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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Postgraduate Diploma in Education in Educational Psychology 
SAQA QUAL ID QUALIFICATION TITLE
117698  Postgraduate Diploma in Education in Educational Psychology 
ORIGINATOR
University of the Western Cape 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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
Passed the End Date -
Status was "Registered-data under construction" 		 SAQA 06120/18  2018-07-01  2021-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2022-06-30   2025-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Postgraduate Diploma in Education in Educational Psychology enables qualified teachers with an education background to develop integrated and functional reflective competences in Education Psychology. It is directed at educators and those aspiring to occupy supervisory positions in the schooling sector.

The qualification examines issues such as South African Education, Curriculum Matters, Educational Leadership in Education, and the use of Information Technology in Education.

Rationale:
The aim of the qualification is to apply educational knowledge, skills, principles and methods to unlock and integrate sophisticated educational knowledge, skills, principles, methods and procedures relevant to Education as discipline and necessary to render specialised support and guidance for the full development of school learners and responding to the needs of the community.

Qualifying learners will demonstrate knowledge, skills and applied competence in the field of study that provide opportunities for continued personal growth, gainful economic activity and rewarding contributions to society.

At the end of the qualification, the professional teachers will be able to analyse and apply the principles relevant to the following:
  • The functions and domains of the field of Educational Psychology.
  • The structure of education knowledge as foundation to enhance critical reflection on educational issues.
  • Learning styles, stress, development phases, language and cognitive processes, creativity and self-concept for guiding the learner to self-management and full actualisation.
  • The basic principles underpinning education system studies.
  • The principles and skills needed to identify and deal with learning restraints, handicaps and abnormal behaviour so that school learners could be lead to full actualisation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL offers an alternative access route into a qualification, to those who do not meet the specified qualification entry requirements. Qualifications, part-qualifications and professional designations registered on the NQF may be awarded in whole or in part through RPL. Recognition of Prior Learning (RPL) is an important consideration for this qualification. The institution's Recognition of Prior Learning Policy and rules and procedures will be considered when learners apply for RPL.

    Access to the qualification can also be provided in terms of the university's RPL policy and its admission criteria stipulated by Senate. In the RPL process learners have to undergo a Portfolio Development Course (PDC) to support the learner's admission. The PDC will focus on written submission explaining the reasons for the learners' interest in in the discipline as an adjunct to their existing professional competencies. The admission of the learner is still subject to the policies regulation the minimum standards for Teacher Qualifications.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education, NQF Level 7.
    Or
  • A three-year general Bachelor's Degree, capped by an Advanced Diploma in Teaching/Education (or an equivalent). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, 120 Credits:
  • Introduction to Educational Research, 15 Credits.
  • Counselling Theory, 15 Credits.
  • Counselling Practice, 15 Credits.
  • Development and Learning, 15 Credits.
  • Special Needs and Support Services, 15 Credits.
  • Psycho-Educational Assessment, 15 Credits.
  • Psychopathology, 15 Credits.
  • Life Skills and Health Education, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, analyse, formulate, and solve convergent and divergent educational problems, of individual and societal kinds, creatively and responsibly.
    2. Work effectively with others as a supervisor of a team, group, organisation, community, and contribute to the group output in tasks in the educational field.
    3. Manage and organise activities and life responsibly and effectively, including studies and career.
    4. Collect, analyse, organise and critically evaluate information.
    5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation in often-extensive pieces of sustained discourse.
    6. Use IT effectively and critically in a schooling contexts.
    7. Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria applies across all Exit Level Outcomes:
  • Describe and critique relevant concepts and theories, policies and structures.
  • Show evidence of 'people skills' (tolerance, empathy, listening skills, etc) in group situations involving learners, parents, colleagues and educational authorities.
  • Demonstrate respect for the opinions of others through (written and/ or oral) reporting without bias via research project or class presentation.
  • Identify and solve concrete and abstract problems in the educational sphere by drawing upon the theoretical knowledge and experiential base of individual disciplines in educational and other fields.
  • Demonstrate the requisite study skills and learning strategies.
  • Use creative and various teaching strategies, which suit personal situations and contexts.

    Integrated Assessment:
    The University adopted a Continuous Assessment System. Assessment consists of number assessment events throughout the year and a variety of assessment instruments are used (for example, tests, essays, practical reports, project reports and oral presentations).

    Formative assessment:
    Learning and assessment are integrated as a variety of modules is included in the qualification, therefore different types of formative assessment will be applied according to the nature of each module. Assessment during the year will consist of a combination of assignments including activities such as, portfolios, self-assessment tasks.

    Summative assessment:
    The summative assessment will consist of examinations, or equivalent assessment such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of the module. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares favourably with a Graduate Certificate in Psychology qualification at the University of Queensland Australia. Victoria University of Wellington offers a Postgraduate Diploma in Educational Psychology and Massey University (both in NZ) offers Postgraduate Diploma in Educational and Developmental Psychology. Upon completion, graduates will have the knowledge and skills to work in education and community-related contexts as Educational Psychologists. As specialists in interventions and assessment, they will engage in evidence-based practices in the field of educational psychology and inclusive education. Graduates have the academic requirements to apply for registration as psychologists within the Education Scope of Practice with the New Zealand Psychologists Board. They will become Educational Psychologists or leaders in other areas of the education sector.

    While this qualification compares favourably with the international qualifications, it does not lead to registration with the Health Profession Council of South Africa, 

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

    Horizontal Articulation:
  • Postgraduate Diploma in Policy and Development Studies, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Educational Psychology, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.
     
    NONE 


    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.