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
Registered		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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

Purpose: The purpose of the Postgraduate Diploma in Educational Management qualification is to equip educators, school principals, deputy principals and aspiring leaders in educational settings with the skills, knowledge, and strategies needed to lead effectively. The qualification focuses on developing competencies in areas such as strategic planning, resource management, curriculum development and staff development to create and sustain high-quality learning environments. This qualification is targeted towards individuals who hold or aspire to hold management roles within educational environments, as well as professionals with business backgrounds such as those in finance, marketing, and human resources seeking to transition into educational management. Learners will want to enrol on the qualification to gain pertinent skills in the leadership and management of educational institutions. The qualification is particularly valuable in empowering Learners to transform educational institutions, foster positive learning environments, and meet the diverse needs of Learners and communities. Learners benefit from the Postgraduate Diploma in Educational Management qualification because it directly contributes to creating and maintaining high-quality, effective, and supportive learning environments. Specifically, this qualification helps future leaders to enhance learning outcomes, promote inclusive education and strengthen teacher support. The benefits enhance the overall educational experience, enabling Learners to thrive as leaders of educational institutions. The qualification supports both professional and academic pathways, enabling graduates to pursue leadership roles in educational institutions or to advance academically to qualifications such as a Master of Education in Educational Leadership and Management. Graduates of the qualification will gain a robust understanding of applying management principles to lead and improve educational institutions. They will develop leadership skills that enable them to evaluate institutional performance critically, assessing both strengths and weaknesses to ensure effective, efficient operations. With a keen understanding of the interconnected factors influencing education, such as socio-economic and policy-related challenges, graduates will be able to navigate and address these complexities within their institutions. This comprehensive view prepares them to foster environments that support educational success, as well as to make informed decisions that positively impact learners, educators, and the institution as a whole. Graduates will also acquire specialised research skills, empowering them to conduct independent inquiries within the education sector and present their findings in a scholarly format. Their competence in blending theory with practical experience enables them to reflect critically on educational practices and managerial challenges, and to use these insights to shape responsive and relevant educational policies. By bridging theory and practice, graduates contribute to creating policies and practices that adapt to the contextual needs of South Africa's education system. This prepares them to lead with a vision grounded in research and a commitment to continuous improvement, helping to drive meaningful change in educational management and policy. The graduate attributes for this qualification have been carefully designed to ensure that Learners develop the essential skills and competencies required for success in educational management. The qualification graduate attributes below align with the institution's Graduate Attributes of communication skills, artificial intelligence and data literacy, critical thinking, ethical awareness, interpersonal skills, innovation and entrepreneurship. With this in mind, the qualification's graduate attributes identified below demonstrate the competencies the student will possess upon completion of the modules and assessments within the qualification: Apply strategic leadership to guide educational institutions towards achieving their long-term goals and visions Demonstrate in-depth educational policy knowledge to develop and implement policies that enhance teaching, learning, and institutional effectiveness Analyse and evaluate complex educational challenges using analytical and evaluative competencies to make informed decisions Engage in reflective practice to assess and improve leadership approaches and teaching methodologies Effectively manage resources to optimise the use of financial, human, and physical assets within educational institutions Foster collaboration and teamwork by leading and working effectively with diverse teams to achieve shared goals Communicate effectively with internal and external stakeholders, both verbally and in writing, to ensure clarity and foster productive relationships Demonstrate research competence by conducting and