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 Distance Higher Education 
SAQA QUAL ID QUALIFICATION TITLE
109941  Postgraduate Diploma in Distance Higher Education 
ORIGINATOR
The Foundation for Professional Development 
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  2019-07-25  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 qualification is to enable educators in distance higher education to undertake advanced reflection and professional development by means of a systematic survey of current thought, research and practice in distance and online higher education. This qualification will engage learners in a high level of theoretical reflection and practical application with regard to core aspects pertaining to distance higher education. Qualifying learners will be enabled to relate theoretical and practical knowledge to a range of distance education contexts in order for them to undertake professional and highly skilled work in the field of distance higher education.

Qualifying learners will be able to:
  • Independently, demonstrate the ability to apply theoretical and practical principles of distance higher education in diverse distance education contexts.
  • Demonstrate an understanding of the theories, pedagogies, methodologies, technologies and practices relevant to the field of distance higher education.
  • Apply knowledge in a particular distance education context.

    Rationale:
    The changes in teaching and learning strategy towards the establishment of advanced asynchronous teaching technologies which range from web-based interfaces (which are accessible from various smart devices) including document and application sharing, online whiteboards combined with audio/video and forum facilities, interactive assessments, simulations and virtual reality necessitated the creation of this qualification. Technology makes it possible for employees, learners and other stakeholders to interact at any time and from anywhere in the world. The higher education practitioners should acquaint themselves with the difficulty of studying at a distance via online media.

    Learners need digital tools and media-rich resources that will enable them to explore, discover and understand the modern world. Educators need to appreciate the consequences of the inequitable distribution of access to Information and Communication Technologies (ICT's) for learning in the African Countries. This qualification will provide quality teaching and learning in some African countries, learners of this qualification will be aware of the need for innovation in the application of ICT in education, and the development of ICT skills.

    The development of this qualification accords with a broad move towards online and distance learning at both public and private tertiary institutions in South Africa. Distance education institutions need to acquaint themselves with the most recent developments in the field of distance education theory and practice. Furthermore, there is a broad tendency at residential institutions to supplement their face-to-face qualification offerings with a range of distance and online teaching technologies. Therefore, public and private tertiary institutions need to develop critical, reflective teaching practitioners and specialists in the higher education sector especially in distance and online teaching. Such lecturers will be able to contribute to the academic delivery of distance higher education in an innovative way. Against this background, it is evident that there is a need in the entire higher education sector in South African for the development of a postgraduate qualification in the field of higher education studies with a specific focus on distance education theory and practice. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Admission to the qualification provides for RPL, as stipulated and managed by the institutional Recognition of Prior Learning Policy. The institution accepts the principle underlying outcome-based, resource-based and life-long learning, in which consideration of articulation and mobility plays a significant role. The institution also endorses the viewpoint that Recognition of Prior Learning whether obtained through formal teaching or acquired informally through experience in tertiary contexts, is an indispensable element in the decision concerning admission to a qualification.

    Recognition of Prior Learning is awarded based on the applied skills and competencies the applicant demonstrates in the application in the light of the outcomes that must be achieved with regard to the constituent modules of the qualification.

    RPL will provide advanced standing to learners based on the applicant's experience and/ or learning acquired prior to applying for RPL. This application of RPL entails exemption from certain units of modules in the qualification.

    The assessment processes involved with the application of RPL at this institution are the same as those followed for awarding credits in the formal qualification.

    An RPL applicant seeking credits for previously acquired skills and knowledge must still comply with all the requirements as stated in the learning modules of the qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A relevant Bachelor's Degree.
    Or
  • A relevant Advanced Diploma. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at National Qualifications Framework (NQF) Level 8 totalling 120 Credits.

    Compulsory Modules, Level 8 (80 Credits):
  • Introduction and field: Distance Higher Education, 20 Credits.
  • Online Teaching and Learning (Pedagogy), 20 Credits.
  • Online Teaching and Learning (Technology), 20 Credits.
  • Assessment in Higher Education, 20 Credits.

