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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in African Indigenous Knowledge Systems 
SAQA QUAL ID QUALIFICATION TITLE
111261  Postgraduate Diploma in African Indigenous Knowledge Systems 
ORIGINATOR
University of KwaZulu-Natal 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 04 - Communication Studies and Language  Communication Studies 
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  2019-08-19  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:
There are several purposes of the Postgraduate Diploma in African Indigenous Knowledge Systems.. Firstly, to advance African Indigenous Knowledge Systems (AIKS) as a tool to rectify the distorted history about the continent promoted by Eurocentrism over centuries. Secondly, higher education curricula tend to privilege Western systems of knowledge, which either ignore or denigrate African intellectual and innovative achievements. Thirdly, the MIT-disciplinary nature of AIKS including involvement of indigenous knowledge holders and practitioners in curricula delivery integrates community and Higher Education. Fourth, this qualification brings a new paradigm among learners with regard to conceptualisation of sustainable development, i.e. development is more than technological and economic growth. It includes other aspects such as spiritual, psychological, value systems, natural environment and other elements central to African ways of knowing. Finally, the research component of this qualification will facilitate the use of AIKS research findings to improve curricula development and by seeking synergies in integrating AIKS into several disciplines.

This qualification aims to advance African Scholarship through critical engagement with society, innovative teaching and learning that suits the context of the African and African Diaspora. The qualification contributes to redress of disadvantaged, inequities and imbalances of the past through. In other words, the qualification promotes decolonisation, indigenisation and Africanisation of curriculum. This qualification lays the foundation for nurturing postgraduate research by building research ethos in learners. Finally, this qualification will use and produce African Scholarship in a way that cultivates among learners and staff respect for diverse ways of knowing embedded in multilingualism, diverse cultures, religions, spirituality and social values.

Rationale:
There are a number of rationales underlying this qualification, keeping learners and stakeholders in mind. These include overcoming the neglect of African Indigenous Knowledge Systems (AIKS) in the academy and elsewhere; filling labour market gaps; meeting national, regional and global imperatives.

Globally, Indigenous Knowledge Systems (IKS) comprising of indigenous technologies and practices are not just ways of working but are also methods of knowing and thinking. Indigenous people embed culture through various rites of passage, such as birth, initiation and social gatherings into the transfer of IKS and its associated practices. Indigenous knowledge systems thus evolved and became coded because of the gradual learning process, and emerge from a knowledge base accumulated by people through observation and trial and error practices. Much valuable wisdom has been lost in indigenous communities and in Africa over the last 300 years. Efforts are underway to rediscover it and to examine its value to solve some of the present day crises such as materialism, leadership crisis, poverty, environmental degradation, global warming, and xenophobia, amongst others. Indigenous knowledge systems embrace all cultural, social, traditional, scientific, legal, and philosophical and governance systems of a given community. It is a body of knowledge produced and owned by local people in their specific communities or continent and passed on from generation to generation, through practice and oral channels.

Centuries of marginalisation of IKS and AIKS, including indigenous languages, governance systems and spiritual practices are commonplace. Yet a large proportion of Africans, especially women and children, depend on AIKS for sustainable community livelihood. Increasing awareness of the holistic, cultural and community-based nature of AIKS has led to its significant role in sustainable development and higher education curriculum development.

In spite of this, higher education institutions seldom integrate AIKS across the curriculum. Therefore, one rationale underlying this qualification is to overcome the neglect of AIKS in academia while being inclusive of other knowledge systems. Another rationale for this qualification is the scarcity in human capital trained and educated in AIKS. This has created a gap in the labour market, which signals an unmet need of stakeholders in government, non-governmental organisations and commercial enterprises. These stakeholders seek solutions to problems that thwart socio-economic development, intellectual and other forms of human capital development that fit the South African and African context.

Target learners include applicants from South Africa and other African countries, having recently earned undergraduate qualifications or longstanding practitioners in AIKS related fields who may have been away from the academic environment for a while. These applicants would show, for example, an interest in critically reflecting on and addressing complex AIKS-related problems in a historical and philosophical context. They would seek to pursue multi- inter- and trans-disciplinary (MIT-disciplinary) careers in AIKS across various fields. This qualification will educate and train these learners in a holistic manner integrating AIKS theory and practice in an emancipatory way to meet market and stakeholder demands. In other words, learners will be engaged to provide dynamic indigenous solutions to contemporary problems on the African continent.

