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
2845	Postgraduate Diploma: 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 05 - Education, Training and Development		Higher Education and Training
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	128	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
72957	Postgraduate Diploma: Education	Level 7	NQF Level 08	128	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of this qualification is to accredit a postgraduate study of education. The qualification builds on undergraduate or more usually postgraduate qualifications in any discipline and, usually but not necessarily, experience of education practice.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

These will normally be demonstrated by possession of an undergraduate degree and relevant educational experience.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

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 African 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;

Fulfil the roles and competencies of a teacher in a manner which demonstrate general practical and foundational competence grounded in educational theory.
More specifically, successful learners should be able to:

Use a wide range of specialised scholastic or technical skills through a choice of standard and on-standard procedures within a variety of routine and non-routine educational contexts;

Demonstrate a broad knowledge base with substantial depth in some (educational) theoretical concepts and use this to analytically interpret wide range of data and determine appropriate methods and procedures to solve a range of educational issues with some theoretical elements;

Undertake self-directed, and sometimes directives, activity within broad general guidelines or functions and accept full responsibility for nature, quality and quantity of output, and possible responsibility for the achievement of group output.
Demonstrate:

Consistent teaching practice in education;

Awareness of the contextual issues in higher education in South Africa; familiarity with educational theories and literature in education;

Critical reflection on their own practices and practices in general in education;

Ability to work collaboratively.

ASSOCIATED ASSESSMENT CRITERIA

Interpret readings on educational issues;

Analyse educational situations presented to them and to formulate proposals designed to address problems inherent in these situations;

Undertake specified research tasks and to provide a report evidencing coherent analysis;

Employ a broad knowledge base with substantial depth in some theoretical concepts in education;

Interpret analytically a wide range of educational data;

Determine appropriate methods and procedures to solve a range of educational issues with some theoretical elements and to implement them in practice;

Interpret readings on educational issues;

Analyse educational situations presented to them and to formulate proposals designed to address problems inherent in these situations.

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

Candidates will demonstrate their ability and proficiency in each of the learning outcomes. These may be assessed in an integrated manner by assignments, tutorials, oral presentations and examinations.

ARTICULATION OPTIONS

Modules offered in this qualification can be taken by students towards other qualifications in this and other higher-education institutions provided that all the prerequisite requirements are met.

MODERATION OPTIONS

All assessments are second-examined by suitably qualified external examiners.

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), staff 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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