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: Education 
SAQA QUAL ID QUALIFICATION TITLE
16042  Postgraduate Diploma: Education 
ORIGINATOR
University of North West 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement  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  132  Level 7  Level TBA: 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 2663/05  2006-07-01  2009-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-06-30   2013-06-30  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
72814  Postgraduate Diploma: Education  Level 7  NQF Level 08  132  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
To provide a capping qualification for candidates who process first University degree in approved learning areas.

To provide qualifiers with a classroom focus that will enable them to fulfil all the roles and ocmpetencies of an OBE educator.

The contextual roles are as follows:
  • Meditator of learning
  • Interpreter and designer of learning programmes and materials
  • Assessor
  • Leader, administrator and maanger
  • Community, citizenship and pastoral role
  • Scholar, researcher and lifelong learner
  • The learning areas/subject/ and the phase specialisation role will provide the framework within which the six roles above shall be developed. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    A recognised first bachelor's degree in any one or two learning areas. 

    RECOGNISE PREVIOUS LEARNING? 
    N 

    EXIT LEVEL OUTCOMES 
    Exit level outcomes:

    1. Acts as a learning mediator.
    2. Interpret and design learning programmes and materials.
    3. Assess learning and teaching.
    4. The ability to integrate a range of leadership, administrative, managerial and other educators roles in authentic educational contexts, participate in decision-making and manage change.
    5. Perform a community, citizenship and pastoral role.
    6. Educator as scholar, research and lifelong learner.
    7. Act as learning area/ subject/ Discipline/ Phase specialist.


    Specified Outcomes:

    1.1 Create and maintain a healthy and safe learning environment.
    1.2 Appropriate use of the relevant language of instruction to describe, explain, discuss and to converse in another official language.
    1.3 Implement effective teaching strategies which enhance learning.
    1.4 Ability to apply design principles for effective teaching and learning.
    1.5 The ability to access and use a wide range of educational resources.

    2.1 Draw on a good depth of understanding of the content of the learning area/subject/phase
    2.2 Select, adapt or design appropriate learning programmes and materials.
    2.3 The ability to improve programmes and materials in the light of professional reflection, peer evaluation, and learner and community feedback.

    3.1 Implement assessment procedures appropriate to the learning situation.
    3.2 Make critical professional judgement on a learner's competence.

    4.1 Demonstrate leadership competence in authentic educational contexts.
    4.2 Demonstrate administrative competencies in educational settings.
    4.3 Demonstrate managerial competencies in relevant educational settings.

    5.1 Practice and promote a critical, committed and ethical attitude towards respect and responsibility towards others.
    5.2 Develop an attitude that upholds the rule of law and democratic values and practices in school and society.
    5.3 Develop a supportive and enabling environment for learning in the light of the needs of learners and fellow educators.

    6.1 Fundamental concepts and skills in information technology and media literacy to support learning in multicultural settings like South Africa.
    6.2 Approaches to educational research and rigorous scholarship and their uses for solving educational problems, and upholding academic excellence.
    6.3 The importance of planning and participating in activities that promote and encourage lifelong learning.

    7.1 Demonstrate a well-developed understanding of human development concentrating on later childhood phases through later adolescence.
    7.2 Demonstrate an integrated knowledge of the content knowledge of the Senior and FET phases, the relevant pedagogic principles and methods for creating supportive, stimulating learning environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1.1 Learning opportunities based on realistic expectations which make appropriate demands on each learner are emphasised while negative elements in the learning procedures are avoided.
    1.1.2 Healthy group dynamics, secure, safe and beneficial to peer group learning are identified and applied.
    1.1.3 Development of meta cognition among learners is encouraged.

    1.2.1 Use a clear and stimulating language with sensitivity to critical nuances of meaning and ability to frame meaningful questions are demonstrated.
    1.2.2 Proficiency in the cardinal language skills: listening, writing, reading and speech is shown.
    1.2.3 Interactive communication with learners and the effective use of non-verbal forms of communication for the enrichment of language across the curriculum is encouraged.

    1.3.1 Level 5: An understanding of key concepts in education: sociological, political, psychological, philosophical, historical and economic explanations that impinge on the provision of education in a diverse and developing country like South Africa.
    1.3.2 Level 6: Ability to adjust teaching strategies to cater for developmental changes in learners, knowledge requirements, cultural, gender, ethnic, language and other differences among learners is shown.
    1.3.3 Level 6: Ability to reflect on the activities of teaching and learning in relation to the pre-specified outcomes and to design and implement adaptations with justification where necessary is demonstrated.
    1.3.4 Level 7: An understanding of different learning styles, motivations and preferences of learners is demonstrated and the use of strategies that promote higher levels of questioning, problem-solving, group-work, self study are preferred.

    1.4.1 Level 6: Demonstrate skills of thorough and thoughtful preparation for teaching, drawing on a variety of resources, skills, processes and the learning area pedagogic content to develop meta cognition among learners.
    1.4.2 Level 6: Explore learning activities relevant to learners that promote an integrated approach to knowledge, acquisition and skill development.

    1.5.1 Level 6: Integrate media, educational technology and everyday resources appropriately in teaching.
    1.5.2 Level 5: Demonstrate awareness and knowledge of the wide variety of resources and skills for selecting appropriate media and resource materials.


    2.1.1 Level 5: Demonstrate an understanding of the learning area to be taught including content knowledge and relevant pedagogic skills.
    2.1.2 Level 6: Select and interpret learning content appropriate for the context (age, language competences, culture and gender of learners) in which teaching will occur.
    2.1.3 Level 6: Show a clear understanding of the relationships between the learning area and broader human and vocational issues of society.

