SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in School Leadership and Management

SAQA QUAL ID	QUALIFICATION TITLE
117721	Advanced Diploma in School Leadership and Management
ORIGINATOR
Stellenbosch University
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	2020-09-29	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 used as a Continuing Professional Development (CPD) qualification. To further strengthen and enhance an existing specialisation in a subject, as per the Minimum Standards for Teacher Education Qualifications (MRTEQ) promulgated by Government Gazette Vol 596, Number 38487 on the 19th February 2015, to develop a new role or practice to support teaching and learning in a school or education more broadly.

The qualification offers intellectual enrichment or intensive, focused, and applied specialisation, which meets the requirements of a specific niche in education as well as in teaching subjects. This qualification will provide qualifying learners with a deep and systemic understanding of current thinking, practice, theory, and methodology in the area of specialisation. 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, 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 the following:

Improve 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);

Schools that are run as efficient and effective learning organisations;

Schools that work with and for the community;

Schools that build a caring and supportive school culture and community; and

Schools that contribute to the continual strengthening of the school system.

Rationale:
The MRTEQ identifies three broad qualification pathways that educators may follow to advance their careers, of which one is a teaching and learning pathway. This qualification serves all of these purposes. There is a need to develop teachers who are adaptable and reflexive so that they can function optimally in a complex educational context. The qualification envisions a learner who can think critically and who possesses the professional, technological, and cultural knowledge to function optimally in their respective diverse teaching contexts. Furthermore, it would not include only practical knowledge, but also deep-theoretical knowledge, from which to draw to improve their practice and enhance the quality of their contribution in various contexts.

In a survey of literature both in South African and international, it dawned on the institution that there are indeed highly serious questions raised regarding the format, the theoretical underpinning as well as the success of past and present Professional Learning initiatives aimed at enhancing the content and pedagogical knowledge of teachers. Steyn (2008:15-31), in his discussion on professional learning in South Africa, concludes that these initiatives have been proved to be unsuccessful since it fails to bring about significant change in the content and pedagogical knowledge of teachers. An in-depth survey of the literature to a similar conclusion stated that traditional in-service education was, despite their purpose, presented in the form of workshops, seminars, conferences and courses. These initiatives are heavily criticised by researchers as being too brief, fragmented, incoherent, decontextualised and isolated from real classroom situations.

A recurring point of criticism levelled at Teacher Learning Programmes (TPL) both nationally and internationally is that these programmes are experienced by teachers (and principals of schools) as being removed from their daily experience and that they are way too theory-laden and abstract (Villegas-Reimers:2003, Levine: 2005, Karstanje:2008, Madasi: 2004).

Academics responded to the criticism; that TPL programmes were too theory-laden, abstract and removed from the daily experience of teachers; by suggesting a move away from such qualifications to programmes where teachers could 'learn in and from practice rather than in preparing to practice' (Ball and Cohen, 1999). This call based on research findings that shows that effective professional learning that has been proven to elicit changes in teacher's practices takes into account the contexts in which teachers learn while they interact with others on practice-based issues (Mkhwanazi, 2014:426). The earnest with which the need to make such a shift is viewed is clearly illustrated when Mundry (2005:14) calls on policymakers and education managers to 'abandon outmoded approaches to staff development and invest in more practice-based approaches to the professional learning of educators.

As such the shift to practice-based learning implies a shift to thinking of learning through participation in a practice which enables us to focus on the fact that, in everyday practice, learning takes place in 'the flow of experience, with or without our awareness of it'. A practice is a system of activities in which knowledge is not separate from doing while learning is a social and participate activity rather than merely a cognitive activity while learning is a social and participative activity rather than merely a cognitive activity.

The rationale provides a structured professional learning pathway for current and aspirant school principals, within the theoretical framework of practice-based professional learning that will equip them with the knowledge and competences to manage and lead their schools effectively and in alignment with national goals. The qualification is targeted primarily at School Management Team (SMT) members who have management experience and who are current or aspirant school principals.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
This qualification may be achieved through RPL following the institution policies. RPL learners will be assessed based on these policies.

A learner may apply for admission as if under "normal" application procedures. The process to be followed in the RPL process is communicated to the learner.

The institution may request additional information from and/or a personal interview with the learner where applicable. The institution will consider the recommendation of the ARPL committee and either refer it back for further consideration or recommends it to the Faculty Board for approval.

The learner is informed of the decision of the Faculty Board via the faculty secretary. Both the learner and the institution are entitled to appeal to the chair of the RPL committee should they consider the decision or the process unreasonable.

