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:

Advanced Certificate in Education: Educational Management

SAQA QUAL ID	QUALIFICATION TITLE
50184	Advanced Certificate in Education: 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
National Certificate	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 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

Purpose:

The primary purpose of the ACE: Educational management (Upgrading) is to enable practising educators to upgrade their qualifications from NQF Level 5 to 6 and, subsequently, to improve their educator status from REQV 13 to 14. At the same time it affords those educators without degree qualifications who wish to further their studies at post-graduate level with the opportunity of gaining access to the B Ed (Hons): Educational management.

A secondary, but related purpose of this particular ACE is to enable educators who wish to change career paths - from classroom teaching subject or school management - to do so. The ACE is aimed at equuipping them with the requisite knowledge, skills, values and attitudes to do so. In this sense the ACE serves as a form of continuing professional development.

Rationale:

The Norms and Standards for Educators (February 1995) require educators at all levels of the system to adopt, amongst others, the role of leader, manager and administrator. Since educational management was not always an integral part of initial educator training and/or was limited to classroom management only, many qualified educators have not been sufficiently trained to perform this role. Many school managers (principals, deputies and heads of departments) have had limited exposure to new legislation and policies that have a direct impact on the functioning of schools. The ACE: Educational management could help to rectify this situation.

The ACE:Educational management provides educators at REQV 13 with the opportunity of upgrading their qualification status to REQV 14. This is crucial, given indications that 4 year qualifications may soon be regarded as the minimum required for registration with the South African Council for Educators (SACE). Successful completion of the ACE also creates opportunities for educators without degrees to further their studies at post-graduate (B Ed Hons) level.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that educator-learners who enrol for this qualification:

Are sufficiently competent in one of the languages of learning at RAU (Afrikaans or English) to enable them to read, with understanding, prescribed/recommended texts and to construct their own texts based on what they have read and/or discussed in class.

Have developed the general theoretical, academic and practical knowledge, understanding and commitments required for the award of a professional qualification (three-year diploma or the NPDE - National Professional Diploma in Education) at NQF Level 5.

Have some practical experience of educational management, albeit at classroom level only.

Recognition of Prior Learning:

Potential ACE learners with sufficient teaching experience, whose current qualification status is lower than REQV 13 may apply for recognition of prior learning (RPL). This could result in their gaining access to the ACE.

Potential learners who are already at REQV 13 and have sufficient teaching experience may also use RPL to obtain credits for one or more ACE modules without their formally having done the course. In this case, the following conditions apply:

The ACE: Educational management may be achieved only in part - not in whole - through the recognition of relevant prior learning.

Recognition of prior formal learning (i.e. studies completed at another registered Higher Education institution) will take place in accordance with existing policy regarding formal credit transfer.

Recognition of experiential learning will take place in accordance with Faculty-specific RPL policy, which is based on the general RPL policy at RAU.

Subject experts will evaluate evidence in RPL applications with a view to determining an applicant's competence, allocating credits for specific modules and/or deciding on admission and/or RPL accreditation. Decisions made by the RPL committee must be confirmed by the Head of Department and the Dean of the Faculty before prior to learners' being admitted to the programme.

In cases where learners apply for recognition of learning acquired through work/life experiences, credits will be awarded for competence, rather than for experience, i.e. for knowledge, skills and abilities acquired through experience. Competence will be assessed against the learning outcomes of particular modules for which RPL candidates want to be accredited and/or against the exit level of the NPDE (NQF Level 5) for candidates who wish to gain access to the program on the basis of experiential learning whichever applies. In both cases, applicants will have to provide evidence that they:

Can apply knowledge or skills relating to educational management outside the specific context in which it was learned.

Have developed a conceptual as well as practical understanding of educational management.

Can make conceptual links between their experiential learning and the outcomes of the modules/programs for which they want RPL.

Can reflect on theory and practice: why each is necessary and how each extends the value of the other.

The following instruments will be used in the RPL process followed for the ACE: Educational management.

Portfolio: YES-NO
Interview: YES-NO
Written test: YES-NO
Role play: YES-NO
Performance demonstration: YES-NO
Oral: YES-NO

Access to the qualification

The ACE is the ideal vehicle for in-service training since it builds on educators' existing knowledge, skills and values/attitudes - acquired during previous studies and/or practitioner experience. The minimum requirement for admission to the ACE: Educational management is a recognized professional qualification at NQF Level 5 (REQV 13 or M+3) or its equivalent. This does not preclude educators with higher qualifications from enrolling for the ACE whether this be for purposes of retraining (career switches) and/or for updating/enriching their current knowledge base in a particular specialization area.

