SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Higher Education

SAQA QUAL ID	QUALIFICATION TITLE
125242	Postgraduate Diploma in Higher Education
ORIGINATOR
University of Zululand
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	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0637/26	2026-01-30	2029-01-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2030-01-30		2033-01-30

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

Purpose:
The purpose of the Postgraduate Diploma in Higher Education is to equip academics in Higher Education with proficiency in academic discourse and self-reflection. This qualification is derived from a set of transformational imperatives that the current South African Higher Education system warrants. It is basically for Higher Education teachers and for those who aspire to become teachers in the Higher Education sector but do not possess a teaching licence or formal teaching qualifications. It facilitates the formation of critical perspectives regarding the system of Higher Education in South Africa, to develop professional competencies associated with an effective university teacher, and to develop receptiveness to reforms and innovations in the practice of Higher Education. This qualification will also assist academics in dealing with the unprecedented increase in learner intake in the Higher Education system, which is not counterbalanced by any degree of expanded provision of resources.

In this context, the purpose is to foster among learners' skills and knowledge to effectively facilitate or disseminate understanding of an academic nature. Attainment of an ability to employ verbal, textual, visual, and symbolic tools for this facilitation is therefore an associated purpose. Furthermore, the qualification aims to create critical awareness of the Higher Education landscape and its context. This awareness is, in turn, linked to the learner's capacity to articulate workable solutions to the system's incipient problems. A purposeful emphasis is also placed on an ability to generate critical appraisals of conventions and innovations practiced in the context of teaching and learning in Higher Education. This qualification also intends to prepare learners to conceptualise researchable problems related to learning and teaching; hence carry out such research often conceived in an interdisciplinary context.

The qualification's purpose also extends to the attainment of competencies related to the design, development, and review of curriculum. Theoretical and practical aspects that foreground design of curricula as practiced at Higher Education level are hence built into the qualification's purpose.

The intention is therefore to build competencies related to the design of learning experiences at a modular level with an awareness of how such experiences fit in with the broader framework of university qualifications and the varied curricula thereof. Proficiency in discourses related to the review of curriculum and an ability to employ such proficiency in one's own practice is intended.

Familiarity with the philosophical foundations of curricula is therefore central to the purpose of this qualification. Lastly, competencies related to the practice of post-graduate supervision form an integral component of the purpose of this qualification. This is because, within the context of confounding conventions, traditions, and ideologies with which the practice of supervision is often associated, the South African Higher Education is confronted with the unique challenge of having to maximise its postgraduate productivity. It is to this end that this qualification has an explicit purpose of helping its learners evolve into particular 'supervisor identities' that are grounded on African realities.

Upon completion of the qualification, the qualifying learner will be able to:

Critically reflect on and understand the South African Higher Education landscape in a global context.

Critically analyse and evaluate different learning and teaching theories and strategies in Higher Education.

Integrate e-learning approaches and models into one's teaching and learning practices.

Critically evaluate and apply assessment principles and practices in Higher Education.

Develop, document, and evaluate an academic Portfolio in relation to workplace experiences in teaching and learning, research, university services and community engagement in the Higher Education context.

Develop and strengthen learners' knowledge, understanding of postgraduate research supervision practices and scholarship in postgraduate research supervision and social justice.

Critically review and self-reflect on curriculum design and its implementation.

Demonstrate civic responsibility to both curriculum and community needs in a reciprocal manner.

Rationale:
This qualification is designed to meet the professional developmental needs articulated above. For instance, the compulsory modules proposed expose the learners to the current Higher Education environment. The learner thus gets to know the intricacies that are implicit in the context in which his/her practice unfolds. Becoming aware of these intricacies has the effect that the practitioner spontaneously puts in place mechanisms that help him/her adapt to the changing environment over which he/she would otherwise have no control. At a modular level, the qualification also has ample emphasis on e-learning. Instead of being just an alternative to conventional mode of instruction, e-learning has assumed prominence as the preferred mode worldwide. Practitioners' proficiency in the use of e-learning technologies and their knowledge of the underpinning philosophies are vital and are therefore well catered for in the qualification.

