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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in School Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
119806  Advanced Diploma in School Leadership and Management 
ORIGINATOR
Sol Plaatje University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   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
Registered  EXCO 1011/22  2022-10-04  2025-10-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-10-04   2029-10-04  

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 main purpose of the Advanced Diploma in School Leadership and Management qualification is to provide a structured professional learning pathway for current and aspirant school principals that will equip them with the knowledge and competences to manage and lead their schools effectively and in alignment with national goals (DBE, 2015). It endeavours to hone knowledge and skills on the effective management and leadership of schools in the country. The qualification intends to build upon the quality of leadership and successful outcomes observed at well-functioning schools within the context of their communities as well as to address issues of poor leadership and management, together with inadequate outcomes of schooling.

The qualification is aimed at empowering school leaders to lead and manage schools effectively in a time of great change, challenge, and opportunity. The qualification is targeted primarily at School Management Team (SMT) members who have management experience and who are practicing or aspirant school principals.

Upon completion of this qualification, qualifying learners will be able to:
  • Demonstrate and enhance the skills and competencies of the principals and aspiring principals.
  • Evaluate and improve the procedures and recruitment of the principals in the provinces and the country at large.
  • Access and prepare other School Management Team members and teachers to assume leadership positions.
  • Demonstrate a sound understanding of what is involved in school leadership and management in South Africa and what constitutes good practice in South Africa and other parts of the world.

    The qualification will equip learners with a high level of theoretical engagement, intellectual independence, and independent research ability to improve conditions in their schools. Furthermore, the qualification aims to transform schools into effective places of teaching and learning.

    Rationale:
    In July 2011 the Minister of Higher Education and Training determined the National Policy on the Minimum Requirements for Teacher Education Qualifications in terms of Section 8(2)(c) of the National Qualifications Framework Act, 2008 (Act 67 of 2008). This policy was designed to align qualifications for teacher education with Higher Education Qualifications Sub-Framework, 2012, and it replaces the Norms and Standards for Educators in Schooling, 2000. In 2007 the Department of Education also introduced the Advanced Certificate in Education: School Leadership (ACE: SL), with the intention to improve leadership and management in schools. The qualification builds on the ACE: SL. This qualification has been developed by the National Department of Education to create a "structured professional learning pathway for current and aspirant school principals that will equip them with the knowledge and competences to manage and lead their schools effectively and in alignment with national goals" (DBE, 2015). The qualification is in line with national and provincial imperatives and needs, this qualification aims to ensure effective professional management and leadership capacity in schools. This aim is in line with the response to local, national, and global needs in school management and leadership.

    The qualification will enhance the effectiveness of the School Management Teams and particularly principals. These are the teams that have been entrusted with the leadership and management of schools in the country. This qualification focuses on educators that aspire to be school principals in future. It is anticipated that this qualification would enhance the effectiveness of schools by providing a pathway that could address management and leadership challenges in schools. Learners may also articulate into the Honours degree at NQF Level 8. It is further anticipated that this qualification will contribute towards achieving the transformation goals for education and bring about sustainable school improvement and a change in the culture and practice of schools.

    The qualification also responds to the National Development Plan (2012) which proposes the appointment of appropriately qualified and competent principals. It also responds to the need for a common understanding of what it means to be a school leader and a manager within the South African educational context (DBE, 2015). As a result, it aims to develop and promote, skills and knowledge which define the role of school principals and the key aspects of professionalism, image, and the practical, foundational, and reflexive competencies, required from school leaders and managers. The qualification, therefore, helps to address professional leadership and management development needs that are experienced within South African education.

    As a result, the qualification is responding to the eight areas of leadership and management defined by the South African Standard for Principalship (SASP) (DBE, 2015: 10). These key areas are:
  • Leading teaching and learning in the school.
  • Shaping the direction and development of the school.
  • Managing quality and securing accountability.
  • Developing and empowering self and others.
  • Managing the school as an organisation.
  • Working with and for the community.
  • Managing human resources (staff) in the school.
  • Managing and advocating extra-mural activities.

    These key areas are in line with the core purpose and responsibilities of the principal as set out in Sections 16 and 16A of the South African Schools Act, (No 84 of 1996, paragraph 4.2 of Chapter A of the Personnel Administrative Measures), and the relevant appraisal system.