    2.2.1 Level 6: Design original learning programmes that are appropriate for the context and are in language accessible to learners and meet the desired outcomes.
    2.2.2 Level 6: Design and produce original learning resources that are appropriate for the learning area; appropriate to the age, language competence, gender and culture of learners, bearing in mind barriers to learning.

    2.3.1 Level 6: Critically evaluate different programmes in real contexts and/or through action research in terms of their educational validity and their socio-political significance.


    3.1.1 Level 6: Demonstrate an understanding of the application of the different learning principles for structuring different assessment tasks with a particular emphasis on competence-based assessment, the use of continuous and diagnostic forms of assessment.
    3.1.2 Level 7: Evaluate the strengths and weakness of the assumptions that underlie a range of assessment approaches and methods appropriate to the phase/subject/learning area.
    3.1.3 Level 6: Reflect on an justify assessment design, decisions and choices about assessment tasks and approaches.

    3.2.1 Level 6: Evaluate learner achievement in the total context of teaching and learning.


    4.1.1 NQF Level 6: Anticipate and handle problems and collaborate with others in team-teaching and decision-making.
    4.1.2 NQF Level 6: Reflect on strategies to improve integrated teaching programmes and team teaching.
    4.1.3 NQF Level 6: Inspire and motivate learners and other role players.
    4.1.4 NQF Level 6: Develop teamwork competencies in learners and other role players.

    4.2.1 NQF Level 6: Identify, adapt and maintain policies, systems and procedures related to teaching and school administration appropriate to context and task.
    4.2.2 NQF Level 6: Access professional services and resources to provide support for learners.

    4.3.1 NQF Level 6: Develop management strategies appropriate to class size, availability of resources and learner diversity.
    4.3.2 NQF Level 6: Communicate effectively both internally and externally with various role players.
    4.3.3 NQF Level 6: Reflect on chosen management strategies and design adaptations where necessary.


    5.1.1 NQF Level 6: Demonstrate caring, committed and ethical professional behaviour towards the protection and the development of the whole person.
    5.1.2 NQF Level 6: Appreciate and respect people of different values, beliefs, practices and cultures.
    5.1.3 NQF Level 6: Develop life-skills, work-skills, a critical, ethical and healthy life style in learners.
    5.1.4 NQF Level 6: Respond to current, social and educational problems with particular emphasis on the issues of violence, drug abuse, poverty, children's rights, HIV/AIDS and environmental degradation.

    5.2.1 NQF Level 6: Adapt learning programmes and extramural activities to promote citizenship and human rights principles.
    5.2.2 NQF Level 6: Develop a critical, ethical and committed political attitude towards developmental issues.
    5.2.3 NQF Level 7: Demonstrate an understanding of various approaches to education for citizenship and constitutional democracy in a diverse and developing country like South Africa.
    5.2.4 NQF Level 7: Understanding and appreciate the principles and practices of the main religions, customs, values and beliefs of the main cultures of South Africa.

    5.3.1 NQF Level 6: Counsel and or tutor learners in need of assistance in learning and social problems on a clear understanding of the relationship between childhood, adolescence, learning theories and behaviour.
    5.3.2 NQF Level 6: Identify common barriers to learning and to judge appropriate support services or other intervention strategies to cope with learning and other difficulties.


    6.1.1 NQF Level 6: Demonstrate knowledge of the use of computers and technology in education.
    6.1.2 NQF Level 6: Access, generate and manipulate data from computer systems and multimedia devices for teaching and learning.
    6.1.3 NQF Level 5: Identify technology resources for facilitating emerging roles of the learner and educator e.g. Broadcast instruction, audio/video conferencing.
    6.1.4 NQF Level 5: Design, implement and assess multimedia-based learning activities.

    6.2.1 NQF Level 7: Read and interpret academic and professional texts critically.
    6.2.2 NQF Level 7: Design and conduct action-research based on educational problems identified in the classroom or school system.

    6.3.1 NQF Level 7: Demonstrate knowledge of human issues and events that have a bearing on the learner and the educator.
    6.3.2 NQF Level 7: Identify the role of professional growth in achieving quality standards in ones workplace and in society.
    6.3.3 NQF Level 7: Reflect on knowledge and experience of issues related to human rights and the environment and adapt own practices.
    6.3.4 NQF Level 7: Carry out effective self evaluation at different levels of the education system.
    6.3.5 NQF Level 7: Show proficiency in and a love for reading.


    7.1.1 NQF Level 6: Describe, explain and examine human functioning in important areas: physical, social, emotional and intellectual development.
    7.1.2 NQF Level 6: Provide basic skills of child study covering the challenges, achievements, and difficulties encountered by learners from intermediate phase to later adolescence with specialist application to each of the six roles.

    7.2.1 NQF Level 6: Contribute to the process of establishing and maintaining a school environment which is supportive of effective learning and pro-social development for childhood through early adolescence.
    7.2.2 NQF Level 6: Demonstrate skills for developing literacy and numeracy in the Senior phase.


    Integrated assessment:
  • Continuous assessment of learners knowledge, competence as well as attitudes, etc.
  • Assessment of experiential learning through observation, design and implementation and learning programmes of and through submission of reports.
  • Portfolio assignments of basic teaching skills in which learners reflect on their own learning over a period of time.
  • Peer assessment in processes like microteaching, production of instructional materials, project presentations etc.
  • Case study involving a learner observed for a specific period of time during experiential learning. 
    		•

    ARTICULATION OPTIONS 
    Vertically: Learners may move into the B.Ed (Hons) or any related Honours programme. 

    MODERATION OPTIONS 
    Internal: Academics and practitioners in related fields of study, approved by Senate of the University.

    External: Academics and practitioners in related fields of study in/from other institutions, approved by Senate of the University. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Criteria as identified by the University and the Higher Education Quality Committee. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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.