For example, conceptions of educational assessment as a value-free practice dominated the Higher Education discourse for a long time. This qualification exposes learners to assessment of educational attainment as a value-based enterprise grounded in democratic and socially just principles, much in line with the institutional vision. The incompatibility of conventional modes of assessment to measure educational attainment facilitated in non-conventional environments is the rationale behind this differed focus. The qualification thus exposes the learners to progressive conceptions in the theory and practice of measurement of educational attainment. This aspect is covered through the completion of a specific module on assessment as well as through learning experiences provided across modules.

Apart from these compulsory modules, a set of elective modules on supervision, curriculum development, portfolio development and community-based service learning provide the potential learners with opportunities to consolidate and expand competencies attained elsewhere within the qualification. In brief, on completion of the required number of modules, the potential learner attains a satisfactory level of proficiency in Higher Education theory and practice.

This qualification articulates well with relevant master's qualifications meaning that the learners on attaining this qualification, can register for cognate master's qualifications in Higher Education. This qualification thus prompts learners to choosing 'Higher Education' as a field of study. Learners' potential contributions through such studies may lead to the advancement of the field's foundations in theory and practice.

Practitioners' professional development in meaningful ways is central to the range of benefits that this qualification offers. Such development translates to the learner's increased productivity, adoption of innovative classroom practices and an overall receptiveness to progressive notions in Higher Education practice. The qualification's benefits at a societal level can be understood in terms of the individual practitioner's identity as a constituent entity in the broader society with which the institution, the learner and the practitioner are in constant interaction. The practitioner's development that this qualification facilitates strengthens such interactions qualitatively. The societal impact therefore cannot be trivialised as a set of immediately measurable changes in the lives of individuals within the society. But rather, such impacts are best understood in the context of Higher Education being a public good, the quality of which influencing the quality of lives of many generations to come.

This qualification's impact on the economy is in similar ways implicit but irrefutable. Universities preside over South Africa's incipient transition to a 'knowledge economy' for which 'knowledge' and its production are central. Professional development of its practitioners through qualifications such as this establishes the ways in which Higher Education as an idea supports the economy of South Africa.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL for Access:
The purpose of this qualification is to equip academics in Higher Education to attain proficiency in academic discourse and self-reflection, which has been identified as lacking amongst many academics, there cannot be an option to recognise prior learning. It has been identified that many academics teach without any grounding in proper pedagogies, and this has had an impact on learner academic outcomes. Therefore, all learners will be expected to enrol for all the modules, regardless of experience and qualifications if the purpose of this qualification is to be realised.

RPL for Credits:
Potential learners who want to be credited for credits accumulated from other qualifications having modules with similar credits and content may need to apply in writing to the Dean of the Faculty of Education clearly stating the title(s) of the module or modules they want to be credited for, as well as the basis on which they believe the accreditation should be granted. The procedure to be followed is available in the University general handbook.

According to the HEQSF, 2013 Credit Accumulation and Transfer (CAT) recognise e learners' achievements to further learning even if the learner has not achieved a qualification. In terms of the CAT scheme, any and all credits for an incomplete qualification may be recognised by the same or a different institution as meeting part of the requirements for a different qualification or may be recognised by a different institution as meeting part of the requirements for the same qualification. Individual mobility between qualifications and institutions is thus determined by curriculum requirements and is flexible.

Entry Requirements:
Bachelor of Education, NQF Level 7.
Or
Postgraduate Certificate in Education, NQF Level 7.
Or
Postgraduate Certificate: Higher Education, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 80 Credits:

Higher Education Landscape and Context, 20 Credits.

Learning and Teaching in Higher Education, 20 Credits.

Design and Implementation of e-learning in Higher Education, 20 Credits.

Assessment Principles and practices in Higher Education, 20 Credits.

Elective Modules, Level 8, 40 Credits (Choose two modules):

Supervision of Research in Higher Education, 20 Credits.

Curriculum Development in Higher Education, 20 Credits.

Community-Based Service Learning, 20 Credits.