    This qualification addresses the key areas within themes such as developing and empowering self and others and managing quality and securing accountability cutting across all modules, it also tries to establish and promote leadership that is based on improved learning, reflective practice, evidence-based decision-making, and the effective use of information and communication technology. All this with the aim of developing principals into researchers, reflective practitioners, scholars, and enablers of leadership in others, as is identified in the South African Standard for Principalship (SASP) (Department of Basic Education 2015) and associated with school leaders. This qualification will therefore address the need for continuing teacher development and the improvement and transformation of education as well as the broader South Africa, through theoretical engagement, intellectual independence, and reflective practice. As such, this qualification will contribute significantly to the development of management and leadership in the education sector in South Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education or General First Degree plus Postgraduate Certificate in Education, NQF Level 7.
    Or
  • Diploma in Adult Education and Training NQF Level 6,
    Or
  • Former Diploma in Education (including a National Professional Diploma in Education) plus Advanced Certificate in Education.
    Or
  • A relevant qualification in the related field, NQF Level 6. 
    		•

    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 and co-curricular activities, 9 Credits.
  • Leading and managing people and change, 18 Credits.
  • Working with and for the 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 integrated knowledge of the central areas of educational leadership and management; including an understanding of and the ability to apply and evaluate key terms, concepts, facts, principles, rules, and theories; and detailed knowledge of educational leadership and management.
    2. Demonstrate an understanding of a range of methods of enquiry in educational leadership and management and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within a practice.
    3. Demonstrate the ability to identify, analyse, evaluate, critically reflect on, and address complex problems, applying evidence-based solutions and theory-driven arguments.
    4. Demonstrate the ability to develop appropriate processes of information gathering for a given context or use; and the ability to independently validate the sources of information and evaluate and manage the information.
    5. Demonstrate the ability to manage processes in unfamiliar and variable contexts, recognising that problem solving is context and system-bound, and does not occur in isolation.
    6. Produce a professional portfolio and workplace project that reflects leadership and management capabilities and improvement.
    7. Demonstrate the ability to identify, evaluate and address his or her learning needs in a self-directed manner, and facilitate collaborative learning processes.
    8. Model ethical and values-driven leadership that adheres to professional standards of governance and Codes of Conduct for educators and motivates why certain decisions are taken, and standards 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:
  • Demonstrate a sound understanding of the nature and purpose of educational leadership and management.
  • Distinguish between various organisational models.
  • Discuss generic leadership and management principles.
  • Explore transformational, instructional, and distributed leadership models.
  • Compare and contrast various educational leadership and management theories and select the most appropriate approach for a particular and context-specific leadership and management situation.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply evidence-based enquiry to solve contextual problems.
  • Engage with reflective action and action research.
  • Explore various data gathering methods and the effective use of Information Computer Technology (ICT).
  • Conduct project management within the school.
  • Develop knowledge and methodology of reflective practice, and data and situational analysis capabilities.
  • Use various forms of data and research findings to improve conditions in the school.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate knowledge of problem-solving techniques, innovation, and creative thinking skills.
  • Create, manage, innovate, and sustain appropriate systems and procedures to solve contextual problems and challenges. .
  • Apply relevant technical, pedagogic content knowledge in designing, implementing, and evaluating teaching, learning and the organisation of the school environment.
  • Implement, evaluate, maintain, and improve organisational systems for the school using appropriate ICT.
  • Apply conceptual understandings in managing and leading:
    > People; teaching and learning,
    > Physical facilities and external relations,
    > Learner affairs, administrative information systems and financial affairs within a school.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Conduct a needs analysis in the school.
  • Plan interventions based on a sound understanding of what is possible within the context of the school.
  • Execute various management and leadership strategies and interventions to improve teaching and learning.
  • Engage with information management systems in schools.
  • Set up a school administrative office and maintain school resource management systems.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate a critical understanding of the relevance of the concept of 'context' for understanding school leadership and management.
  • Highlight contextual tensions, contradictions, and harmonies, which are inherent in leadership and management.
  • Demonstrate a sound understanding of the overall policy and legislative framework of the South African education context.
  • Lead and manage the planning and implementation, monitoring and evaluation of teaching to ensure quality learning for all in the context of national, provincial, and school policy and legislation.
  • Plan, justify, execute, and evaluate a school-specific workplace project aimed at school improvement.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Compile and provides a record of evidence of growing applied competence across the programme in an integrated way.
  • Reflect on aspects of educational leadership and management.
  • Provide evidence, in an integrated way, of the ability to undertake an evidence-based inquiry.
  • Use data and ICT appropriately, make evidence-based decisions and implement changed practices because of these decisions.
  • Evaluate the impact of changed practices and make changes or amendments as indicated by the findings through an action-research cycle.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Reflect on and assess your own abilities in leadership and management in terms of current notions of competence and relevance.
  • Demonstrate an understanding of personal and professional competencies, qualities, and attributes necessary for effective leadership and management of:
    > People.
    > Teaching and learning.
    > Extra-curricular and co-curricular activities.
    > Organisational systems, including ICT, and financial and physical resources.
    > Legislative mandates, policy, planning, school development and governance.
    > Working with the immediate and broader school community.
  • Engage in independent study, school-based and work integrated learning and establish and become part of Communities of Practice.
  • Understand themselves as leaders and managers by infusing identity development and reflexive practice.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Elaborate on ethical leadership in schools and its alignment to the Manifesto of Values (DoE), the values entrenched in the Bill of Rights, and the SACE Code of Professional Ethics for Educators.
  • Explain the importance of ethical behaviour when scrutinising educators' and learners' work and discuss the implications of management decisions, actions and practices on learners and teachers.
  • Analyse and discuss practices of Ethical Leadership/Servant Leadership in the context of school governance, leadership, and management.
  • Explain the importance and value of modelling good classroom practice, dialogue and feedback.
  • Appraise current teaching and learning practices at the school, determine the ineffective practices and give suggestions on improvement of managing teaching and learning.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these.
  • Communicate regularly in both formal and informal ways with the DBE and the School Governing Body to manage the school responsively.
  • Examine and apply appropriate ways to communicate clearly with parents/guardians in school matters and motivate them to be partners in the education of their children.