applying research to support evidence-based decision-making in education. Lead change management initiatives to navigate institutional transitions and foster innovation in response to evolving educational needs. Lead ethically and demonstrate a commitment to ethical leadership, promoting integrity and accountability within educational environments. The purpose of the qualification is encapsulated in the qualification's exit-level outcomes, which align to the South African Qualifications Authority National Qualifications Framework competencies for an NQF Level 8 qualification. Upon completion of the qualification, graduates will be able to: Apply management principles in an educational context to provide leadership Demonstrates professional managerial competence through formalising and encouraging critical reflection on both practical experiences and engagement with theory in order to manage contextual challenges to contribute to the development of appropriate education policies Demonstrate a critical understanding of the inter- relatedness of factors that impinge on the phenomena of education Conduct independent inquiry in a specialised field of education, training or development, and to report their findings in academically appropriate ways Evaluate the effectiveness and efficiency of the functioning of educational institutions Upon completion of the qualification, graduates can aspire to the following positions: School Principals Deputy Principal School Head of Department Managers/Officials in the Education Sector TVET College Heads Financial Managers Human Resource Managers Operations Managers Compliance or Policy Advisors In addition, attributes are integrated throughout the learning process. These competencies are fostered through practical applications, reflective practice, and interactive learning experiences, preparing graduates to lead effectively and responsibly in various educational settings. Rationale: Educational management has become increasingly important in the context of rapid global changes in education, requiring leaders who are adept at navigating complex systems and addressing the multifaceted challenges in contemporary education. As educational institutions face challenges such as limited resources, diverse learner needs, and the demand for quality assurance, there is a growing need for educational leaders who can implement evidence-based management practices (Hallinger and Walker, 2020). The qualification is designed to equip professionals with the necessary leadership, strategic planning, and management skills required to manage educational institutions effectively (Bush, 2020). The rationale for such a qualification lies in the growing recognition of education as a key driver for social and economic development. In a South African context, the need for skilled educational leaders is further underscored by the national focus on improving educational quality and addressing the historical inequalities within the education system (Diem and Welton, 2020). The qualification provides the theoretical knowledge and practical competencies needed to navigate these complex educational landscapes and foster environments conducive to learning and development. The need for educational leadership and management has been recognised by various stakeholders in education, including government bodies, academic institutions, international organisations, and professional associations. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has highlighted educational leadership as a crucial component of achieving quality education. In its guidelines, UNESCO emphasises that effective school management and leadership can significantly impact teaching quality, resource utilisation, and overall school performance, particularly in developing countries facing resource constraints (Chimbi, 2024). Organisations like the Association for Supervision and Curriculum Development (ASCD) and the South African Council for Educators (SACE) have advocated for professional development in educational leadership, as it enables teachers and administrators to fulfil their roles effectively. From affecting Learners and educators to improving learning outcomes and shaping future leaders and productive, positive cultures, the Postgraduate Diploma in Educational Management qualification is critical for transforming education for human and planetary flourishing (Salman, 2022). The qualification meets several key needs in the education sector, addressing both current and emerging challenges. Some of the specific needs this qualification addresses include improvement in institutional effectiveness, strategic financial and resource management, quality assurance and accountability, leadership in change management and community and stakeholder engagement (Day, Sammons and Gorgen, 2020). By addressing these needs, this qualification supports the development of skilled leaders and managers who can navigate the complex demands of modern education systems. This ultimately contributes to better educational outcomes and institutional resilience in the