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: 

Postgraduate Diploma in Education 
SAQA QUAL ID QUALIFICATION TITLE
14248  Postgraduate Diploma in 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  120  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the qualification is to extend and deepen the professional competence of a range of practitioners (teachers, lecturers, trainers, managers, designers, developers, assessors, researchers, learning support specialists, etc). 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Formally Accredited Learning:
The typical applicant has a professional Bachelor's degree of the University or an Honours level degree of the University, 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? 
Y 

EXIT LEVEL OUTCOMES 
Qualified learners will:

1. Identify major issues and debates from the literature in the field or sub-field, and argue for and against a position
2. Assess and comment critically on policy initiatives or implementation strategies
3. Consider and discuss the implications of various approaches to facilitating and managing learning
4. Develop a rich understanding of knowledge, theory and principle in the field or sub field
5. Facilitate discussion and learning amongst actors in ETD practice
6. Use information technology and other sources responsibly to select and access a range of resources relevant to an enquiry
7. Demonstrate an understanding that ETD concepts, theories, principles and practices do not exist in isolation, and are best understood in relation to one another, and in a wider context
8. Apply critically and creatively knowledge reported in local and international literature to a selected area of enquiry and related practice
9. Become a member of a community of practice by facilitating working collaboratively.

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) 2.

b) "Working with others as a member of a team, group, organisation, community" - see ELO 3, 7 & 9.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 5 & 9.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO 2, 6 & 8.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 2, 3, 5 & 6.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 2 & 6.

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 2, 7 & 9.

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 3, 5 & 9 and implicit in 1-9.
  • (ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 7, 8 & 9; 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 7.
  • (iv) "Exploring education and career opportunities" - see ELO 9.
  • (v) "Developing entrepreneurial opportunities" - see ELO 2 & 3. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The qualifying learner demonstrates ability to:

    1. Produce texts on areas of enquiry in ETD practice showing critical understanding of the area and literature under investigation, using information technology and other resources responsibly

    2. Communicate and facilitate discussion and learning amongst actors in ETD practice

    3. Critically analyse ETD concepts, theories, principles, practices and contexts.

    Integrated Assessment:

    Formative assessment is undertaken on a continuous basis, incorporating seminar presentations and papers, coursework assignments and tasks. Such methods assess students' progress towards the professional and academic competencies set out in the exit level outcomes listed above. Formative assessment uses the modes of self-assessment, peer assessment and internal assessment by members of the academic staff of the Faculty of Education.
    Summative assessment may by conducted by means of oral and written examinations, examination equivalent assignments, practical projects and reports. These assessment instruments are designed to integrate practical, theoretical and reflexive competence. 

    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:
    At entry level the qualification articulates with Honours-level degrees of the University such as the Bachelor of Education degree (NQF Level 7) and the Higher Diploma for Educators of Adults, or an Honours degree in another field of learning.

    Articulation during the qualification:
    Subject to certain rules, a learner may be able to convert his/her registration to that of Master of Education.

    On completion of the qualification:
    At exit level, the qualification articulates with the Master of Education degree of the University. 

    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 


    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.