    INTEGRATED ASSESSMENT
    Assessment and moderation in this qualification would be guided by the institution's assessment policy. Quality assessment remains pivotal to ensure the credibility and trustworthiness of certification and recognition of student achievement. The institution takes care to ensure that assessment is credible through the application of clear and rigorous assessment procedures and practices in accordance with the principles of fairness, validity, reliability, inclusivity, authenticity, transparency, and practicability. The institution's policy on assessment promotes assessment that is continuous and integrated, as well as holistic and criterion referenced. Integrated continuous assessment will enable candidates to demonstrate achieved competences such as theoretical engagement, intellectual independence and reflective practices as required by the outcomes of this qualification. In addition, it will also serve to give feedback to learners on their progress, as well as enable the awarding of summative assessments.

    Formative Assessment:
    The focus of the assessment will be applied competence. Formative activities and assignments and summative assessment tasks will be used. These tasks will be scenario-, case-study- and or practice-based for example. Formative assessment will determine the participant's competence against standards and identify areas requiring further development with the results used to provide guidance on leadership and management practices. These assessment tasks will continuously be given to learners in preparation to and during contact sessions. Notes drawn from across the qualification in an integrated way as evidence of applied competence. It is the prerogative for the lecturer to decide upon the types of assessments. However, it is recommended that in each module a minimum of four formative assessment tasks must be given. These activities must be submitted on predetermined dates as agreed upon by the lecturer and the learners.

    Learners would also be required to develop a reflective practice. This practice will enable learners to engage in a process of continuous learning. It is anticipated that learners will on a regular basis keep record of their personal and professional development and the process that enables it.
    All the various assessment tasks as well as their reflections will culminate and recorded in a professional portfolio (PP). The -PP will be used as a repository for the evidence of all the tasks and assignments that have been completed. The content of the PP contributes to providing an integrated record of evidence of the level of applied competence across the qualification. Integral to this is the contextual challenge of the workplace project (WPP).

    Summative Assessment:
    Summative assessment is integrated into the learning and takes place at the end of each of the constituent modules of the qualification. Summative assessments may constitute one final reflective portfolio, an elaborate essay on a particular module specific topic, or one final examination. Submission dates and or examination dates will be communicated to learners as part of the official examination timetable of the SPU.
    As part of the summative assessment learners will be required to identify an area that requires improvement in the school and then to design and implement a Workplace Project (WPP) and a Personal, Professional and Organisational Development Plan (PPODP). The results of the WPP and PPODP are presented as evidence for assessment purposes in the Professional Portfolio (PP).