Another rationale underlying this qualification hinges on national government and regional and global governance imperatives. This qualification promotes AIKS in higher education in line with the South African National IKS Policy (2004) which has identified IKS as a key component of human capital and social transformation. In addition, it is in line with the South African National Development Plan and the country's Medium Term Strategic Framework. Next, this qualification is consistent with the African Union's mandate to include the African Diaspora as an integral part of cultural, socio-economic and political continental development. The African Union has identified AIKS as an important tool in advancing this mandate. The sustainable development goals of the United Nations solicit utilisation of local socio-cultural contexts in development, which parallels components of this qualification. The multi-level and bi-lateral governance imperatives that underpin this AIKS PGDip will help enable Africans to enter the global knowledge economy on their own merit.

Finally, an underlying rationale for this qualification is its link to the following research areas - (1) social cohesion and (2) African cities of the future. On the one hand, social cohesion-related research is concerned with tackling factors that sustain inequalities to build capacity, remove barriers and redress wrongs of the past. The idea is to apply interdisciplinary and transdisciplinary approaches that translate solutions into policy and practice. On the other hand, with regard to discovering how to generate the most liveable African cities, the approach to research remains MIT-disciplinary. However, in light of urbanisation, regionalisation and globalisation amidst a rising human population and mounting environmental concerns, issues for research include infrastructure (water, housing, sanitation and energy), food security, pollution, social disaggregation, service delivery and others.

There are AIKS approaches to these issues. Yet, indigenous knowledge and IKS/AIKS are too often associated with rural areas. However, human beings carry out IKS and AIKS inter- generationally in a variety of locales given cultural embeddedness. IKS and AIKS are neither time bound nor stagnant. Rather, the genius of humans advances the dynamism of AIKS. Hence, AIKS is not necessarily limited to application in rural areas. Rather, there is indigenous knowledge applicable to all of these issues revolving around African cities and the factors associated with social cohesion research taken as a whole. The curriculum design and research opportunities for learners in this qualification are consistent with finding unique solutions indigenous to South Africa and other African countries. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
This qualification follows the institutional Recognition of Prior Learning (RPL) policies and guidelines. Learners may, for the purpose of proceeding to a Postgraduate qualification, gain access or granted credits to the qualification.

RPL enables a learner to obtain formal recognition for knowledge gained throughout life, such as in workplaces and own reading or experiences that must be evaluated against entry requirements for the qualification. The RPL assessment accommodate the knowledge and skills gained outside the confines of higher education institutions in relation to their value for the envisaged course of study irrespective of how the applicant obtained previous learning and experience.

Learners must submit a Portfolio of Evidence (POE) that shows how prior learning has prepared the learner to take for this qualification.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Arts in Indigenous Knowledge Systems, NQF Level 7.
    Or
  • Bachelor of Science in Information Technology in Information and Knowledge Systems, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at NQF Level 8 totalling 128 Credits.

    Compulsory Modules, Level 8, 80 Credits:
  • History and Philosophies of African Indigenous Knowledge Systems, 16 Credits.
  • Nature and Patterns of Indigenous Knowledge Systems, 16 Credits.
  • African Indigenous Knowledge Systems Research Methodologies, 16 Credits.
  • Research Methodologies in African Indigenous Knowledge Systems, 32 Credits.

