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: Nursing: Nursing Education

SAQA QUAL ID	QUALIFICATION TITLE
16301	Postgraduate Diploma: Nursing: Nursing Education
ORIGINATOR
University of Natal
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 09 - Health Sciences and Social Services		Curative Health
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	256	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
72982	Postgraduate Diploma: Nursing: Nursing Education	Level 7	NQF Level 08	256	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The EdD programme will aim to provide courses of study at doctoral level, of a kind and standing that are recognised internationally in the education profession. The degree programme will be additional to and complementary with the PhD(Ded). As with the PhD(Ded), the main emphasis of the EdD will be on work that is research based and research driven, but for the EdD programme the principal orientation will be towards the improvement of professional practice, through the application of research to the problems, topics and issues which confront senior practitioners in the education service.

Whereas the PhD(Ded) degree has served largely as a rout of initiation and training for those teaching and researching in higher education institutions, the EdD programme is intended to serve the needs of senior professionals in education whose work requires them to have high level of research and enquiry skills enabling them to evaluate, implement, commission, design and administer research into many different aspects of educational provision, as well as to understand the policy implications of research. In this connection, the EdD programme differs from the normal PhD(Ded) route in that it wil contain a substantial element of taught units which participants will follow in addition to writing a major thesis.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of prior learning is applied at two levels:

For consideration of access to the EdD programme: Prior experience, publications, alternative qualifications are assessed by the School before a request to waive normal entry is recommended to the Faculty

For consideration as a module credit: The assessment criteria for the module are applied retrospectively to the experience or credits from another institution. The usual internal and external examiners review of assessment apply.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Students should:

be able to identify analyse contextual influences, both local and international, which impact upon conceptions of policy and planning in the local context;

be able to analyse and reflect critically on prevailing modes of policy making, planning and administration in South Africa educational departments and to construct viable alternative policy implementation strategies, planning procedures and administrative protocols.

Be able to demonstrate that they are capable of relating knowledge and understanding of principles of policy formulation, planning procedures and administrative practice to their own working contexts.

Be able to design and carry out applied research in the field of policy, planning and administration within the context of their own areas of responsibility.

ASSOCIATED ASSESSMENT CRITERIA

Students are assessed in relation to their ability to analyse critically educational (and other) legislation, policy, planning and administrative procedures which impact directly on their work as senior professionals, and on their ability to draw on policy and planning theory (as well as successful practice elsewhere) in proposing viable strategies and procedures for enhancing practice in their own spheres of responsibility. They will be required to demonstrate that, within the above context, they are capable of conducting independent into aspects of policy implementation, planning and administration in their own working contexts, which reflects a critical ability and an ability to relate theory to viable and sustainable practice.

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:

For the taught/supervised modules assessment will be continuous, in the form of written and oral presentations, attendance, participation, assignments, practicals, projects, annotated bibliographies and engagement in electronic forums. Periodic mini-conferences and doctoral seminars will be held.

ARTICULATION OPTIONS

This programme articulates with the existing MEd level programmes and the PhD programme. The programme may be exited after the accumulation of 128 credits, or after the accumulation of the full 256 credits and completion of 16 modules (equivalent).

MODERATION OPTIONS

Approved University of Natal criteria for internal and external moderation

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Until the HEQC establishes a registration system for assessors in the HET Band, the University of Natal assumes that on the basis of its rigorous selection criteria for the appointment of academic staff (who also have opportunities for staff development in assessment), staffs are competent to assess students on the modules they teach. This assessment is quality assured via a university system of internal moderation and external examination. External examiners are appointed for their teaching and disciplinary expertise and subject to the approval of Faculty Boards. The University of Natal ruling is that 66 % of all assessments at exit level, i.e. leading to qualifications are externally examined.

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.

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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.

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