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: 

Advanced Diploma in School Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
112604  Advanced Diploma in School Leadership and Management 
ORIGINATOR
University of Venda 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  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  2019-10-30  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 qualification is to empower and enable school leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively and efficiently, work together in communities of practice and, contribute to improving the quality of delivery of education across the school system. The qualification consolidates and deepens a learner's expertise in Educational management in School leadership and Management.

Rationale:
The qualification provides a structured and professional learning pathway for current and aspirant school principals. The qualification equips school principals with the knowledge and competences to manage and lead their schools effectively and in alignment with national goals. It promotes professional and academic development such that the qualified learner can lead and manage the school and promote quality education. The qualification empowers and enables 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.
  • Emphasise that schools exist to provide systematic, quality learning opportunities for children and therefore, that effective leadership and management of teaching and learning is a critical role for the school principal.
  • Complement the leading and managing teaching and learning schools by focusing on supporting effective leadership and management of extra- and co-curricular activities as integral to the development of well-rounded individuals.
  • Emphasise that principals are the critical resource of the school and reveal the need for both theoretical understanding and practical competences in leadership and management of people, to manage oneself and others in both the school and the wider school communities.

    The qualification provides benefits to the learner, society and the economy. Qualified learners will be able to:
  • Organise and manage themselves and their activities responsibly and effectively; collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, symbolic and language skills in various modes.
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving context does not exist in isolation.
  • Reflect on and explore a variety of strategies to learn more effectively.
  • Participate as responsible a citizen in the life of local, national, and global communities.
  • Be culturally and aesthetically sensitive across a range of social context. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    In line with the university's policy, recognition of prior learning is for deserving, experienced learners. They need to demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio. This portfolio must prove that they can cope with the qualifications expectations.

    Evidence of prior learning provided by the learners needs to be verified by the University. Learners who apply for this type of RPL must have an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission.

    The learners' relevant knowledge, skills and competencies acquired through formal, non-formal and informal learning shall be recognised. Credits are obtainable through RPL and CAT. The University registry will verify the evidence of prior learning provided by the learners.

    In line with RPL Policy, granting of credit/s is for learning that occurred and not for experience. Credit shall be appropriate to the context and applies to the learning that occurred through informal and non-formal learning routes.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Postgraduate Certificate in Education, NQF Level 6.
    Or
  • Bachelor of Education, NQF Level 6.
    Or
  • General first Degree qualification (with a teaching qualification). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    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 and Managing Extra-Curricular Activities, 9 Credits.
  • Leading and Managing People and Change, 18 Credits.
  • Working with and for 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, while locating, arguing for and contesting bodies of knowledge. The ability to do independent research and competence in scholarly exposition.
    2. Take full responsibility and accountability for managing school leadership, teaching and learning. Engage in school activities decision-making and projects, 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. Demonstrate the ability to 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 safety, 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 while 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 individual decisions, and rules 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:
  • Read and discuss current debates/trends in education.
  • Analyse contemporary literature, including the South African Standard for Principalship and the Personnel Administrative Measures, to identify critical success factors for school success including appropriate strategic, executive, instructional, cultural and organisational leadership.
  • Case studies related to the school context for identification of areas for improvement.
  • Conduct Strengths Weaknesses Opportunities Threats (SWOT) analysis of own school and practice to identify areas for improvement that will impact on learner performance. Present for peer critique and qualify priorities (this would assist in the selection of the work-place project).

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify a need for improvement related to learner performance.
  • Submit a project proposal and plan to effect improvement.
  • Develop and implement a strategy to get project stakeholders on board.
  • Select, induct and distribute leadership roles within a project team.
  • Manage the implementation and monitoring of the plan using appropriate project management tools/instruments to deliver and track the project and produce project reports.
  • Document the process, justify the decisions made at each step and cite appropriate evidence.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Evaluate the impact of the project and make recommendations for future practice.
  • Keep a reflective journal outlining own experience of having, being and developing a mentor.
  • Negotiate the purpose, composition, and rules of engagement within the community of practice.
  • Propose the types of assessment that will best reflect one's personal, professional and organisational development.
  • Critically reflect on one's personal and professional qualities as a school leader and manager with consideration given to strengths and weaknesses, challenges in working and evaluating a team and the areas prioritised for development.
    Providing a Personal, Professional and Organisational Development Plan:
  • Outline one's educational development, including achievements and challenges.
  • Develop, based on the above, realistic and measurable targets for personal, professional and organisational development.
  • Reflective commentaries about one's development to include; the application of course learning to one's context and one's project management ability.

