SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Higher Education Community Engagement 
SAQA QUAL ID QUALIFICATION TITLE
122540  Postgraduate Diploma in Higher Education Community Engagement 
ORIGINATOR
Rhodes 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
Postgraduate Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Interim 2-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0525/24  2024-07-11  2027-07-11 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-07-11   2031-07-11  

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 purpose of the Postgraduate Diploma in Higher Education Community Engagement qualification is to develop, strengthen and deepen academics and other related professionals and practitioners' theoretical and practical knowledge in understanding the emerging field of Community Engagement as a core function of higher education together with learning and teaching and research. The qualification will promote advanced reflection of the targeted learners through exposure to current knowledge, practice, and research methods in community engagement.

This qualification demands a high level of theoretical engagement, intellectual independence and collaboration, self-awareness, as well as the ability to relate knowledge to local, national, and international contexts to understand and apply the various forms of community engagement.

Well-capacitated academics in the forms of community engagement such as service learning, engaged research, and volunteerism, will benefit learners, local communities, and South African society. Invariably, involvement in community engagement will further contribute to the scholarly development of academics. Academics will be more equipped to prepare learners to integrate the theory learned in the classroom with real-life situations through community engagement.

The qualification is also future-oriented as it provides an opportunity for postgraduate learners to consider community engagement as a career and, in this way, professionally prepare a future cohort for higher education community engagement. The participation of corporate social responsibility representatives will enhance the public-private partnership relationship in community engagement and improve the role of the private sector in community development.
Many societal problems grow out of the belief and consequent practice that human and social phenomena can be perceived and addressed in an isolated and fragmented manner (particularly in South Africa where fragmentation, segregation and division remain a way of life). Problems of the community are multi-faceted and, as such, must be addressed in a coordinated, multidimensional way. By utilizing the philosophy of Ubuntu and the eco-systems theory as the overarching theory guiding community engagement, this qualification aims to deepen the knowledge of the potentially diverse groups of participants of their interdependency and need to collaboratively contribute to the public good. Equally important, this qualification will establish a Community of Practice (CoP) for Community Engagement that is specific to the South African context and further advance the scholarship of engagement.

Upon completion of this qualification, qualifying learners will be able to:
  • Reflect on and explore effective learning strategies in the field of study.
  • Identify and solve problems through engagement in the emerging field of community engagement as a core function of higher education together with learning, teaching and research.
  • Exhibit the ability to work in a team and as a community partner.
  • Organize, manage and reflect on the current knowledge by engaging in community-based participatory research projects.
  • Collect, analyse, and evaluate information in a respectful and collaborative manner with the community partner.
  • Communicate effectively verbally and in writing and present creative insights, rigorous interpretations and solutions to issues and problems of the community.

    Rationale:
    The proposed Postgraduate Diploma in Higher Education Community Engagement is the first of its kind in South Africa and globally. The rationale for the introduction of this qualification is linked to the rationale for the introduction of community engagement at the higher education level in South Africa.
    Community engagement was formalized as a core function of higher education to enable and enhance the developmental and transformative roles of universities post-1994 as highlighted in the White Paper for the Transformation of Higher Education (1997).

    Transformation, according to the Department of Higher Education and Training (2015, p. 2), refers to a comprehensive, deep-rooted, and ongoing social process seeking to achieve a fundamental reconstitution and development of our universities to reflect and promote the vision of a democratic society. Accordingly, the transformation of higher education refers to the active removal of any institutional, social, material, and intellectual barriers in the way of creating a more equal, inclusive, and socially just higher education system and society (SA DHET 2015, p. 2).

    Universities are required to contribute to the social and economic development of local communities and inculcate social and civic responsibilities in learners.
    Education at the tertiary level must also prepare learners to contribute responsibly to society and be active, constructive citizens post-university. The current call internationally, heightened in the context of the COVID-19 pandemic, is for universities to rethink the purpose of higher education; to become engaged universities and contribute to the public good. To enable this, academics need to be professionally prepared for community engagement and understand its interdependent and interconnected relationship with learning, teaching and research, and specifically, with the development of local communities.

    Many societal problems grow out of the belief and consequent practice that human and social phenomena can be perceived and addressed in an isolated and fragmented manner (particularly in South Africa where fragmentation, segregation and division remain a way of life). Problems of the community are multi-faceted and, as such, must be addressed in a coordinated, multidimensional way. By utilising the philosophy of Ubuntu and the eco-systems theory as the overarching theory guiding community engagement, this post-graduate diploma aims to deepen the knowledge of the potentially diverse groups of participants of their interdependency and need to collaboratively contribute to the public good. Equally important, the aim of this qualification is to establish a Community of Practice (CoP) for community engagement that is specific to the South African context and further advance the scholarship of engagement. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL will be applied to accommodate applicants who qualify.

    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.

