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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 Project Management |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 124810 | Postgraduate Diploma in Project Management | |||
| ORIGINATOR | ||||
| University of Pretoria | ||||
| 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 03 - Business, Commerce and Management Studies | Project Management | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Not Applicable | NQF Level 08 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0434/25 | 2025-08-21 | 2028-08-21 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2029-08-21 | 2032-08-21 | |||
| 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:
Skilled project managers are highly sought after across the world to manage change and innovation, lead teams, and plan large-scale projects. A qualification in project management is an asset to any professional looking to strengthen their project management skills and step into a leadership position within their chosen field. The Postgraduate Diploma in Project Management will give individuals the expertise and confidence to successfully deliver complex, contemporary projects. Individuals will gain an understanding of the fundamental methodologies and learn to apply project management principles and practices. Graduating with a practical qualification provides a strong professional advantage in today's job market. Individuals can study full-time for one year or part-time for over two years. By completing the qualification, it can provide access to the Learner School of Technology Management's Master's in Project Management (for individuals with a science, engineering, and technology-based bachelor's degree) or the Master's in Business Administration at the Gordon Institute of Business Science (GIBS). Rationale: The Graduate School of Technology Management offers a master's in project management (MPM) and attracts 100s of applications per annum. Unfortunately, the niche entry requirement for the master's qualification (a science-based Bachelor's) results in only about 50% of applicants being accepted for the qualification. The demand for quality project management education is expected to increase even further. Project management is the fastest-growing form of management in the world. "Over the next ten years, the need for project managers will expand faster than the demand for workers in other occupations. The project management-oriented workforce is predicted to rise by 33%, or almost 22 million new employees, by 2027 in seven project-oriented industries (Health care, manufacturing and construction, information services and publishing, finance and insurance, management and professional services, utilities, oil and gas). South Africa, as a developing country with numerous science, engineering, and technology management challenges, will also need to upskill its large, young, technically minded workforce to address national as well as international challenges brought about by global developments and the implications of the 4th industrial revolution. Currently, no professional body recognition will apply. This qualification follows on from a bachelor's degree/BSc/National Diploma and has the purpose to: The qualification gives learners the expertise and confidence to successfully deliver complex contemporary projects. Learners will gain an understanding of the fundamental methodologies and learn to apply project management principles and practices within the context of science, engineering, and technology projects with a special focus on cost, risk, quality, communications, and procurement management. The qualification provides the first step towards the management of projects in different businesses and exposes the young learner to management aspects such as planning projects and portfolios of projects, entrepreneurship, project innovation, quality, and risk through predefined courses. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of prior learning (RPL):
RPL for access: RPL is possible in line with the institution's RPL policy stipulation (Policy on Assessment and Accreditation of Prior Learning). The University has policies and systems to admit prospective learners who do not meet the formal or statutory requirements for entrance, but who demonstrate that they possess the appropriate knowledge and skills required for admission to a specific qualification. In this regard, the University supports the principle of RPL as a mechanism for providing prospective learners with status and the opportunity to enrol for a specific qualification (if the circumstances warrant it). These processes are controlled by the University. Should a prospective learner possess sufficient prior knowledge and skills in the field of project management, the university will arrange for an entry examination and/or evaluation. Prospective learners who pass the entry examination and/or evaluation will then be allowed to register for the Postgraduate Diploma in Project Management. Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or Or Or Or Or |
| 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 Level 8, 120 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate and apply coherent and advanced knowledge of key project management principles, standards and practices which are underpinned by appropriate theories, procedures and frameworks to execute contemporary projects.
2. Critically analyse information from interdisciplinary perspectives to develop innovative approaches and solutions to stakeholders' expectations through the creation, adaptation, implementation and use of project management theories, methods, principles and practices in various business contexts. 3. Identify project-related communication needs and prepare appropriate verbal, written and visual responses to communicate project management information to various stakeholders in a proficient and professional way that meets project needs in complex environments. 4. Critically identify, evaluate, justify and articulate appropriate responses to ethical issues and dilemmas in contemporary project environments. 5. Apply a systems approach and demonstrate accountability by working independently as well as interdependently to lead and manage in a diverse and multidisciplinary team and stakeholder environment. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: INTEGRATED ASSESSMENT Assessment is seen as central to the teaching and learning process. All assessment activities adhere to the UP-Assessment Policy and guidelines of being fair, reliable, valid, authentic and transparent. The University is accountable for the credibility of its qualifications and therefore responsible for collecting evidence of learners' achievement of learning outcomes at all levels of its qualifications, and particularly the exit level, according to standards set by the University and other relevant stakeholders. Assessment is therefore integrated into the curriculum design process of the learning qualification and its component modules at a high level and matches learning outcomes. Constructive alignment is maintained between outcomes, learning activities, and the methods of and criteria for assessment. Continuous assessment will be implemented to allow for multiple assessment opportunities, frequent feedback, and a range of assessment tasks such as discussion forums, quizzes, journal entries, tests, assignments, and project reports. Individual