Portfolio Development in Higher Education, 20 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate a critical understanding of the South African Higher Education landscape in a global context.
2. Critically analyse and evaluate different learning and teaching theories and strategies in Higher Education.
3. Integrate e-learning approaches and models into one's learning and teaching practices.
4. Critically evaluate and apply assessment principles and practices in Higher Education.
5. Develop, document, evaluate and reflect on an academic Portfolio in relation to workplace experiences in learning and teaching, research, university services and community engagement in Higher Education context.
6. Develop and strengthen learners' knowledge, understanding of postgraduate research supervision practices and scholarship in postgraduate research supervision and social justice.
7. Critically review and self-reflect on curriculum design and its implementation.
8. Demonstrate civic responsibility to both curriculum and community needs in a reciprocal manner.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse the role, purposes and values of Higher Education landscape.

Analyse and display the impact of trends, debates and policies on teaching and learning in South African context.

Reflect critically on the learner's own professional practice in relation to the Higher Education context in South Africa.

Apply understanding relevant global, national and institutional policies related to diversity within Higher Education Institutions.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply familiarity with relevant theories of learning and teaching in Higher Education.

Practice is theorised in relation to theories that underpin learning and teaching in Higher Education.

Reflect critically on the context of Higher Education.

Illustrate competency in formulating a coherent personal teaching philosophy.

Associated Assessment Criteria for Exit Level Outcome 3:

Illustrate an appropriate knowledge and information on communication technology skills that are relevant to teaching and learning in Higher Education context.

Show understanding of the alignment between a particular learning outcome and suitable pedagogy and technology theoretically and practically.

Design, implement and evaluate the quality of e-learning activities and resources in an online course on a learning management system (LMS).

Associated Assessment Criteria for Exit Level Outcome 4:

Design and reflect on various assessment activities and practices in Higher Education.

Critically evaluate and apply assessment principles.

Interpret assessment policies, integrate/ implement these within various disciplines.

Apply various assessment strategies in relation to learner diversity.

Associated Assessment Criteria for Exit Level Outcome 5:

Present documentation and self-reflection of practice in the South African higher education landscape.

Display practices and attitudes in responses that lead to diversity in the development of an academic portfolio.

Analyse, review, evaluate and assess a peer academic Portfolio.

Collect, construct and evaluate academic Portfolio of evidence (Manual and
e-portfolio).

Associated Assessment Criteria for Exit Level Outcome 6:

Critique principles, practices and policies of postgraduate supervision.

Identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts.

Apply understanding of the supervisor-supervisee roles /responsibilities and examine in context.

Reflect upon supervision practices and processes in relation to one's own practices.

Associated Assessment Criteria for Exit Level Outcome 7:

Interpret paradigms to curriculum development in Higher Education.

Critique and appraise diverse curriculum structures and models of curriculum design in Higher Education.

Analyse policies relating to curriculum development in Higher Education.

Evaluate implications of curriculum change and innovation in Higher Education.

Associated Assessment Criteria for Exit Level Outcome 8:

Analyse and apply community engagement and community-based service-learning.

Critique historical and theoretical perspectives surrounding CE & CBSL.

Evaluate and apply methods used in an engaged study.

Apply ethical approaches to engagement.

Illustrate understanding the processes and ethics to disseminate research results.

Illustrate understanding and application of how engagement is sustained with community partners including ability to exit community.

Evaluate service-learning and community partnerships.

INTEGRATED ASSESSMENT
The integrated assessment will show the integration of knowledge, skills, attitudes and values across the assessments. In addition, learners will be provided an opportunity to show their ability to demonstrate their achievements of a number of outcomes within a single assessment task.

All assessments will be continuous in nature. They will be regular, cyclic and formative in nature. Learners will be assessed on an ongoing basis in a variety of ways as mentioned above during the course of the modules.

Formative Assessment:
Formative assessments will comprise of two assessments constituting 50% of the weightings, the first assessment constitutes 20% and the second 30%. These assessments can take various forms in the modules offered, namely:

Short written essay.

Mid-length written essay.

Assignments.

Oral online presentation.