Since the ACE is an academic qualification, not a professional one, candidates who are not yet professionally qualified will not be able to use the ACE for purposes of registration with the South African Council for Educators (SACE). Such candidates could, if they have sufficient experience as an education practitioner, apply for recognition of prior learning (RPL), which could result in their being awarded a professional qualification.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

NQF level, credits and learning components:

The ACE: Educational management is a 120-credit qualification at NQF Level 6. Of the 120 credits, 72 credits are allocated to learning at NQF Level 6 and 48 at NQF level 5 (1). Informing the credit allocation is the notion that 120 credits (or 1200 notional learning hours) represents one year of full-time or two years of part-time study.

Credits and learning components:

Module Title; Type of learning; NQF Level and Credits

Module 1: Principles of Effective Educational management
> Fundamental
> 24
> NQF level 5

Module 2: Management of the School in Context
> Core
> 24
> NQF level 5

Module 3: Education Leadership
> Core
> 24
> NQF level 6

Module 4: South African Law in Education
> Core
> 24
> NQF level 6

Module 5: Managing School Finances
> Core
> 24
> NQF level 6

The ACE: Educational management program consists of 5 modules, one of which is regarded as fundamental to the entire course in the sense that it forms the theoretical basis other modules. Other types of fundamental learning (literacy and numeracy) are integrated in the core modules: all the modules contribute to the development of reading and writing skills, with Module 5 focusing specifically on the understanding of budgeting and/or resource allocation processes.

There are no elective modules in this qualification since the whole of the ACE: Educational management operates in the elective domain. Learners who choose/elect to specialize in Educational management will be required to offer all the modules that contribute to this 'elective'. Consequently the modules are registered as core modules although they theoretically represent elective learning (2).

EXIT LEVEL OUTCOMES

The exit level outcomes and assessment criteria for the ACE: Educational management are informed by:

The standards (exit level outcomes and assessment criteria) set in the generic Advanced Certificate in Education developed and registered on the NQF by the SGB for Educators in Schooling (NLRD ID: 20473).

The practical, foundational and reflexive competences for the role of leader, administrator and manager as set out in the Norms and Standards for Educators (February 1995).

The competencies required for the effective and efficient performance of the other contextual educator roles are assumed to be in place since access to the ACE is limited to learners who already possess at least an NQF 5 professional qualification.

Students (educator learners) must demonstrate that they have acquired/developed:

1. Practical competence with regard to educational management procedures.
2. Appropriate and adaptable professional skills and judgement, in a variety of educational contexts.
3. A commitment to, set, and aspire to achieve, high standards in Educational management practice, and ongoing professional improvement.
4. A capacity to critically analyze relevant materials, resources and practices in the light of a conceptual understanding of Educational management as a distinct body of knowledge.
5. The ability to justify particular choices in Educational management.

The critical cross-field outcomes are already integrated in the standards of the SGB ACE. However, the knowledge, skills and values described in the critical cross-field outcomes listed below, have been explicitly contextualised for and integrated into the content and the teaching, learning, assessment strategies of the ACE: Educational management program because they have particular relevance to the role of leader, manager and administrator (see Annexure A: Module Catalogue for details):

Access, process and disseminate information related to educational management and administrative.

Identify and solve problems related to management and administration.

Work effectively with others (colleagues, parents, community members, professional services) in managing educational activities and institutions.

Display cultural awareness and sensitivity in planning and executing educational management activities.

Demonstrate an understanding of the world as a set of related systems by managing educational activities, environments and/or institutions in accordance with a systemic management paradigm.

Communicate administrative and management information in ways that are accessible to a range of stakeholders in education.

ASSOCIATED ASSESSMENT CRITERIA

Students (educator learners) will be deemed competent if/when they:

1.

Select, plan, design and implement management procedures that are effective, efficient and appropriate.

Evaluate management procedures in terms of their effectiveness, efficiency and appropriateness.

Create a classroom, office or institutional atmosphere which is democratic but disciplined.

Consistently behave in ways that reflect consideration and/or respect for difference (in race, gender, culture) and ability (physical or mental).

Control finances physical and other resources in ethical and accountable ways.

Resolve conflict situations (within the classroom and/or school) in ways that are both ethical and considerate of difference (in culture, race, gender, context, etc).

2.

