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: 

Further Diploma: Educational Management 
SAQA QUAL ID QUALIFICATION TITLE
3855  Further Diploma: Educational Management 
ORIGINATOR
Rand Afrikaans University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 6  Level TBA: Pre-2009 was L6  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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of this qualification is to provide qualifying learners with the ability to:
  • Develop practical skills in school management,
  • Analyse, interpret and understand school management concepts,
  • Reflect upon application of theoretical insights in the field of educational management. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this qualification should demonstrate their ability to:
  • Read textbooks and study material with understanding and disseminate relevant literature,
  • Functional literacy in written and oral form,
  • Perform basic mathematical and accounting manipulations,
  • Draw conclusions,
  • Record findings and present results.

    Teachers Diploma (M+3)


    Recognition of prior learning:

    Through formal assessment with appropriate experiential learning students will qualify for access, advance placement, status recognition on the condition that the learner continues his/her studies at this institution. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

    1. Identify, analyse, assess and address the educational management and educational settings, including schools and classrooms, based on relevant theoretical knowledge and reflect on his/her own problem solving practice.

    2. Collaborate, consult and work effectively within various professional contexts as a member of a team, group and organisation based on knowledge of group work, consultation and collaboration, and be able to reflect on their own and other's collaborative practices.

    3. Organise and manage themselves and their professional activities responsibly, ethically and effectively.

    4. Select and apply appropriate elementary educational and research methodology to collect, analyse and interpret information about educational, developmental, and organisational phenomena and communicate the findings and recommendations effectively as well as reflect on research competency.

    5. Communicate with individuals, groups and organisations with regards to educational, developmental and organisational issues in oral and written format using visual and/or statistical modes of communication.

    6. To access and process information through relevant information technology.

    7. To explore, apply and critically reflect on the eco-systemic perspective towards the attainment of effective learning, health promoting schools and organisations.

    8. Explore, apply and assess relevant learning theories, learning styles and strategies to learn effectively and facilitate life-long learning.

    9. Participate as responsible educational and learning support practitioners in promoting the education and development of all individuals and schools by means of the identification, prevention and management of educational, developmental and organisational problems.

    10. Explore and develop cultural and aesthetic sensitivity in individuals, groups and communities.

    11. Explore and utilise educational and career opportunities in inclusive education and special educational needs.

    12. Develop and assess entrepreneurial opportunities in education and special educational needs. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The learner can: / Does the learner:

    1. Can the learner effectively identify, analyse, assess and address educational management and educational settings, including schools and classrooms, based on relevant theoretical knowledge and reflect on his/her own problem solving practice?

    2. Can the learner collaborate, consult and work effectively within various professional contexts as a member of a team, group and organisation based on knowledge of group work, consultation and collaboration, and be able to reflect on their own and other's collaborative practices?

    3. Can the leaner responsibly, ethically and effectively organise and manage themselves and their professional activities?

    4. Can the learner select and apply elementary educational and research methodology to collect, analyse and interpret information about educational, developmental and organisational phenomena and effectively communicate the findings and recommendations as well as reflect on research competency?

    5. Can the learner competently communicate with individuals, groups and organisations with regards to educational, developmental and organisational issues in oral and written format using visual and/or statistical modes of communication?

    6. Can the learner access and process information through relevant information technology?

    7. Can the learner efficiently explore, apply and critically reflect on the eco-systemic perspective towards the attainment of health promoting schools and organisations?

    8. Can the learner adequately explore, apply and assess relevant learning theories, learning styles and strategies to learn effectively and facilitate life-long learning?

    9. Can the learner appropriately and competently participate as responsible educational and learning support practitioners in promoting the education and development of all individuals and schools by means of the identification, prevention and management of educational, developmental and organisational problems?

    10. Can the learner appropriately explore and develop cultural and aesthetic sensitivity in individuals, groups and communities?

    11. Can the learner effectively and creatively explore and utilise educational and career opportunities in inclusive education and special educational needs?

    12. Can the learner competently develop and assess entrepreneurial opportunities in education and special educational needs?


    Formative assessment practices that will be implemented:

    Learners are continuously assessed during modules via assignments, case studies and tutorials.


    Summative assessment practices that will be implemented:

    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of final written examination. 

    ARTICULATION OPTIONS 
    1. Access to qualifications on a lower level:
    None

    2. Access to qualifications on the same level:
    None

    3. Access to qualifications on a higher level:
    On completion learners can apply to enter the Bachelor of Education (Honours) 

    MODERATION OPTIONS 
    Subject experts in the department will moderate modules and examination papers. Independent external moderators from the educational sector such as school principals and specialists from other academic institutions will continuously moderate outcomes, assessment criteria and the quality of the course. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Criteria regarding formal qualification that assessors should have:
    The assessors should have a B Ed in Educational Management or in a related field of education.

    2. Criteria regarding job or learning area experience
    The assessors should be experienced in the teaching Educational Management or related educational fields.

    3. Criteria regarding experience of or exposure to assessment
    The assessors should have knowledge of and experience in relevant assessment practices. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006. 

    NOTES 
    This is an old qualification recorded in June 1998. 

    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.
     
    NONE 


    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.