face of changing landscapes. This qualification offers several benefits for society and the economy by equipping Learners with the skills that positively impact educational institutions and their surrounding communities. Some of the key benefits to society and the economy offered by the qualification include, improved educational outcomes, increased accountability and efficiency, enhanced social cohesion, development of future leaders, promotion of innovation in education and reduced teacher turnover, leading to a more stable learning environment. This qualification enhances both individual institutions and the broader community by supporting academic achievement, responsible resource use, social integration, and workforce readiness, all of which are essential for societal progress and economic stability. The qualification caters to two main streams of Learners. The first stream includes newly appointed Principals interested in personal capacity development in the General Education and Training (GET), Further Education and Training (FET) and Adult Basic Education and Training (ABET) sectors, Education Sector Officials responsible for education management and administration, Subject Advisors, Educational Curriculum Designers and Developers and persons with initial teacher education qualifications looking to further their studies. The second stream targets individuals with a business qualification background, who aim to transition into educational leadership by applying their business management skills to the education sector. This dual focus allows the qualification to serve both seasoned educators and professionals seeking to cross over into education management. While seasoned educators can pursue roles such as School Principals, Deputy Principal, School Head of Department, Managers/Officials in the Education Sector, and Technical Vocational Education and Training (TVET) College Heads, professionals with a business background who complete the Postgraduate Diploma in Educational Management qualification are suited for key non-teaching roles within educational institutions. These roles include Financial Managers, Human Resource Managers, Operations Managers, and Compliance or Policy Advisors. In these positions, they leverage their business expertise to manage finances, human resources, operations, and ensure regulatory compliance, contributing to the effective management of educational institutions. In general, upon completion of the qualification, graduates can aspire to the following positions: School Principals Deputy Principal School Head of Department Managers/Officials in the Education Sector TVET College Heads Financial Managers Human Resource Managers Operations Managers Compliance or Policy Advisors This qualification articulates horizontally, vertically, and diagonally with a range of educational leadership and management qualifications offered by institutions both internationally and locally across the country. Upon completion of this qualification, Learners can progress from the postgraduate diploma to a master's and ultimately to a doctorate level qualification within the cognate field. The qualification received approval from the Department of Higher Education and Training (DHET) prior to its submission to the Council on Higher Education (CHE) for accreditation. This ensures that the qualification aligns with national educational policies and quality standards, reinforcing its credibility. The qualification not only opens career pathways but also provides structured learning progression for graduates. In terms of learning pathways, graduates can advance vertically within the National Qualifications Framework (NQF) by moving from this NQF Level 8 qualification to master's level (NQF Level 9) qualifications in education or related fields. Horizontal movement across different areas of educational management is also possible, offering graduates flexibility in their professional development. Furthermore, this structured learning pathway can lead to professional designations, especially when combined with relevant work experience. As for career pathways, the qualification enables graduates to advance to leadership roles in schools and colleges or to transition from business management into education leadership. This not only facilitates entry into specific occupations but also supports ongoing career progression for those already in the education sector.