SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Postgraduate Diploma: Education: Education Management

SAQA QUAL ID	QUALIFICATION TITLE
12077	Postgraduate Diploma: Education: Education Management
ORIGINATOR
University of South Africa
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	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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

The primary purpose of the qualification is to equip prospective and current education managers with the necessary theoretical foundation regarding education management. Students will therefore be acquainted with the major philosophies pertaining to education management and their contribution to the expansion of knowledge in this field of study.

A second purpose of the qualification is to guide prospective and current education managers towards an understanding of how theories and education management can contribute to resolving managerial problems in the work environment.

A third purpose of the qualification is to empower learners with the necessary skills to resolve education management issues within different contexts.

A fourth purpose of the qualification is to provide prospective and current education managers access to independent research by familiarising them with skills required for accurate and reliable research and exposing them to recent research in the field of education management.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

1. Entrance requirements:

* A student must hold an Honours Bachelor of Education (Hons BEd) or equivalent qualification (at NQF level 7) in accordance with the Government Gazette, No 20844 (2000).

* Accreditation for uncompleted Master's degree course work modules/courses passed at other institutions will be considered.

2. Recognition of prior learning material used for access to this programme:

Persons without the necessary 600 credits at NQF level 7 but with at least 480 credits and who have extensive experience as educational managers will be considered.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Critical cross-field:

All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the qualification. They will be assessed within the context of the programmes.

1. Qualifying learners can identify, analyse, formulate and solve convergent and divergent educational problems creatively and responsibly.

2. Qualifying learners can work effectively with others as members of a team, group, organization, community, and contribute to the groups output/tasks pertaining to the field of education.

3. Qualifying learners can manage and organise his/her activities and life responsibly and effectively, including his/her studies and career.

4. Qualifying learners can collect, analyse, organize and critically evaluate information.

5. Qualifying learners can communicate effectively using visual, mathematical and /or language skills in the modes of oral and /or written presentation during extensive and sustained discourse.

6. Qualifying learners can use science and technology effectively and critically, showing responsibility towards the environment and health and well being of others, in community, national and international contexts.

7. Qualifying learners can demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

Developmental:

In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to develop and establish the following significant developmental outcomes amongst learners:

1. The qualifying learner can reflect on and explore a variety of strategies to learn more effectively (also see critical cross-field outcomes 1, 4 and 7 ).

2. The qualifying learner can participate as a responsible citizen in the life of local, national and global communities (also see critical cross-field outcomes 2, 5, 6 and 7).

3. The qualifying learner can be culturally and aesthetically sensitive across a range of social contexts (also see critical cross-field outcomes 2 and 7).

4. The qualifying learner can explore education and other career opportunities by applying the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all critical cross-field outcomes).

5. The qualifying learner can develop entrepreneurial opportunities by drawing from the knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all critical cross-field outcomes and developmental outcome 4).

Specific:

The learner studying for the Postgraduate Diploma in Education (Education Management) qualification is actively engaged in becoming an expert in education management. As such the student develops and maintains certain values and integrates knowledge and skills to achieve his/her purposes. The specific outcomes demonstrate how knowledge, skills and values are integrated in the contextual roles that are required of practitioners in the SAQA field of Education, Training and Development (05).

A qualified practitioner/educational manager at level 8 should be a specialist educator who would have obtained:

foundational competence: the practitioner will be highly competent in the knowledge, skills, values, principles, methods, procedures and research relevant to managing settings pertaining to education.

practical competence: the practitioner will be able to apply managing skills and strategies in diverse settings pertaining to education.

reflective competence: the practitioner will be able to observe his/her specific practical situation critically and to arrive at creative solutions for education management problems. The practitioner would have developed a self-knowledge about his/her own values, attitudes and abilities and would have a clear understanding of how these are related to managing in practical situations. The practitioner will understand the role that action research play in developing competence within education management settings in South Africa.

This qualification will enable the practitioner to fulfil the following contextual roles:

1. Mediator of learning: The practitioner will be able to manage an environment which is conducive to effective teaching and learning by means of his/her ability to conceptualise, inspire, promote effective communication and show recognition of and respect for the differences of others.

2. Interpreter and designer of management programmes and materials: This qualification will enable the practitioner to understand, interpret and manage education programmes in any particular setting pertaining to education in which he/she finds him/herself.

