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 Diploma: Higher Education Studies

SAQA QUAL ID	QUALIFICATION TITLE
13962	Postgraduate Diploma: Higher Education Studies
ORIGINATOR
University of Cape Town
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	Level 7	Level N/A: Pre-2009 was L7	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 programme is intended to provide tertiary educators with an opportunity for professional development in the area of teaching and learning in Higher Education. This qualification can accredit the coursework complement of a Master degree or provide an entry or exit point before the completion of a Masters degree. A formal qualification in this area is seen as a significant component of institutional quality assurance of teaching and learning. Graduates of this programme will add value to the educational enterprises of their disciplines, departments and faculties, by contributing to crucial debates and initiatives which have a direct bearing on learning and teaching. These issues include: programme and course design and delivery, programme and course evaluation, assessment of student learning, institutional and national policy implementation.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Any graduate (with equivalent of honours) from any discipline background could register for the Postgraduate diploma in Higher Education Studies. We would require the academic skills (discursive, analytical and conceptual) that would be expected for any postgraduate degree in Humanities. We would also expect any student on the programme to be currently engaged in formal teaching (part-time or full-time) in the Higher Education context. We would also recognise credits for relevant courses accumulated elsewhere.

1. Senior certificate with Matriculation Exemption or Equivalent university admission qualification
2. First degree, BA/BSocSc/BEd
3. Honours degree, BA (Hons)/BSocSc (Hons)

Recognition of prior learning (e.g. Work or field experience (if applicable)

Non-Honours graduates who have shown by examination or publication or a record of appropriate training that they have reached the appropriate level may be permitted to register for the diploma.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

a. Critical cross-field outcomes

b. General outcomes (contextually demonstrated general knowledge, skills and values of the programme)

The exit level outcomes specified below are adapted from the "roles and associated competencies for educators" taken from the Norms and Standards for Educators. The Gazette notes that "the critical cross-field outcomes are integrated onto the roles and their applied competence". (Government Gazette, 4 February 2000). It also notes that providers will "combine and weight the roles differently in accordance with the specific purpose of the qualification".

The educator as learning mediator will be competent to mediate learning in a manner which is theoretically informed and contextually sensitive to the diverse needs of learners, including those with barriers to learning

The educator as designer and implementer of curricula will be competent to design and deliver course materials, which are theoretically informed and appropriate to the needs of learners.

The educator as a leader will be competent to read, critique and respond proactively to institutional and national policies that have a direct bearing on teaching and learning in the Higher Education context.

The educator as a reflective practitioner will be competent to engage in on-going 'action research' in the context of their own practice.

The educator as assessor will be competent to design and manage both formative and summative assessment in ways that are theoretically informed and appropriate to the level and purpose of the learning.

Specific outcomes

The single most important learning outcome for this Post Graduate Diploma is that for the purposes of their ongoing professional development, graduates are able to demonstrate the characteristics of a 'reflective practitioner'. The specific outcomes below are the key competencies which characterize a reflective practitioner in the HE context.

Graduates of the Post Graduate Diploma in HES will be competent to:

a. Trace the significant developments in learning theory

b. Apply these theoretical perspectives to a range of learning contexts

c. Analyse particular local institutional policies and trends

d. Critically discuss the implications of these national and international trends and policy imperatives on the HE teaching and learning context.

e. Design a form of educational intervention arising from their own disciplinary context which is both theoretically and contextually justified.

ASSOCIATED ASSESSMENT CRITERIA

In relation to outcome no.1, we would expect learners to demonstrate a broad knowledge of key principles and concepts from a range of theoretical perspectives.

In relation to outcome no. 2, we would expect learners to demonstrate sophisticated argumentative skills in applying the theory to practice and vice versa.

In relation to outcome no.3, we would expect learners to identify aspects of Higher Education policy which have a significant impact on HE institutions internationally and nationally; trace the origins of these policies provide the reasons for their emergence; describe likely future policy developments, internationally and nationally examine whether the above provide adequate explanation of local institutional policies and trends.

In relation to outcome no. 4, we would expect learners to outline the implications of these national and international trends and policies on curriculum development, whether these implications enhance or diminish curriculum development, learning, teaching and assessment in Higher Education; provide evidence to support their conclusions.

In relation to outcome no 5, the criteria for assessment will be: a clear identification and justification of the educational problem which gives rise to the inquiry; the extent to which the project is contextually sensitive, theoretically justified, and practically feasible; a project which is communicated in a manner appropriate to the professional context.

Integrated assessment

Learners on the programme will have the opportunity to be assessed through a range of methods for both formative and summative purposes. The assessment for most of the modules will largely centre around practice based projects, that is, within boundaries of the course topic, students will be able to identify problems or areas of interest which they want to explore further. Learner will have the opportunity to display a range of foundational, practical and reflexive competencies developed through their experience as professionals and through the course. Those who are interested in a more in-depth investigation can select the project elective which will give them the opportunity to integrate the full range of competencies developed through all their courses. The project will consist of a small scale investigation focusing on some educational issue which could arise out of their own disciplinary context. The criteria for the assessment will be: a clear identification and justification of the educational problem which gives rise to the inquiry; the extent to which the project is contextually sensitive, theoretically justified, and practically feasible; a project which is communicated in a manner appropriate to the professional context.

ARTICULATION OPTIONS

Titles: MEd or MPhil in Education
Interdisciplinary research or coursework masters programmes

This qualification serves as an entry point to the related qualifications

This qualification does not provide credits for the related qualifications.

Entry to qualification in mid-stream
Not possible

Exit from qualification in mid-stream
Credit is given for courses completed.

Other higher education programmes which articulate with this qualification without 'going back to square one':

Subject to the provisions of the Joint Statute, this work may be recognised by another institution in part fulfilment towards a similar degree.

MODERATION OPTIONS

The University of Cape Town has a system of external peer review and evaluation of each course. One of the aspects of the system is an evaluation of the standards and assessment practices of the department.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The academic staff of the University of Cape Town will be used in a manner, which is consistent with the quality assurance system of the University.

REREGISTRATION HISTORY

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

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 Cape Town