SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Psychology of Education

SAQA QUAL ID	QUALIFICATION TITLE
111442	Postgraduate Diploma in Psychology of Education
ORIGINATOR
University of South Africa
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		Schooling
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	2019-09-03	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 the Postgraduate Diploma (PGDip) in Psychology of Education is to develop and strengthen the teachers' knowledge in educational psychology and to understand the role educational psychology can play in teaching and learning and the support that needs to be given to learners. The qualification will enable teachers to undertake reflection and development by means of engaging with current thinking practice.

Educational psychology teachers and practitioners have an important and fundamental role to play in diverse teaching and learning environments. This qualification therefore aims to contribute to this role by enabling teachers to:

Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge.

Deepen commitment to the principles of quality education for all.

Create awareness about uniqueness of each learner and be able to provide reasonable support.

Understand the role of learner development and the impact of development on the classroom level.

Engage with theories relevant to practice and to incorporate these theories in innovative ways in the classroom.

Understand the impact of psychosocial barriers and how to manage this within the classroom.

Use research to inform and enhance teaching and learning.

Undertake reflection and apply acquired knowledge to a related professional field of practice.

Acquire an understanding of certain areas of specialisation and apply this in their own context.

Develop learners as active citizens and enable them to develop the dispositions of citizenship in their learners.

Promote and develop the dispositions and competences to organise learning among a diverse range of learners.

It is envisaged that teachers who achieve the Exit Level Outcomes will become innovative in the field of educational psychology.

The action research method learned from this qualification will enable the qualified teachers and practitioners to conduct their own research and interpret research findings to improve practice.

The qualification will use a practical, scholarly teaching approach in strengthening and deepening the teachers' knowledge in educational psychology and opening more career pathways.

Rationale:
This qualification will equip practising teachers and practitioners with content knowledge of educational psychology. This qualification is deemed necessary as it could serve as a tool for increasing the number of skilled teachers and practitioners. Furthermore, teachers who undertake this qualification will acquire knowledge of the latest trends in teaching and learning support whilst fostering 21st century skills, which will improve the teaching, learning and learner support in South African schools. The qualification is aimed at teachers, academics and other practitioners in the social sciences, who are already in the field wishing to improve their qualification. It is aimed at improving their knowledge and skills either to teach or to give support to learners from diverse cultural backgrounds.

The acquired skills will enable teachers to work in schools, universities and the broader society. The modules are designed to reflect both western and indigenous knowledge systems. The relevant United Nations Global Compact's Ten Principles are infused in the modules to make the qualification both locally and internationally relevant.

The modules are also designed to lead to competencies in child development, cognition and learning, classroom intervention strategies for teaching and learning support, psycho-social, emotional and behavioural challenges as barriers to learning and action research for improved practice. These acquired skills will be beneficial to the individual, society and the economy as qualified teachers will be able to transfer these acquired skills.
This qualification articulates vertically to a Master's Degree in Psychology of Education.

This qualification should be seen as a response to the national and international imperatives of making quality education accessible to all learners irrespective of their differences, by equipping teachers and relevant practitioners with the theoretical knowledge, practical skills and appropriate attitudes to work comfortably and effectively with the mixed-ability and diverse learning environments.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Assessment of prior learning could also lead to entry into the Postgraduate Diploma in Psychology of Education or advanced credit standing in accordance with institution's RPL policy. The institution's RPL policy is in alignment with the updated guidelines developed and the requirements of the (Higher Education Qualifications Sub-Framework 2014) and the Revised Policy on the Minimum Requirements for Teacher Education Qualification (2015). RPL will be applied provided that evidence is offered of learning achievement which is similar to the learning outcomes and level of the module/s for which RPL is requested. The institution's RPL policy, however will not disregard the Revised Policy on the Minimum Requirements for Teacher Education Qualification (Department of Higher Education & Training 2015) and the Higher Education Qualifications Sub-Framework in order to protect qualifying graduate's employability.

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

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

A three-year general Bachelor's Degree and a Postgraduate Certificate in Education, NQF Level 7.
Or

A four-year professional teaching qualification(s) as well as a 120-Credit Advanced Diploma in a cognate specialisation, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, NQF Level 8 120 Credits:

Psychology of Education and Child Development, 24 Credits.

Cognition and Learning, 24 Credits.

Classroom intervention strategies for teaching and learning support, 24 Credits.

Psycho-social, emotional and behavioural challenges, 24 Credits.

Applying action research for improved practice, 24 Credits.

