SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in School Leadership and Management

SAQA QUAL ID	QUALIFICATION TITLE
111397	Advanced Diploma in School Leadership and Management
ORIGINATOR
North West University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	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:
The Advanced Diploma in School Leadership and Management is a continuing professional development qualification to further strengthen and enhance the development of a new role, namely school leadership and management, to support teaching and learning. The qualification offers intellectual enrichment and intensive, focused and applied specialisation, which meets the requirements of school leadership and management in education. Learners will be equipped with a deep and systemic understanding of current thinking, practice, theory and methodology in school leadership and management. These include school leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively and efficiently, to work together in communities of practice and to contribute to improving the quality of delivery of education across the school system.

The qualification aims to achieve improved collaborative and critical leadership and management of the curriculum; evidence and action research-based decision making in schools; making optimal use of information and communications technology (ICT); to ensure schools that are run as efficient and effective learning organisations; schools that work with and for the community; building a caring and supportive school culture and community and to develop schools that contribute to continual strengthening of the school system.

Furthermore, the qualification aims to foster progressive thinking in the field of education, particularly in management and leadership in education, by developing a cadre of scholars with a wider and deeper understanding of the transformation and leadership in education.

Rationale:
There is a need for formal qualifications to empower and enable school leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively and efficiently, to work together in communities of practice and to contribute to improving the quality of delivery of education across the school system. This requires a professionally oriented qualification that will offer working education professionals further study opportunities in education, specifically in school leadership and management.

The qualification aims to provide a structured professional learning pathway for already qualified teachers who current or aspirant school principals that will educate and train them with the knowledge and competences to manage and lead their schools effectively and in alignment with national goals This qualification has been developed nationally in collaboration with other universities and the Department of Basic Education (DBE) and therefore it subscribes to the DBE qualification outline. The qualification has been approved by the TEPEC, a committee of the Department of Higher Education and Training (DHET) that evaluates teacher education qualifications for employability. Approval by the TEPEC endorses the compliance of the qualification with the Revised Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ, DHET 2015).

By offering this qualification in the contact mode of delivery, the institution will contribute to providing in the country's need for more, better-equipped and qualified teachers in school leadership and management. The qualification is targeted primarily at teachers of the school management teams (SMT) who may have management experience and who are current or aspirant school principals.

The qualification typically follows an initial teacher education qualification, such as a BEd or PGCE. Completion of this qualification may allow its learners to articulate vertically to a Postgraduate Diploma in Education, or a BEd Hons, opening the path for further postgraduate study at Master's level and beyond, in the field of school leadership and management.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In the line with the institutional guidelines and policies, RPL may be awarded for credits for the qualification based on appropriate assessment of evidence of competence related to the qualification and module outcomes.

It should be noted that while there is extensive overlap between the former Advanced Certificate in Education (ACE), and the Advanced Diploma (SLM), these qualifications are at two different NQF levels and therefore the RPL process will be required to gain credit for the former against the latter.

Entry Requirements:
The minimum entry requirement for this qualification is:

A formal professional teacher qualification, NQF Level 7.
Or

A four-year Bachelor of Education Degree, NQF Level 7, 480 Credits.
Or

A General First Degree, NQF Level 7, 360 Credits plus Postgraduate Certificate in Education.
Or

Diploma, NQF Level 6, 360 Credits plus a Postgraduate Certificate in Education.
Or

Higher Diploma in Education, NQF Level 7, 120 Credits.
Or

Advanced Certificate in Education, NQF Level 6, 120 Credits.
Or

National Professional Diploma: Education, NQF Level 6, 360 Credits.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 120 Credits.

Compulsory Modules, Level 7, 120 Credits:

Professional Portfolio and Workplace Project, 30 Credits.

Leading and Managing Teaching and Learning in the School, 18 Credits.

Leading Managing Extra-curricular and Co-Curricular Activities, 9 Credits.

Leading and Managing People and Change, 18 Credits.

Working with and for the Community, 9 Credits.

Leading and Managing the School as an Organisation, 18 Credits.

Working within and for the School System, 18 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate a sound knowledge of policy and legislation that frames best practice in school leadership and management in South Africa whilst locating, arguing for and contesting bodies of knowledge.
2. Demonstrate accountability and take full responsibility for managing school leadership, teaching and learning, whilst engaging in school activities, decision-making and projects, and ensuring the responsible use of school and community resources in performing workplace tasks and projects.
3. Reflect on and develop own personal leadership attributes and characteristics, collaboration, knowledge of systems and processes, and demonstrate the ability to work effectively with others in the school context and beyond.
4. Gather, validate, critically reflect and evaluate information, and apply theories and knowledge around pedagogy, and leadership and management to address complex problems encountered within the school and educational context, in and outside the classroom.
5. Manage people and teams empathetically and firmly, encourage collaboration and develop and maintain sound working relationships with different stakeholders over time, and within a range of contexts such as collective bargaining, negotiation and dispute resolution.
6. Select, and apply effective and innovative organisational systems and processes (such as HR, Finance, Safety, IT, etc.) to manage resources in a way that aligns with the school's vision and mission, as well as to ensure compliance with legislation, policy and best practice in addressing a range of organisational needs.
7. Plan for, select and manage staff and teams, assess and evaluate the performance of school stakeholders, and work together to improve performance whilst insisting on full accountability for performance.
8. Model ethical and values-driven leadership that adheres to professional standards of governance and Codes of Conduct for educators, and articulate why certain decisions are taken and standards are applied.
9. Communicate effectively and clearly with all school stakeholders across a range of issues and circumstances by using arguments and rationale effectively.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Identify and elaborate on certain policies and legislation necessary to ensure best leadership and management practices.

