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
16086	Postgraduate Diploma: Education
ORIGINATOR
Stellenbosch University
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 8 and above	Level TBA:Pre-2009 was L8+	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 (main) purpose of the PGDE is to serve as a point of exit for students who enrol for the M Ed or M Phil degrees in the Faculty of Education, but who do not fulfil the research thesis requirement. Although the PGDE serves exclusively as an early exit point for various Masters programmes in the Faculty of Education, it is designed in such a manner that it meets the criteria of a qualification in its own right.
The purposes of the M Ed Qualification (of which the course component can be credited towards the PGDE) are as follows:

The (first) purpose of the M Ed qualification is to provide opportunities for educators to increase their levels of knowledge, skills and competencies to that of a higher quality in specialised academic disciplines relevant to their profession and a changing South African educational context.

The (second) purpose is to foster rigorous scholarly and research attitudes of critical inquiry in students through theoretical (disciplinary) and practical, problem orientated and skills based research approaches that would enable them to become more responsive to current social,economic , political and environmental problems within an educational context. This purpose obviously does not apply to the PGDE

The (third) purpose is to prepare students who aspire to move to the highest level of academic work for doctoral study and to promote an approach based on academic integrity and professional ethics . This purpose also does not apply tp the PGDE.

The (fourth) purpose is to produce a cadre of professionals and /or academics who possess the capabilities to focus their attention on the needs of their communities and direct their efforts to enhancing their service purpose to the common interest of the broader South African Society.

The purposes of the M Phil qualification (of which the course component can be credited towards the PGDE) are as follows:

. The (first) purpose of the qualification is to equip qualifiers with advanced professional educator level knowledge, skills and applied competence in at least one of three possible multidisciplinary areas of specialisation at the postgraduate level. In particular, the M Phil equips qualifiers with advanced competence and research capacity to function as

Leaders of educational transformation in the general and further bands of education and training;

Professional educators and practitioners in the higher education and training band;

Professional educators and practitioners of adult education and training.

The (second) purpose is to enable qualifiers to engage in high level analysis of new information, to develop the ability to deal with complexity and to find workable solutions to professional education problems and challenges.

The (third) purpose is to enable qualifiers to do advanced and independent research through rigorous training in research methods and to deepen their knowledge of scholarship in education. This purpose does not apply to the PGDE.

The (fourth) purpose is to prepare qualifiers who aspire to the highest level of multidisciplinary academic work for doctoral study and to promote a scholarly approach based on academic integrity and professional ethics. This purpose also does not apply to the PGDE

The (fifth) purpose is to deliver professional educators in South Africa with the competence and critical intellectual ability to ensure the continued health and advancement of the educational profession in different educational environments.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Senior Certificate with Matriculation Exemption or equivalent university admission qualification.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Critical cross-field outcomes:

The exit level outcomes of the PGDE equal the exit level outcomes of the course component of the M Ed and the M Phil degrees. For each of these degrees the outcomes are provided below.
M Ed (coursework component) generic outcomes

Qualifiers will

1. Perform problem solving within the context of knowledge production by being reflexive (self-critical), creative and sensitive to the broad social implications of their work;

2. Collaborate, share and negotiate patterns of meaning in terms, groups and networks;

3. Act independently, scholarly, professionally and ethically by relating the practical knowledge necessary in public life to higher knowledge; and

Mediate higher knowledge through the use of appropriate technology in a responsible, effective and critical manner.

M Phil (coursework component) generic outcomes

M Phil qualifiers will:

1. Identify and solve educational problems in different contexts;
2. Work effectively with other people, especially staff and adults in educational teams or groups, organisations and communities.
3. Organise and manage themselves in their professional roles as educational leaders and professionals responsibly and effectively;
4. Communicate effectively with staff, colleagues and students in different settings and on different levels.
5 Use technology effectively and professionally in the field of education and training, and
6 Demonstrate an understanding of the field of education and training is related to other fields of knowledge.

General outcomes:

M Ed (coursework component) general outcomes:

Qualifiers will:

1. Integrate and contextualise higher knowledge related to education in a holistic way;
2. Provide leadership and direction at different levels of the South African education system;
3. Engage diverse learners in educational programmes in order to maximise their potential and academic performances; and
4. Facilitate and manage educational change within the school in relation to the school community.

