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 Higher Education 
SAQA QUAL ID QUALIFICATION TITLE
110627  Postgraduate Diploma in Higher Education 
ORIGINATOR
Central University of Technology, Free State 
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  2019-09-11  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 this qualification is to professionalise the practice of university lecturers and to enhance the quality of teaching and learning at institutions of higher education through scholarly engagement with the field of higher education studies and through the development of critically reflexive practitioners. In line with the Higher Education Qualifications Sub-Framework (HEQSF), this qualification will strengthen and deepen the university lecturer's knowledge of higher education as a field of study. Furthermore, it will enhance the quality of teaching and learning at this institution and other institutions of higher education through scholarly teaching, reflection, as well as linking theory with practice.

Rationale:
This qualification has been designed in response to the changing Higher Education (HE) contexts internationally and specifically in South Africa. Post-1994 the South African higher education system has undergone a number of changes in an attempt to transform from a fragmented state into a more coherent system that is responsive to the educational needs of a democratic South Africa. Transformation initiatives over the last two decades included widening access into HE to learners who previously may not have had access to some institutions.

Despite these transformation initiatives, HE is still failing its learners in terms of participation, pass and retention rates. In addition to this, there is a need to transform institutional structures and cultures, including curricula and pedagogy and to further disrupt traditional practices on curriculum transformation to advance a socially just and transformative curriculum for decolonised contexts in higher education. However, one of the major problems facing the sector is that lecturers are appointed into positions on the strength of their disciplinary and professional qualifications and few have participated in any educational development programmes to prepare them for their crucial roles as teachers of their disciplines. Arguably, common-sense ideas about how to design curricula, teach a range of disciplinary areas and assess student learning are insufficient for a quality higher education system that provides 'epistemological' and 'ontological' access for the learners.

In the last few decades internationally and in South Africa courses designed to professionalise the practice of lecturers in higher education have emerged. Although this qualification has been compared against a selection of such courses, it has been designed specifically for lecturers who work in Universities of Technology (UoTs) in South Africa. The qualification is aimed at contributing to the ability of such lecturers to respond to specific disciplinary, professional/occupational/vocational and institutional contexts and challenges. The qualification will prepare lecturers to design and teach courses responsive to these contexts and further respond to the genuine learning needs of learners studying at universities of technology and other higher education institutions in South Africa and elsewhere. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL of learners will be conducted in accordance with the Recognition of Prior Learning (RPL) policy of the institution. A functional system for RPL is in place at the institution where RPL is used as a mechanism to gain access to qualifications.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • An appropriate Bachelor's Degree at National Qualifications Framework (NQF) Level 7, 360 Credits.
    Or
  • An appropriate Advanced Diploma in Education or related field at NQF Level 7, 120 Credits.
    Or
  • Any qualification at NQF level 7 in a related field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at Level 8 totalling 120 Credits.

    Compulsory Modules, 100 Credits:
  • Learning and Teaching in Higher Education, 30 Credits.
  • Curriculum development, 30 Credits.
  • Assessment, 20 Credits.
  • Quality Assurance, 20 Credits.

    Elective Modules, 20 Credits (Select two modules):
  • Technology in Learning and Teaching, 10 Credits.
  • Introduction to research on teaching and learning in Higher Education, 10 Credits.
  • Work Integrated Learning (WIL), 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Use theoretical understandings of the nature of learning and teaching in higher education to facilitate student learning in their disciplines.
    2. Access relevant higher education information and engage in critical reflexivity to develop creative responses to challenges in teaching and learning practice.
    3. Analyse the Higher Education (HE) context at all levels (internationally, nationally, institutionally, disciplinary, etc.) and assess its impact on the quality of teaching and learning and learner success.
    4. Use a range of learning technologies to access, process and manage information in pedagogically sound ways to facilitate and enhance student learning.
    5. Integrate graduate attributes in all aspects of teaching and learning practice.
    6. Use theoretical and practical knowledge to critique, curricula that are responsive to disciplinary and other contextual factors.
    7. Use appropriate theoretical concepts to critically analyse, evaluate and reflect on processes, strategies and techniques for the assessment of and for student learning.
    8. Reflect on the theories and principles related to Quality Assurance, Development and ethical practices in order to enhance the quality of all aspects of teaching practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Explore relevant theoretical frameworks on learning and teaching.
  • Examine the underpinning theories of teaching and learning various disciplinary knowledge.
  • Apply theories of teaching and learning to enhance student learning.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse concepts of criticality, reflexivity and praxis.
  • Analyse relevant higher education literature and policy.
  • Develop journals and teaching portfolios of evidence.
  • Evaluate one's own practice.
  • Engage in scholarly teaching as we well as scholarship of teaching and learning

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Critically analyse HE contexts (policies, legislative frameworks for various disciplines).
  • Identify and examine factors influencing teaching and learning and learner success.
  • Evaluate institutional structures (policies, committees, positions etc.) influencing their practice.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and integrate appropriate educational technologies in own teaching practices.
  • Devise teaching and learning activities in a blended learning approach (using online and face to face learning).