3. Leader, manager and administrator: The practitioner will be a specialist in managing all administrative and managerial aspects in order to create an environment which is conducive to effective teaching and learning.

4. Scholar, researcher and lifelong learner: The practitioner will be able to achieve continuous personal, academic, occupational and professional growth through his/her pursuit of reflective study and research in various learning areas related to education management.

5. Community, citizenship and pastoral role: The practitioner will be enabled to demonstrate and promote a critical and ethically sensitive attitude towards developing a respect for and responsibility towards people of all ethnic sectors of the population. He/she will therefore display and promote democratic values and practices in various settings pertaining to education, as well as the community at large. The practitioner will demonstrate an ability to develop relations, based on an understanding of community issues and characterised by trust and support, with parents, significant others within his/her particular education situation and members of other organisations.

6. Assessor: The practitioner will be able to understand that assessment is an essential feature of teaching and learning processes and be able to integrate and manage assessment in educational programmes within various settings pertaining to education. The practitioner will be able to manage detailed and diagnostic records of assessment and interpret and use assessment results for improving teaching and learning programmes.

7. Learning area/subject/discipline/phase specialist. The practitioner will be well grounded in the knowledge, skills, values, principles, methods, and procedures related to education management. The practitioner will be familiar with different approaches to management and the manner in which these may be used appropriately within diverse settings pertaining to education.

ASSOCIATED ASSESSMENT CRITERIA

Critical cross-field:

Through the use of written (and, in some cases, oral) assignments, portfolios, projects, case studies and examinations, assessment will show that learners can:

1.

identify, analyse and solve concrete and abstract problems related to education management by drawing from their own managerial experience and/or theoretical knowledge, as well as their experiential base pertaining to individual disciplines of education and other fields of study.

identify and solve management problems in a variety of routine and non-routine contexts within the broad parameters of education.

use their knowledge and experience to provide suggestions for solving problems at a community, national and international level.

solve education problems by generating alternative strategies for dealing with them and selecting the most appropriate option.

critically evaluate various viewpoints on education management and compare them to personal views.

provide evidence in a variety of ways (e.g. from a theoretical knowledge or experiential base) to substantiate their views.

analyse the international, national and local education context in terms of problems, needs and opportunities.

2.

show evidence of 'people skills' (e.g. tolerance, empathy, listening skills) 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.

demonstrate tolerance of diversity through (written and/or oral) reporting without bias.

undertake education management related projects and provide evidence of successful interaction with others.

use effective communication skills within settings pertaining to education and the community.

lead people effectively in settings pertaining to education management..

be supportive followers and group participants.

organise effective working groups in settings pertaining to education and the community.

communicate results obtained from these group interactions through (written and/or oral) reporting.

3.

use various creative strategies which suit their personal situations and contexts.

think independently and substantiate their decisions.

assess their own strengths and weaknesses and develop coping strategies.

organise teaching programmes in settings pertaining to education, as well as other tasks related to education management.

4.

demonstrate increasing competence in research skills.

use library and other resources effectively to suit their individual needs and a particular field of research.

integrate information from a variety of sources.

act responsibly as a researcher and scholar (by, for example, applying appropriate referencing and avoiding plagiarism).

follow the conventions of scholarship in the discipline of education management.

follow relevant conventions and guidelines pertaining to their academic and personal purposes.

critically analyse theories, examples, experiences, etc.

argue appropriately within the relevant discourse community.

conduct action research in the classroom and other settings pertaining to education, using appropriate methodologies.

5.

communicate their ideas in the classroom and other settings pertaining to education and provide supporting evidence in a sustained manner.

evaluate conclusions and premises in academic arguments and produce sound arguments of their own.

follow the language conventions pertaining to the written (and/or oral) word.

use appropriate models of organisation and presentation as required for specific settings pertaining to education.

use statistics appropriately and responsibly in support of their ideas.

create and use visuals appropriately to enhance the teaching and learning process in the classroom and other settings pertaining to education.

recognise personal communication limitations and problems and seek appropriate help.

identify and illustrate subject-specific terminology appropriate to various settings pertaining to education.

observe, describe and interpret what they encounter in appropriate ways to enhance the teaching and learning process in the classroom and other settings pertaining to education.

assist learners, parents and colleagues to speak for themselves.

use language effectively to critically analyse, evaluate and critique others' ideas.