M Phil (coursework component) general outcomes
M Phil qualifiers will:

1. Demonstrate advanced and professional knowledge of theoretically sophisticated subject matter in the field of education and training.
2. Master advanced theory and its application in the field of education and training;
3. Critically evaluate literature in a particular professional area of the field of education and training;
4. Acquire the ability to challenge fixed beliefs and values in a professional capacity in education and training;.
5. Acquire an awareness of the provisional nature of knowledge
6. Acquire the ability to handle contradictions and to make value commitments;
7 Identify and define complex problems in the field of education and training
8. Apply appropriate knowledge and skills for the solution of complex problems within a professional capacity.
9 Adapt to new situations and extrapolate implications beyond given data and information.
10. Use high order principles to relate data to new, broader education and training issues;
11. Manipulate abstract models and frameworks to fit the professional education and training needs of a particular context;
12. Demonstrate the capacity to undertake effective interaction and engagement in debate with learners or professional groups in education and training.
13. Demonstrate appropriate academic and professional values;
14 Demonstrate the capacity of leadership, negotiation and mediating conflict;
15 Demonstrate the capacity to take calculated risks in a professional context, and
16 Demonstrate self-reflexivity and adaptability.

Specific outcomes:

M Ed (coursework component) specific outcomes:

1. With reference to the M Ed Specialised Education and Educationall Psychology programmes qualifiers will
2. Understand the effect of developments in inclusiveness education on local, national and international educational developments; and
3. Use knowledge, diverse skills and competencies to act as reflective practitioners in school communities in the context of educational change.

4. With reference to the M Ed Curriculum Studies programme qualifiers will

5. Facilitate appropriate adoptions to learning and teaching strategies for diverse learning contexts; and

6. Provide educational support to diverse learners and simultaneously optimising the quality of learning experiences.

With reference to the M Ed Education Policy Studies programme qualifiers will

1. Make independent analyses of policy issues related to curriculum formation, inclusive education, educational governance, school administration and management according to local, national and international perspectives
2. Understand and implement theoretical dimensions of education and knowledge production in a trans formative educational context.

M Phil (coursework component) specific outcomes

1. M Phil in Leadership in Education qualifiers will

2. Have acquired competencies to contribute towards institutional transformation;

3. Have cultivated a school research ethic, and

4. Be able to initiate and stimulate conceptual and pragmatic change in accordance with a new understanding of issues.

MPhil in Higher Education qualifiers will have acquired an understanding of, multiple perspectives on, a variety of skills in and an appreciation towards various aspects of the field of higher education.

M Phil in Education and Training for Lifelong Learning qualifiers will have acquired an understanding of, multiple perspectives on, a variety of skills in and an appreciation towards various aspects of the field of education and training.

ASSOCIATED ASSESSMENT CRITERIA

In the M Ed (Coursework component) qualifiers will be able to:

1. Interpret knowledge as a source of meaning and as a guide to reflection, choice and action;
2. Use intellectual tools and effective transformative strategies that emphasise flexibility and inclusiveness, and
. suggest potential areas of educative collaboration towards achieving transformative goals.

M Ed (Coursework component) qualifiers will also be able to:

1. Reflect upon, adapt and justify appropriate educative strategies for diverse learning contexts;
2. Establish working groups and encourage learner independence, collaboration and negotiation of meaning with the aim to engage them actively in the learning process as well as to maximise their academic performance, and
3. Guide and facilitate change in relation to the curriculum, policy, teaching, learning and administration of the schooling education context.

M Phil (coursework component) qualifiers will be able to

1 Be receptive to new ideas, information, data evidence and knowledge on education and training.
2 Display a deep understanding of advanced educational theory and apply this in problem identification, problem analysis and problem description:
3 Apply understanding of theory and methodology in the solving of complex educational problems;
4 Create opportunities for themselves to challenge and transform fixed educational beliefs and values;
5 Develop and maintain the capacity to investigate new areas of educational thought and practice;
6 Appropriately draw valid conclusions from sets of data or bodies of evidence;
7 Satisfactorily adapt to new ways of thinking and acting in a professional educational capacity;
8 Consider new theories, models and theoretical frameworks to apply in educational settings
9 Continuously reflect at different levels on their own learning within a professional context;
10 Effectively interact and debate with peers issues of concern or contention in their fields of study;
11 Clearly express and articulate academic and professional values in their fields of study;
12 Effectively write and present reflections of their learning in learning portfolios;
13 Handle conflict through negotiation and leadership in institutional contexts, and
14 Readily take calculated risks in applying new knowledge and skills in problem situations within institutional contexts

M Ed (coursework component) qualifiers in Specialised Education and Educational Psychology will be able to

1 Interpret and apply theoretical and practical aspects of inclusive education within realistic contextual parameters; and
2 Mediate and faciliate educational psychology based skills, insights and knowledge in varying contexts.