    Reflect on, monitor and adapt (using an experiential learning model) one's plan and apply appropriate short-term and long-term strategies. Implementing these strategies and directly relating them to one's leadership and management development within one's school context.

    Associated Assessment for Exit Level Outcome Criteria 4:
  • Use of case studies such as written video to highlight specific instances of leadership and management of teaching and learning in a learning organisation.
  • Devise an action plan to show how one can institute this, or improve on what is already there -oral and written presentations.
  • Manage and filter staff professional development initiatives.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Brainstorm accountability standards.
  • Brainstorm caring standards.
  • Rehearse scenarios to apply the principles of fairness, sensitivity and confidentiality.
  • Practise giving feedback on performance.
  • Case studies.
  • Quiz on work-life balance, as well as a 'stressors' exam.
  • Develop a detailed scenario of the school's staffing situation, which includes:
    > The analysis of staffing requirements.
    > A full profile of staff capabilities and potential.
    > Taking the staffing requirements into account (including issues of equity).

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Write a motivation to the School Governing Body.
  • Develop a work plan for deployment, orientation and induction of newly appointed staff.
  • Scenario discussion on direction and selection.
  • Brainstorm orientation content and induction content.
  • Role-play an orientation or induction discussion.
  • Develop a work plan for mentoring the inexperienced staff member.
  • Practise mentoring skills.
  • Write and advertise a post in the newspaper or government gazette.
  • Develop a work plan for SGB on the deployment of the newly appointed staff.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Design the procedure for shortlisting, interviewing, selecting and appointing. Ensure issues of equity inclusion.
  • Role-play interview questions.
  • Discuss scoring and recommendation.
  • Develop a work plan for mentoring of the inexperienced staff member.
  • Definitions.
  • Practise mentoring skills.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Use the profile of staff capabilities and potential as a starting point for assessment.
  • Develop a work plan for work redesign and professional development of the newly appointed staff.
  • School Development Team composition, roles and responsibilities.
  • Select an applicable soft skill such as communication, teamwork, collaboration, collegiality or negotiation skills, and apply the selected capability to a real and identified problem in one's school. Report on the outcome of the skills used to the problem. Select an applicable hard ability such as problem-solving, conflict resolution, decision-making skills, goal setting, planning, strategising, time management and apply the selected capability to a real and identified problem in one's school.
  • Report on the outcome of the skills applied to the problem.
  • Reflect on own responses to crisis and conflict.
  • Participate in a role-play (fishbowl style) to model ideal reactions to conflict.
  • Analyse conflict/crisis/disciplinary scenarios and recommend appropriate responses and actions.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Model a participatory and collaborative leadership style while gathering information for a report which investigates communication systems and communication styles in the school.
  • Practise the application of problem-solving, innovative and creative thinking skills, as well as communication skills, to solve systemic problems around a choice of the following school issues and requirements:
  • Information systems (record-keeping, data collection and analyses);
  • Communication systems;
  • Financial arrangements (Budget, income and expenditure, banking and auditing);
  • Asset management;
  • Timeframes.

    Legislative framework and policy including South Africa's Schools Act, Norms and standards for Funding and the Public Finance Management Act.

    Integrated Assessment:
    Assessment is both formative and summative. Formative assessment includes assignment, projects and portfolio. Portfolio forms part of the summative assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Diploma in School Leadership and MAnagement compares with Diplomas in Education at the following institutions globally:
    The University of Ibadan in Nigeria: The Department of Educational Management provides and is still engaged in some training on educational planning, administration and supervision to civil servants at various levels of government in Nigeria.

    The University of Derby in the UK: This pathway is for those who are interested in how leadership and management work. It is suitable for practitioners working in a variety of settings: primary, secondary, FE and HE, Adult or Community Learning and who wish to review or update their practice and develop their careers. The pathway is also suitable for those who wish to gain knowledge in this specialist area at any point in their careers.

    Edith Cowan University in Australia recognises the need for educational leaders to take responsibility for setting high standards. Leaders need to be accountable for the maintenance of these high standards and to monitor performance against such standards.

    The choice of international universities as they offer qualifications which provide school leadership and management. 

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

    Horizontal Articulation:
  • Bachelor of Education Honours in Educational Management, NQF Level 8.

    Vertical Articulation:
  • Cognate Bachelor of Education Honours, NQF Level 8.
  • Cognate Postgraduate Diploma, NQF Level 8. 
    		•

    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 Venda 


    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.