SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Teaching and Learning Care and Support

SAQA QUAL ID	QUALIFICATION TITLE
109012	Postgraduate Diploma in Teaching and Learning Care and Support
ORIGINATOR
University of South Africa
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 05 - Education, Training and Development		Higher Education and Training
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
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 deepen teachers' knowledge in psychosocial/mental health wellbeing, and ultimately provide them with the necessary skills to implement Care and Support for Teaching Learning (CSTL) in teaching and learning environments. Learners' theoretical understanding is deepened and strengthened by interrogating, appreciating, and contextualising the body of knowledge, observing human rights and taking African philosophies/Indigenous knowledge systems into consideration. Project/problem based work-integrated learning provides teachers with the opportunity to apply theoretical knowledge ethically within their scope of practice. Intellectual independence and accountability are fostered through critical reflection assisting learners to undertake leadership roles by acquiring the necessary skills to apply theory in practice. As a result, teachers are empowered to fulfil their roles as scholars, researchers and lifelong learners, as well as their community, citizenship and pastoral roles. Qualifying learners will acquire counselling, case management, and project management skills to enable them in:

Pursuing and sustaining psychosocial wellbeing of learners and teachers by rendering psychosocial care and support.

Creating and maintaining a psychosocial safe environment within their own ethical scope of practice.

Rationale:
Education is a basic human right which is protected by international and national treaties. The right to education and training is vital for the economic, social and cultural development of all societies. For that reason, self-actualising of all learners should be encouraged by fostering cognitive, moral, emotional, mental and physical development. The South African Constitution upholds the right to basic education allowing each person to become responsible citizens. In order to ensure that the constitutional mandate regarding education and training in South Africa is realised, the following factors should be addressed:

Learner attendance should be encouraged.

Learner dropout must be prevented.

The vulnerable learner must be protected.

The above factors emphasise the importance of care and support to learners and teachers in order to strengthen the South African education and training system. The Department of Basic Education (DBE) acknowledges the importance of care and support resulting in the design of the Conceptual Framework for Care and Support for Teaching and Learning (CSTL).

This concept aims to deliver and expand appropriate care and support services through mainstreaming these services to all learners. This requires teachers to be equipped with the skills and motivation to provide care and support to learners, and creating environments where stakeholders are able to support learners and teachers.

Successful implementation of CSTL requires profound development of teachers' expertise. This necessitates critical review of current teacher training curriculums. Traditionally national and international qualifications in psychosocial/mental health wellbeing are nested in the Human Sciences and Health Sciences with specialisation on postgraduate level. To date qualifications in the field of education do not equip teachers with the expertise needed for successful implementation of CSTL. New policy documents such as the policy on Screening, Identification, Assessment and Support (SIAS) highlights teacher training curriculum weaknesses with specific reference to psychosocial/mental health wellbeing. Likewise, educational psychologists are mainly trained in human learning and behaviour in educational settings. Psychosocial/mental health wellbeing is seldom included in the curriculum for educational psychology.

This qualification addresses teachers' psychosocial/mental health wellbeing training needs in support of implementing CSTL.

This qualification equips teachers with the necessary expertise in order to implement CSTL in South African schools allowing them to fulfil especially their community, citizenship and pastoral role. This qualification offers teachers the opportunity to continue and improve their professional development as they gain an in-depth understanding in psychosocial/mental health wellbeing. Furthermore, they will be able to apply the knowledge they gained through work integrated learning in various teaching and learning environments. This qualification endorses respect and protection of human rights, including creating and maintaining a psychosocial safe environment. Infusing African philosophies/Indigenous Knowledge Systems into the curriculum contribute to uphold the South African Constitution and promote democratic values and practices in diverse teaching and learning environments.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Assessment of prior learning could lead to entry or an advanced credit standing in accordance with institution's RPL policy. The institutions RPL policy is in alignment with the updated guidelines developed by South African Qualifications Authority (SAQA) and the requirements of the Higher Education Qualifications. Sub-Framework (HEQSF) 2014 and Minimum.

Requirements for Teacher Education Qualifications (MRTEQ) 2015. RPL can be awarded for up to 50% of a qualification provided that evidence is offered of learning achievement equivalent to the learning outcomes and level of the module/s for which RPL is requested. The institutions RPL policy, however will not disregard the Revised Policy on the Minimum Requirements for Teacher Education Qualification (Department of Higher Education and Training (DHET), 2015) and the Higher Education Qualifications Sub-Framework in order to protect qualifying graduates' employability.

Entry Requirements:
The minimum entry requirements are:

An approved and recognised four-year Bachelor of Education Degree.
Or

A three years general Bachelor's Degree and a Postgraduate Certificate in Education (or a former equivalent).
Or

A four-year professional teaching qualification(s) as well as a 120 Credits Level 7 Advanced Diploma in a cognate specialisation.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Theoretical frameworks and legislation underpinning psychosocial wellbeing in teaching and learning environments, 24 Credits.

Teacher wellbeing, 24 Credits.

The vulnerable learner, 24 Credits.

Creating and maintaining a psychosocial safe environment for teaching and learning, 24 Credits.

Psychosocial Support and Project Management in diverse teaching and learning environments, 24 Credits.

EXIT LEVEL OUTCOMES

1. Engage with the body of knowledge relating to psychosocial wellbeing and understand how to apply this knowledge in rendering care and support within own context.
2. Value African philosophies/Indigenous knowledge systems and understand how to use this knowledge in promoting psychosocial wellbeing within own context.
3. Identify, analyse and address psychosocial issues within teaching and learning environments.
4. Understand the ethical scope of practice and roles and responsibility within the multidisciplinary team.
5. Value the interrelatedness of factors impacting on psychosocial wellbeing from a systemic perspective.
6. Develop creative responses to psychosocial problems and issues.
7. Review and critical reflect on outcomes of interventions.
8. Take responsibility and be accountable for own learning.
9. Take on a leadership role independently by being accountable and responsible.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

The body of knowledge is interpreted to reveal learners' ability to access and process information through critical engagement.