6.

demonstrate a responsible attitude towards scholarship and technology.

use scientific methods of investigation, testing and evaluation (see critical cross-field outcome 1).

select appropriate technology pertaining to education to suit the needs of the individual or group.

use natural resources in a sustainable way.

show respect for and a responsible attitude towards science and technology.

demonstrate a consideration of the ethics involved in science and technology issues.

show respect and openness towards the psychological, health and physical environment of others.

7.

demonstrate their prior knowledge and experience in terms of their individual situations.

relate abstract, theoretical knowledge to the reality of their particular contexts in education.

look beyond and across traditional disciplinary boundaries for possible solutions.

implement appropriate knowledge and experience while investigating and analysing the world around them in order to include real-life aspects in their management strategies.

look beyond traditional disciplinary boundaries for possible solutions.

follow an integrated approach to studying.

assist learners to bridge the gap between the classroom situation and real-life.

Developmental:

1. The qualifying learner can:

use help-seeking strategies to further their own learning as well as that of others.

apply what they study in different contexts, both personal and public, real and simulated.

display awareness of their own learning preferences and strategies to suit their needs.

show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).

2. The qualifying learner can:

display tolerance towards diversity and others' opinions.

show willingness to participate in groups in the classroom, other settings pertaining to education and the community.

demonstrate willingness to take considered/informed risks.

apply what they know and study in culturally diverse contexts.

apply what they know and study at different levels, from personal to academic contexts.

fulfil their roles as role models for learners and educators in settings pertaining to education as well as the community.

3. The qualifying learner can:

show an awareness of cultural diversity and apply culturally diverse management strategies in settings pertaining to education.

demonstrate an awareness of own culture and background.

demonstrate tolerance towards diversity and others' opinions in the classroom, other settings pertaining to education and the community.

use various skills (e.g. listening skills, empathy, sympathy, open-mindedness) to accentuate the cultural accomplishments and contexts of others in settings pertaining to education.

illustrate the value of open-mindedness and tolerance to self and others.

4. The qualifying learner can:

illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the Postgraduate Diploma in Education (Education Management) and their relation to the local and international community.

make connections from theoretical knowledge to practical application in the real world.

identify the education management skills which are highly valued in the workplace.

use the skills required for efficiency in management: imaginative intelligence, emotional maturity, effective communication, thoughtful accuracy, interpersonal sensitivity and other management skills.

deal effectively with unknown problems and tasks which they encounter in settings pertaining to education in the real world by applying the skills (e.g. critical thinking, problem solving, conflict resolution ) accentuated in the Postgraduate Diploma in Education (Education Management) qualification.

demonstrate a sound culture of teaching and learning.

5. The qualifying learner can:

view his/her own worth and value in contributing to his/her local community and the international society realistically.

communicate this value to others in the real world by applying relevant skills such as writing skills and oral communication skills.

demonstrate a healthy self-esteem and confidence in his/her knowledge, skills and attitudes which are required to complete the Postgraduate Diploma in Education (Education Management) qualification.

deal with various unknown situations with flexibility and adaptability.

Specific:

The following assessment criteria are associated with the specific outcomes

Through the use of written (and, in some cases, oral) assignments, portfolios, projects, case studies and examinations, assessment will show that graduates can:

1.

mediate learning in a manner which is sensitive to the diverse needs of learners.

construct learning environments which:

promote teaching and learning,

benefit effective communication,

show recognition of and respect for all cultures, languages, and levels of proficiency of others, within diverse settings pertaining to education.

apply their sound knowledge of principles and strategies of education management appropriately in managing settings pertaining to education in the South African context.

2.

interpret given instructional and management programmes.

design original instructional and management programmes.

effectively identify the requirements for a specific context of instruction.

select and establish suitable resources for managing instructional programmes.

select, motivate, inspire and lead educators in a manner which displays his/her sensitivity towards the different needs of educators and learners.

3.

make democratic decisions appropriate to the level of the setting pertaining to education.

effectively manage teaching and learning in classrooms and other settings pertaining to education.

efficiently carry out administrative duties related to education management.

effectively lead and participate in decision-making structures within different settings pertaining to education.

