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: 

Postgraduate Diploma in Educational Management 
SAQA QUAL ID QUALIFICATION TITLE
36065  Postgraduate Diploma in Educational Management 
ORIGINATOR
MANCOSA Pty (Ltd) 
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  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 Postgraduate Diploma in Educational Management is a one year programme that seeks to improve the practice of the management of education. It is directed towards persons who hold management responsibilities within education

The Postgraduate Diploma in Educational Management examines in depth concepts in education management. It enables learners with an education background and managerial experience to develop their functional and reflective competencies in educational management related disciplines such as the principles of management, the management process, educational governance, accounting and financial management, marketing and human resource management in education.

The programme aims to develop an integrated conceptual understanding, synthesis and critical application of specific issues in educational management.

The qualification is directed towards learners having an education or management
qualification occupying middle and senior management positions and aspiring towards executive positions in education.

Rationale

The Postgraduate Diploma in Educational Management:
  • Contributes to regional and national goals by facilitating capacity building and human resource development in educational management for social and economic development.
  • Enhances the communication and analytical skills of learners
  • Empowers graduates with advanced management skills and competencies necessary to function and progress in the education environment.
  • Attempts to satisfy the demand for high-level managerial and professional skills.
  • Recognises and caters for the career and economic needs of learners who are in employment.
  • Develops research capacity to promote technological improvement and social development.

    Attainment of the Postgraduate Diploma in Educational Management will enable learners to proceed to the Master of Business Administration and the Master of Education Degrees. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    This qualification assumes that:
  • The learner is competent in the language of instruction of the programme.
  • The learner is presently in or is aspiring towards a management position in education.
  • The learner is able to work independently.
  • The learner has obtained the general theoretical and practical knowledge and understanding at NQF level 5/appropriate prior learning.
  • The learner is in possession of at least a diploma or its equivalent.

    Recognition of prior learning

    This qualification may be obtained in whole or in part through the recognition of prior learning.

    In the cases where prior learning is to be recognised for purposes of access to the qualification:

    1. It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of an examination of their curriculum vitae (CV).

    2. Such `non-standard` candidates will be selected on the recommendation of a senior manager from their organisations/ companies.

    3. Where appropriate, interviews will also be conducted to assess the applicants. Some of the key criteria that will be used in evaluating `non-standard` applicants include:
  • The applicants` motivation, maturity and realistic approach to their studies.
  • Job description, covering relevant area of work, giving examples of tasks carried out, possibly supplying references.
  • The nature and level of life/ work experience and prior study, and the learning which has resulted from such experience.
  • Details of in-company short courses, length, content of material covered, standard achieved.
  • The clarity of the applicant`s educational goals and objectives.
  • The extent to which the applicant can provide evidence of the threshold skills and knowledge for the programme.

    Where prior learning is recognized for advanced standing, credit will be given for prior certificated learning in accordance with established practice at South African higher education institutions. The amount of `specific` credit granted is dependent on the match between prior learning and award towards which the intended programme leads.

    Credits may only be accumulated for modules, which are prescribed within the structure of a named award. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    An award of the Management College of Southern Africa (MANCOSA) will be conferred when the following conditions are satisfied:

    1. The candidate was an enrolled and registered student of or at the College at the time of his or her assessment for an award and was not in debt to the College.
    2. Details of the candidate`s full name, date of birth, sex, programme and award have been registered by the College.
    3. It has been confirmed that the candidate has completed a programme of study approved by the Academic Board as leading to the award being recommended.
    4. The award has been recommended by a Board of Examiners convened, constituted and acting under regulations approved by the Academic Board and including members approved as external examiners for the programme.
    5. The recommendation of the award has been signed by the Chair of the Board of Examiners and by the Examinations Officer, confirming that the assessments have been carried out in accordance with the College`s requirements. 

    EXIT LEVEL OUTCOMES 
    At the end of the programme the learner will be able to:
  • Apply basic management principles in an educational context
  • Develop marketing strategies for educational institutions
  • Administer financial resources in an educational institution
  • Administer human resources in an educational institution
  • Provide leadership in an educational context
  • Evaluate the effectiveness and efficiency of the functioning of educational institutions
  • Evaluate the provisions of relevant legislation
  • Develop fundraising strategies for educational institutions

    Specific Outcomes (for each Module)

    1. School management principles

    Credit points: 24

    At the end of the module the learner should be able to:
  • Define management
  • Explain the four basic functions of managers
  • Evaluate selected management theories and concepts
  • Describe the context in which school managers operate
  • Explain the role of parents in the school organisation
  • Explain the historical context of management
  • Describe the strategic importance of human resource management
  • Identify ways to improve parental involvement