    The Professional Portfolio (PP) constitutes the final assessment of the applied competence in school leadership and management and is the exit requirement of the qualification. Assessment will not only be conducted by formally registered assessors or lecturers, but might include a range of people, learning facilitators and mentors, each contributing to the value of the assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    Internationally, there is no Advanced Diploma in School Leadership and Management similar to the South African (SA) qualification. The closest postgraduate qualifications in the education field are indicated below. These qualifications are regarded as comparable as they seem to be grounded in and guided by corresponding principles. As with the Advanced Diploma in School Leadership and Management, Postgraduate Diplomas or even Certificates in some countries, are offered to learners who are already in the employ of the Departments of Education. In many countries, the qualification is offered as an academic staff development qualification where some of these specialise in higher education policy studies or higher education management.

    This qualification has been compared with similar qualifications offered by the following international countries.

    Country: Republic of Ireland
    Institution: Maynooth University
    Qualification Title: Postgraduate Diploma in Educational leadership and Management
    NQF Level: 9
    Duration: One year, part-time

    Entry Requirements:
  • A minimum of three years full-time, qualified teaching experience.
  • A recognised level 8 degree.
  • A teaching qualification or equivalent. In the absence of the candidate having a teaching qualification, proof of current full registration with the Teaching Council showing the year of qualification may be considered.
  • Applicants must have a recognised primary degree which is considered equivalent to an Irish university primary degree level.

    Purpose/Rationale:
    The qualification is designed specifically for teachers/educators who are seeking, or already are in, middle and or senior school leadership roles, as well as for teachers who are seeking to develop their leadership skills in schools and classrooms. The qualification offers a combination of practical skills and theoretical foundations to support preparation for leadership and management positions at all levels.

    Exit Level Outcomes:
    Upon completion of the qualification, graduates will be able to:
  • A deep understanding of leadership and management in the field of education and insight into the preferred leadership style.
  • Develop communication, persuasive and influencing skills to inspire people.
  • Develop self-awareness of both strengths and areas for development.
  • Introduce, mediate, and successfully manage wellbeing, anti-bullying, and other policies in school.
  • Develop a comprehensive understanding of the legal and policy context relating to management and leadership in educational settings.
  • Create strategies to deliver innovative solutions for the workplace.
  • Develop coaching and mentoring skills to optimise the team's potential.
  • Explore a repertoire of pedagogical and assessment approaches that have been designed to build the competences.

    Qualification structure:
    The qualification consists of the following compulsory modules.
  • Leading and Managing Educational Innovation.
  • Leadership for Enhancing Cultures of Communication.
  • Participative Research as Leadership Practice.
  • The Person and The Professional: Who am I as Leader.
  • Legal Contexts, Policy, and Practice.
  • Coaching and mentoring in and as Leadership Practice.

    Similarities:
  • The Maynooth University (MU) and the South African (SA) qualifications share similar modules such as Leading and Managing Educational Innovation.
  • Both qualifications are designed specifically for teachers/educators who are seeking, or already are in, middle and or senior school leadership roles, as well as for teachers who are seeking to develop their leadership skills in schools and classrooms.
  • Both qualifications articulate vertically to Postgraduate Diploma or equivalent qualification.

    Differences:
  • The MU qualification is offered over a period of one-year of part-time studies whereas the SA qualification takes one full-time study.
  • The MU qualification is registered at NQF Level 9 while the SA qualification is registered at NQF Level 7.
  • The MU qualification allows learners who completed three years full-time teaching experience and a level 8 bachelor's degree in education, while the SA qualification allows learners who have completed Bachelor's degree in education.

    Country: United Kingdom
    Institution: International College of London
    Qualification Title: Diploma in Education Management and Leadership
    NQF Level: Regulated Qualifications Framework (RQF) Level 7
    Credits: 120
    Duration: Seven (7) months full time

    Entry Requirements.
    Possess an Honours degree in a related subject or UK level 6 diploma or an equivalent overseas qualification

    Purpose:
    The objective of the Level 7 Diploma in Education Management and Leadership qualification is to develop learners' understanding of policy, management theory and practice in education. It provides learners with an opportunity to engage with the challenges facing professionals and policymakers in their own country. It will provide knowledge that underpins the ability to work as an effective manager in the education sector. It combines both theoretical and practical knowledge in the education profession and will develop and enhance knowledge and skills in the areas of leading change, effective performance, and team leadership. Learners will be able to work in a variety of roles within education administration and/or management.

