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: 

Advanced Diploma in School Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
124895  Advanced Diploma in School Leadership and Management 
ORIGINATOR
Regent Business School (Pty) Ltd t/a Regent Business School 
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 0535/25  2025-10-02  2028-10-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-10-02   2032-10-02  

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 Advanced Diploma in School Leadership and Management is to empower and enable school leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively and efficiently, to work together in communities of practice, and to contribute to improving the quality of delivery of education across the school system. School systems generally focus on learner achievements in a framework of managerial accountability. This puts schools and their leaders under increasing pressure to become more effective, as the school plays a significant role in determining the achievement of learners and, ultimately, their success in life.

The qualification is designed for schools and educators who aim to manage the education process more effectively. The notion of leadership is continually evolving, often moving simultaneously in numerous directions (e.g., leader, manager, and administrator). While distinctions between management, leadership, and administration debates may be useful for theorists, the key is the recognition that school leaders have multiple responsibilities and duties. They are expected to be effective managers and (with the focus on learner achievement) effective instructional leaders.

Upon completion of the qualification, qualifying learners will be able to:
  • Lead with integrity, vision, and a deep understanding of educational contexts and inspire and motivate teams towards achieving institutional goals.
  • Apply strategic planning and evidence-based decision-making to improve school performance and learner outcomes and anticipate challenges and develop proactive solutions within educational environments.
  • Uphold ethical standards and promote values such as fairness, inclusion, and respect for diversity, and demonstrate accountability and commitment to social justice in education.
  • Communicate clearly and professionally with a range of stakeholders, including staff, learners, parents, and governing bodies.
  • Work effectively in teams and build collaborative partnerships within and beyond the school, encouraging stakeholder engagement.
  • Demonstrate sound financial planning and management of school resources. Ensure sustainability, transparency, and effective resource allocation.
  • Promote high-quality teaching and learning practices and support curriculum implementation and ongoing professional development of staff.
  • Interpret and apply research to inform decisions and solve practical problems in education.
  • Design small-scale research projects to evaluate practices and improve educational outcomes.

    Rationale:
    The institution is active in the educational management and leadership field, offering an NQF 8 Postgraduate Diploma. Its interactions with educational managers and leaders enrolling and graduating from this diploma led to the identification of a critical skills gap at the NQF 7 level of practitioners in this field. This skills gap applies to educational managers and leaders in the field who need continuing education as well as first-time entrants into the management and leadership roles. The qualification will also provide for logical articulation into the NQF 8 level qualification and widen access to postgraduate studies in the field of school leadership and management.

    The South African educational landscape also suffers from a lack of school managers and leaders with the required conceptual depth, knowledge, and skills to address problems arising in schools. The qualification will provide for a structured and professional career pathway for current and aspiring school principals to provide leadership in schools that are aligned with national imperatives and the promotion of quality education at the secondary school level.

    The qualification is aligned with the vision of the National Development Plan for professional and accountable management and leadership in the education sector, to develop a corps of education leaders who apply critical thinking and understanding in pursuit of democratic transformation and generate a responsible civil society at the broader level. The qualification aims to develop confident, knowledgeable, and ethical managers in the field of education, trained in a diverse range of functions to promote quality education and drive necessary changes in the education sector, accelerating the development of managerial knowledge and competence in the education sector. It will provide the concepts and tools required to enable school managers to build better, sustainable, and progressive schools within which they work, enabling them to manage teams, departments, and facilities within the school.

    In line with the HEQSF (2013) and the Revised Minimum Requirements for Teacher Education Qualifications (2015), the qualification may offer entry into a professional cognate Postgraduate Diploma or a cognate Bachelor of Education Honours. The qualification will prepare learners for further study at this level. The qualification includes a strong component of academic literacy development. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution recognises the importance of the Recognition of Prior Learning (RPL) in ensuring that applicants who possess skills acquired through life or work experience and non-formal education are catered for. The RPL assessment will focus on ways of evaluating a person's lifelong experiences (formal and informal) against a set of pre-determined criteria

    Recognition of prior learning takes account of formal study, age, work experience, studies that were undertaken for personal gain/interest, company-based training, industry - industry-based training, working with experts in the field, internships, and life experience.

    RPL for access:
  • Applicants who do not meet the minimum requirements for admission to them, but have work experience, may apply for Recognition of Prior Learning (RPL) as a form of alternative admission onto the Advanced Diploma in School Leadership and Management programme.
  • A Portfolio of Evidence (PoE) will be obtained from the applicant.
  • In keeping with the national norms, RBS will not exceed 10% of the population of learners via the RPL route for any intake.