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The institution recognises the important role that the Recognition of Prior Learning (RPL) plays in ensuring equitable access and participation in Higher Education. In this process, non-formal and/or informal learning is measured, evaluated, and checked for equivalence or parity with the formal qualification entry requirements. The RPL assessment process will focus on ways of evaluating a person's knowledge and skills acquired through lifelong learning experiences (formal, non-formal and informal) against a set of pre-determined criteria. Learners are required to submit an RPL application, and the institution's RPL committee shall meet and provide outcomes regarding all RPL applications that are presented before the committee for decisions and recommendations regarding entry into the qualifications for which prospective RPL candidates have applied. The decisions are communicated by the committee to the relevant stakeholders in the enrolment department. The RPL process focuses on estab-lishing whether the student has acquired competence in the following areas: Basic theoretical knowledge Practical competence Reflective competence Applied competence The RPL applicant must: Be at least 23 years of age for undergraduate qualifications and at least 30 years of age for postgraduate qualifications Applicants must demonstrate relevant professional work experience as follows: Undergraduate Qualifications: A minimum of 3 years of related work experience. Postgraduate Diplomas: A minimum of 4 years of related work experience. Honours Qualifications: A minimum of 5 years of related work experience. Master's Qualifications: A minimum of 8 years of relevant work experience. Submit a detailed Portfolio of Evidence with documents required to substantiate RPL applica-tion Provide a comprehensive CV with detailed working experience Submit certified copies of qualification certificates and transcripts Provide a signed personal letter of motivation Submit all relevant and appropriate certificates for short courses or trainings (formally, in-formally, or non-formal) completed to support the motivation to be accepted for the qualifica-tion through RPL and as evidence of continuous assessment and learning Or Produce a letter from the Human Resources (HR) Department for relevant and appropriate short courses or training (formally, informally, or non-formal) completed to support the motiva-tion to be accepted for the qualification through RPL and as evidence of continuous assess-ment and learning for those who are not in possession of certificates For all Master's qualifications- Submit a signed Recommendation letter written by a reputa-ble person to be provided as an endorsement of the applicant's qualities, capabilities, perfor-mance and suitability for the qualification Sign a Declaration to confirm English Language and IT proficiency NB: If the applicant's highest accredited qualification has been completed within 5 years to date of the application period, the applicant has to articulate onto the appropriate qualification RPL for access: Assesses whether a candidate's prior experience and learning meet the entry requirements for a qualification, enabling them to be accepted into the qualification. In contrast, RPL for credits and/or exemptions evaluates if this prior learning can be counted towards specific modules within the qualification, potentially shortening the duration or reducing the coursework re-quired. Essentially, RPL for admission determines eligibility for entry, while RPL for credits and exemptions grants academic credit or module exemptions based on previous learning. All RPL applications are subject to evaluation by the RPL committee. No more than 10% of a cohort will be admitted into the qualification based on RPL. 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 a portfolio of evidence. Where appropriate, interviews will also be conducted to assess applicants for selection purposes Awarding of Credits: The following standard applies: Credits are awarded for individual modules if, in the opinion of the assessors, the applicant has satisfied at least 80% similarity of the outcomes or meets all or most of the outcomes to determine the suitability of being admitted into the qualification. Credit will only be awarded if the applicant passed the module with a 50% or above pass mark with a 12-credit and above. Credits will also be given through Recognition of Prior Learning in accordance with established practice at South African higher education institutions. Assessment for Credit Accumulation Transfer (CAT) is conducted using the portfolio of evidence (PoE) submitted by the applicant. The maximum amount of 'specific' credit granted is 50% and credits may only be accumulated for modules, which are prescribed within the structure of a named award. RPL for admission assesses whether a candidate's prior experience and learning meet the entry requirements for a qualification, enabling them to be accepted into the qualification. In contrast, RPL for credits and/or exemptions evaluates if this prior learning can be counted towards specific modules within the qualification, potentially shortening the duration or reducing the coursework required. Essentially, RPL for admission determines eligibility for entry, while RPL for credits and exemptions grants academic credit or module exemptions based on previous learning. All RPL applications are subject to evaluation by the Admissions and Selections Recognition of Prior Learning Committee. Entry Requirements: Bachelor of Arts: Education, NQF Level 7 Or Advanced Diploma in Education in Educational Management, NQF Level 7. Or Any relevant qualification in the relevant field.

