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:

Advanced Diploma in School Leadership and Management

SAQA QUAL ID	QUALIFICATION TITLE
109010	Advanced Diploma in School Leadership and Management
ORIGINATOR
University of Johannesburg
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	2019-02-13	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 purpose of this qualification is to empower and enable school leaders and managers to develop the skills, knowledge and values needed to lead and manage schools effectively and efficiently, to work together in communities of practice and to contribute to improving the quality of delivery of education across the school system. The qualification will promote personal and professional growth; enable learners to assume leadership and management roles in the education sector; enhance learners' marketability and employability as leaders and managers and enable learners to have access to further education and training.

The programme aims to achieve the following:

Improved collaborative and critical leadership and management of the curriculum.

Evidence-and action-research based decision making in schools, making optimal use of Information and Communications Technology (ICT).

Schools that are run as efficient and effective learning organisations.

Schools that work with and for the community.

Schools that build a caring and supportive school culture and community.

Schools that contribute to continual strengthening of the school system.

Rationale:
This qualification aims to facilitate the development of competent education leaders and managers for the growing education leadership and management market. The qualification provides an entry-level programme to principalship. It provides aspirant principals with a professional qualification that is career related and a formal professional qualification that is consistent with the job profile of school principals and other school leaders and managers. The qualification seeks to empower educators to develop skills, knowledge and values needed to lead and manage schools effectively and to contribute to improving the delivery of education across the school system by taking into account the diversity of school types and contexts.

Among the learners who enrol for the qualification will be school principals, deputy principals, heads of department, senior district officials and candidates who work in education leadership and management in other communities of practice. There is a high demand for leaders and managers with specialised knowledge and skills. The qualification will enable leaders and managers to develop professional skills, knowledge and attitudes that are necessary to become competent school and district leaders and managers. The qualification will promote personal and professional growth; enable learners to assume leadership and management roles in the education sector; enhance learners' marketability and employability as leaders and managers; and enable learners to have access to further education and training. Learners who complete these qualifications will benefit society by extending their critical thinking and problem-solving skills to their various workplaces, thus building visionary education communities.

Learners who complete this qualification will benefit society by extending their critical thinking and problem-solving skills to their various workplaces, thus building visionary educational communities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) in the qualification is aligned with the RPL Policy of the institution The Faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty programmes to promote lifelong learning. The purpose of the institution's RPL Policy, which directs the Faculty's RPL procedure, is to Recognise Prior Learning in order to provide for admission to programmes, grant advanced placement in programmes and grant credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

A panel of selected institution staff members will determine, on an individual basis, the competence of prospective learners who apply for RPL. In determining an applicant's competence against the relevant Exit Level Outcomes, this panel will do one or more of the following:

Verify the standard/quality of an applicant's prior qualifications.

Ask for and assess a portfolio containing examples of the applicant's work in the field of education (ELM), training and development.

Observe the applicant's performance in authentic and/or in situ teaching-learning situations and/or contexts.

Conduct individual interviews with applicants to discuss the results of the evidence collection process.

Entry Requirements:
The minimum entry requirements are:

A four-year Bachelor of Education Degree.
Or

A general NQF Level 6 first Degree or Diploma, plus a 120 Credits Level 7 Postgraduate; or Certificate in Education/Advanced Diploma in Teaching.
Or

A former 120 Credit Level 6 Postgraduate Certificate in Education.
Or

A former Higher Diploma in Education (Undergraduate).
Or

A former Further Diploma in Education.
Or

A former 120 Credits Level 6 Advanced Certificate in Education.
Or

An Advanced Certificate in Teaching.
Or

A former 360 Credit Level 5 three-year College of Education Diploma or a National Professional Diploma in Education (NPDE) followed by an Advanced Certificate in Teaching.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Leading and managing teaching and learning in the school, 18 Credits.

Leading and managing extra-curricular and co-curricular activities, 9 Credits.

Leading and managing people and change 18 Credits.

Working with and for the wider community, 9 Credits.

Leading and managing the school as organisation, 18 Credits.

Working within and for the school system, 18 Credits.

Professional portfolio and workplace project, 30 Credits.

EXIT LEVEL OUTCOMES

1. Apply theories in the various content domains with a view to evaluating different leadership and management practices.
2. Display a deep and systematic understanding of current thinking, practice, theory and methodology in an area of specialisation.
3. Produce a research project on education leadership and management that is relevant and informed by current theory.
4. Encourage school leaders to reflect on their professional and personal development and ensure a high ethical standard in the practice of education leadership and management.
5. Apply problem-solving strategies to everyday leadership and management challenges.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Explore and interrogate the correct educational theories that underpin curriculum leadership and management.

Engage with a broad spectrum of educational theories relating to the field of leadership and management.