and group tasks, which may be self-assessed, peer-assessed, facilitator-assessed or assessed through automation, will be used throughout the qualification to develop an array of 21st-century skills among learners and to provide learners with different forms of feedback. Smaller participatory work will be given a lower weighting, while larger assignment work and tests will be given a higher weighting. No individual assessment opportunity will contribute more than 30% of the final mark. The final module mark will be a culmination of a minimum of seven assessment opportunities per module (e.g. 5 formative and 2 summative). Both formative and summative assessments will be used as part of the continuous assessment model implemented in this online qualification. Formative assessment means a range of formal, non-formal, and informal ongoing assessment procedures used to focus teaching and learning activities to improve learner attainment. While Summative assessment means an assessment conducted at the end of sections of learning or at the end of a whole learning qualification, to evaluate learning achievements related to a particular qualification, part-qualification, or professional designation. All formative assessments will be viewed as formal assessments, which means assessments for which assessment processes, tools, and results are recorded towards the achievement of a qualification. Thus, all assessment opportunities, whether formative or summative, will contribute to the learner's final grade. All assessment tasks have been aligned to the NQF level 8 level descriptors, and the purpose is to ensure that integrated assessment takes place to ensure applied knowledge and skills in the achievement of the exit level outcomes. To ensure transparency of assessment practices, learners will have access to rubrics from the start of a module, which contain the assessment criteria and expectations required for assignments. In line with the Teaching and Learning strategy, formative and summative assessment information reflects learners' progress, and lecturers monitor assessment information to track learners' engagement, participation, and performance, and more importantly, to identify at-risk learners during the qualification. Learner success and progress can be tracked and analysed via the university's learning management system (Blackboard, customised as click UP), which analyses and offers data relating to learners and their engagement with their learning, thus holding the potential to positively influence learner learning and progression. Reasonable effort will be made to ensure that continuous assessment work is completed and submitted timeously, on a weekly basis, to ensure that the marking can be completed and feedback is provided within the week that follows. Since learners are off campus, the lecturer is available per appointment, or feedback is given via click UP by means of memorandums, rubrics, timely publication of assessment results, peer review, etc. Internal and external examination of summative assessment practices takes place according to institutional policy. These requirements include the appointment of external examiners, guidelines on moderation and appeals process, and more. As the Postgraduate Diploma in Project Management comprises exit-level modules only, assessments will be moderated by external moderators appointed as per UP policy. Evaluation of assessment practices, results and success rates will take place at the appropriate academic level (faculty, school, qualification and module) at least once a year, and the assessment practices will be adjusted based on the outcomes of the evaluation. Learners must obtain an accumulated total of 50% or more and must have completed all summative assessments to successfully pass a module. A distinction is awarded to a learner who did not fail any module (excluding modules which have been discontinued within a week after commencement of the module) and obtained a weighted average of at least 75% (not rounded) calculated across all the modules and completed the qualification within a period of three consecutive years after first registration. The institution commits itself to ensuring the integrity of the assessment process and to maintaining and implementing appropriate grievance procedures. |
| INTERNATIONAL COMPARABILITY |
| The South African Postgraduate Diploma in Project Management compares with similar qualifications elsewhere in the world, of which two are indicated, namely the University of Essex (United Kingdom) and the University of Sydney (Australia).
Country: United Kingdom Institution: The University of Essex Qualification Title: Postgraduate Diploma in Project Management Credits: 120 Duration: 16 Months online and part-time Compulsory Modules: 120 Credits Principle and Practices, 20 credits, Level 7. Financial Decision Making, 20 Credits, Level 7. Project Management Techniques, 20 Credits, Level 7. Management of Projects, 20 Credits, Level 7. Project Analytics, 20 Credits, Level 7. Leading and Managing Project Teams, 20 Credits, Level 7. Similarities: The South African Postgraduate Diploma in Project Management compares with the Post Learner Diploma in Project Management qualification of the University of Essex (United Kingdom). Country: Australia Institution: University of Sydney Qualification Title: Postgraduate Diploma in Project Management Duration: One year full-time Entry Requirement: Purpose: The Postgraduate Diploma in Project Management will equip you with the technical skills required to manage complex projects. Complementing your on-the-job training and providing you with the fundamental methodologies, modelling and analytical skills for the design and implementation of projects across a wide range of fields. Compulsory Modules: Elective Modules: Similarities: Both qualifications are done in one year full-time. The University of Sydney in Australia offers a Learner Diploma in Project Management as a transition towards a Master of Project Management. It is presented as either a face-to-face or online distance education qualification without attendance for one year full-time and weighs 48 credit points (6 credit points = 150 notional hours). Key features of the University of Sydney diploma are that it provides fundamental methodologies, modelling and analytical skills to design and implement projects across a wide range of fields and equips professionals with skills to manage complex projects. The University of Sydney learner diploma consists of six core modules namely Professional Project Practice, Critical and Systems Thinking, Project Initiation, Execution and Acceptance, Project Planning and People and Communications (36 credit points in total) and an additional set of two elective modules (12 credit points in total) that can be selected from a technical, strategic, leadership or research elective module group. Elective module groups will include modules such as Project Economics and Procurement, Project Control, Strategic Risk Management, Sustainable Project Practice and Project Innovation Management, to name a few, with content similarities with the University of Pretoria's Postgraduate Diploma in Project Management. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for the following articulation options.
Horizontal Articulation: Vertical Articulation: 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. | University of Pretoria |
| 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. |