Qualifiers in M Ed (coursework component) in Curriculum Studies will be able to

1 Use and reconstruct guiding concepts and skills for effective teaching and learning within diverse contexts; and
2 Plan and guide learner support relative to agreed-upon benchmarks of quality teaching and learning

Qualifiers in M Ed (coursework component) in Education Policy Studies will be able to

1 Analyse and synthesise past and emergent educational policy initiatives and developments according to democratic and transformative praxis (knowledge, insight and skills); and
2 Mediate and facilitate a general framework for democratic transformative collaboration, including intellectual tools and transformative techniques.

M Phil in Leadership in Education (coursework component) will be able to

1 Demonstrate skills and attitudes to serve institutions and communities in a more professional manner
2 Understand the factors inhibiting quality teaching and learning and suggested possible steps to overcome impediments;
3 Understand and critically evaluate the implications of political and social developments in education;
4 Create an environment that is conducive to the development and enhancement of critical, logical, creative and reflective thinking;
5 Facilitate appropriate adaptations to learning and teaching strategies in diverse learning contexts;
6 Create a democratic climate for learning, characterised by functional discipline and sensitivity to different forms of diversity;
7 Developed an informed understanding of current legislation with regard to human resources, human rights and healthy environments, and
8 React to social and educational issues and cooperate with other professional services to deal with athese matters

M Phil in Higher Education qualifiers will be able to

1 Demonstrate national and international perspectives on higher education;
2 Demonstrate understanding of the theoretical underpinnings of learning and apply learning facilitationn skills in the higher education context;
3 Appreciate and explain the complexity of the roles and responsibilities of the modern- day scholar in higher education;
4 Demonstrate skills in curriculum and programme planning in higher education;
5 Understand and apply aspects of technology in learning support and facilitation in higher education;
6 Understand and implement a wide spectrum of assessment strategies in higher learning;
7 Demonstrate skills in the planning and utilisation of staff appraisal and development strategies in higher education and
8 Demonstrate an understanding of leadership theories and practices in higher education and apply aspects thereof in particular institutions contexts;

M Phil in Education and Training for Lifelong Learning (Coursework component) Qualifiers will be able to:

1. Understand national and international perspectives, principles and attitudes on lifelong learning;
2. Understand, interpret and formulate policies on lifelong learning;
3. Provide an overview of the theory and practices of lifelong learning;
4 Demonstrate skills in the facilitation of a variety of lifelong learning opportunities, and
5 Apply the skills to design, plan, facilitate, evaluate and report on a project in community/professional/basic adult education and training

Integrated assessment:

Med (coursework component) modes of assessment related to the generic, general and specific outcomes of the qualification and include a combination of the following forms of assessment:

Completion of portfolios, reports, posters and / multimedia video presentations

Completion of assignments, tests (oral and written), open book examinations; and

Group discussions and assignments

Two "capstones" integrated assessment tasks are used in all three programmes of the Mphil (coursework component). Firstly, written assignments have to be successfully completed and after aeach of the constituting modules of the programmes concerned, secondly, qualif9iers have to submit detailed reflective portfolios. In at least two programmes (Higher Education and Education and Training for Lifelong Learning) qualifiers are also required to conduct a workshop under controlled condition where planning, presentation and verbal commun8cation skills are being assessed by tutors and peers.

ARTICULATION OPTIONS

This qualification provides credits for the related qualifications:

M Ed and M Phil

MODERATION OPTIONS

The University of Stellenbosch has a system of external peer review and evaluation of departments. One of the
aspects of the system is an evaluation of the standards and assessment practices of academic departments.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Assessors are appointed in accordance with the requirements of the quality assurance system of the University. This refers to internal moderators as well as external examiners.

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.	Stellenbosch University