    Elective Modules, Level 8, 40 Credits (select two modules):
  • Curriculum/ Programme design, 20 Credits.
  • Module/Learning Unit Design, 20 Credits.
  • Higher Education Leadership and Management, 20 Credits.
  • Higher Education Policy and Regulatory Framework, 20 Credits.
  • Research in Higher Education - Educational Research, 20 Credits.
  • Higher Education Service Learning (Community engagement; community based learning), 20 Credits.
  • Quality enhancement in Higher Education, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of and engagement in the field of distance education theory and practice. Understand the theories, research methodologies, methods, technologies and techniques relevant to the pedagogy and practice of distance and online teaching and learning. Apply this knowledge in a variety of distance education and online teaching contexts in order to improve and maintain quality distance higher education.
    2. Interrogate multiple theories and practices of distance and online teaching and learning and will demonstrate the ability to assess processes of knowledge production in the field of online teaching and learning. Understand the complexities and uncertainties of selecting and applying appropriate methods and techniques in distance higher education and online teaching.
    3. Have knowledge of and engagement in higher education assessment theory and practice and will be able to use the knowledge in the context of distance higher education.
    4. Understanding of the selection and application of standard procedures, processes and approaches in higher education programme/curriculum design and/or module/learning unit design with specific reference to application in the distance education context.
    5. Ability to identify, analyse and address complex problems and challenges in distance higher education by drawing systematically and critically on the body of knowledge pertaining to the fields of higher education leadership and management and higher education policy and regulatory frameworks.
    6. Demonstrate the ability to evaluate and reflect on current thinking, practices and research in distance higher education and education in general. Critically review gathered information, synthesise data, evaluate quality enhancement and service learning processes in higher education contexts in order to develop creative responses to problems and issues and therefore improve quality in distance higher education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Display extensive and systematic knowledge of the history, field, and development of distance higher education.
  • Integrate advanced knowledge and understanding of the pedagogy of distance education and online learning with relevant online teaching and learning technologies.
  • Select an appropriate online teaching pedagogy and apply it in a variety of distance higher education contexts.
  • Analyse and appraise tendencies, methodologies and technologies in distance higher education theory and practice based on appropriate educational theories, concepts, principles and methods.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Display in-depth knowledge of: the theory, practice and related teaching technologies pertaining to distance higher education and online teaching; relevant learning resources, online/digital teaching technologies, principles and theories with regard to online teaching; the distinction between online teaching and contact tuition/teaching.
  • Explain various approaches to online teaching, the difference between synchronous and asynchronous learning, and the distinction between the following related concepts: distance learning, open learning, online learning, situated learning, mobile learning, virtual learning, digital learning and e-Learning.
  • Outline transactional and collaborative theories of learning mediated by information and communication technology and explain the notion of connectivity and interactive pedagogy in an online teaching environment.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Display extensive and systematic knowledge of the character, theory and practice of assessment in higher education.
  • Demonstrate an extensive understanding of the constructive.
  • Align intended learning outcomes, online teaching interactions and assessment criteria and tasks.
  • Develop an assessment plan for an online teaching environment with specific reference to various types of assessment and assessment for the promotion of online learning.
  • Develop and make use of an assessment approach and model that will safeguard the authenticity and reliability of assessment in online teaching.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Display extensive and systematic knowledge of the design of higher education curricula/qualification pertaining to online teaching and learning.
  • Display extensive and systematic knowledge of the design of modules/learning units pertaining to distance higher education curricula and qualifications.
  • Develop distance-learning qualifications in alignment with the South African higher education regulatory framework.
  • Outline an online pedagogy as an intrinsic part of curriculum and learning unit design in distance higher education.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Display extensive and systematic knowledge of the principles, approaches and contexts regarding higher education management and leadership.
  • Display extensive and systematic knowledge of the South African higher education policy and regulatory frameworks.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Interpret and explain current thinking, practices and research in distance higher education and education in general.
  • Display extensive and systematic knowledge of the current thinking and practice with regard to quality enhancement in distance higher education.
  • Display extensive and systematic knowledge of the current thinking and practice with regard to service learning and community engagement in higher education.

    Integrated Assessment:
    Assessment mechanisms are designed as to ensure maximum transfer and application of knowledge with a view to address the needs and learning needs of adult learners.

    Description of the number and types of tests/assignments/projects/case studies:
  • 15 written reports (includes plans and portfolios of evidence).
  • 1 Video of practice.
  • 1 conference abstract.
  • 1 conference poster.

    Formative and Summative Assessment:
    Formative Assessment:
  • 12 written reports (includes plans and portfolios of evidence).
  • 1 video.
  • 1 conference abstract.
  • 1 conference poster.

    Summative Assessment
  • Portfolios.
  • 1 report.
  • 1 comprehensive innovative research project.
  • Internal and external moderation/examination:

    Internal moderation-reports, plans, video, abstract and poster.
    External moderation-innovative research report/article. 
    		•

    INTERNATIONAL COMPARABILITY 
    The curriculum design of the Postgraduate Diploma (PGDip) Distance Higher Education is in alignment with similar postgraduate offerings at the following institutions:
  • Postgraduate Certificate in Online and Distance Education - Open University.
  • Postgraduate Diploma in Education Technology - Indira Gandhi National Open University.
  • Postgraduate Diploma in Higher Education - Indira Gandhi National Open University.
  • Postgraduate Diploma in Distance Education - Indira Gandhi National Open University.
  • Master of Arts (MA) in Online and Distance Education - Open University.
  • Higher Education (Postgraduate Certificate in Education) - University of London.
  • Higher Education MA - University of Surrey.
  • Graduate Certificate in University Learning and Teaching - University of New South Wales.
  • Master of Education (Higher Education) - University of New South Wales.

    The purpose and curriculum content of this qualification compares and relates with the cited international qualifications from accredited institutions in the United Kingdom, India and Australia. There is a strong focus on online teaching and learning, digital technologies, distance teaching and learning technologies, technology-enhanced learning, research in education, equity and diversity in higher education, management and leadership, assessment and learning is evident in the international comparability study. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for the following horizontal and vertical articulation possibilities.

    Horizontal Articulation:
  • Postgraduate Diploma in Education, Level 8.
  • Post Graduate Diploma in Higher Education, Level 8.

    Vertical Articulation:
  • A relevant Master's Degree, 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. The Foundation for Professional Development 


    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.