    RPL for exemption:
  • Exemption is granted for RPL when in the assessment of the selection committee, the candidate's knowledge and skills correspond to the learning outcomes of the course or specific module for which credit is applied.
  • The selection committee will focus on the quality and not the quantity of prior learning and/or experience.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A four-year Bachelor of Education, NQF Level 7.
    Or
  • Bachelor's Degree, NQF Level 7 plus a Postgraduate Certificate in Education (PGCE), NQF Level 7.
    Or
  • Diploma in Adult and Community Education and Training, NQF Level 6, plus a Postgraduate Certificate in Education (PGCE), NQF Level 7.
    Or
  • Former Diploma in Education (including a National Professional Diploma in Education) plus an Advanced Certificate in Education.
    Or
  • A relevant qualification in the related field, NQF Level 6 plus PGCE, NQF Level 7.
    And
  • Employed as an educator in a school. 
    		•

    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, NQF Level 7, 120 Credits:
  • Professional Portfolio and Workplace Project (WDL), 30 Credits.
  • Leading and Managing Teaching and Learning in the School, 18 Credits.
  • Leading and Managing the School as an Organisation, 18 Credits.
  • Leading and Managing Extra-Curricular and Co-curricular Activities, 9 Credits.
  • Working Within and for the School System, 18 Credits.
  • Leading and Managing People and Change, 18 Credits.
  • Working with and for the wider Community, 9 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply oneself as a leader: infusing identity development and reflexive practice.
    2. Highlight contextual tensions, contradictions, and harmonies, which are inherent in leadership and management.
    3. Explore how the SA Constitution foregrounds the values and practices that should underpin school culture and policies.
    4. Apply the legislative and policy frameworks affecting schools, including the impact of the broader national development plan.
    5. Apply selected leadership theories to design and implement a school improvement plan that addresses learner performance, staff development, and stakeholder engagement.
    6. Critically reflect on the concept of school culture and the role of the school leaders and managers, especially about social justice and Child Rights.
    7. Demonstrate accountability linked to the use of prevailing quality management systems in the South African context, as drivers of school quality control and development.
    8. Demonstrate generic leadership and management principles about planning, organising, governance, evaluation, and control, and how this conceptual understanding applies to managing and leading people, teaching and learning, physical facilities, external relations, learner affairs, administrative information systems, and financial affairs within a school. Transformational, instructional, and distributed leadership, including teacher leadership, models will be explored (i.e., introducing all the themes that will be picked up in separate modules of the qualification). 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Discuss theories and models for leading and managing self and others through Informed critical reflection on own styles and practice.
  • Critically analyse ethical Leadership Philosophy informed by the values of Ubuntu and Servant leadership.
  • Make recommendations for appropriate courses of action with respect to moving from theory to implementation of policy and good practice.
  • Demonstrate commitment to democratic leadership and effective teamwork.
  • Treat people fairly, equitably, with dignity and respect to create and maintain a positive school culture.
  • Analyse the staffing requirements to implement the school plan and facilitate the routine functioning of the school.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explore the nature, purpose of educational leadership, management, and governance, both generally and in the context of a changing South Africa, concerning appropriate policy and theory.
  • Describe own current school management and leadership practices in terms of a transformative and contextualized understanding of management, leadership, and governance.
  • Evaluate own management and leadership practices against given criteria.
  • Reflect on evaluation results and decide on areas in which further development is necessary.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Discuss the South African Constitution, Educational Acts, and policies in general, and the South African Schools Act in particular, as the policy context for quality teaching and learning in South African Schools.
  • Demonstrate a commitment to following through the vision and mission in detailed planning for the day- to - day life of the school and its future direction.
  • Motivate and empower others to participate in the development of the vision, school policies, plans, and their implementation.
  • Manage a process for the participative development of a school development plan with vision, mission, and values based on context and needs analysis.
  • Develop school policies, including those required by the South African Schools Act in collaboration with stakeholders.
  • Oversee the implementation of the vision, policies, and plans, and initiate corrective action as required.
  • Ensure that those involved in school remain committed to the school's values, vision, mission, policies, and plans.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Discuss relevant policies, regulations, applicable legislation, and other applicable data.
  • Consult with all relevant role players/ stakeholders and promote teamwork.
  • Demonstrate knowledge of Constitutional values such as efficiency, accountability, transparency, fairness, building financial responsibility, and punctuality.
  • Discuss problem-solving techniques, innovation, and creative thinking skills.
  • Apply school financial management theories, policies, and guidelines to the institutional context and the broader school.
  • Discuss principles and practices of the health-promoting school underpinned by Section 22 of the South African Constitution.
  • Evaluate safe schools' principles and practices.
  • Address issues of racism, xenophobia, sexism, policy, and practice review.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explicitly evaluate one's own personal and professional orientation to teaching and learning, and how this influences how one leads and manages learning, teaching, and assessment activities
  • Link professional practice with national, school, and personal vision to focus on the kind of learners the school aspires to nurture rather than a narrow focus on exit-level results only.
  • Explain the role of the principal within the leadership and management of teaching and learning and critique own practice in this regard.
  • Develop and manage strategies to ensure that all learners (whatever their background or barriers/special needs) are supported to achieve their full potential. This should include strategies to challenge high achievers as well as strategies to help underachievers.
  • Evaluate the implementation of curriculum change and transformation initiatives, as well as learning support initiatives, in the school and monitor their impact.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply data and research findings to plan improved safety conditions.
  • Discuss inclusive education principles and practices.
  • Develop a Code of Conduct for teachers and learners.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Interrogate and debate the concept of "quality" in teaching and learning and relate this to practical issues such as planning and resourcing, teaching styles, and assessment strategies.
  • Identify the personal and professional qualities that are necessary for effective management of teaching and learning, and critique own and others' practice in this regard.
  • Manage and participate in the development of a school timetable that ensures effective use of time and supports curriculum goals.
  • Manage learner assessment ethically and fairly and in a manner that links curriculum and assessment policies effectively.
  • Maintain, analyse, and use detailed records of learners' work and performance for planning, problem-solving, and development.
  • Implement and/or be familiar with information management systems in schools.
  • Set up a school administrative office, identify and maintain a school resource management system according to the requirements of the South African Schools Act (SASA).

