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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Education in Teaching and Learning 
SAQA QUAL ID QUALIFICATION TITLE
110368  Postgraduate Diploma in Education in Teaching and Learning 
ORIGINATOR
Cape Peninsula University of Technology 
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 Post Graduate Diploma in Education in Teaching and Learning has been designed to consolidate and deepen learner' knowledge of a particular field of study in order to enhance professional practice.
This qualification consists of a generic component and an elective component. The generic component comprises current relevant educational themes and perspectives (offered in the module Perspectives in Education) as well as appropriate research methods and techniques (offered in the modules Introduction to Research in Education and Research Methods in Education). The generic component serves as an essential, foundational underpinning for the elective component, the latter which comprises a selected specialisation module (e.g. Inclusive Education, Mathematics, Science, etc.) as well as an independent, supervised research project of limited scope conducted within the selected field of specialization.

Rationale:
The aim of this qualification is to prepare learners for leadership roles in selected specialisation, and develop research capacity in the methodology and techniques of specialisation in order to prepare learners for investigating and improving own and peers' practice. The qualification aims to equip learners with a high level of theoretical engagement and intellectual independence relevant to the chosen specialisation, as well as to understand the important role of research and specialised skills related to exploring key issues within chosen specialisation.

Learners will be provided with sufficient depth of knowledge and skills to enable their continued professional and personal intellectual development, and the opportunity for further postgraduate study at NQF Level 9 and higher. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
RECOGNITION OF PRIOR LEARNING (RPL):
Recognition of prior learning will be done in accordance with the PRL policy of the University.

ENTRY REQUIREMENTS:
The minimum entry requirement for this qualification are:
  • A four-year professional Teaching Degree.
    Or
  • An appropriate Bachelor's degree and a recognised professional teaching qualification.
    Or
  • An appropriate 360 Credits National Diploma and a recognised professional teaching qualification.
    Or
  • A four-year professional teaching qualification as well as an Advanced Diploma in a cognate sub-field of Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 8 totalling 125 Credits.

    Compulsory Modules, 70 Credits:
  • Perspectives in Education, 30 Credits.
  • Introduction to Research in Education, 5 Credits.
  • Research Methods in Education, 20 Credits.
  • Research project,15 Credits.