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

This qualification comprises compulsory and/or elective modules at NQF Level 8 totalling 120 Credits. Compulsory Modules, Level 8, 100 Credits Contemporary Educational Management, 20 Credits Educational Leadership, 20 Credits Curriculum Design and Development, 20 Credits Governance in Education, 20 Credits Financial Management in Education, 20 Credits Elective Modules, Level 8, 20 Credits Research in Education, 20 Credits. History and Theoretical Frameworks in Education, 20 Credits. Comparative and International Education, 20 Credits.

EXIT LEVEL OUTCOMES

1.Apply management principles in an educational context to provide leadership 2. Demonstrates professional managerial competence through formalising and encouraging critical reflection on both practical experiences and engagement with theory in order to manage contextual challenges to contribute to the development of appropriate education policies 3. Demonstrate a critical understanding of the interrelatedness of factors that impinge on the phenomena of education. 4. Conduct independent inquiry in a specialised field of education, training or development, and to report their findings in academically appropriate ways. 5. Evaluate the effectiveness and efficiency of the functioning of educational institutions.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1: Analyse management and leadership theories, models, and philosophies to determine the applicability within diverse educational settings. Evaluate strategies for effective people management, communication, and decision-making to enhance institutional performance and leadership capacity. Apply leadership practices to real-world educational management scenarios to demonstrate the integration of theory and practice in leading teams and institutions. Associated Assessment Criteria for Exit Level Outcome 2: Examine organisational structures, governance models, and management functions to measure institutional performance. Evaluate financial management principles, budgeting practices, and resource utilisation to determine the alignment with institutional goals and accountability standards in educational management. Apply tools and performance indicators to measure and improve institutional efficiency, quality assurance, and stakeholder satisfaction. Associated Assessment Criteria for Exit Level Outcome 3: Interrogate historical, social, political, and economic influences on education to explain the impact on current educational practices and policies. Apply comparative and international education frameworks to analyse global trends and lo-cal educational responses. Evaluate the interplay between curriculum, governance, leadership, and socio-cultural di-versity to understand educational phenomena holistically. Associated Assessment Criteria for Exit Level Outcome 4: Select research designs, methodologies, and data collection tools to investigate relevant educational management problems to understand how appropriate research approaches ad-dress complex issues in educational contexts. Analyse research data using appropriate theoretical and methodological frameworks to demonstrate the ability to draw meaningful conclusions that inform educational management practice. Apply research communication skills to demonstrate understanding in presenting research findings in an academically rigorous and ethical manner, ensuring alignment with professional and academic standards Associated Assessment Criteria for Exit Level Outcome 5: Analyse organisational structures and management systems in educational institutions to understand how they influence the effectiveness and efficiency of institutional functioning. Examine financial management processes, governance frameworks, and accountability mechanisms to understand their contribution to achieving optimal institutional performance. Evaluate leadership practices, quality assurance measures, and stakeholder engagement strategies to identify approaches that enhance continuous improvement and operational ex-cellence in educational institutions. Integrated Assessment The institution's Assessment Strategy aligns with the Council on Higher Education Accreditation Criteria (2012), the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (SAQA, 2014).¿ Integrated assessment requires careful consideration in implementing formative and summative assessment methods, which offer an inclusive and holistic view of Learners' learning. Assessments are aligned with the pre-defined learning outcomes per module, culminating with the qualification exit level outcomes. Formative and summative assessments are diverse in nature, and these encompass knowledge check questions, case studies, and scenario-based questions. Formative assessments allow for regular feedback to Learners, highlighting areas of success and improvement. Summative assessments evaluate student learning after a student's learning journey. Imperative to integrated assessments is the provision of feedback to not only Learners but also internally, whereby the results of assessments play a critical role in informing the development of future assessments, assessment practices and the continuous improvement of the qualification. Assessments at different NQF Levels¿ The institution has recognised a change in its student profile, and more significantly in the learning needs of Learners, nationally and internationally. Correspondingly, there have been several advancements in education technology that better support student success. In pursuit of global relevance and enhanced student success, the institution has taken the decision to participate in this global trend and will initiate the natural progression from distance to online for its qualifications to this end, the institution has undertaken a review of its Assessment Strategy. The Assessment Strategy is outlined within MANCOSA's Assessment Policy. As such the following is provided as rationale for the assessments at NQF level 8 per module:¿ Formative Assessment: Formative Assessment 1 (Case Study/Scenario) Formative Assessment 2 (Project) Summative Assessment: Summative Assessment The final mark is calculated as follows: Formative Assessment 1 (Case Study/Scenario) 20%¿ Formative Assessment 2 (Project) 20% Summative Assessment, 60%¿ How to Pass a Module:¿ To pass a module, the following requirements must be met:¿ The compulsory completion of ALL assessment activities¿ To pass a module, a sub-minimum of 50% is required in each form of assessment, and a final combined mark of 50% is required Entrance to the Summative Assessment is dependent on meeting the sub-minimum requirements of the formative assessments for each semester.