    2. Leading and managing people

    Credit points: 24

    At the end of the module the learner should be able to:
  • Define leadership
  • Identify the key features of leading as a management task
  • Describe the context in which school leaders operate
  • Explain the relationship between leadership and effective management
  • Describe the factors contributing to personal motivation
  • Distinguish between motivators and demotivators
  • Describe strategies for improving staff morale
  • Develop a Staff Development programme
  • Evaluate a Staff Development programme
  • Outline features of conflict and change management
  • Utilise conflict and change management skills in a dynamic context

    3. Educational governance

    Credits points: 24

    At the end of the module learners will be able to:
  • Describe the relevant legal regulations governing education
  • Explain the implications of the regulations governing education
  • Apply the provisions of the South African Schools Act
  • Place education legislation, regulations and circulars in context
  • Distinguish between parliamentary and subordinate legislation
  • Formulate Admission, Language and Religious policies
  • Evaluate Admission, Language and Religious policies
  • Draw up the Discipline Policy and Code of Conduct
  • State the Rights of Learners
  • Describe the procedures of a Disciplinary Hearing
  • Distinguish between Governance and Management
  • Differentiating between the role of the SGB and the Principal

    4. Accounting and financial management

    Credits points: 24

    At the end of this module learners will be able to:
  • Explain the basic concepts in financial management
  • Apply budgeting principles in the financial management of a school
  • Plan, organise, control and report on school finances
  • Contextualise the Legality of Financial Management
  • Implementing financial controls

    5. School marketing and fundraising

    Credits points: 24

    At the end of the module learners will be able to:
  • Define the concept of marketing
  • Identify the key elements of the marketing plan of a school
  • Describe the ways of conducting a market audit for a school
  • Identify the variables of a marketing strategy
  • Evaluate the implications of marketing for educational managers.
  • Develop fundraising strategies and plans
  • Control fundraising activities 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
  • Management Principles are applied in an educational context
  • A marketing strategy is developed for an educational institution
  • Financial budgeting skills and knowledge is displayed
  • The functioning of an educational institution is evaluated
  • Relevant legislation is utilised

    Integrated assessment

    Assessment focuses on:
  • The application of Management theory to an educational context
  • The understanding of theoretical foundations underpinning educational practice.
  • The learners ability to undertake independent research, in preparation of more scholarly work.
  • The use of appropriate technology to ensure effective communication of ideas
  • The critical evaluation of theory and practice
  • Innovation and development of new ideas

    The Assessment methods measure the extent to which the learner has achieved competence in the different areas of study delivered through course modules.

    These assessment methods include:
  • Case studies
  • Report writing
  • Interpretative and analytical problem solving in the written examination
  • Research and work based assignments
  • Self assessments activities in the course material 
    		•

    INTERNATIONAL COMPARABILITY 
    MANCOSA was established in the post 1994 period with the view of addressing the critical shortage of access to management education in South Africa. Between 1995 and 2000 MANC0SA was engaged in providing Private Higher Education to South Africans in association with its former partner the Buckinghamshire Chilterns University College, a College of the University of Brunel, in the United Kingdom.

    The Buckinghamshire Chilterns University College is listed as an accredited state recognised institution in the United Kingdom. During this 5-year period MANCOSA successfully delivered tuition and academic and administrative support to learners enrolled on Buckinghamshire Chilterns University College Programmes

    The outcomes and assessment criteria, the degree of difficulty and the notional learning time of this qualification has been developed and benchmarked against MANCOSA`S former international partner, the Buckinghamshire Chilterns University College and best national and international practice.

    This programme is due for final ratification of accreditation by the Namibian Qualifications Authority (NQA). 

    ARTICULATION OPTIONS 
  • This qualification builds on Diploma and degree programmes from related and other sectors of the economy and relevant experience as well as the MANCOSA Certificate in Management Studies programme
  • The MANCOSA Postgraduate Diploma in Educational Management programme articulates vertically into Masters Programmes in Education and Business Administration.
  • The expertise acquired doing this qualification in full or in part can be measured against requirements of other qualifications at MANCOSA or other institutions to obtain credits for specific modules. 
    		•

    MODERATION OPTIONS 
    MANCOSA appoints external examiners and moderators to validate the students examination and final assessments. The Examinations Board is the final decision making body that is responsible for the awarding of the qualification. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    To qualify as an assessor an individual must:
  • Generally have a Higher Education qualification at least one level higher than the course being assessed
  • Be appropriately qualified and experienced as assessors.
  • Generally be the tutor responsible for that particular module.
  • Be in the possession of qualifications that are relevant to the programme

    The following criteria is used for appointing external examiners and moderators:
  • Their experience of examining this programme or its equivalent
  • Their independence from MANCOSA and from the programmes team
  • Their expertise in the subject area
  • Their scholastic contribution to the field

    External examiners and moderators are required to have a qualification at least 1 level higher than the programme being assessed. They also require at least 2 years experience lecturing in this programme or its equivalent. 
    		•

    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. MANCOSA Pty (Ltd) 


    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.