EXIT LEVEL OUTCOMES

1. Explore different theoretical perspectives, frameworks and perspectives pertaining to Educational Psychology and child development.
2. Apply cognitive development theories, constructivist learning principles and educational neuroscience to accommodate learning differences and talent.
3. Analyse, evaluate, critically reflect and adapt strategies when implementing different intervention methods in addressing psychosocial teaching and learning needs in and outside the classroom.
4. Identify, assess and provide support to learners, teachers and parents when learners experience challenges related to their psycho-social, emotional and behavioural functioning.
5. Illustrate action research in the field of education. Learners know what action research in the field of education is and can reflect on its application in education.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse underlying theoretical frameworks pertaining to Educational Psychology and examine the systemic perspectives as it aligns with Educational Psychology.

Understand various theoretical perspectives of child development in order to make sense of their cognitive, behavioural and of their learning and teaching.

Make recommendations to teachers and parents to better understand the developmental and emotional needs of children through using appropriate theoretical perspectives and frameworks.

Provide input in the development of support/ intervention programmes to facilitate teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 2:

Design a classroom that provides learners with experiences that allow them to hypothesise, predict, manipulate objects, pose questions, research, investigate, imagine, and invent.

Create work stations and learning programmes in the learning environment (i.e. inside and outside the classroom) to accommodate learning differences and talent.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate an understanding of the eco-systemic and asset based models.

Take into consideration teachers ethical responsibilities as team members of a multidisciplinary team and the broader school community.

Develop evidence- based intervention strategies through problem solving skills within policy frameworks in addressing psychosocial needs of learners within diverse contexts.

Critically reflect and adapt strategies to meet required outcomes taking into consideration the different roles of the multidisciplinary team members and school community.

Associated Assessment Criteria for Exit Level Outcome 4:

Make appropriate recommendations on the basis of a holistic interpretation and integration of all information derived from the behavioural and social assessment.

Develop a Learner Individual Support Plan.

Address challenges such as behavioural, emotional, personal and social development impacting negatively on learning.

Develop practical support guidelines for parents with regard to managing their children's emotional and behavioural challenges.

Formulate practical support guidelines for teachers with regard to managing learners' emotional and behavioural challenges.

Associated Assessment Criteria for Exit Level Outcome 5:

Describe action research processes with reference to research in education.

Evaluate the role of ethics in action research.

Initiate reflection on action research findings and their practical application.

Integrated Assessment:
The Associated Assessment Criteria employed by this qualification will require teachers to apply his/her learning in an integrated way. The acquisition of the required expertise is reflected by applying knowledge in their profession practice within own teaching and learning environment. The acquired expertise should reflect in-depth foundational knowledge supplemented by mastering practical and reflexive competencies in order to meet the required NQF Level 8 Exit Level Outcomes.

The teachers will be assessed through a range of formative and summative assessments to determine whether they have achieved the Exit Level Outcomes.

The year mark consists of at least three formative assessments with equal weights per module counting for 20% of the final mark. Summative Assessment will be in the form of a venue based examination counting for at least 80% of the final mark integrating learning from the formative assessments.

INTERNATIONAL COMPARABILITY

An international comparison for this qualification was found at the University of Wellington. When compared, this qualification compares well with the one at the University of Wellington. The major difference between the Honours and the Postgraduate Diploma (PGDip) is the emphasis on registration as an educational psychologist as well as the need to complete a formal research project. The main focus of the PGDip in Psychology of Education is on teaching and learning support. This qualification will also be offered in a distance education mode which makes it accessible to teachers and practitioners irrespective of where they live.

The PGDip in Psychology of Education compares well internationally, however there are minor differences which account for contextual issues and the manner in which psychology of education is defined. Internationally for the most part the PGDip forms part a direct pathway to a Master's Degree in Educational Psychology. Several qualifications were identified in the field of educational or school psychology for example; Postgraduate Diploma in Education (specialising in Educational Psychology) offered through the University of Massey in New Zealand, the Postgraduate Certificate in Psychology offered through the University of Liverpool and the University of Pune also offers a Postgraduate Diploma in School Psychology. The qualification that relates the best with this qualification is the Postgraduate Diploma in Education (specialising in Educational Psychology) offered through the University of Massey in New Zealand.

University of Massey (New Zealand) offers Postgraduate Diploma in Education (specialising in Educational Psychology), 120 Credits is a one-year qualification with 4 modules:

Module 1: Understanding Learners with Behaviour Difficulties.

Module 2: Assessment in Educational Psychology.

Module 3: Research Methods in Professional Practice.

Module 4: The Nature, Prevention and Remediation of Literacy Learning Difficulties.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor of Education Honours, NQF Level 8.

Vertical Articulation:

Master of Education in Psychology of Education, 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.

1.	University of South Africa