    Qualification Structure:
    The Level 7 Diploma in Education Management and Leadership qualification consists of six compulsory modules for a combined total of 120 credits.

    Compulsory Modules:
  • Contemporary Issues in Education: Theory, Policy, and Practice, 20 Credits.
  • The Management of Educational Change, 20 Credits.
  • Managing Effective Intercultural Communication and Perspectives, 20 Credits.
  • Pedagogy and Practice in Education, 20 Credits.
  • Leading Reflective Practice in Education, 20 credits.
  • Research Methods in Education, 20 Credits.

    Assessments:
    Assessment is done through written assignments and/or dissertation projects. There are no written exams.

    Progression opportunities:
    As this qualification is approved and regulated, learners are eligible to gain direct entry into relevant master's degree programmes.

    Similarities:
  • The International College of London (ICL) and the South African (SA) qualifications are offered over a period of one-year full-time study.
  • Both qualifications will develop and enhance knowledge and skills in the areas of leading change, effective performance, and team leadership. Learners will be able to work in a variety of roles within education administration and/or management.
  • Both qualifications carry a weighting of 120 credits.

    Differences:
  • The UCL and SA qualification is registered at NQF/RQF Level 7. The Level 7 diplomas on the Regulated Qualifications Framework (RQF) are at the same level as master's degrees. However, they are shorter (120 credits) and learners will have to proceed to the dissertation stage (60 credits) with a university to achieve a full master's programme.
  • The UCL qualification articulates to master's degree while the SA qualification articulates to Honour's degree or Postgraduate graduate Diploma in the cognate field.

    Country: Botswana
    Institution: University of Botswana
    Qualification Title: Postgraduate Diploma in Education
    Credits: 31
    Duration: One-year full time

    Entry Requirements:
    The normal entry requirements into the Post Graduate Diploma in Education (PGDE) Programme shall be in accordance with the General regulations 30.20.

    Purpose/Rationale
    The main aim of the qualification is to:
  • Prepare teachers who are professionally qualified to teach in Secondary Schools with a sensitivity and understanding of the multi-layered and multi-dimensional context in which they operate. These contexts include the socio-cultural, political local national and international dimensions of education.
  • It also proposes to prepare individuals who are sensitive to issues of unity, equality, social justice and democracy in classrooms, educational institutions, and society at large. This incorporates issues of gender, social class, ethnicity age and race.
  • To prepare teachers who will promote the Vision 2016 goal of an educated and informed nation.

    Exit Level Outcomes:
    Having successfully completed Post Graduate Diploma in Education (PGDE) qualification, learners should be able to:
  • Apply knowledge, values teaching learning perspectives essential to the teaching profession.
  • Demonstrate expertise in applying synthesizing and analysing teachers' work.
  • Show competence in critical thinking reflective practice.
  • Demonstrate familiarity with and ability to adapt to the everyday life of the school and class requiring skills in interpersonal relations and communications, and knowledge of action research through the successful completion of portfolios, projects and or other assignments.

    Qualification structure:
    The Post Graduate Diploma in Education (PGDE) shall normally be a one-year full-time programme. The minimum number of credits to graduate is 31 made of core courses of 2 to 3 credits. All learners shall take eight courses from the Educational Foundations Department and the remaining four from one of the respective departments of LSSE/DMSE/HE according to the area of specialization of the student. Thus, the Post Graduate Diploma in Education (PGDE) shall compromise 12 core courses and an additional compulsory winter course of Teaching Practice worth 3 credits. The qualification consists of the following compulsory and elective modules:

    Compulsory Modules:
  • Psychology of Learning, 3 Credits.
  • Curriculum and Instruction, 3 Credits.
  • Guidance and Counselling, 3 Credits
  • The Teacher, School, and Society, 2 Credits
  • Measurement and Evaluation, 3 Credits.
  • School Organization and Management, 3 Credits.
  • Contemporary Issues in Education, 2 Credits.
  • Special Education, 3 Credits.

    Elective Modules (Choose two from the following).
  • Language and Education Issues, 3 Credit.
  • Theory and Practice of Religious Education, 3 Credit.
  • The Theory and Practice of Teaching Geography, 3 Credits.
  • Theory of Teaching History, 3 Credits.
  • Theory of Teaching French 2 Credits.