4.

achieve ongoing personal, academic, occupational and professional growth.

pursue reflective study and research pertaining to various fields in education management as well as other related fields of study.

keep up to date with contemporary theory and practice related to education management.

5.

practise and promote a critical, committed and ethical attitude aimed at developing respect for and responsibility towards others.

promote democratic values and practices within various settings pertaining to education as well as the society at large.

develop a relation, characterised by trust and support, with educators, parents and significant others within settings pertaining to education, as well as members of other organisations.

explain community development issues.

6.

use assessment as an essential feature of the teaching and learning process.

integrate the assessment of educators and learners in settings pertaining to education.

relate the purposes, methods and effects of assessment to particular contexts of education.

provide helpful feedback to educators and learners.

design and manage both formative and summative assessment programmes, in accordance with the requirements of accrediting bodies, in ways that are appropriate to different settings pertaining to education.

keep detailed and diagnostic records of assessment.

interpret and use assessment results in order to feed them into processes for the improvement of instructional programmes.

7.

integrate knowledge, skills, values, principles, methods and procedures relevant to managing instructional programmes.

apply different approaches to managing in ways which are appropriate to the educators and learners and the context within different settings pertaining to education.

explain and interpret knowledge pertaining to the management of instructional programmes.

Integrated assessment:

1. Formative assessment

Formative assessment for this qualification implies the assessment of completed assignments, which include essays which requires scientific research and the practical application of theory concerning aspects such as interviews and the compilation of schedules, according to particular need of the educational situation of the learner.

2. Summative assessment

Summative assessment takes place by means of a formal examination of a formal examination of two hours duration each for each module during the scheduled examination sessions.

INTERNATIONAL COMPARABILITY

Unisa forms part of an internationally accepted recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example, Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealths Universities' Yearbook.

ARTICULATION OPTIONS

1. This qualification will articulate with those of other universities and other qualifications. Recognition will be given to relevant modules completed at other tertiary institutions.

2. The Postgraduate Diploma in Education (Education Management) would be an entrance level to the second component (a dissertation of limited scope) of the degree Master of Education (Education Management) (Option 2) (Unisa 1999 Calendar 9: 143-144). Learners enrolled for the degree Master of Education (Education Management) may exit the degree programme with a PGDE after having successfully completed the course work component of the programme.

This articulation is in accordance with Norms and Standards for Educators, the final report of the Technical Committee on the Revision of Norms and Standards for Educators (Sept 1998:38), which states: "... the course work part of a Master's degree may be closely articulated with the PGDE [Postgraduate Diploma in Education], acting either as an exit point from a Master's programme or as a platform for entry into a Master's programme."

Note: If a learner in possession of a PGDE wishes to enter the MEd programme, it will need to be done in compliance with regulations set out in the Unisa Calendar. This includes proof of having completed the module Research in Education (ONA411-Y) or equivalent, as well as the submission of an acceptable research proposal.

MODERATION OPTIONS

1. Our own staff will be used as assessors in a manner which fits into the quality management system of Unisa. This will also apply to the appointment of external assessors.

2. External quality assurance was attained through various means. Consultation with specialists in the field of Education Management and students took place prior to the development of the programme to identify whether there was a need for the programme and to determine the nature of the content. During the development of the programme, which was developed in consultation with instructional designers, all modules were reviewed by critical readers. Liaison with all stakeholders will take place on a continuous basis.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

1. Unisa lecturers who are experts in the field of Education Management will act as assessors. Assessment will be done according to Unisa's quality management system and will accord with the Unversity's tuition and assessment policies. The same measures will apply to external examiners.

2. The quality management system:

Qualifications: Personnel responsible for the Postgraduate Diploma in Education (Education Management) are professionally qualifies teachers who have obtained their Master's degrees in Education and who are experts in the field of Education Management.

Mentorship: All junior and new members of staff are mentored by senior members during teamwork sessions. The quality of assessment done by external markers is controlled by Unisa lecturers.

Training: All new members of staff attend an orientation session organised by the Bureau for University Teaching. All members of staff have access to the Bureau for University Teaching's website on assessment and may apply for special training in aspects concerning assessment. External markers attend markers' meetings prior to assessing assignments/examination papers during which they are provided with clear guidelines pertaining to assessment.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	University of South Africa