    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:
  • Advanced Diploma in Adult and Community Education and Training, NQF Level 7.
    Or
  • Postgraduate Certificate in Further Education and Training Teaching, NQF Level 7.
    Or
  • Bachelor of Education in Senior Phase and FET Teaching, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, NQF Leve 8, totalling 120 Credits.
  • Higher Education and Community Engagement, 15 Credits.
  • Volunteerism and Active Citizenry, 15 Credits.
  • Community-Based Service-Learning, 15 Credits.
  • Engaged Research: Community-Based Participatory Research, 15 Credits.
  • Community Engagement Praxis, 30 Credits.
  • Community-Based Participatory Research Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Reflect on and explore effective learning strategies in the field of study.
    2. Identify and solve problems through engagement in the emerging field of community engagement as a core function of higher education together with learning, teaching, and research.
    3. Exhibit the ability to work in a team and as a community partner.
    4. Organise, manage and reflect on the current knowledge by engaging in community-based participatory research projects.
    5. Collect, analyse, and evaluate information in a respectful and collaborative manner with the community partner.
    6. Communicate effectively verbally and in writing and present creative insights, rigorous interpretations and solutions to issues and problems of the community.
    7. Exhibit the potential to act and participate as a responsible citizen and apply cultural and aesthetic sensitivity in community engagements. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1.
  • Apply learning strategies that will respond to own learning needs and the needs of others and explore new learning strategies that best suit the context.
  • Critically analyse the philosophy, theories and principles underpinning Community Engagement.
  • Explore and interrogate different educational theories in the field of Higher Education and the role of community engagement in effecting the purpose of higher education.

    Associated Assessment Criteria for Exit Level Outcomes 2.
  • Apply the skills learned during the different modules to identify, analyse and address both complex and abstract problems.
  • Develop projects or courses that will address problems in collaboration with community partners.
  • Draw systematically on the body of knowledge and methods appropriate to a discipline or community practice based on the assets of the community.

    Associated Assessment Criteria for Exit Level Outcomes 3.
  • Develop the ability to work in a team that involves other learners and a community partner.
  • Illustrate an ability to learn, listen, and respect people's ideas and opinions.
  • Play a more empathetic and engaged role in the programme by sharing the knowledge co-creation space.

    Associated Assessment Criteria for Exit Level Outcomes 4.
  • Operate effectively within the context of building and nurturing a partnership and implementing a project, course or conducting research.
  • Illustrate the practical application of community-based participatory research projects collaboratively with the partner organization.
  • Critically understand the significance of and manage relationship building for community engagement research.
  • Manage own learning and apply self-check and learning strategies that speak to own professional and ongoing learning needs.

    Associated Assessment Criteria for Exit Level Outcomes 5.
  • Plan the research process, data collection, data analysis and evaluation of information.
  • Interrogate multiple sources of knowledge and evaluate knowledge and the process of knowledge production with or without the community partner.
  • Discuss and agree on the report writing with the community partner.

    Associated Assessment Criteria for Exit Level Outcomes 6.
  • Produce and communicate information in an accessible manner to different audiences, including academics, professionals, and society in general in written, audio, text, and video forms, without compromising the quality of the information.
  • Provide a cogent and clear explanation of the community-based participatory research process and research methods within a participatory approach paradigm.
  • Explain and justify ethics in the context of engaged research.

    Associated Assessment Criteria for Exit Level Outcomes 7.
  • Participate in the activities of the Postgraduate Diploma in a professional and ethical manner.
  • Identify and address ethical issues that might arise in your community engagement practice.
  • Critically reflect on the suitability of different ethical value systems in specific contexts and discuss these with the stakeholders involved in the process and the supervisor.
  • Reflect on the context of diversity in the class and the broader community context.
  • Operate effectively within a system, or manage a system based on an understanding of the roles and relationships between learners, community partners and other stakeholders participating in community engagement.

    INTEGRATED ASSESSMENT
    Formative assessment is intended to develop rather than measure learning through the
    provision of feedback.
    Learners will receive feedback on their progress primarily through the course lecturers and
    the overall programme coordinators.

    Furthermore, feedback is also received from peers/other participants through critical peer feedback in class/seminar sessions.
    Feedback should always be:
  • Well-timed, that is, feedback is given early enough to guide students in further learning activities so that they can develop and address areas of weakness in their learning before summative assessment.
  • relevant, that is, students can appreciate how the feedback supports their learning.
  • action-oriented, that is, feedback goes beyond merely providing judgement, but provides learners with practical suggestions for improvement and helps them to take responsibility for their learning.

    Formative Assessment:
    Formative feedback typically takes the form of:
  • Oral feedback on presentations
  • Practical activities
  • Written comments on short tasks
  • Collaborative activities
  • Class reflections at the end of the teaching unit.
    Lecturers will work together as a team for quality assurance.

    Summative Assessment:
    Summative assessment refers to an assessment that is intended to measure learning against a set of published criteria, summative assessment will primarily take the form of individual written tasks which range from:
  • Essay-type assignments
  • Research report
  • Oral assessments will be utilised in the form of seminars for some of the theoretical and praxis modules.
    In the 15-credit modules that have only one summative assessment task, a minimum of one formative assessment task will be integrated into teaching and learning processes to provide formative feedback to learners. The 30-credit CBPR project module will be assessed formatively (in the form of short reports) and summatively, in the form of a comprehensive research report and the Community Engagement Praxis module will include a report and a seminar.