INTERNATIONAL COMPARABILITY

Country: Ireland Institution: Maynooth University Name of Qualification: Postgraduate Diploma in Educational Leadership and Management (Future Leaders Qualification) Purpose of the Qualification: Maynooth University Department of Education offers an exciting, innovative and flexible Postgraduate Diploma in Educational Leadership and Management qualification. It is designed for teachers at all levels who are seeking or who are already in leadership roles, as well as for those who are seeking to develop leadership skills in their educational settings. The qualification is designed specifically to build your knowledge, competences and expertise as you undertake your education leadership journey. The Postgraduate Diploma in Educational Leadership and Management qualification offers a combination of practical skills and theoretical foundations to support preparation for leadership and management positions at all levels. It is designed and delivered by experienced leaders, educators and academics from a variety of professional education roles and has input from national and international academic/practitioner experts in the areas of educational leadership and management. Learning Outcomes: A deep understanding of leadership and management in the field of education and insight into your preferred leadership style Development of your communication, persuasive and influencing skills to help you inspire people Self-awareness of both your strengths and areas for development Knowledge of how to introduce, mediate and successfully manage wellbeing, anti-bullying and other policies in school A comprehensive understanding of the legal and policy context relating to management and leadership in educational settings Creative strategies to help you to deliver innovative solutions for your workplace Coaching and mentoring skills to optimise your team's potential A repertoire of pedagogical and assessment approaches that have been designed to build your competences Content: The qualification includes the following modules: Leading and Managing Educational Innovation Leadership for Enhancing Cultures of Communication Participative Research as Leadership Practice The Person and The Professional: Who am I as Leader? Legal Contexts, Policy and Practice Coaching and Mentoring in and as Leadership Practice Similarities: The Postgraduate Diploma in Educational Management qualification at South Africa compares favourably with the Postgraduate Diploma in Educational Leadership and Management qualification offered by Ireland, as both qualifications are designed specifically for individuals who are seeking, or already are in, middle and/or senior school leadership roles, as well as for teachers who are seeking to develop their leadership skills in schools and classrooms. Both qualifications have a duration of 1 year. The module Leading and Managing Educational Innovation in Ireland is comparable to the Contemporary Educational Management module in South Africa. Differences: The qualification in Ireland has a total of 6 year-long modules, whilst the qualification in South Africa has 8 semester-long modules. The qualification in South Africa is offered through distance learning with online support, whilst the qualification in Ireland is offered through a blended learning model that involves significant face-to-face engagement. Finally, the qualification in South Africa is worth 120 credits whilst the qualification in Ireland is worth 60 credits. Country: New Zealand Institution: University of Auckland Name of Qualification: Postgraduate Diploma in Educational Leadership Purpose of Qualification This qualification is designed to develop the knowledge and skills that aspiring and current educational leaders need to meet the need for high-quality, equitable learning opportunities for all children. The modules are taught by nationally and internationally respected academic staff whose research has had a considerable impact on New Zealand's educational policy and practice. Learning Outcomes: Equips learners with skills and knowledge to advance Learners' leadership, career and salary prospects Includes opportunities for workplace projects Can be taken as a stand-alone qualification or as a pathway into the Master of Educational Leadership Content: Educational leadership Research methodologies Leadership for learning Accelerating learning Early years pedagogy Education law Similarities: The Postgraduate Diploma in Educational Management qualification in South Africa and the Postgraduate Diploma in Educational Leadership qualification in New Zealand both offer research modules as part of their curriculum. Both postgraduate diplomas are worth 120 credits. Furthermore, both qualifications list School Head of Department and School Principal as possible jobs that the graduating student can aspire towards. Differences: The modules within the Postgraduate Diploma in Educational Leadership qualification in New Zealand are delivered through weekly lectures and on-campus block modules, whilst the qualification in South Africa is offered through distance learning with online support. The qualification in New Zealand has 2 core modules and 12 elective modules, whilst the qualification in South Africa has 5 core modules and 3 elective modules. The qualification in New Zealand requires at least 3 years of practical experience in teaching, including experience in a formal or informal leadership and/or management role, to be admitted onto their qualification, whilst South Africa does not require teaching or leadership experience to be admitted onto their qualification.

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

This qualification allows possibilities for both vertical and horizontal articulation. Horizontal Articulation: Postgraduate Diploma in Educational Management and Leadership, NQF level 8. Vertical Articulation: Master of Education in Educational Leadership and Management, NQF level 9. Diagonal Articulation: There is no diagonal articulation for this qualification.

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)

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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.