    Electives Modules, 55 Modules (choose one module):
  • Afrikaans First Language, 55 Credits.
  • Business Management, 55 Credits.
  • Computer Applications Technology, 55 Credits.
  • Creative Arts, 55 Credits.
  • Drama, 55 Credits .
  • Inclusive Education, 55 Credits.
  • Mathematics, 55 Credits.
  • Mathematical Literacy, 55 Credits.
  • Multigrade, 55 Credits.
  • Music, 55 Credits.
  • Reading Instruction and Management, 55 Credits.
  • Science,55 Credits.
  • Technical and Vocational Education and Training, 55 Credits.
  • Visual Art, 55 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an integrated knowledge and critical understanding of subject matter within the field of specialization, theories and methods of research within that specialization, and how to evaluate and apply such knowledge and skills within the context of that specialization.
    2. Ability to engage with and address ethical issues in the teaching and learning of, as well as research in, the selected field of specialisation.
    3. Demonstrate the ability to use a range of specialized skills to identify, investigate, critically analyse and understand, evaluate, address and solve complex real-life problems regarding critical matters and problems in the selected field of specialization, in a creative and coherent manner.
    4. Ability to verbally and in writing formulate, present and communicate insightful and creative academic and professional discourse, offering creative insights, rigorous interpretations and solutions to issues in the teaching and learning of the selected field of specialization, using appropriate media and communication and information technology.
    5. Demonstrate the ability to effectively operate as a member of a team to solve problems and address challenges in the teaching and learning of the selected field of specialization, and to assume responsibility for task-specific objectives, appropriately using relevant and multiple resources.
    6. Apply, in a self-critical manner, suitable teaching, learning and assessment strategies which effectively address personal, professional and lifelong learning as well as on-going learning needs of others. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate awareness and understanding of crucial theoretical paradigms, concepts, ideas, issues, problems and trends locally as well as globally in the field of specialization in particular and education in general.
  • Explain appropriate research paradigms, approaches, designs and methodologies applicable in the field of education in general, and of the field of specialization in particular.
  • Access and report research done and reports published on the current status of teaching and learning in the field of specialisation nationally and internationally.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate an appropriate level of expertise in academic and writing skills.
  • Apply critical skills to conduct, analyse and interpret research in the field of specialisation.
  • Make Responsible, ethically based and professional decisions in the execution of research.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate understanding of ethical issues and teacher responsibility regarding teaching and learning in the field of specialisation.
  • Reflect on own and peers' teaching to teaching and learning practices.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate real-world application of knowledge and skills.
  • Analyse and evaluate given scenarios and real-life problems in order to design and develop integrated solutions.
  • Discuss concepts in the teaching and learning in the field of specialisation in relation to current real-world contexts.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Critically analyse, synthesise and evaluate nature and issues regarding the teaching, learning and assessment of the field of specialisation both nationally and internationally in groups, taking co-responsibility for the outcome of the group.
  • Review and conduct research on curriculum issues related to the South African and other education systems individually or as part of a group.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Discuss and apply philosophies, theories and issues regarding the teaching, learning and assessment of the field of specialisation nationally and internationally.
  • Understand and provide evidence of knowledge through comprehensive and critical analysis of educational policy documents regarding teaching, learning and assessment in the field of specialisation.
  • Apply critical judgement and practical problem solving abilities to address and evaluate the nature and issues regarding the teaching, learning and assessment of the field of specialisation, both nationally and internationally.
  • Suggest and plan various teaching, learning and assessment theories to implement effective and sound assessment activities in the field of specialisation.

    INTEGRATED ASSESSMENT:
    This qualification makes use of continuous assessment where both formative and summative assessment are utilized. Assessment in the individual modules adheres to this; however, the wide variety of modules offered requires discipline-specific and focused assessments reflecting the outcomes, rationale, procedures and conventions relevant to the discipline. Assessment tasks will also reflect the unique needs of each module and these will inform the number as well as the relative weightings of the assessment tasks. A variety of assessment techniques are used to evaluate various types of knowledge and to provide students with various learning styles opportunities to be successful. Assessment techniques include on and offline tests, on and offline assignments, individual and group assignments, integrated assignments, portfolios, reflective journals, presentations, critical discussions, reports and research assignments. 
    		•

    INTERNATIONAL COMPARABILITY 
    A national and international comparison was conducted to compare the proposed qualification with comparable national and international qualifications. In the international benchmarking exercise the top three universities in Africa (Cairo University, the American University in Cairo and the University of Dares Salaam), two universities from SADEC countries (Universities of Botswana and Namibia), three Australian universities (Melbourne University, Australian National University and Griffiths University) as well as one of the few international Universities of Technology that offer teaching qualifications (Sydney University of Technology) were included. In addition, as exemplars of best practice, the Universities of Harvard, Oxford and Stanford were investigated.

    The following variables were used for comparison:
  • Purpose of qualification.
  • Core modules.
  • Admission requirements.
  • NQF Levels.
  • Assessment and research component of the qualification.

    Comparing activities included content analysis of faculty handbooks, websites, email correspondence with academics and study guides. Although universities in the USA and UK seldom offer a qualification on this level or of this nature (this is usually incorporated into undergraduate qualifications, after which students can continue to what is called a "Master of Teaching" qualification), given the variety of institutions investigated, a very good overall impression of national and international qualifications against which this qualification could be compared had been constructed.

    In conclusion, this qualification compares favourably with the qualifications referred to in this comparability study. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers the following articulation possibilities:

    Horizontal Articulation:
  • A Postgraduate studies in Teaching and Learning, Level 8.

    Vertical Articulation:
  • A Master's in Education, 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. Cape Peninsula University of Technology 


    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.