    Assessment:
    All modules will be assessed by means of Continuous Assessment (CA) and final examination. Learners shall be encouraged to visit schools and produce reports based on their observations and practical applications of the theoretical approaches they will have been provided with e.g., evaluation of curricula in practice or writing a report on a school's Guidance and counselling programme.

    Award of the Diploma
    The Diploma shall be awarded in accordance with the General Regulations 10.4 subject to:
  • Completing a minimum of 31 credits
  • Completion of seven weeks of Teaching Practice which must be passed. The final mark of T.P. will be part of the overall grade.

    Similarities:
  • The University of Botswana (UB) qualification is comparable to the South African (SA) qualification in that both qualifications require applicants who hold a teaching qualification. Both UB qualifications and SA qualifications allow learners who completed a bachelor's degree in Education.
  • Both the UB and SA qualifications share a similar purpose/rationale.
  • Both the UB qualification and the SA qualification share the same or similar exit level outcomes
  • Both qualifications use formative and summative assessment methods.

    Differences:
  • The UB qualification consists of 31 credits while the SA qualification consists of 120 credits.
  • The UB qualification offers compulsory and elective modules while the SA qualification offers compulsory modules only.
  • The UB qualification consists of seven weeks of teaching practice while the SA qualification does not include teaching practice.

    Country: Botswana
    Institution: University of Botswana
    Qualification Title: Bachelor of Educational Leadership and Management Education (BLME)
    Credits: 90
    Duration: Four years

    Entry Requirements:
  • Applicants with a Diploma in Educational Leadership and Management or equivalent shall enter at Level 300 of the degree programme.
  • Applicants with a Diploma in Education or its equivalent shall be admitted into either Level 200 or 300 of the Degree Programme based on accumulated credits around Educational Leadership and Management or related areas. Relevant work experience in an educational setting shall be an added advantage.
  • Holders of a Teaching Certificate plus BGCSE will normally enter at level 100. Reference will be made to the articulation policy of the University of Botswana to determine the possibility of entering at other levels as appropriate.
  • Holders of a Teaching Certificate or its equivalent who do not meet the requirements above but have experience in an educational setting as managers will be admitted into level 100. Applicants seeking admission through this route shall submit recommendation letters and proof of experience in teaching and evidence of prior learning. The qualification is offered within the Recognition of Prior Learning policy of UB. > Holders of a teaching certificate or related will enter at level 200; those with a diploma in educational leadership and management or related areas will enter at level 300.

    Purpose/Rationale:
    The Bachelor of Educational Leadership and Management (BLME) is an in-service programme offered by the Department of Primary Education (DPE) in the Faculty of Education. It was first offered in 2002 as a response to the Revised National Policy on Education (RNPE) of 1994 which called for the development of school heads as instructional leaders. The qualification focused on the identified needs to prepare educational leaders and administrators for educational institutions. It has so far attracted learners from many public and private organizations locally, regionally, and internationally. Over the years and because of recent global developments in educational management, the qualification has ventured into new approaches to training school leaders to broaden its scope beyond training leaders and managers primarily for basic education. Specifically, the new approaches bring in educational concepts such as financial management, education data management, education and the law, and education leadership for sustainable development.

    The BLME qualification adopts an outcomes-based approach to ensure that learners engage in practical learning experiences in the field of educational leadership and management. In line with this approach, the learning assessment practice is an outcome based, that is, assessing learners' outputs or end products.

    The specific aims of the programme are therefore to:
  • Develop the necessary and well-grounded entrepreneurial educational managers and leaders, policy analysts, evaluators, and implementers.
  • Develop in candidates, robust competencies and skills in governance and legal aspects as pertains to education system
  • Build a sound knowledge base on educational leadership that emphasizes the integration of skills, attitudes, and experiential learning through collaboration with stakeholders.
  • Develop professionals who can conduct systematic inquiries in educational settings.
  • Build human resource capacity in education leadership and management for the 21st Century and beyond.

    Qualification structure:
    Learners must successfully complete the 90 credits as specified in the programme structure. The qualification consists of the following compulsory and elective modules.