Describe the key frameworks and models that reflect the body of knowledge in leadership.

Explain the advantages and disadvantages of various leadership theories and determine which approach is most relevant in particular leadership situations.

Associated Assessment Criteria for Exit Level Outcome 2:

Show awareness of personal leadership strengths by highlighting areas for further development.

Critically reflect on education leadership and management theory, concepts and ideas.

Engage with literature and develop and utilise an appropriate theoretical framework to guide own research.

Conduct and report on an inquiry into their own professional practice.

Associated Assessment Criteria for Exit Level Outcome 3:

Conceptualise and articulate a theoretical lens to guide own research.

Develop a coherent research proposal under supervision.

Align research and practices with the ethical ethos of the Faculty.

Follow the ethical procedures as articulated in the Faculty's Ethics Charter.

Select appropriate methodologies being cognisant of the tenets in both quantitative and qualitative research.

Follow the proposed methodology as articulated in own research proposal.

Design and/or select research instruments taking cognisance of elements of validity and trustworthiness.

Use various research instruments available and the associated protocols.

Communicate research findings in a research report taking cognisance of technical aspects.

Submit well-written and technically sound research reports.

Associated Assessment Criteria for Exit Level Outcome 4:

Explore and interrogate different essential instructional practices that facilitate leadership development.

Strategically plan for human resources needed to meet organisational goals and objectives.

Investigate which instructional practices are essential, and how do they facilitate leadership development.

Develop strategic plans to determine human resource needs that will meet organisational goals.

Plan, organise, lead and control the financial management of institutions effectively and with integrity.

Use various management functions such as planning and control to manage institutions' functions effectively and efficiently.

Associated Assessment Criteria for Exit Level Outcome 5:

Assess contentious issues presented in education leadership and management to inform own research.

Identify and explore issues in own selected specialisations.

Collect and manage data set using appropriate technologies, e.g. file management, document version control, cloud storage and use appropriate techniques to analyse data.

Effectively manage, secure and analyse own data sets using modern technology applications, services and/or software.

Integrated Assessment:
Assessment in this qualification serves multiple purposes. These include, among others, monitoring learners' progress and determining the competence of learners through various assessment strategies and procedures such as oral discussions, written assignments, tests and examinations, case studies, problem-solving assignments and research projects. The assessment procedures within the qualification are governed by the Academic Regulations of the institution and also take place in accordance with the institutions Assessment Policy.

The following applies to all modules and learning programmes in Education:

A variety of summative assessment opportunities is required and may include tests, portfolios, practical demonstrations, written and oral examinations, open book examinations, "take-home" examinations, etc.

Formative Assessment opportunities may vary according to individual programme/module outcomes and the composition of these is at the discretion of the module lecturer, the primary purpose of Formative Assessment being to support the learning process through constructive feedback to learners.

The Assessment strategies of this programme promote the principles of continuous assessment. This means that performance in the programme is partly determined by the student's progress during the semester, rather than only a student's final examination mark. The final mark in each module is cumulatively compiled. The final mark consists of at least three assessment opportunities in an approximately 28 week (year) module in accordance with institution's Academic Regulations. These may comprise assignments, real-time online collaborative tools, practical work, examinations, etc. The most substantial assessment task or opportunity should be moderated externally and should represent at least 50% but not more than 60% of the final mark. Final Summative Assessment opportunities include the submission of a portfolio. The portfolio ensures that outcomes are assessed in an integrated manner and is internally and externally moderated according to institutions policy.

INTERNATIONAL COMPARABILITY

Most international universities offer a Diploma in Education Leadership and Management. They are intended for learners who wish to further develop and broaden their knowledge and skills, and are taken in addition to regular programmes. Most learners who follow a Diploma programme have already completed a Master's Degree. In contrast, University of Johannesburg (UJ) proposes to offer an Advanced Diploma in School Leadership and Management as a qualification that will grant learner's access to a Postgraduate Diploma in Education Leadership and Management or a Bachelor of Education (Bed) Honours (Hons) in Education Leadership and Management. International education leadership and management diplomas were used as an entry level benchmark for this qualification.

Sixth-Year Diploma in Educational Leadership-Quinnipiac University:

The School of Education offers a sixth-year Diploma in Educational Leadership. Their accelerated program schedule is designed around graduate's busy life as a full-time teacher.

Candidates who complete the program are qualified to earn an Advanced Diploma as well as the Connecticut Intermediate Administration/Supervision (092) certificate.

The program is open to certified teachers who possess a Master's Degree, have a minimum of four years of K-12 educational experience and meet other admission standards.

