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: Learner Support: Guidance and Counselling

SAQA QUAL ID	QUALIFICATION TITLE
16057	Postgraduate Diploma: Education: Learner Support: Guidance and Counselling
ORIGINATOR
University of Pretoria
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	123	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 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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 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 accredit comprehensive, in-depth knowledge, specialised skills, basic educational research competence and a grounded professional attitude regarding the band of behaviour and emotional, or special education, or career planning needs and difficulties of learners, enabling educators and trainers, and education and training support personnel to participate in the development of policy, models and programmes for both proactive (preventative and promotive) and reactive (assisstive) practice with regard to learners' difficulties, disabilities or career needs and in the planning/directing/managing of the implementation of such policy and programmes. This qualification contains the necessary elements which promote lifelong learning and personal development

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Matriculation certificate Honours degree: B Ed (Hons): Learner support, guidance and counselling with specialisation in the selected band of this M Ed programme. Other: M + 4 qualifications: First degree (NQF Level 5) + Postgraduate Diploma/Certificate in Education HED (four years) Diploma in Education (i.e. M + 3) + Further Diploma in Education Prior learning regarding Learner support, guidance and counselling equivalent to NQF Level 6 Note: Candidates without teaching experience or a professional education in teaching may be admitted to this course as an academic PGDE. However it will not give them qualified educator's status. The number of students admitted to the programme will be limited and candidates must meet the selection criteria determined by the programme manager

RECOGNISE PREVIOUS LEARNING?

N

EXIT LEVEL OUTCOMES

Comprehensive reflexive knowledge, specialised skills, basic educational research competence and professional ethics in at least one of the following fields Behaviour and emotional difficulties Screening, diagnosis and in depth interpretation of the causes and effects of behaviour and emotional difficulties reflecting individual and group-based differential diagnostic assessment processes, explaining the nature of the problem, applying intervention strategies and recommending relevant and/or appropriate learner/institutional support Thorough knowledge of counselling, therapeutic and training theories; skills to perform and facilitate specialised and advanced interviewing procedures, counselling strategies and child therapy conducive with the particular eco-system Consultant in supportive relations with parents, educators and other key persons, institutions and the community; reflecting sound knowledge of related fields of expertise and appropriate referrals; collaborating effectively as a member of a multi-professional team in order to report orally and in writing on the child with difficulties Special education needs South African policy development and implementation regarding special education needs and building an inclusive education and training system Requirements for a constructive culture of learning and teaching on the institutional scale and the national scale Diagnostically assessing and interpreting learners' special education needs Engaging learners in learning support activities which are appropriate to their individual specific needs Engaging educators/trainers, parents and community/institution members in team-based consultation and training to support learners in solving their difficulties Making appropriate referrals to professionals in related disciplines Guidance and counselling Generating a personal theoretical approach to guidance and counselling and traumatology Developing community-based, age- and needs-appropriate group procedures, tools and programmes for career guidance and counselling Developing/executing various counselling techniques, including trauma/crisis intervention Critical cross-field outcomes: Identifying and solving problems, in which responses display that responsible decisions using critical and creative thinking have been made Working effectively with others as a member of a team, group, organisation community Organising and managing oneself and one's activities responsibly and effectively Collecting, analysing, organising and critically evaluating information Communicating effectively using visual, mathematical and language skills in the modes of oral and written persuasion Using science and technology effectively and critically, showing responsibility towards the environment and health of others Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme to make an individual aware of the importance of: - Reflecting on and exploring a variety of strategies to learn more effectively - Participating as responsible citizens in the life of local, national and global communities - Being culturally and aesthetically sensitive across a range of social contexts - Exploring education and career opportunities - Developing entrepreneurial opportunities

ASSOCIATED ASSESSMENT CRITERIA

Behaviour and emotional difficulties Evaluate/develop strategies/instruments of assessment and apply/select appropriate methods of assessment for particular child needs Case study model: - Integrate relevant information obtained from various origins and various formats within a holistic approach with regard to the child's difficulties Communicate findings in appropriate format and formulation to parties concerned e.g. parents, educators and other professionals Evaluate/select/develop/implement appropriate counselling strategies, therapeutic techniques and interviewing skills for particular child needs and difficulties Successfully consult/collaborate with parents, educators, community, institution members and professionals from other disciplines in related disciplines towards solving the child's difficulties Special education needs Critically evaluate/develop programmes/strategies to implement the national policy regarding special education needs and building an inclusive education and training system Develop/implement a programme/strategy to promote a constructive culture of learning and teaching nationally and in institutions Evaluate/develop models/instruments of assessment and apply/devise appropriate methods of assessment for particular learner needs Evaluate/develop intervention models, strategies and techniques, and apply/devise appropriate interventions for particular learners and learning environments Case study model: - Integrate information obtained from various origins and in various formats with regard to learning difficulties and interpret it within an eco-systemic framework - Communicate findings in appropriate format and formulation to parties concerned, e.g. educators, other professionals, parents, the learner - Select/devise, successfully execute and reflect on individual and group interventions for the full range of special education needs Successfully train/consult/collaborate with educators/trainers/parents/community/institution members/professionals in related disciplines in supporting learners experiencing difficulties Guidance and counselling Develop models for specific issues, especially in terms of South African needs, regarding guidance and counselling and traumatology Design, develop and evaluate community-based, age- and needs-appropriate group procedures, tools and programmes for career guidance and counselling and trauma intervention Design, develop and evaluate counselling techniques, including trauma/crisis intervention Integrated assessment: Portfolios Written examinations Oral examinations Other: Objective Structured Practical Evaluation Case studies Formative assessment through supervision Written assignments

ARTICULATION OPTIONS

Related qualifications: M Ed (Learner support, guidance and counselling) M Ed (Learner support, guidance and counselling provides credits for the related qualification

MODERATION OPTIONS

Memoranda Trainer-supervisor and Student peer assessment Internal second examiners External examiners for final examination

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Qualifications required: Ph D/M Ed (Learner support/Remedial education/Guidance and Counselling) with recognised expertise in the relevant field of practice to enable assessment at NQF level 7 Ph D (Educational psychology) Registration at the Council for Counselling Career experience required: Specialised experience as a practitioner in Learner support/Guidance and counselling

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 Pretoria

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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.