    Elective Modules, Level 8, 32 Credits (Select/Choose THREE):
  • African Epistemology as Philosophy, 16 Credits.
  • African Indigenous Leadership Practices, 16 Credits.
  • Ethical Issues in African Indigenous Knowledge Systems, 16 Credits.
  • Indigenous Healing: Theory and Practice, 16 Credits.
  • Indigenous Peace-Building and Conflict Transformation, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply the major concepts, epistemologies and value systems of African Indigenous Knowledge Systems (AIKS) in a specific applied human science, social science or humanities context.
    2. Demonstrate the ability of conduct research.
    3. Exhibit critical engagement with multiple perspectives and sources of knowledge in IKS- based humanities, social sciences, applied sciences, and other related disciplines.
    4. Comprehend the complexity of AIKS, associated with the diverse fields of humanities, social sciences, applied sciences and other related disciplines.
    5. Understand and apply African axiology in a historical and philosophical context based on ethical and professional practice.
    6. Use diverse specialised knowledge and skills in AIKS to address complex or abstract problems in fields of humanities, social sciences, applied sciences and other related disciplines.
    7. Critically interrogate how AIKS contributes towards sustainable development and community livelihood.
    8. Access, express and communicate AIKS information from diverse sources to mitigate problems experienced by society.
    9. Demonstrate an understanding of the roles and relationships between AIKS components in diverse fields of humanities, social sciences, applied sciences and other related disciplines.
    10. Critically evaluate the symbiotic relationship between AIKS theory and practice of diverse fields and other related disciplines through a wide range of learning strategies within a societal context.
    11. Take accountability for decision- making and utilisation of AIKS resources in the various fields of humanities, social sciences, applied sciences and other related disciplines.
    12. Take responsibility for her or his work, decision-making and use of resources individually and as part of a team.
    13. Articulate a sound knowledge base of the philosophy of Ubuntu and critical understanding of African Indigenous Leadership practices.
    14. Review the limitations of Western healing traditions in the African/indigenous context and critically analyse the importance, scope, and contributions of African indigenous healing traditions and philosophies.
    15. Demonstrate skills for effective practice of a narrative and other indigenous approaches to marriage and family therapy in Africa and critically reflect on their level of conviction in the capacity of traditional healers to drive and manage formalised alternative mental health services in South Africa and other African contexts.
    16. Plan and implement peace building intervention programmes at micro and mezzo levels using a range of professional skills and strategies and evaluate outcomes of conflict resolution group work intervention.
    17. Develop a firm grasp of the relationship between philosophy and political dominance.
    18. Interrogate dominance of Western philosophical traditions.
    19. Demonstrate a critical understanding of the ethical dilemmas related to the articulation of the principles underlying AIKS, and their significance in applied context.
    20. Facilitate discussions on social transformation in the advancement of ethical issues in AIKS. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate understanding of logic arguments and academic writing.
  • Develop oratory skills and contribute to team building and learning by using academic writing to argue logically.
  • Critically analyse articulation of major concepts, interdependence shown of concepts, epistemologies and value systems with relevant examples to AIKS.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Conduct comparative analysis of research paradigms.
  • Apply logical application of research methods in academic writing.
  • Integrate thinking and analytical skills.
  • Demonstrate independent research beyond assigned readings.
  • Work effectively in a team.
  • Critical analyse and articulate research problem, logical application of research methods in academic writing.
  • Philosophically problematise and historicise research paradigms in different knowledge systems.
  • Evaluate arguments demonstrating independent research beyond assigned readings.
  • Communicate practical research approaches in South African and African contexts.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate clarity of argument, academic writing proficiency, critical thinking and analysis, language usage.
  • Evaluate IKS/AIKS examples, and come up with innovative strategies to advance the role of IKS in sustainable community livelihood with evidence of trans-disciplinary approach to IKS/AIKS.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Evaluate evidence of transdisciplinary character of AIKS using AIKS examples by drawing from a specific field of study the interrelationship with one or more fields to acknowledge proficiency in academic writing.
  • Integrate critical thinking by developing oratory skills to contribute to team building and learning.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explain African values in a historical and philosophical context, the significance of ethics and professionalism related to AIKS.
  • Engage with primary and secondary sources for coherent formulation of arguments.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Explain the significance of ethics and professionalism related to AIKS drawing on AIKS examples from a specific field of study.
  • Explain interrelationship with one or more fields of study.
  • Critical analyse and logically apply research methods in academic writing.
  • Use innovative approaches to AIKS to solve contemporary societal problems.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Use appropriate language, relevant to IKS/AIKS examples, to come up with innovative strategies to advance the role of IKS/AIKS in sustainable community livelihood providing evidence of trans-disciplinary approach to IKS.
  • Engage in a mini-study to solve a real life problem using problem-based learning conventions.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Communicate results based on evidence of trans-disciplinary character of AIKS, AIKS examples from a specific field of study and indicate the interrelationship with one or more fields of study.
  • Articulate with the hallmarks of indigenous leadership, apply them in essay writing and utilise them in research.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Assess the roles, historical context of roles and relationships within AIKS components and between AIKS and different fields and academic writing.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Interrogate AIKS-led and Eurocentric-led versions of the relationship between theory and practice.
  • Conduct self-reflection on nature of relationship between theory and practice.
  • Evaluate use of relationship between theory and practice as a learning strategy and connect to community-building and sustainable livelihood.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Decipher relationships between indigenous leadership practices, accountability and resource allocation and draw lessons for contemporary use.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Communicate responsible practical research approaches in South African and African contexts in light of historical legacies.
  • Provide research that addresses National Development Plan imperatives, distinguish between endogenous and exogenous national and regional development in the context of research design from trans-disciplinary perspectives.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Explain importance of African indigenous knowledge holders and practitioners in research and academic writing.
  • Evaluate multiple angles for problem-based assignment along with potential consequences and benefits.
  • Distinguish between gender perspectives over centuries in South Africa and other countries, gender perspectives are philosophically problematised and historicised in different knowledge systems, academic writing proficiency, logic of arguments, and coherence of paper, POE, and summative examination.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Articulate and evaluate indigenous healing and the role of spirituality therein; outline key stages and rituals in hope-healing communities in Africa.
  • Communicate orally and in writing as to philosophical and epistemological foundations of traditional healing.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Evaluate the role of indigenous healing systems for sustaining families and building communities.
  • Evaluate arguments that advance mental health solutions in African communities through indigenous healing techniques.
  • Explain the role of family-hood in peace building with practical examples for contemporary society.