The purpose of the sixth-year Diploma in educational leadership program is to prepare graduates with perspectives, knowledge and skills to become exceptional school leaders. The Diploma is not a Degree, but is generally recognised by school districts and educational agencies as a valuable academic credential beyond the master's degree and may provide a vehicle, as appropriate, for the fulfilment of certification requirements for the 092 Intermediate Administrator/Supervisor (in conjunction with the passing of the Connecticut Administrator Test (CAT) for the Connecticut State Department of Education). The program is fully accredited by the Connecticut State Department of Education, which participates in the National Association of State Directors of Teacher Education and Certification (NASDTEC) Interstate Contract.

Certificate of Advanced Study in Educational Leadership-University of Southern Maine. The post-Master's Certificate of advanced study program in educational leadership is designed to meet the needs of practicing educators, including teachers, principals, curriculum directors, and superintendents, who are interested in pursuing advanced academic work in educational change and leadership. The CAS requires thirty credit hours of graduate coursework beyond the Master's Degree and a three-to nine-credit capstone experience. Learners engage in careful reading of research and scholarship, oral and written presentations, and applied projects. CAS learners design their own plan of study in consultation with their CAS advisor. As a result of completing this program, learners will have demonstrated: self-assessment and reflective practice tools, skills, and habits of mind; research design and methodological decision-making skills; advanced oral and written communication skills; knowledge of current scholarship in educational change and leadership; and capacity for connecting theory and practice in posing and solving educational problems.

Educational Leadership, Certificate of Advanced Study State City University of New York.
This post-Master's Degree program leads to a Certificate of Advanced Study (CAS) in educational leadership and to New York State certification of School Building Leader.

Evidence of a valid permanent or professional certificate in classroom teaching, pupil personnel service, or administration that was issued by any state or national government (submit copy).

A Master's Degree from an accredited college or university.

Three recommendation forms that attest to applicant's potential as an educational leader. Department forms may be downloaded at suny.buffalostate.edu/graduate school/admissions.

Three years of successful teaching and/or supervisory and/or pupil personnel service experience in schools or agencies (pre-K-12).

An interview providing evidence of successful leadership potential.

Evidence of satisfactory verbal and written English language skills.

Acceptable score on the Miller Analogies Test (MAT).

In addition, all applicants should review the Admission to a Graduate Program section in the Graduate Catalogue.

A minimum GPA of 3.0 (4.0 scale) is required to remain in the program.

Coursework (including transfer credit) and field and internship experiences must be completed within six years of the date of enrolment in the program.

An application for admission to candidacy, signed by the student, the student's academic adviser, the department chair, and the School of Education dean, must be submitted to the Graduate School after the completion of 6 Credit hours and before the completion of 12 credit hours.

A maximum of 6 Credit hours of independent study may be included in the program.

At the completion of 24 Credit hours of coursework in EDL, learners may enrol in EDL 703 (Educational Leadership Internship, a 3-Credit course). At the completion of the EDL 703 internship and at the completion of each field experience, a letter grade of S (Satisfactory) or U (Unsatisfactory) is awarded.

All coursework must receive a minimum grade of C to meet program requirements.

A maximum of 12 graduate-level Credit hours may be transferred upon approval. Only grades of B or better will be accepted as transfer credit.

Required Courses 27 Credits:

EDL 552 Public School Law.

EDL 606 School-Community Relations.

EDL 607 Site-Based Leadership.

EDL 612 School Business Management and Finance.

EDL 630 Curriculum Leadership.

EDL 631 Supervision of Teaching.

EDL 702 Educational Leadership Field Experiences.

EDL 703 Educational Leadership Internship.

EDL 704 Seminar in Educational Change.

Elective Courses 6 Credits:
Select two courses from the following list:

EDL 500 Multicultural Education.

EDL 559 Principles of Creative Problem Solving.

EDL 560 Methods, Theories, and Models of Creative Learning.

EDL 590 Advanced School Law (course by contract).

EDL 602 Administration of Special Education Programs.

EDL 608 Administration of Programs for the Young Child.

EDL 610 Methods of Adult Education.

EDL 652 Special Education School Law.

EDL 683 Facilitation of Group Problem Solving.

EDL 706 Problems in Leadership.

EDL 707 Computer Applications in Education Administration.

EDL 714 Personnel Administration in Schools.

EDU 646 Literacy Leadership.

Total Required Credit Hours 33 Credits:

All courses are 3 Credit hours unless otherwise indicated.

ARTICULATION OPTIONS

The qualification offers the following horizontal and vertical articulation opportunities.

Horizontal Articulation:

Advanced Diploma School Leadership and Management may proceed to a Diploma in another field at the Level 7.

Vertical Articulation:

Postgraduate Diploma in Education Leadership and Management Level 8.

Bachelor of Education (BEd) Honours in Education Leadership and Management Level 8.

Postgraduate Diploma, Level 8.

Bachelor of Education (BEd) Honours 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.	University of Johannesburg