    Compulsory Modules15-18 credits:
    Level 100: Semester One:
  • Introduction to Educational Leadership, 3 credits.
  • Communication and Academic literacy Skills 1, 3 credits.
  • Computer Skills Fundamentals 1, 2 credits.
  • The Historical, Philosophical and Sociological Foundations of Education, 3 credits.
  • Foundations of Counselling, 3 credits.

    Elective Course, 3 credits.

    Level 100: Semester Two: 15-18 credits.
  • Introduction to Educational Management, 3 credits.
  • Computer Skills Fundamentals 2, 2 credits.
  • Communication and Academic literacy Skills 2, 3 credits.
  • Introduction to Educational Psychology, 3 credits.
  • Introduction to Education for Sustainable Development, 3 credits.

    Elective Course, 3 credits.
    Level 200: Semester One: 15-18 credits.
  • Human Resource Management in Educational Settings, 3 credits.
  • Theories and Practice of Educational Leadership, 3 credits.
  • Introduction to Law, 3 credits.
  • Fundamentals of Improved Teaching and Learning, 3 credits.

    Elective Course, 3 credits.

    Level 200: Semester Two: 15-18 credits
  • Classroom Management: Theory and Practice, 3 credits.
  • Introduction to Records Management, 3 credits.
  • Introduction to Educational Planning, 3 credits.
  • Managing Education for Sustainable Development, 3 credits.

    Elective Course, 3 credits (Choose One):
  • Principles of Management, 3 credits
  • Theories and Practice of Values in Education, 3 credits

    Internship, 8 credits.

    LEVEL300: Semester One: 15-18 credits.
  • Leadership Styles and Organizational Behaviour, 3 credits.
  • Strategic Planning and Leadership in Education, 3 credits.
  • Quality Assurance for School Improvement, 3 credits.
  • ICT Applications in Schools, 3 credits.
  • Introduction to Accounting, 3 credits.

    LEVEL300: Semester Two: 15-18 credits
  • Introduction to Educational Research, 3 credits.
  • Instructional Supervision and Monitoring, 3 credits.
  • Education Law, 3 credits.
  • Educational Data Management, 3 credits.

    Optional courses, 3 credits (Choose One):
  • Assessment in Schools, 3 credits.
  • Administrative Law, 3 credits.
  • Curriculum Development in Environmental Education, 3 credits.
  • Gender and Educational Leadership, 3 credits.

    Internship, 8 credits.

    Level 400: Semester One: 15-18 credits
  • Professional Development in Education, 3 credits.
  • Contemporary Issues in Educational Leadership, 3 credits.
  • Practitioner Research in Education, 3 credits.
  • Marketing Education and Public Relations, 3 credits.
  • Governance in Education, 3 credits.

    Level 400: Semester Two: 15-18 credits.
  • Educational Policy Analysis, Development and Evaluation Instruction, 3 credits.
  • Managing Change and Conflict in Education Instruction, 3 credits.
  • Curriculum Planning and Leadership Instruction, 3 credits.
  • Financial Planning and Budgeting in Education Instruction, 3 credits.
  • Governance in Education Instruction, 3 credits.

    Similarities:
  • The Bachelor of Educational Leadership and Management Education (BLME) and the South African (SA) qualifications require holders with a Diploma in Educational Leadership and Management or equivalent qualification.
  • Both qualifications target primary and secondary school teachers and other clients from educational organizations who wish to train as leaders, managers, and administrators in education.
  • Both qualifications focused on the identified needs to prepare educational leaders and administrators for educational institutions.
  • Both BLE and SA qualifications are designed to equip school leaders with new approaches in educational concepts such as financial management, education data management, education and the law, and education leadership for sustainable development and broaden its scope beyond training leaders and managers primarily for basic education.
  • The BLE qualifications have the same modules in the third and fourth year as the SA qualification which focus on school management.

    Differences:
  • The BLE is offered over four years full time study while the SA qualification takes one-year full time study.
  • The BLE consists of four weeks internship which is an integral component of educational leadership and management training, and it is a requirement for the award of a degree whereas the SA qualification does not include an internship, but school managers are required to produce a professional portfolio and workplace project.
  • The BLE consists of both compulsory and elective modules whereas the SA qualification consists of only compulsory modules and no electives.
  • The BLE carries a weighting of 90 credits while the SA has 120 credits.

