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: 

Postgraduate Diploma in Higher Education 
SAQA QUAL ID QUALIFICATION TITLE
112665  Postgraduate Diploma in Higher Education 
ORIGINATOR
Durban University of Technology 
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  2019-10-30  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 primary purpose of the qualification is to:
  • Facilitate the development of lecturers, academic developers and quality promotion specialists through undertaking advanced reflection and systematic survey of current thinking, practice and research methods in the area of Higher Education as a field of study.
  • Develop in participants, high levels of theoretical engagement, intellectual independence and the ability to relate knowledge to a range of contexts to undertake specialist or highly-skilled work and provide formal recognition and qualification for Higher Education practitioners.

    Rationale:
    Governments and institutions recognise the importance of the role of teaching quality in higher education (HE), its impact for learners and prepare them for their future contribution to the society and economic performance of a country or region. The shifts in higher education around massification, globalisation and the discourse of 'high skills' have brought a changed workplace for academics and academic developers. They have to negotiate new expectations and identities.

    These changes have particular nuances in the South African context to address historical disadvantage, social justice and transformation. This qualification aims to contribute towards academic developers' ability to respond to these challenges and to meet the teaching and learning needs of the learners and academics in our context. Due to the current low pass rate of the increasingly diverse South African higher education student body, it has become crucial to ensure greater success for more learners. To achieve this, professional development for academic staff is a priority for the sector. Hence the offering of this qualification will advance academic developers' knowledge of higher education as a field of study and enable them to conceptualise, design and implement formal and informal academic development initiatives (with a particular focus on academic staff development) appropriate to our specific context. The qualification aims to equip higher education teachers from various disciplines educational. Also, to contribute to the production of skillfully qualified academics who can interpret and implement the curriculum in a holistic way as innovative educators, instructional leaders, planners, counsellors and researchers.

    The qualification will facilitate the professional development of lecturers, academic developers and quality promotion professionals through undertaking advanced reflection and systematic survey of current thinking, practice and research methods in the area of Higher Education (HE). The qualification seeks to develop learners with high levels of theoretical engagement, intellectual independence and the ability to relate knowledge to a range of contexts to undertake professional or highly-skilled work. This qualification will also provide for professional accreditation for HE practitioners. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    To access this qualification through RPL, learners need to demonstrate that they are competent in terms of prior relevant learning through experience and research skills. Learners are required to reflect on the prior learning and then do a self-assessment exercise before applying for the RPL. The prior learning must be appropriate to the academic context of the qualification, and must still be current, valid and applicable. Learners are then required to compile a portfolio comprising the self-assessment activity and details of relevant learning through experience. Upon submission of this portfolio for internal and external assessment, the student will be informed to conduct an oral defence of the portfolio. The qualification cannot be achieved entirely by RPL. Also, learners must meet all other requirements as laid out in the institution RPL policy.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Appropriate Bachelor in Education , NQF Level 7.
    Or
  • Appropriate Advanced Diploma in Education, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at Level 8 totalling 120 Credits.

    Compulsory Modules, 96 Credits:
  • Teaching, Learning and Assessment in Higher Education, 28 Credits.
  • Higher Education Research Project, 16 Credits.
  • Curriculum Development and Quality Assurance in Higher Education, 20 Credits.
  • Educational Technology in Higher Education, 16 Credits.
  • Higher Education Policy and Legislative Framework, 16 Credits.

    Elective Modules, 24 Credits (Choose two Modules):
  • Internationalisation of the Higher Education Curriculum, 12 Credits.
  • Management and Leadership in Higher Education, 12 Credits.
  • Postgraduate Supervision and Research Ethics, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Critically reflect on challenges in the South African higher education context and research and report on possible solutions.
    2. Analyse the educational needs of higher education learners and design and implement instructional practices to produce a positive impact on teaching and learning.
    3. Demonstrate a deep and thorough conceptual understanding of identified aspects of the subject matter.
    4. Create innovative strategies and incorporate technology in tertiary education.
    5. Analyse and apply different innovative methodologies in curriculum design, teaching, learning, research, assessment and quality assurance.
    6. Reflect and analyse the process of developing a higher education research process. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify challenges in the South African higher education context.
  • Critically reflect on challenges in the South African higher education system.
  • Investigate possible solutions to challenges.
  • Report on possible solutions to challenges.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse the educational needs and results of higher education learners.
  • Investigate instructional practice in line with the analysis of the educational needs of higher education learners.
  • Design and implement instructional practices.
  • Gather and analyse data on the impact on teaching and learning of these newly developed instructional practices.
  • Draw informed conclusions on the analysis of the data.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify different aspects of the subject matter.
  • Critically reflect on and analyse elements of the subject matter.
  • Acquire a deep and thorough conceptual understanding of the subject matter through analysis and reflection.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Investigate innovative strategies to incorporate technology.
  • Analyse data on these innovative strategies.
  • The results of the data analysis must lead to the development of relevant and innovative approaches.
  • Critically reflect on and analyse to make informed decisions about the impact of these innovative strategies.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explore different methodologies in curriculum design, teaching, learning, research, assessment and quality assurance.
  • Apply different methodologies in curriculum design, teaching, learning, research, assessment and quality assurance in context.
  • Critically reflect on and analyse the effectiveness of the different methodologies in curriculum design, teaching, learning, research, assessment and quality assurance to arrive at informed conclusions.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Compile a higher education contextualised research project.
  • Take decisions on how to compile a higher education research project.
  • Complete a higher education research project. Reflection and analysis of the process of developing the higher education research process must occur to strengthen understanding of the purpose of the project.