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Analyse and apply appropriate leadership and management models (transformational, instructional, distributed, and teacher leadership) to address practical school challenges across different functional areas.
  • Assess conceptual application of leadership models in real-life school contexts.
  • Develop a contextually relevant school operational plan that demonstrates effective application of planning, organising, control, and evaluation principles across key school functions such as teaching and learning, learner affairs, and facilities management.
  • Design and justify a governance structure and decision-making process that aligns with educational policy and promotes collaborative leadership among staff, learners, parents, and external stakeholders.
  • Assess knowledge of governance and ability to implement participatory management.
  • Create a financial management plan, including budget projections, resource allocation, and financial control mechanisms, in alignment with institutional priorities and public accountability frameworks.
  • Assess financial planning and control skills in an educational context.
  • Evaluate the effectiveness of administrative and information systems in supporting decision-making, teaching, and learning, and stakeholder communication within the school environment. Assesses critical evaluation of systems that support school management.

    Integrated Assessment
    This integrated assessment approach ensures alignment with the Learning Outcomes to:
  • Apply leadership and governance principles.
  • Design sustainable financial plans.
  • Make data-informed decisions.
  • Reflect critically on their own leadership approach.
  • Demonstrate professional communication.

    The final mark will be calculated by applying 40% of the formative mark and 60% of the summative mark. Formative Assessment is made up of a quiz and an assignment:
  • Quiz (30%) - To test foundational knowledge and understanding of key concepts from the module (e.g., leadership theories, governance structures, education policies).
  • Multiple-choice and short-answer questions covering the first half of the module content.
  • Immediate or post-quiz feedback to identify gaps and guide further learning.
  • Accounts for 30% of the overall formative assessment mark.

    Assignment (70%)- To apply theoretical knowledge to a practical scenario in an education management context.
  • Task Example: Analyse a case study of a school facing leadership and governance challenges and propose appropriate interventions.
  • Skills Assessed: Critical thinking, problem-solving, policy application, and written communication.
  • Feedback: Detailed, developmental feedback to support improvement ahead of the final summative assessment.
  • Contribution: Accounts for 70% of the overall formative assessment mark.

    Summative Assessment:
    The summative assessments aim to measure the learner's achievement of the exit-level outcomes and readiness to lead effectively in real-world educational settings. This assessment takes the form of an online written examination.
    The purpose is to assess the learner's ability to integrate and apply concepts from across the programme in a realistic educational leadership scenario. This examination is intended to assess a learner's skills in strategic planning, analytical thinking, policy application, written communication, and reflective practice.

    Feedback: Summative feedback provided after grading, with qualitative comments on strengths and areas for development. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Advanced Diploma in Educational Management and Leadership is designed to enhance the capabilities of current and aspiring school leaders and education managers through a structured, outcomes-based curriculum grounded in national and international best practices. The qualification supports learner mobility across global education systems, as it compares well with equivalent programmes offered in other parts of the world, both in structure and purpose. It also reflects the standards and competencies outlined by international education bodies.

    Country: Zimbabwe
    Institution: Ezekiel Guti University
    Qualification Title: Advanced Diploma in School Leadership and Financial Management
    Credits: 120 SA credits (full year)
    Duration: 1 year (2 semesters)
    Entry Requirements:
  • Bachelor's degree and school experience.

    Purpose:
    An Advanced Diploma in School Leadership and Financial Management equips individuals with the skills and knowledge to effectively lead and manage schools, focusing on both educational leadership and financial administration. This qualification is designed for school principals and aspiring leaders, providing them with the necessary tools to navigate the complexities of modern education.