    Country: Australia
    Institution: The Australian Institute of Management
    Qualification Title: Advanced Diploma in Leadership and Management
    Credits: 10 units
    Duration: 18 months

    Entry Requirements:
    18 years +, education level minimum year 12 or Certificate IV, work experience and access to the workplace, technologically literate, English proficiency.

    Purpose/Rationale:
    Australian Institute of Management (AIM) qualification has been designed for those professionals who are required to apply specialised leadership and management knowledge and skills and enables them to effectively leverage their professional experience. It's also designed to enable learners to apply creative and conceptual skills, express ideas and respond appropriately to complex problems. These units of competency have been developed in consultation with industry experts along with the facilitators who draw upon real-life case studies and examples to ensure the knowledge learners gain is practical and applicable to their role.

    Exit Level Outcomes:
    On completion of the qualification, qualifying learners will be able to:
  • Lead and manage organisational change, determine strategic change requirements and opportunities, and develop, implement, and evaluate change management strategies.
  • Provide leadership across the organisation, demonstrate senior leadership behaviour as well as personal and professional competence in inspiring and motivating others.
  • Develop and implement business plans and lead a business operation that covers the steps required to develop and implement business plans.
  • Manage innovation and continuous improvement, sustain, and develop an environment in which continuous improvement, innovation, and learning are promoted and rewarded.
  • Apply critical thinking for complex problem solving, apply critical thinking to develop effective solutions to complex issues arising in the workplace.
  • Develop organisational strategies, establish the strategic direction of the organisation, enhance competitiveness, sustain these advantages, and implement the strategic plan with specific actions and initiatives.
  • Lead innovative thinking and practice, generate, lead, and sustain innovative organisational thinking and practice specific to industry or community context.
  • Contribute to the development of diversity and inclusion strategies, develop objectives and strategies that contribute toward diversity and inclusion within the organisation as well as monitor and evaluate trends and processes.
  • Review organisational digital strategy and assess whether the organisation is fulfilling the objectives of its digital strategy according to relevant performance indicators.
  • Communicate with influence, demonstrate ideas and concepts, negotiate persuasively, lead, and participate in meetings, and make presentations to customers, clients, and other key stakeholders.

    Qualification structure:
    The successful achievement of this qualification requires learners to complete all compulsory and five elective units from the list below.

    Compulsory Modules:
  • Apply critical thinking for complex problem-solving.
  • Lead and manage organisational change.
  • Provide leadership across the organisation.
  • Develop and implement business plans.
  • Manage innovation and continuous improvement.

    Elective Modules:
  • Communicate with influence.
  • Manage organisational finances.
  • Contribute to strategic workforce planning.
  • Contribute to the development of diversity and inclusion strategies.
  • Develop organisational strategies.

    18 years +, education level minimum year 12 or Certificate IV, work experience and access to workplace, technologically literate, English proficiency.

    Assessment:
    Assessments are completed in the student's own time and may include practical exercises and evaluative tools. To offer maximum flexibility for individuals and organisations, the Advanced Diploma of Leadership and Management is available for study fully online.

    Online Delivery - Online Study and support through self-paced, online modules.

    Similarities:
  • The AIM and the South African (SA) qualifications are designed for those professionals who are required to apply specialised leadership and management knowledge and skills and enable them to effectively leverage their professional experience.
  • Both the AIM and SA qualification share the same exit level outcomes and school management modules.

    Differences:
  • The AIM requires applicants who completed Year 12 which is a secondary school qualification while the SA qualification requires applicants who hold the Diploma in Education and equivalent qualification.
  • The AIM qualification takes 18 months to complete whereas the SA qualification takes 12 months of full time study.
  • The AIM qualification consists of both compulsory and elective modules while the SA qualification consists of only compulsory modules and no electives.
  • The AIM qualification carries 10 units whereas the SA qualification carries a weighting of 120 credits.
  • The AIM qualification is fully online while the SA qualification uses a blended learning approach. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Management Leadership, NQF Level 7.
  • Bachelor of Education, NQF Level 7.
  • Advanced Diploma in Education, NQF Level 7.
  • Bachelor of Education: Senior Phase and Further Education and Training, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Postgraduate Diploma in Education, NQF Level 8.
  • Postgraduate Diploma in Educational Management and Leadership, NQF Level 8.
  • Postgraduate Diploma in School Leadership and Management, NQF Level 8.
  • Bachelor of Education Honours in Adult and Community Education and Training, 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.
     
    NONE 


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