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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Education Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
111053  Postgraduate Diploma in Education Leadership and Management 
ORIGINATOR
University of Cape Town 
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  2019-08-08  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 primary purpose of the Postgraduate Diploma in Education Management and Leadership is to strengthen and deepen the knowledge of working professional educators in education management and leadership. The qualification aim is to provide 'a high level of theoretical engagement and intellectual independence' enabling 'working professional educators to involve themselves in advanced reflection and development by means of a systematic survey of current thinking, practice and research methods' in a specialisation or subfield of education.

Rationale:
The qualification will provide and enables working professional educators to engage in advanced reflection and development. The qualification is designed to meet the specifications for working professional educators in education management and leadership. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL procedures are in place to facilitate access to learners who have related experience but do not meet the academic criteria. Learners who apply on the basis of RPL are required to submit a portfolio for assessment.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Education, National Qualifications Framework (NQF) Level 7, 480 Credits.
    Or
  • First Bachelor's Degree, NQF Level 7, 360 Credits plus Advanced Diploma in Teaching (or equivalent), NQF Level 7, 120 Credits.
    Or
  • A National Diploma, 360 Credits plus an Advanced Diploma in Education, NQF Level 7, 120. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

    Compulsory Modules, 120 Credits:
  • South African Education in Context, 30 Credits.
  • Learning and Teaching, 30 Credits.
  • Researching Practice in Education Management and Leadership, 30 Credits.
  • Education Management and Leadership: Theory,Research,Practice, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand contextual influences on education in South Africa.
    2. Understand the theories and contextual issues related to learning and teaching as a core function of educational leadership and management in post-apartheid schools.
    3. Understand the area of Education Management and Leadership at a high level of theoretical engagement and intellectual independence. Understand and interpret texts within the specialism of Education Management and Leadership. Understand the ethical dimensions of issues facing professional educators.
    4. Understand the theory and research methods of their specialism/field of Education Management and Leadership. Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made. Collect, analyse, organise and critically evaluate information. Communicate effectively in the modes of oral/written presentation. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Trace the historical developments that have shaped the current system of education provision in South Africa.
  • Show familiarity with current debates on inequality in education, specifically in relation to class, race, gender and place, and analyse contextual influences on educational experiences and outcomes.
  • Outline the post-apartheid policy framework and locate their own work within their sector (e.g. schooling, post-schooling, adult and community education, higher education).

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Examine practical applications of learning theories.
  • Use theory to construct understandings of cognitive change.
  • Integrate theory and practice in addressing issues of teaching and learning.
  • Understand and use the following concepts: assimilation, accommodation, mediation, Zone of Proximal Development, scaffolding, learning, operations, structures, stages of development and leading activities.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate understanding of key concepts in leadership styles and managerial practices, including leadership in challenging circumstances and teacher leadership.
  • Identify patterns of learner performance in South Africa, and identify ways in which management and leadership may support improvements in teaching and learning in schools.
  • Conduct a needs analysis of a school by selecting a priority area/s to reflect on, and providing evidence suggest ways in which this issue/s may be resolved.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify different research approaches designed to reflect on and improve practice in education.
  • Identify key issues and texts in education management and leadership research.
  • Present a written critical analysis of published research in the field of education management and leadership.
  • Carry out a needs-analysis and design for change in a particular priority area.

    Integrated Assessment:
  • All assessment practices in the School of Education are actively informed by the Institutional Assessment Policy.
  • Assessment is also conducted through written assignments. Topics are set by course convenors to align with the aims and content of the qualification. Assessment topics are designed to enable advanced reflection on research and practice. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification offered at the institution is placed alongside two international programmes, namely the Cambridge International (CI) Diploma in Educational Leadership and the University of Southern Queensland's (USQ) Graduate Diploma of Education: Leading and Managing Educational Organisations, and the Cambridge International Diploma in Educational Leadership, in order to highlight key areas of similarity and areas of difference. While all four courses offered on the qualification in the institution are compulsory, the USQ programme consists of six 'required courses' and an elective from two approved courses or one other USQ postgraduate course. The CI programme comprises three modules, with the proviso that students are required to pass Module 1 in order to qualify for progression to Module 2. Similar pass-requirements are needed in Module 2 in order to progress to Module 3. The UQS programme does not have progressive-pass criteria, in the same way that the progression in the qualification is structured. Each of the three programmes offer courses or modules in educational management and theory, and courses or modules in educational laws. Each of the three programmes have an explicit, complementary focus on theory and practice. The qualification offers the most discrete historicisation of its educational management and leadership programme, particularly crucial given South African education's fragmented and unequal past, which informs much of what is still encountered in the majority of our schools across urban and rural settings. The two international programmes do not make explicit this historicisation, with a reliance on an exploration of laws governing educational management and leadership to provide an historical appreciation of the field. 

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

    Horizontal Articulation:
  • Bachelor of Education Honours, Level 8.

    Vertical Articulation:
  • Master of 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. University of Cape Town 


    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.