    Modules:
  • Leadership models comparable to Leading and Managing the School as an Organisation.
  • Institutional Leadership comparable to Leading and Managing the School as an Organisation.
  • Conflict Management in Education comparable to Working Within and for the School System.
  • Professional Ethics in School Leadership comparable to Working Within and for the School System.
  • Budgeting in Educational Institutions.
  • Information Computer Technology.
  • Entrepreneurship Theory and Practice.
  • Management Accounting in Education.
  • Stewardship in Education comparable to Working with and for the wider Community.
  • Accounting System and Control in Education.
  • ICT in Education.
  • Transformational Leadership comparable to Leading and Managing People and Change.

    Assessment:
  • Module papers, budgeting project, ICT practicals

    Articulation:
  • Postgraduate Diploma in Education.

    Similarities:
  • Zimbabwe. Ezekiel Guti University (ZEGU) and the South African (SA) qualifications are offered in one year full-time.
  • Both qualifications require applicants who have completed an undergraduate qualification and school experience.
  • The ZEGU and SA qualifications are designed to serve as preparatory training for aspiring principals.

    Country: Canada
    Institution: Honorcrest Institute
    Qualification Title:Diploma in Education Management and Leadership
    NQF Level: OTHM Level 7 (UK RQF Level 7 equivalence)
    NQF Level: OTHM Level 7
    Credits: 120 UK credits
    Duration: Full-time learners can complete the program in 12 months, while part-time learners typically take 18-24 months.
    Entry Requirements:
  • Level 6 qualification or Bachelor's; English proficiency (IELTS 6.5).

    Purpose:
    The OTHM Level 7 Diploma in Education Management and Leadership is designed to prepare professionals for senior roles in the education sector. It provides the knowledge and skills required to manage and lead educational organizations effectively in today's dynamic and diverse environments. This qualification emphasizes strategic leadership, curriculum design, and organizational development, equipping learners to address the challenges of modern education, including inclusivity, technological advancements, and regulatory compliance. The curriculum is grounded in real-world applications, making it relevant for educators, policymakers, and administrators who aim to drive change and innovation in the sector.

    The qualification aims to foster a transformative understanding of education leadership, helping graduates become visionaries who inspire and implement meaningful improvements.
    This qualification opens doors to leadership roles in diverse educational settings, including schools, colleges, universities, and governmental organizations. This Diploma is equivalent to a UK master's degree and is recognized internationally under the RQF at Level 7.

    Modules.
  • Strategic management, in Education, comparable to Leading and Managing the School as an Organisation.
  • Leading and Managing Educational Change is comparable to Leading and Managing People and Change.
  • Educational Policy Development comparable to Leading and Managing the School as an Organisation.
  • Human Resource Management in Education is comparable to Leading and Managing People and Change.
  • Financial Resource Management in Education comparable to Working Within and for the School System.
  • Research Methods in Education comparable to Professional Portfolio and Workplace Project (WDL).

    Assessment:
    Assessment is designed to test both theoretical understanding and practical application. Methods include:
  • Case Studies: Real-life scenarios in educational leadership for critical evaluation.
  • Projects: Practical assignments focusing on organizational improvement.
  • Research Proposals: Developing actionable research in response to education sector challenges.
  • Written Essays and Reports: Analytical exploration of key issues in education management.

    Articulation:
  • Direct progression to a master's degree/MBA.

    Similarities:
  • The Honorcrest Institute (HI) and the South African (SA) qualifications registered at OTHM/SA NQF Level 7with 120 credits.
  • Both qualifications are offered for 12 months' full-time study.
  • The HI and SA qualifications accept applicants who hold a Level 6 qualification or a bachelor's degree.
  • Both qualifications are designed to prepare professionals for senior roles in the education sector.
  • The purpose of HI and SA qualifications is to provide the knowledge and skills required to manage and lead educational organizations effectively.

    Conclusion.
    The Advanced Diploma in Educational Management and Leadership is broadly comparable in level, duration, structure, and purpose with qualifications offered by internationally recognised institutions. It also reflects and responds to global education leadership standards, thereby facilitating learner mobility, recognition of prior learning, and vertical articulation into higher degrees within and beyond South Africa. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Advanced Diploma in Education in School Leadership and Management, NQF Level 7.
  • Advanced Diploma in Education, NQF Level 7.
  • Advanced Diploma in Management, NQF Level 7.
  • Bachelor of Education, NQF Level 7.
  • Bachelor of Management Leadership, NQF Level 7.
  • Occupational Certificate: Learning and Development Advisor, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Bachelor of Education Honours in Education Leadership and Management, 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.

    Diagonal Articulation:
  • Occupational Certificate: Training and Development Practitioner, NQF Level 5. 
    		•

    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 


    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.