    Quality is assured through external examination and moderation. External examiners and moderators are selected based on their knowledge, practical experience, and reputation of standing in Community Engagement and Community Development. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: New Zealand
    Institution: University of Auckland
    Qualification title: Postgraduate Certificate in Social and Community Leadership
    Duration: One year
    Credits: 60
    Entry requirements:
  • Undergraduate degree in a related field.

    Purpose/Rationale:
    This certificate will advance learners' skills in social and community leadership and build their ability to lead and innovate across community, government, not-for-profit and social-good sectors.
    Learners will develop advanced leadership, research, social innovation and professional skills across community, government, not-for-profit and social-good sectors.
    This 60-point programme is flexibly designed to suit those working full-time or part-time in community, government, not-for-profit and social good sectors, as well as graduates from a range of disciplines.
    Jobs related to this qualification:
  • Community facilitator and advocate
  • Facilitator/educator
  • Not-for-profit organisation leader
  • Programme designer
  • Social and community coordinator
  • Social innovator/consultant

    Course structure
    Modules:
  • Innovation, Design and Evaluation
  • Leadership, Ethics, Systems

    Similarities:
  • The University of Auckland (UA) and the South African (SA) qualifications are both offered over one year and accept learners who have completed a degree in the relevant field.
  • Both qualifications are designed to contribute to and advance the social and economic development of local communities.
  • The UA qualification intends to advance learners' skills and build their ability to lead and innovate across community, government, not-for-profit and social-good sectors.
  • The SA qualification aims to deepen the knowledge of the potentially diverse groups of participants of their interdependency and need to collaboratively contribute to the public good.
  • The building foundation for both qualifications is on ethics, leading social and community change, community engagement and being a good citizen.
  • Both qualifications aim to develop learners advanced leadership, research, social innovation, community-based learning and professional skills across the community.
  • The SA qualification is future-oriented and provides an opportunity for post-graduate learners to consider community engagement as a career.
  • Similarly, the UA qualification leads to careers such as community facilitator and advocate and facilitator/educator.

    Differences:
  • The UA qualification is offered only online and consists of 60 credits, whereas the SA qualification consists of 120 credits.

    Country: United States of America
    Institution: Winston School of Education and Social Policy
    Qualification title: Master of Education in Community Engagement
    Duration: One year

    Purpose:
    The master's degree in community engagement attracts individuals who want to help communities, transform organizations, and create a more just, equitable society. The qualification is committed to core values of inclusion, change and social justice, and it offers robust training for promoting these values through local activism and global citizenship.
    The Merrimack faculty and learners apply the principles of community engagement to effect change on a number of fronts.
    The core of this qualification emphasizes social justice and the role that schools, colleges and communities can and should play in a democratic, pluralistic, and complex society.

    Learners will have the opportunity to develop a capstone project, gain field experience, forge partnerships, and pursue careers related to community issues such as:
  • Economic justice
  • Educational access
  • Cultural diversity
  • LGBTQ+ issues
  • Environmental justice.
    Learners will develop proficiencies in writing, research, public presentation and program evaluation, along with the ability to collaborate, persuade, inspire and lead.

    Course structure
    Modules:
  • Diversity, Equity, and Social Justice in Community Engagement
  • Community Engagement: Theory and Practice
  • Research Methods, comparable to Engaged Research: Community-Based Participatory Research.
  • Capstone in Community Engagement
  • Community Engagement in Higher Education, comparable to Higher Education and Community Engagement

    Similarities:
  • The Winston School of Education and Social Policy (WSESP) and the South African qualifications are both offered over one year.
  • The WSESP qualification is committed to core values of inclusion, change and social justice, and it offers robust training for promoting these values through local activism and global citizenship.
  • The SA qualification employs the philosophy of Ubuntu and the eco-systems theory as the overarching theory guiding community engagement and will deepen the knowledge of the potentially diverse groups of participants of their interdependency and need to collaboratively contribute to the public good.
  • Qualifying learners of both qualifications may take up careers in social, economic justice and activism, community education and environmental justice.
  • Both qualifications offer modules such as Higher Education and Community Engagement and research in community engagement.

    Differences:
  • The WSESP qualification is offered at a master's level that offers an alternative academic pathway for learners who are not seeking a full master's degree, after achieving 12 credits, learners can exit with certificates in Community-Based Nonprofit Leadership and Certificate Diversity, Equity and Social Change. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Education Honours in Education Development and Democracy, NQF Level 8.
  • Bachelor of Community Development, NQF Level 8.
  • Postgraduate Diploma in Community and Development Studies, NQF Level 8.
  • Postgraduate Diploma in Community Development, NQF Level 8.

    Vertical Articulation:
  • Master of Arts in Community Development, NQF Level 9.
  • Master of Development in Planning and Management, NQF Level 9.
  • Master of Philosophy in Social Policy and Development, NQF Level 9.
  • Master of Social Science in Community and Development Studies, NQF Level 9.
  • Master of Development Policy and Practice, NQF Level 9.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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. Rhodes University 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.