Reports.

Multimedia presentation.

Case Studies.

Summative Assessment:
Summative assessments will comprise of 1 comprehensive assessment constituting 50% of the weightings. The summative assessment will take the form of an integrated assessment which will demonstrate understanding of the aspects of the module and will be marked following an assessment criterion. Learners will submit the final assessment and will not be able to obtain the qualification until this integrated assessment is submitted and assessed. These assessments can take various forms in the modules offered, namely:

Comprehensive assignments.

Comprehensive reports.

Designing a lesson plan.

Long Essay.

Projects.

Weightings:
1st formative assessment = 20%
2nd Formative assessment = 30%
Summative Assessments = 50%

Integrated Assessment = 20% (1st) +30% (2nd) + 50% (summative) = 100%

INTERNATIONAL COMPARABILITY

The proposed qualification compares well with the Postgraduate Diploma in Higher Education offered at University of Strathclyde and University of Leicester.

Country: Scotland
Institution name: University of Strathclyde
Qualification title: Postgraduate Diploma in Higher Education
Duration: One year

The Postgraduate Diploma in Higher Education at the University of Strathclyde (Scotland) is designed for practitioners in higher education who want to enhance their teaching practices and academic skills.

Qualification structure:
Module:

Learning and teaching in higher education.

Assessment and feedback strategies.

Curriculum design and development.

Educational research methodologies.

Similarities:

The overall focus, duration and structural format of the University of Strathclyde (US) qualification is comparable to the South African (SA) qualification.

Both qualifications emphasize effective teaching and learning strategies, assessment practices, and understanding the higher education context.

The modules offered by US qualification such as Learning and teaching in higher education, Assessment and feedback strategies, Curriculum design and development and educational research methodologies are in perfect alignment with the configuration of the modules that constitute the SA qualification.

Both qualifications stipulate that learners may be assessed through assignments, reflective practices, and project work related to their teaching.

Country: United Kingdom
Institution name: University of Leicester
Qualification title: Postgraduate Diploma in Higher Education Practice

Purpose/Rationale:
The Postgraduate Diploma in Higher Education Practice offered at University of Leicester (UL) is designed for higher education practitioners looking to enhance their teaching and learning skills.
The qualification aims to develop professional practice in teaching, learning, and assessment within higher education contexts. The qualification is usually completed over one year part-time, but flexible options may be available.

Qualification structure:
Modules:

Learning and Teaching in Higher Education.

Assessment and Feedback.

Curriculum Design and Development.

Similarities:

The duration, mode of delivery and module structure are, of the UL qualification are comparable to those of the South African (SA) qualification.

The UL qualification is usually completed over one year part-time, but flexible options may be available. It typically includes a combination of online and in-person sessions, providing flexibility for working professionals.

Modules include Learning and Teaching in Higher Education (Focuses on pedagogical theories and practical teaching strategies), Assessment and Feedback (Explores effective assessment methods and how to provide meaningful feedback to learners), Curriculum Design and Development (Involves understanding the principles of designing inclusive and engaging curricula). These modules have comparable equivalents with the SA qualification.

Both qualifications targets candidates which include academic staff, teaching assistants, and educational developers working in higher education institutions.

Summary:
Overall, the two qualifications considered above have significant similarities to the SA qualification in terms of their rationale, curricular structure, targeted audience, assessment and mode of delivery.

ARTICULATION OPTIONS

This qualification was compared to the following international qualifications:

Horizontal Articulation:

Postgraduate Diploma in Higher Education, NQF Level 8.

Postgraduate Diploma in Educational Management and Leadership, NQF Level 8.

Horizontal articulation from the HEQSF into the Occupational Qualifications Sub-Framework (OQSF) is not currently possible since there are currently very few qualifications registered at NQF Level 8.

Vertical Articulation:

Master of Education, NQF Level 9.

Master of Education in Higher Education Studies, NQF Level 9.

Master of Education in Philosophy of Education, NQF Level 9.

Diagonal Articulation:

Advanced Occupational Certificate: Learning and Development Professional, NQF Level 6.

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 Zululand