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Design relevant learner-centred teaching and learning activities in modules.
  • Create opportunities for engaging in: case studies, essay, debates and team projects.
  • Evaluate the preparedness of learners for the world of work.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Describe and apply the principles of curriculum development used in practice (informed by relevant Higher Education (HE) and curriculum theories).
  • Analyse approaches to curriculum development in higher education.
  • Apply the principles of curriculum alignment in areas of specialisation (ensure coherence between all elements of your curricula e.g. purpose, outcomes, assessment, teaching methods).
  • Critique and apply institutional and national policies on teaching, learning and curriculum development.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Identify and apply key concepts, contemporary theoretical perspectives and principles for appropriate assessment.
  • Design assessment strategies that take assessment of and for student learning in higher education into consideration.
  • Identify and apply appropriate Information and Communications Technology (ICTs) as effective assessment tools.
  • Identify challenging assessment aspects in your practice and implement innovative or alternate methods to address such aspects.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Develop suitable strategies for improving the quality of teaching and learning at your institution.
  • Critique the way in which quality assurance, development and enhancement are conceptualised and function at various levels.
  • Apply a range of instruments to evaluate your practice with specific reference to assessing quality of practice.
  • Evaluate and interpret data gathered from a range of sources.

    Integrated Assessment:
    The qualification follows a continuous assessment approach, including a number of continuous assessment activities and a final summative assessment activity/portfolio, covering the module outcomes.

    Such forms of integrated assessment include:
  • Treatment of a number of outcomes together.
  • Treatment of a number of assessment criteria together.
  • Promotion of an awareness of the connections and relationships between the knowledge, processes and skills inside the different modules.
  • Using a combination of assessment methods and instruments used to achieve outcome/outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with the following international qualifications:

    Country: Australia.
    Institution: Swinburne University.
    Qualification Title: The Graduate Certificate in Learning and Teaching (Higher Education).

    The Graduate Certificate in Learning and Teaching (Higher Education) is designed for participants working in an academic or academic support role in higher education. The online course enhances the learning experience by transforming teaching approaches, practice and innovation through the use of technology and design. It addresses innovative and flexible ways of learning and teaching in contemporary tertiary learning environments, and further contributes to a professional culture of scholarship through the use and promotion of research. The qualification provides learners with the ability to evidence their capabilities and assists them to demonstrate capacity to meet criteria when applying for vacancies or promotion. It is a two-year qualification.

    The qualification aims to enhance the learning experience by transforming teaching approaches and practices including the use of innovative technologies. In particular, it aims to enable participants to:
  • Analyse the changing nature of knowledge and knowledge construction for learning and teaching in higher education.
  • Evaluate pedagogical models and frameworks and their application in designing for learning within the context of changing global environments and diverse learner cohorts.
  • Design and develop effective digital first learning environments, learning activities and assessment tasks to support and enhance learning.
  • Demonstrate capacity for scholarship and reflexivity to inform practice and effect evidence-based change.

    Content of the qualification:
    Two core units:
  • Nature of Learning and Teaching.
  • Curriculum Design and Assessment.

    Two other units from the following electives:
  • Digital Learning Environments.
  • Dynamics of Diversity for Inclusive Learning and Teaching.
  • Scholarly Teaching: to explore, evaluate and improve.
  • Design and Delivery for Online Learning.

    Country: United Kingdom.
    Institution: University of Kent.
    Qualification Title: Postgraduate Diploma in Higher Education.

    This qualification offers an opportunity for Higher Education (HE) professionals to deepen their understanding of principles, theoretical concepts and the policy context of HE.

    Content of the qualification:
  • Interrogating Higher Education Research.
  • Educational Research Methodology.
  • Developing as a Researcher in Higher Education.
  • Developing as a Research Degree Supervisor.
  • Technology in the Academic Environment.
  • Learning and Teaching Innovation (Project Module).
  • Assessment and Feedback in Higher Education.
  • Individual Investigation in Higher Education.

    The qualifications above comprise similar modules and a research component. However, the proposed qualification is unique in that additionally it has a work integrated learning (WIL) module. 
    		•

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

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

    Vertical Articulation:
  • Master of Education in Higher Education Studies, Level 9.
  • Master of Education in Higher Education Teaching and Learning, Level 9.
  • Master of Philosophy in Higher Education Studies, Level 9.
  • Master of Arts in Higher Education Studies, 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. Central University of Technology, Free State 


    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.