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

Bachelor of Education, NQF Level 7.
Or

General first Degree or Diploma, plus an Advanced Diploma in Teaching or a Postgraduate Certificate in Education (PGCE) or a Higher Diploma in Education (Postgraduate), NQF level 7.
Or

An Advanced Certificate in Education on the former 8-Level NQF, a Pre-2009 NQF Higher Diploma in Education or Further Diploma in Education.

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

Leading and Managing People and Change, 18 Credits.

Working with and for the Wider 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 understanding of what is involved in school leadership and management in South Africa and to what constitutes good practice in South Africa and other parts of the world.
2. Display the personal and professional competencies, qualities and attributes necessary for effective leadership and management of teaching and learning.
3. Apply relevant technical, pedagogic content knowledge in the design, implementation and evaluation of teaching and learning and the organisation of the school environment.
4. Show sound understanding of the theories and models for leading and managing self and others as well as for effective leadership and management of extra-curricular and co-curricular activities.
5. Plan for and allocate staff; support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks, responsibilities and accountability.
6. Understand schools as communities and be able to apply relevant content knowledge in leading and managing people both within and outside the school.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Plan, justify, execute and evaluate a workplace project aimed at school improvement.

Assess their abilities in leadership and management in terms of current notions of competence and relevance in South Africa with leadership and management.

Demonstrate understanding of the principles and values informing educational transformation in South Africa and how these create challenges for the leadership, management and governance of schools.

Demonstrate a sound understanding of the nature and purpose of educational leadership, management and governance both generally and in the context of a changing South Africa regarding appropriate policy and theory.

Practice evidence-based decision-making informed by evidence-based inquiry.

Propose, plan, implement, evaluate and document a workplace project and can explain their decisions and actions regarding appropriate theory, policy and evidence from practice.

Describe own current school management and leadership practices in terms of a transformative and contextualised understanding of management, leadership and governance.

Evaluate own management and leadership practices against given criteria.

Reflect on evaluation results and decide on areas in which further development is necessary.

Associated Assessment Criteria for Exit Level Outcome 2:

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.

Demonstrate an understanding that knowledge is contested and an ability to evaluate the types of knowledge and theories related to curriculum, teaching and learning.

Make explicit own personal and professional orientation to teaching and learning and how this influences how one leads and manages learning, teaching and assessment activities

Relate own beliefs about curriculum, teaching and learning to key theories and debate the relative merits of different positions and practices.

Link professional practice with national, school and personal vision to focus on the kind of learners the school aspires to nurture rather than a narrow focus on exit level results only.

Promote a school culture that supports effective teaching and learning.

Construct critique policy, theory and practice related to curriculum teaching and learning concerning context.

Explain the role of the principal within the leadership and management of teaching and learning and critiques own practice in this regard.

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

Manage learner assessment ethically and fairly and in a manner that links curriculum and assessment policies effectively.

Ensure that detailed records of learners' work and performance are maintained, analysed and used for planning, problem-solving and development.

Develop and manage strategies to ensure that all learners (whatever their background or barriers/special needs) are supported to achieve their full potential.

Monitor classroom practice by observing lessons and providing advice and feedback that is both constructive and supportive.

Evaluate the implementation of curriculum change and transformation initiatives, as well as learning support initiatives, in the school and monitor their impact.

Associated Assessment Criteria for Exit Level Outcome 3:

Understand, apply and justify, strategies for ensuring that learners reach their full potential.

Describe methods of creating and sustaining a learning culture within the school.

Demonstrate understanding of adult- learning principles in supporting staff, parents and community members.

Apply and justify interpretations of national and provincial curriculum and assessment policies and how to use them to plan teaching and learning activities in the school.

Associated Assessment Criteria for Exit Level Outcome 4:

Rationalise the role of extra- and co-curricular activities concerning one's development as well as the development of learners as well-rounded individuals.

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

Develop high expectations for achievement and demonstrates the ability to set stretching targets for the whole school community.

Demonstrate a commitment to enabling all learners to reach their full potential.

Ensure adequate provision in the budget for appropriate extra-curricular and co-curricular activities and the management of resources related to this provision.

Justify practices in light of appropriate theory, policy, contextual realities, and appropriate consideration for health and safety.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate a sound understanding of theories and models for leading and managing self.

Create an environment within the school in which conflict can be managed creatively.

Analyse and effects change as necessary in the organisational culture of the school is committed to democratic leadership and effective teamwork.

Treat people fairly, equitably, and with dignity and respect to create and maintain a positive school culture.

Demonstrate personal growth and processes for moving from theory to practice.

Challenge, influence and motivate others to achieve high standards and realise their goals and those of the school.

