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: Educational Administration

SAQA QUAL ID	QUALIFICATION TITLE
21475	Postgraduate Diploma: Education: Educational Administration
ORIGINATOR
University of Cape Town
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	Level N/A: 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 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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

Postgraduate Diploma in Education: The aim is to accredit advanced and specialised occupational, academic and professional study in various s fields of education. Candidates may exit with the diploma or utilise the credits without qualification for entry to the Masters in Education programme.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Please record, in free text, a description of the skills and content required for entrance to the programme. This should be sufficient to allow for the testing of a non-traditional applicant, and for the evaluation of an applicant seeking admission on the basis of RPL.

The general entrance requirement is (a) a B.Ed (Hons) or qualification of equivalent standard. In addition, if candidates do not have such qualifications, he/she may be admitted on the basis of (b) work experience as it relates to their field of specialisation, which may require some demonstration, or (c) work situation/position, or (d) proven academic competence. In all cases, (a)-(d), candidates may be required to complete complementary or preliminary work in other programmes in order to both demonstrate competence for the higher level and/or to acquire the requisite skills.

1. Senior certificate with Matriculation Exemption or Equivalent university admission qualification
2. First degree: Any 1st degree or recognised equivalent
3. Honours degree: BEd (old), BEd (Hons) or equivalence

Recognition of prior learning (e.g. Work or field experience (if applicable)

Work experience and/or academic ability.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

(a) Critical cross-field outcomes (generic to all teaching and learning).

The diplomate is able to:
* Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made;
* Collect, analyse, organise and critically evaluate information.
* Communicate effectively using visual, mathematical and/or language skills in the modes of oral/written presentation.
* Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

(b) General outcomes (contextually demonstrated general knowledge, skills and values of the programme)

The diplomat is able to:
* Understand and interpret texts within the area of specialisation;
* Design and conduct research in the area of specialisation;
* Produce academic papers that reflect an ability to interrogate the professional literature and engage in critical debate;
* Find information of professional relevance efficiently and independently;
* Embark on independent study;
* Understand an area of specialisation at a high level of abstraction;
* Independently apply discipline-based knowledge and practises to an understanding of conceptual and practical problems;
* Design and conduct research utilising the methods of the discipline;
* Apply the theory and research methods of the discipline to the development of research questions;
* Produce practical, theoretical and research communications that draw on a range of information bases.

(c) Specific Outcomes, including professional outcomes, contextually demonstrated)

The diplomate is able to:
* Formulate a sophisticated argument drawing on appropriate theory and research.
* Produce critiques of theory, practice and research.
* Utilise advanced methods to address research questions.

ASSOCIATED ASSESSMENT CRITERIA

Students' achievement of critical cross-field, general and specific outcomes will be assessed through a range of assessment methods. For the purpose of stipulating the criteria by which student performance will be assessed.

Papers on theoretical and practical approaches to educational texts, and research projects;

Integrated assessment

Assessment is through a combination of assignments, projects and/or examinations, the precise combination of which is determined by the nature of the courses. In all assignments performance will be assessed on the basis of the student's ability (1) to organise ideas and facts logically and coherently; (2) to anticipate the responses and objections of an imagined reader; (3) to incorporate relevant technical data into descriptive and argumentative writing; and (4) to cite references accurately and consistently.

ARTICULATION OPTIONS

Title(s) of related qualification(s)
MEd, MPhil, MA in the following areas of specialisation:
Curriculum; Educational Administration, Planning and Social Policy; History Education; Applied Language Studies; Literacy Studies; Mathematics Education; Science Education; Teaching

This qualification serves as an entry Point to the related to the qualification(s).

Entry to qualification in mid-stream
Not possible

Exit from qualification in mid-stream
No formal credit is given for modules of the course completed, but the department may furnish written confirmation of work completed.

Other higher education programmes which articulate with this qualification without 'going back to square one':

Subject to the provisions of the Joint Statute, this work may be recognised by another institution in part fulfilment towards a similar degree.

MODERATION OPTIONS

The University of Cape Town has a system of external peer review and evaluation of each course. One of the aspects of the system is an evaluation of the standards and assessment practices of the department.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The academic staff of the University of Cape Town will be used in a manner, which is consistent with the quality assurance system of the University.

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 Cape Town