    Associated Assessment Criteria for Exit Level Outcome 16:
  • Develop strategies for formulating, implementing, monitoring, and evaluating a conflict resolution paradigm for warring nations in Africa.
  • Develop a degree of holistically accounting for ontological and epistemological underpinnings of restorative justice.
  • Contribute to collaborative learning and peace building on the learning team.
  • Provide academic research and writing proficiency, deep critical thinking and convincing arguments based on evidence.

    Associated Assessment Criteria for Exit Level Outcome 17:
  • Provide practical examples from specific South African communities, and represent historical and philosophical precepts given a contemporary re-presentation.
  • Distinguish between endogenous and exogenous national and regional development in the context of a given field of study but from a transdisciplinary perspective.

    Associated Assessment Criteria for Exit Level Outcome 18:
  • Interrogate AIKS-led and Eurocentric-led versions of the relationship between theory and practice showing evidence of self-reflection on nature of relationship between theory and practice.

    Associated Assessment Criteria for Exit Level Outcome 19:
  • Identify and discuss African values in a historical and philosophical context showing significance of ethics and professionalism related to AIKS and academic writing.

    Associated Assessment Criteria for Exit Level Outcome 20:
  • Articulate major concepts, interdependence shown of concepts, epistemologies and value systems using relevant AIKS examples.
  • Differentiate between various debates regarding ethics in AIKS and other knowledge systems.

    Integrated Assessment:
    Integrated assessment will be in the form of written research assignments; Group project and presentation; Ongoing e-learning and online learning; Portfolio of Evidence (POE); Summative examination; Practicals; Research proposal; Research project; Essay; Debate team performance; African Indigenous Leadership Practices; and Written responses to critical readings. 
    		•

    INTERNATIONAL COMPARABILITY 
    Charles Darwin University (CDU), Australia: offers Graduate Diploma of Indigenous Policy Development. The entry requirements is a Bachelor's qualification with at least 5 year's relevant professional experience with 6 Modules (with dissertation) or 8 Modules (without dissertation). The following compulsory modules comprise the qualification: Neo-colonialism, Advocacy and Critique of Development, Indigenous Policy Agendas in Federal and State Politics Indigenous Knowledges, Property Rights and Economic Participation, Indigenous Knowledges and Epistemology. Also included are the following electives with dissertation: Dissertation, Research Preparation: Knowledge and Skills; electives without dissertation: Indigenous Peoples in the Context of Colonised Australia, Building Relationships in Indigenous Contexts, Indigenous Sovereignty and the Challenges of Reconciliation Indigenous Research Project, Challenging Educational Paradigms, Partnerships and Engagement in Indigenous Land and Sea Management, Assignments, tests, examinations.

    University of Canterbury (UC), New Zealand: offers a Master of Maori and Indigenous Leadership. The entry requirements is a Bachelor's qualification with at least three year's professional experience in the Maori sector; or applicants without an undergraduate degree (or equivalent qualification) but have qualified for the Postgraduate Certificate in Maori and Indigenous Leadership with 8 Modules and a Research Essay. The following compulsory modules comprise the qualification: Maori Leadership, Comparative Indigenous Models and Theories of Development, Professional and Community Engagement Internship, Cross-Cultural Research, Research Essay. Also included are the elective modules: 3 modules in relevant modules from any postgraduate options, with approval by Head of School and Assignments, tests, examinations.

    Both the CDU and this qualification are Postgraduate Diplomas. However, the UC qualification is a Master's qualification. The rationale of the respective qualifications are comparable whilst the UC master's qualification is of longer duration. All qualifications are designed to overcome the neglect of AIKS in academia. In addition, coursework modules include working with indigenous community leadership. In the CDU Graduate Diploma, a dissertation is optional - but without it, learners undertake 8 instead of the 6 modules required with the dissertation component. All three qualifications require cultural engagement, including a focus on various indigenous languages and cultures. The compulsory academic modules for all three qualifications are similar. Distinctively, the UC Master of Maori and Indigenous Leadership qualification is an applied professional qualification whereby the focus is not just on overcoming neglect of IKS in academia. Rather, the focus there is on change management for innovation and transformation of communities and organisations. Nevertheless, these aspects are built into the academic coursework modules offered in this qualification. 

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

    Horizontal Articulation:
  • Bachelor of Indigenous Knowledge System, NQF Level 8.

    Vertical Articulation:
  • Master of Arts in Indigenous Knowledge Systems, NQF Level 9.
  • Master of Indigenous Knowledge Systems, NQF 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.
     
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    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.