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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in School Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
109236  Advanced Diploma in School Leadership and Management 
ORIGINATOR
University of Cape Town 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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  2019-09-11  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 the Advanced Diploma in School Leadership and Management is to empower and enable school leaders 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 aims are derived from this purpose:
  • 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:
    In line with the National Development Plan (NDP) vision for professional and accountable management and leadership in the public sector, this qualification provides structured learning opportunities that promote quality education in all South African school contexts through the development of a corps of education leaders who apply critical thinking and understanding in pursuit of democratic transformation. The qualification aims to provide a structured professional learning pathway for current and aspirant school principals that will equip them with the knowledge and competences to manage and lead their schools effectively and in alignment with national goals. Its aim is to empower and enable school leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively and efficiently, to work together in communities of practice. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Access to the qualification can also be provided in terms of the Recognition of Prior Learning (RPL) policy and its admission criteria stipulated by the institution. Learners have to undergo a Portfolio Development Course (PDC) to support the learner's admission. The PDC focus on written submission explaining the reasons for the candidates' interest in in the discipline as an adjunct to their existing professional competencies and indicating the nature of a possible research project.

    Entry Requirements:
    The minimum entry requirements are:
  • Bachelor of Education Degree, National Qualifications Framework (NQF) Level 7, 480 Credits.
    Or
  • General First Degree or Diploma plus a Postgraduate Certificate in Education, NQF Level 7, 360 Credits plus Postgraduate Certificate in Education (PGCE) at 120 Credits.
    Or
  • Diploma in Education, NQF Level 6, 360 Credits. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at National Qualifications Framework (NQF) Level 7 totalling 120 credits.
  • Professional Portfolio and Workplace Project, 30 Credits.
  • Leading and Managing Teaching and Learning in the School, 18 Credits.
  • Leading and Managing People and Change, 18 Credits.
  • Leading and Managing the School as an Organisation, 18 Credits.
  • Working within and for the School System, 18 Credits.
  • Leading and Managing Extra-Curricular and Curricular Activities, 9 Credits.
  • Working with and for the Community, 9 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 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 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 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 is focused on applied competence. Formative assignment and summative assessment for module are scenario; case-study; and/or practice based. All learners will be required to submit a reflective portfolio which draws from across the programme in an integrated way as evidence of applied competence. The assessment strategy includes a workplace project to be completed during the course of the programme and aimed at identifying and addressing a contextual challenge within the school. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares with the following international qualifications offered for school leaders at an National Qualifications Framework (NQF) Level 7.

    Country: United States of America.
    Institution: Quinnipiac University.
    Qualification title: Diploma in Educational Leadership.
  • 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 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.

    Country: United States of America.
    Institution: University of Southern Maine.
    Qualification: Certificate of Advanced Study in Educational Leadership.

    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.

    Country: United States of America.
    Institution: State City University of New York.
    Qualification: Educational Leadership, Certificate of Advanced Study.

    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.

    Similar Modules:
  • School-Community Relations.
  • Site-Based Leadership.
  • School Business Management and Finance.
  • Curriculum Leadership.
  • Supervision of Teaching.
  • EDL 702 Educational Leadership Field Experiences.
  • EDL 704 Seminar in Educational Change. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers the following articulation possibilities:
    Horizontal Articulation.
  • Advanced Diploma in Education in Special Needs Education, Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in School 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: 
     
    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.