Contribute to discussions on educators' unions, the South African Council for Educators and other relevant professional bodies in ways that show a critical understanding of the roles and functions these play in educational management and administration.

Work amicably and systematically with other practitioners in management and/or participative decision making teams.

3.

Utilise professional services and other resources to provide support for learners and educators.

Behave in ways that promote the values and principles of the Constitution and the South African Schools Act, particularly those related to human rights and the environment.

Involve parents and community members in educational activities and/or in the establishment of structures and procedures for doing so.

4.

Apply their knowledge and understanding of the theoretical underpinnings of Educational management to discussions on teaching, learning and assessment.

Critically analyze and/or make sound/informed judgements about a varied range of management issues, decisions and/or activities.

Apply their theoretical knowledge of problem solving approaches, conflict resolution and group dynamics to discussions on educational management in South African and developing world contexts.

5.

Justify management decisions and/or choices on systems, procedures and actions on the basis of circumstance, theoretical and/or practical considerations.

Relate theory to:

> Current social, economic, political technological and environmental conditions.
> Relevant contextual features (including the organisational environment).
> The resources available, the purposes of the tasks at hand.
> Contemporary trends in Educational management.

Make sound judgements about management options, actions or decisions (authentic or theoretical) based on:

> Current legislation on the management of learners and schools.
> Commitments to human rights and the environment in the Constitution and the South African Schools Act.
> A critical understanding of curriculum management, teaching-learning theories and the role of resources, language and cultural difference on learning.

Integrated assessment:

Evidence of competence will be collected during and at the end of each module:

Continuous assessment (during the course of teaching and learning) will be primarily aimed at monitoring learner progress and will at times focus on foundational rather than applied competence.

Summative assessments (at the end of various units of work) will be integrated in the sense that it will focus on applied competence (i.e. the learner's ability to integrate foundational, reflexive and practical competence in the critical analysis and/or execution of management activities in simulated or authentic educational contexts.

Preferred assessment instruments:

Written class tests: YES-NO

Written assignments: YES-NO

Work-place/site observations: YES-NO

Simulations: YES-NO

Interviews: YES-NO

Panel discussions: YES-NO

Role play: YES-NO

Oral examinations: YES-NO

Portfolios: YES-NO

Other (please specify): YES-NO

Affirmation of learner competence will depend on the extent to which collected evidence confirms a learner's ability to:

Generate, explore and consider options for appropriate action.

Identify the most appropriate course of action in relation to the particular context and resources available.

Explain the reasons for that particular selection, as well as what was taken into account in making the selection.

Perform the identified action, while continuously monitoring and adapting performance as required.

Explain reasons for the performance or lack thereof.

Evaluate his/her performance and identify areas for improvement.

Reflect on the performance.

Develop a plan or strategy for future action, which reflects, and integration of what has been learnt through reflection.

Access to examinations depend on learners having obtained an average of at least 50% in continuous and/or other summative assessments prior to the final examination. In order to be deemed sufficiently competent to be awarded the ACE: Educational management, learners must obtain a minimum mark of at least 50% for each module in culminating examinations.

INTERNATIONAL COMPARABILITY

N/A

ARTICULATION OPTIONS

The ACE: Educational management creates opportunities for vertical and horizontal articulation at RAU and at other Higher Education institutions.

Vertical articulation:

Learners with an appropriate NQF Level 5 qualification (M+3) are admitted to the ACE: Educational management. On successful completion of the ACE learners may apply for admission to the B Ed (Hons) at NQF Level 7.

Horizontal articulation:

Learners who are in possession of either an undergraduate Bachelor of Education (B Ed) or a Post-graduate Certificate of Education (PGCE), both at NQF 6, qualify for access to the ACE qualifications (NQF 6) offered for those learners who need to enrich or update existing knowledge/expertise or who wish to change career paths (from subject specializations to educational management). Learners who exit from an ACE: Educational management at RAU would be able to transfer credits already accumulated to a similar ACE at other Higher Education institutions and vice versa.

MODERATION OPTIONS

Assessment will be conducted by academic staff employed by RAU and involved in the delivery of the ACE: Educational management program. Only staff with the necessary knowledge of and expertise in educational management will be considered for employment. Assessors will be responsible for designing the necessary assessment instruments, assess learners' work/performance and keep a record of each learner's progress and achievement.

Examination papers and the results of culminating assessments will be moderated by suitable academics at other Higher Education institutions to ensure that assessments are fair, valid and reliable.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

REREGISTRATION HISTORY

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

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