills, attitudes and values that match the purpose of the qualification/qualification. Assessment is most effective when it reflects an understanding of learning as multi-dimensional, integrated and revealed in performance over time and incorporates South African Qualifications Authority (SAQA)'s critical outcomes.

    Applied competence is the central purpose of the integrated assessment. The focus is on candidates' ability to apply their theoretical knowledge and understanding in solving educational problems, discussing educational issues and demonstrating applied competence in school leadership and management.

    Assessors use a range of strategies that are informed by and related to the purpose of the qualification and the National Qualification Framework (NQF) level at which the qualification is registered. In addition, Distance Education assessment instruments are developed by a first assessor and then moderated by a module coordinator and marked scripts are moderated before results are released. Use is made of the Grade and Retention centres in the institutional Learner Management System. Learners who are inactive in one week receive a Short Message Service (SMS) or email reminding them to complete activities and to contact the call centre if they have a problem. Learners inactive for a second week receive a call from the call centre to try to address any challenges. Learners inactive for a third week receive a call from the Unit for Distance Education to discuss barriers and how these might be addressed and to initiate roll-over procedures (learners unable to complete a module in a particular semester can roll over to the next semester without additional costs). 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Diploma in School Leadership and Management, in terms of purpose, intended outcomes, approaches and focus areas, is consistent with research undertaken by the National Conference of State Legislatures, the Bar-Ilan University in Israel's training of school leaders as well as the Harvard University, School of Education, Principal's Centre.

    There are not any similar Advanced Diplomas presented internationally that we are aware of, and most similar programmes are offered on a postgraduate diploma level or graduate diploma level, which also requires an undergraduate qualification as entry requirement. The closest international comparison that we can make, is with the Postgraduate Diploma in Educational Leadership, which is offered at the University of Auckland in New Zealand. This Postgraduate Diploma (PgDip) is a 120 Credit Diploma and requires an undergraduate Degree, a professional qualification in teaching, and at least three years' practical experience in teaching as entry requirements. 

    ARTICULATION OPTIONS 
    The qualification offers the following horizontal and vertical articulation opportunities.

    Horizontal Articulation:
  • A cognate Advanced Diploma Level 7.

    Vertical Articulation:
  • A cognate Bachelor of Education (Bed) Honours Degree qualification or to a cognate Postgraduate Diploma in Education, Level 8. 
    		•

    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.
     
    1. Tshwane University of Technology (TUT) 
    2. University of Pretoria 


    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.