Reflect on policy and legislation and relate to leading and managing policy, planning, school development and governance.

Elaborate on schools as communities and school systems and consider relevant content knowledge in leading and managing people both within and outside the school.

Appraise teaching and learning, leading and managing, extra-curricular and co-curricular activities, people and change, and compile action plans of improvement

Associated Assessment Criteria for Exit Level Outcome 2:

Determine personal qualities necessary for effective leadership and management in working with the immediate and broader school community.

Actively engage in discussions and projects concerning community resources in support of the school's vision, mission and curriculum and build the school into a broader community.

Formulate personal and professional qualities and skills necessary for effective management of organisational systems, including ICT, and financial and physical resources.

Lead and manage the physical and financial resources of the school in a transparent and accountable way.

Associated Assessment Criteria for Exit Level Outcome 3:

Describe procedures for the implementation of operative systems and structures necessary for effective collaborations in and out the school context.

Develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these.

Extrapolate on school leadership and management in South Africa and determine in relation to what constitutes good practice in South Africa and other parts of the world.

Assess own abilities in leadership and management in terms of current notions of competence and relevance in South Africa in relation to leadership and management.

Specify personal and professional competencies, qualities and attributes necessary for effective leadership and management of teaching and learning.

Establish personal and professional qualities necessary for effective leadership and management of extra-curricular and co-curricular activities.

Appraise personal qualities and characteristics, decide on appropriate styles and methods necessary for effective leadership and management of people.

Determine personal qualities necessary for effective leadership and management in working with the immediate and broader school community.

Associated Assessment Criteria for Exit Level Outcome 4:

Implement, evaluate and maintain and improve organisational systems for the school where possible making use of appropriate information and communication technology ICT.

Apply relevant content knowledge, theories and skills in the management of organisational systems, ICT and physical and financial resources.

Create, manage, innovate, and sustain appropriate systems and procedures to enhance a caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organised.

Associated Assessment Criteria for Exit Level Outcome 5:

Lead and manage the planning and implementation and monitoring/evaluation of teaching to ensure quality learning for all in the context of national, provincial and school policy.

Review and establish relevant theories and models for leading and managing self and others.

Create an environment conducive to collective bargaining, collaboration and negotiation.

Associated Assessment Criteria for Exit Level Outcome 6:

Discuss the importance of Management Information System (MIS)/Information and communication technology (ICT) in enhancing best practices and appraise the current usage of MIS/ICT as well as give recommendations how it can be improved.

Determine effective strategies, procedures and approaches to allocate staff; support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks, responsibilities and accountability.

Deploy, monitor and support staff for effective teaching based on sound pedagogical and human resource principles.

Understand, apply and justify adult-learning principles in supporting staff, parents and community members.

Manage co- and extra- curricular activities in ways that involve and motivate staff and ensure that learners receive a rounded educational experience.

Illustrate a clear knowledge of staff disciplinary procedures, policies and processes.

Associated Assessment Criteria for Exit Level Outcome 8:

Elaborate on ethical leadership in schools and its alignment to the Manifesto of Values (DoE), the values entrenched in the Bill of Rights, and the SACE Code of Professional Ethics for Educators.

Explain the importance of ethical behaviour when scrutinising educators' and learners' work and discuss the implications of management decisions, actions and practices on learners and teachers.

Discuss and analyse practices of Ethical Leadership/Servant Leadership in the context of school governance, leadership and management.

Motivate the importance and value of modelling good classroom practice, dialogue and feedback;

Appraise current teaching and learning practices at your school, determine the ineffective practices and give suggestions on improvement of managing teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 9:

Develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these.

Communicate regularly in both formal and informal ways with the DBE and the School Governing Body in order to manage the school responsively.

Find and use appropriate ways to communicate with parents/guardians so that they understand school matters clearly and are motivated to be partners in the education of their children.

INTERNATIONAL COMPARABILITY

The international universities which have similar qualifications are: Most qualifications in educational leadership offered internationally are on the postgraduate level. The Advanced Diploma in School Leadership and Management is similar to the following institutions in terms of scope and purpose.

The University of Roehampton in London offers postgraduate qualifications in Educational Leadership that essentially explore the qualities of a successful educational leader. The University of Roehampton's qualifications offer professionals the opportunity to engage in systematic and analytical enquiry into the theory and practice of leadership and management in education. Professionals will apply the knowledge and skills gained to improve their own practice, in leadership and management roles, across the whole range of educational institutions. Roehampton concentrates on understanding change in an educational context, creating effective strategies for dealing with change, and learning to drive positive change in culturally diverse settings. This institution's qualification complements these themes with policy and legislation, organisational systems and processes, school context and community and sound working relationships with different stakeholders and dispute resolution.

Another comparable qualification is The School Leadership qualification offered by the India School Leadership Institute (ISLI), which targets principals, trustees and school heads across India through a 2-year learning and implementation qualification. The qualification focuses on capacity building and the development of strategies for improving learning outcomes and overall school performance. The qualification is workshop-based and is primarily self-led. The qualification comprises of workshop training followed by in-school support by a dedicated City Programme Manager (CPM) to help School Leaders implement the learnings from the workshop.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Advanced Diploma in Education, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours, NQF Level 8.

Postgraduate Diploma in Education, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

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NOTES

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LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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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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