The body of knowledge is contextualised within own context.

Associated Assessment Criteria for Exit Level Outcome 2:

The body of knowledge on relevant theories, models and policy documents from an African perspective is explored.

Indigenous Knowledge Systems are appraised.

Associated Assessment Criteria for Exit Level Outcome 3:

Concepts are clearly delineated to show their similarities and differences.

Approaches in terms of advantages and disadvantages in relation to the relevance within a particular context are appraised.

Associated Assessment Criteria for Exit Level Outcome 4:

Awareness of the teachers' role and ethical responsibility as a member of the multi-disciplinary team is demonstrated.

Capability to apply the body of knowledge in different contexts suitable for ethnical value systems is revealed.

Associated Assessment Criteria for Exit Level Outcome 5:

Intrinsic and extrinsic factors impacting on psychosocial wellbeing are explored.

Intervention programmes take into account the relationships in which factors depends on or is affected by the other(s).

Associated Assessment Criteria for Exit Level Outcome 6:

Responses to sustain practices in diverse contexts are unique and acknowledge ethnical value systems.

Intervention strategies dealing with psychosocial problems and issues are implemented.

Associated Assessment Criteria for Exit Level Outcome 7:

Implementation of strategies is consistent with the design.

Reflections on the intervention are logical and can be justified.

Associated Assessment Criteria for Exit Level Outcome 8:

Ownership of own learning is illustrated by successful outcomes of identified projects and creative responses to deviations.

Implementation is in line with the body of knowledge and appraised for suitability.

Associated Assessment Criteria for Exit Level Outcome 9:

Project management skills through self-identified projects promoting psychosocial well-being is revealed.

Responsibility and accountability for actions/interventions are illustrated by critical reflection on outcomes of intervention strategies.

Integrated Assessment:
The Assessment criteria employed by this qualification will require learners to apply his/her learning in an integrated way. The acquisition of the required expertise is reflected by applying knowledge in their profession practice within own teaching and learning environment. The acquired expertise should reflect in-depth foundational knowledge supplemented by mastering practical and reflexive competencies in order to meet the required National Qualifications Framework (NQF) Level 8 Exit Outcomes.

The year mark consists of at least three Formative Assessments with equal weights per module counting for 49% of the final mark. Summative Assessment will be in the form of a portfolio/e-portfolio per module counting for at least 51% of the final mark integrating learning from the formative assessments. The subminimum Summative Assessment mark requires at least 40%.

The qualification may not be awarded for early exit. Any credits obtained if a learner decides not to continue with a qualification will be recorded on the learner system. Should the learner wish to transfer these credits to another institution or qualification, he/ she may apply to that institution for credit. Should the learner wish to re-enter the institutions system within a reasonable time (to be defined by each department depending on how swiftly a discipline/ field changes, but normally not longer than five years), these credits may be used towards a relevant qualification.

INTERNATIONAL COMPARABILITY

Professional development qualifications in mental health/wellbeing in education and training have been introduced in certain international universities. The purpose of these qualifications is to address the growing concerns regarding the wellbeing of learners across all age groups. Examples of such programmes at different universities are as follows:

The University of the West Indies (Open Campus) offers a professional development diploma programme for in-service teachers. The purpose of this programme is to enhance educators' specialised pedagogical skills to assist learners in developing effective coping skills for the challenges of everyday life and to help them move more confidently into adulthood.

The Flinders University in South Australia offers post graduate programmes in wellbeing and mental health namely, a Graduate Certificate in Education (Wellbeing and Positive Mental Health) and a Master of Education (Wellbeing and Positive Mental Health). The aim of these programmes is to equip teachers and leaders in schools, the community, workplaces, universities and training institutions to specialise and take leadership in promoting wellbeing and positive mental health. These programmes further aim at promoting cognitive skills, reflective awareness and creativity to facilitate the application of evidence-based knowledge, skills and capacities to the promotion of wellbeing and positive mental health in teaching and learning contexts.

The Melbourne Graduate School of Education offers a Master of Education in Learner Wellbeing. This qualification builds teacher capacity to create school communities that promote the wellbeing of all learners and contribute to their academic success. This course prepares teachers to take a leading role in designing, implementing and evaluating learner wellbeing policy, programs and practices.

The Langley Group Institute in Australia offers a government accredited qualification (Diploma of Positive Psychology and Wellbeing) as a self-enriching course founded in neuroscience and emotional intelligence in practical and applied contexts. This qualification is an open qualification aimed at personal/self-development.

Conclusion:
This qualification compares well with international developments. This qualification is aimed at teachers' continuing professional development to build capacity by specialising and taking leadership in promoting psychosocial wellbeing in teaching and learning environments. However, this qualification differs from the international qualifications mentioned above, as it is unique in the sense that African philosophies/Indigenous Knowledge Systems are infused into the curriculum and human rights are observed. It appears that this postgraduate qualification aimed at continuing professional development in education is one of the first qualifications of this nature in South Africa to integrate various aspects in this field. National formal and informal training appears to be fragmented and focus on certain aspects only.

ARTICULATION OPTIONS

The qualification offers the following horizontal and vertical articulation opportunities.

Horizontal Articulation:

Any Postgraduate Diploma or Honours Degree at Level 8.

Vertical Articulation:

Any cognate Master's Degree at 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.

1.	University of South Africa