    Integrated Assessment:

    For this qualification, formative assessment will take the form of performing and presenting, debating and discussing, using digital technology to access, manage and share content as well as stimulating creativity. Formative assessment involve activities that:
  • Encourage learners to think actively and creatively.
  • Develop a positive disposition towards investigating.
  • Reasoning and problem solving.
  • Reflecting on and evaluating their thinking and learning.
  • Active classroom participation, projects, assignments, presentations and case studies.

    Teachers assess as part of their daily practice through observation, and listening as learners carry out tasks. Teacherslook at what the learners write and make, and by considering how they respond to, frame and ask questions. Teachers will use this assessment information to help learners plan the next steps in their learning.

    Periodically the teachers conduct this assessment will be in more structured formalised settings where teachers will need to obtain a snapshot of the learners' progress to make decisions on future planning and to report on progress. The assessments may involve the learners in doing projects, investigations, case studies and tests and may occur at defined points in the academic.

    The institution uses formative assessment to monitor learning and to provide ongoing feedback to improve teaching.
    Also, for learners to improve their knowledge, summative assessment, is used to evaluate student's learning at the end of an instructional unit by comparing it against some standard or benchmark.

    In this qualification, the summative assessment will comprise an integrated portfolio which will cover the learning content for all the modules. Learners will submit this portfolio as the final assessment for the year and will not be able to obtain the qualification until this portfolio is submitted and assessed.
    Formative assessment will comprise 50% of the total mark, and summative evaluation will include the other 50%. 
    		•

    INTERNATIONAL COMPARABILITY 
    When comparing the offering of this qualification with international universities, the modules and the assessments compare very favourably with international standards. University of Otago: New Zealand:
    The 120 Credit Postgraduate Diploma at this university comprises models which closely aligned to the modules being offered for the South African qualification. The focus is on reflections and investigation into higher education teaching and learning and research in higher education.
    Internationally, the institution offers the qualification on a on a part-time basis. Also, is self-paced in that the learners can negotiate the duration of each module provided they complete the qualification within four years.
    The qualification is for teachers and other academics who are already in employment. The aim is for professional teacher development.

    Zimbabwe Ezekiel Guti University:
    The Postgraduate Diploma in Higher Education is an exit qualification for those learners registered for a Master of Education degree who complete the coursework year and examinations, but who do not complete the research component. The Diploma is offered on a part-time basis only, and, as a whole qualification must be completed in not more than six consecutive semesters. There are four compulsory modules, plus one elective. This qualification is similar to the South African qualification. The other unique aspect of this qualification is a module called Integrated Portfolio. Which is the integration of all the required individual modules into a profile that will constitute an overall pass and therefore the award of the Diploma.

    University of Nottingham: Malaysia:
    This qualification aims to provide learners with the knowledge and skills required to teach and support student learning in the higher education sector. It is also for those undertaking or planning to make teaching in Higher Education (HE), as well as leaders and managers in HE. It develops innovative ways of learning and teaching in contemporary higher education environments and contributes to a professional culture of scholarship through the use of research to inform practice. The course comprises three modules that connect essential concepts and theories of teaching and learning to curriculum design, pedagogy and assessment. This structure of qualification compares very favourably with the construction of the qualification because the course is a 60 Credit qualification and is made up of 20-Credit modules. The learner must complete all three modules. With the offering of this qualification, the South African qualification is not far off from international standards and structures. Assessment for the qualification is by written assignments, reflection reports, presentations and portfolio. Learners will be required to achieve a pass mark (50%) in each of these modules. To address the learning outcomes of the programme, students must complete all three modules, and so they are non-compensable. 

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

    Horizontal Articulation:
  • Bachelor of Education Honours, Level 8.
  • Postgraduate Diploma in Adult Education, 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. Durban University of Technology 


    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.