Associated Assessment Criteria for Exit Level Outcome 6:

Analyse the staffing requirements to implement the school plan and facilitate the routine functioning of the school.

Communicate staffing needs to the School Governing Body.

Assess the particular qualities, capabilities and potential of existing staff to deploy them effectively.

Identify particular areas of weakness across the staff complement and develops strategies to ensure that these do not impact negatively on overall output.

Identify the need for, and draws on external expertise where and when necessary.

Plan, allocate, support and evaluate work: Initiate structures and processes that share leadership and help staff work collegially in teams to meet the vision and mission of the school.

Manage own workload and that of others to facilitate achievement of a beneficial work/life balance

Acknowledge and celebrate the work and achievements of individuals and teams.

Develop and maintain a culture of high expectations for self and others and takes appropriate action when performance is unsatisfactory.

Understand the potential impact of HIV and Aids and other illnesses on individuals and the school community and manages affected staff and learners sensitively and fairly.

Create, maintain and enhance effective and harmonious working relationships with and between staff.

Integrated Assessment:
There is a formative and summative assessment for each module, which are scenario-, case study- and/or practice-based assignments. Learners are expected to develop a reflective portfolio drawn from across the qualification in an integrated way as evidence of applied competence. The assessment strategy must include a workplace project to be completed during the qualification and aimed at identifying and then addressing a contextual challenge within the school.

INTERNATIONAL COMPARABILITY

Country: Ireland.
Institution: University College Dublin.
Qualification: Professional Diploma in Education Studies (Leadership).
The Professional Diploma in Education Studies is aimed at learners who have an interest in deepening their knowledge of education matters and professionals working in areas related to education. The qualification encourages learners to engage broadly with education sciences and professional development. Learners can select from a broad range of interdisciplinary modules or develop their strand within the Diploma, such as focusing on the area of Mental Health and Wellbeing.

Country: United Kingdom.
Institution: University of Cambridge.
Qualification: Cambridge International Diploma in Educational Leadership.
The Cambridge International Diploma in Educational Leadership is built on a spiral of learning and development. By reflecting on and evaluating the experiences in each module, further areas for development are identified, and the cycle begins again, this time incorporating new understanding and capabilities. Conscious engagement with this spiral of development results in higher-quality leadership.

Assessment is done through the submission of a portfolio in which candidates demonstrate their knowledge, skills and understanding of leadership in the context of their work.

Country: Canada.
Institution: Royal Roads University.
Qualification: Graduate Diploma in Educational Leadership and Management.
The Graduate Diploma in Educational Leadership and Management is a 12-month, 18-credit, six-module program designed to build the knowledge and practical skills of professionals working in the private and public education sectors. It meets the growing demand for professionals who are faced with leadership demands and who wish to expand their skills, strategies and expertise in the area of educational communication, research, administration and management. The programme is offered via blended learning.

These international examples have been selected for comparison because their outcomes are very similar to this qualification in that it hopes to create school leaders that are innovative, proactive, and have the required knowledge and skills to critically reflect on all educational challenges, and find solutions to these challenges that take into account the contextual challenges that influence the efficient running of the educational institution.

This qualification compares best with these international qualifications in that the exit level outcomes are similar in the following aspects:

There is a strong research capacity building component within all three qualifications to ensure that solutions to challenging educational problems are driven by research and not merely by observable factors. This also encourages lifelong learning traits within the learner.

High-level engagement with theoretical ideas, concepts, and policy across all three qualifications is crucial to develop strong critical thinking and reflective skills to solve complex challenges within education.

A very strong work-integrated learning component is evident across all three qualifications, whereby application of theory into the workplace is required.

Demands high levels of self-directed learning and collaborative learning.

Also, this qualification relates to international qualifications in the following ways:

It equips learners with strategic management skills and leadership insights to think globally and to prepare for the most challenging management roles;

The knowledge gained, skills learned, and relationships made on the qualification will elevate career potential and directly benefit the organisations that learners work for now, and in the future;

Importantly, the qualification allows learners to obtain a post-graduate qualification (while they remain in-service);

As the case with international qualifications, this qualification allows learners to build on their existing knowledge, professional qualifications and experience;

It further helps learners to reflect critically on the quality of their judgements in specific contexts, and it complements their functional understanding with a holistic approach.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Education in Further Education and Training Mathematics Teaching, NQF Level 7.

Advanced Diploma in Education in Educational Management, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours in Education Development and Democracy, NQF Level 8.

Postgraduate Diploma in Leadership Development, NQF Level 8.

Postgraduate Diploma in Educational Leadership and Management, 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.	Stellenbosch University