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 THAT HAS PASSED THE END DATE:

Postgraduate Higher Diploma: Education

SAQA QUAL ID	QUALIFICATION TITLE
13899	Postgraduate Higher Diploma: Education
ORIGINATOR
University of Witwatersrand
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	140	Level 7	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the qualification is to provide learners with the conceptual tools for understanding and critiquing issues related to teaching and learning in the inclusive classroom and to help learners devise strategies which are contextually meaningful and which facilitate learning in and across learning areas. The purpose of the qualification is also to prepare learners for higher learning or for continuing in-service development.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Formally Accredited Learning and Other Qualities
The typical applicant has a Bachelor's degree of the University with courses in recognised learning areas, or equivalent University-approved qualification - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning:

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

A. In terms of teacher professionalism, qualifying learners are able to:

1. Understand the central role of teaching in learning and display knowledge of relevant educational theory
2. Examine teacher roles, expectations, identity and professional practices
3. Assess issues that involve questions about the nature and scope of knowledge dealt with in a learning or phase area
4. Contribute to curriculum and materials development and the construction of coherent learning programmes
5. Appraise specific outcomes proposed in relevant learning areas and disciplines
6. Reflect critically and creatively on classroom practices
7. Continually improve the learning environment
8. Manifest attitudes and basic competences relevant to pursuing further professional development
9. Identify and decode key issues in national and provincial educational directives/texts, contextualising them, reflecting critically upon them and highlighting their implications for teaching and learning.

B. In terms of ethical and social responsibility, qualifying learners are able to:

1. Demonstrate ethical considerations in teaching
2. Interact with learners in a manner that reflects sensitivity to adolescence
3. Be cognisant of and work positively with authority and other power relations in the educational context
4. Encourage an atmosphere of mutual respect and tolerance of different opinions in schools
5. Work effectively with colleagues to foster professionalism in teaching
6. Contribute to the development of a culture of learning
7. Give recognition to human rights and the development of a democratic culture in schools
8. Develop in learners the importance of responsibility to the environment.

C. In terms of methodologies and strategies, the qualifying learner is able to:

1. Work with the diversity that learners bring into the classroom and develop strategies to deal with these in an empowering manner
2. Use language and language diversity to facilitate learning
3. Select and apply a range of assessment techniques to facilitate learning
4. Be able to display insight into the nature of the discipline and related pedagogical practices
5. Organise and manage a classroom to meet pedagogical purposes
6. Use technological tools and other resources responsibly and effectively to access information and communicate.

Critical Cross-field Outcomes:

a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) A4, A7, A9, implicit in B1-8, and C1.

b) "Working with others as a member of a team, group, organisation, community" - see ELO B2, B3, B4, B5, B6, B7 & C1.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO A1-6, A8, B1-8, C3, C4 & C5.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO A2, A3, A4, A5, A9, B6 & C5.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO A4, A7, B2, B6, C2, C4, C5 & C6.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO B7, B8 & C6.

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO A1, A2, A3, A6, B1, B3, B4, B6, B7, C1 & C2.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

(i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO A3, A6, A7, A8, B5, B6 & C1.

(ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO A1, A2, B1, B3, B4, B7, C1 & C2; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.

(iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO A4, A6, A7, B2, C1, C2, C3 & C5.

(iv) "Exploring education and career opportunities" - see ELO A2, A8, B5, B8 & C5.

(v) "Developing entrepreneurial opportunities" - see ELO A2, A4, A8 & B5.

ASSOCIATED ASSESSMENT CRITERIA

The qualifying learner demonstrates the ability to:

1. Understand the central role of teaching in learning and display knowledge of relevant educational theory
2. Examine teacher roles, expectations, identity and professional practices
3. Assess issues that involve questions about the nature and scope of knowledge dealt with in a learning or phase area
4. Contribute to curriculum and materials development and the construction of coherent learning programmes
5. Appraise specific outcomes proposed in relevant learning areas and disciplines
6. Reflect critically and creatively on classroom practices
7. Identify and decode key issues in national and provincial educational directives/texts, contextualising them, reflecting critically upon them and highlighting their implications for teaching and learning
8. Interact with learners in a manner that reflects sensitivity to adolescence
9. Work with the diversity that learners bring into the classroom and develop strategies to deal with these in an empowering manner
10. Select and apply a range of assessment techniques to facilitate learning
11. Critically reflect on the nature of the discipline and related pedagogical practices
12. Organise and manage a classroom to meet pedagogical purposes
13. Use technological tools and other resources responsibly and effectively to access information and communicate.

Integrated Assessment:

Integrated assessment which combines the learners' theoretical insights and practical application in specialist areas of teaching will be demonstrated during school experience in which learners teach in schools under supervision.

ARTICULATION OPTIONS

This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the
University, or with other qualifications offered nationally and internationally.

Entry to the qualification:
A Bachelor's degree of the University with courses in recognised learning areas, or equivalent University-approved qualification.

Articulation during the qualification:
No formal articulation.

On completion of the qualification:
No formal articulation, but a learner can opt, at exit level, to apply to study for another qualification such as the Bachelor of Education of the University (NQF Level 7).

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the
institution as a public higher education provider.

REREGISTRATION HISTORY

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

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

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

1.	University of Witwatersrand