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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Diploma: Specialised Education: Media Centre Science 
SAQA QUAL ID QUALIFICATION TITLE
5511  Diploma: Specialised Education: Media Centre Science 
ORIGINATOR
University of South Africa 
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 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 5  Level N/A: Pre-2009 was L5  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   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 primary purpose of the qualification is to provide teachers with the knowledge and skills to enable them to plan and implement a school library media programme and information service and to develop information skills and media use in schools.

The qualification also aims to enable qualifiers to develop as persons, to increase their employability and to further their studies on a post-diploma or post-graduate level. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Learn from predominantly written material and practical field experience;
  • Communicate what they have learnt comprehensibly in the medium of instruction;
  • With guided support, take responsibility for their own progress.


    Recognition of prior learning:

    This qualification recognises
  • Formal prior learning

    Students' prior accredited learning at tertiary level in relevant domains, which constitute credit-bearing units, is recognised. Students in possession of at least a three-year teaching diploma may register for this Diploma.
  • Non-formal and informal prior experiential learning

    The law currently requires students to have formal qualifications for admission to university. However, an RPL policy is being investigated at Unisa. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be awarded in part or as a whole through the recognition of prior learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification, so for now up to 50% of the diploma may be awarded through RPL. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field:

    All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the programmes that lead up to the qualification. They will be assessed within the context of the programmes. The distance education context has particular challenges, which we try to meet below.

    1. Learners can identify, analyse, formulate, and solve information and educational problems

    2. Learners can work effectively with others as a member of a team and contribute to the group output in tasks in the educational field.

    3. Learners can manage and organize their personal, academic and professional activities and life responsibly and effectively.

    4. Learners can collect, analyse, organize, interpret and critically evaluate information, as required in the pursuit of both their studies and profession.

    5. Learners can communicate effectively using visual, mathematical and/ or language capabilities in the modes of oral and/ or written presentation.

    6. Learners can use science and technology, showing responsibility towards the well being of others as well as the environment in community, national and global contexts.

    7. Learners can demonstrate an understanding of the world as a set of related systems (world views) by recognizing that information- related problem- solving contexts do not exist in isolation.


    Developmental:

    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

    1. Learners can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

    2. Learners can participate as a responsible citizen in the life of local, national and global communities (also see Critical Outcome 2 above).

    3. Learners can be culturally, aesthetically, and informationally sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

    4. Learners can explore education and career opportunities by drawing on the various knowledge, skills and values acquired in the accomplishment of this qualification (see all Critical Outcomes above).

    5. Learners can develop entrepreneurial and info-preneurial opportunities by drawing on the various knowledge, skills and values acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).


    Specific:

    The DSE (Media Centre Science) student is actively engaged in becoming a well-rounded media teacher or school librarian and in preparing for employment in the profession. As such he/she develops and holds certain values and integrates knowledge and skills to achieve his/her purpose. The specific outcomes show how knowledge, skills and values in general, and those specific to Media Centre Science or School Librarianship, are integrated in the contextual roles of practitioners in the SAQA fields of Education, Training and Development (05) and Communication Studies and Language (04).

    A qualified practitioner/teacher at this level (NQF Level 6) should be a specialist teacher who would have obtained:
  • Foundational competence: the practitioner will be highly competent in the knowledge, skills, values, principles, methods and procedures relevant to teaching in a school situation.
  • Practical competence: the practitioner will be able to apply teaching skills in a school situation.
  • Reflective competence: the practitioner will be able to observe his/her specific practical situation critically and to form creative solutions for teaching problems. The practitioner would have developed a self-knowledge about his/her own values, attitudes and abilities and would have a clear understanding of how these are related to teaching in practical situations. The practitioner will understand the role that continuous assessment and research play in developing competence within a school situation and Media Centre Science (School Library Science) and be able to carry out basic evaluations and research projects.

    This Diploma will enable the practitioner to fulfil the following contextual roles:

    1. Mediator of learning: To be able to mediate learning in a manner which is sensitive to the diverse needs of learners; construct learning environments which are conducive to teaching and learning; appropriately contextualised and inspirational; beneficial to effective communication and showing recognition of and respect for the different cultures, languages and levels of proficiency of others within schools. The practitioner will also demonstrate sound knowledge of subject content and various principles, strategies and resources appropriate to teaching at a school in the South African context.

    2. Interpreter and designer of learning programmes and materials: To understand and interpret provided learning programmes, design original learning programmes, identify the requirements for a specific context of learning and select and prepare suitable textual and visual resources for learning appropriate for schools. The media teacher will also select, sequence and pace the learning in a manner sensitive to the differing needs of the Information Skills and Media User Education curriculum as well as learners in schools.

    3. Leader, manager and administrator: To be able to make decisions appropriate to the school level, manage learning in the classroom, carry out classroom administrative duties efficiently and participate in school decision-making structures within schools. These competences will be performed in ways, which are democratic, which support learners and colleagues, and which demonstrate responsiveness to changing circumstances and needs.

    4. Scholar, researcher and administrator: To enable the media teacher to achieve ongoing personal, academic, occupational and professional growth through pursuing reflective study and research in Media Centre Science, in broader professional and educational matters, and in other related fields.

    5. Community, citizenship and pastoral role: To enable the practitioner to practise and promote a critical, committed and ethical attitude towards developing respect and responsibility towards others, one that upholds the Constitution, and promotes democratic values and practices in the school and society. This diploma will enable the practitioner/teacher to demonstrate within the school an ability to develop a supportive relation with teachers, parents and other key persons and organisations based on a critical understanding of community development issues.

    6. Assessor: To be able understand that assessment is an essential feature of the teaching and learning process and to know how to integrate it in this process in a school. The media teacher will have an understanding of the purposes, methods and effects of assessment and be able to provide helpful feedback to learners. The media teacher will be able to design and manage both formative and summative assessment in ways that are appropriate to the school level and meet the requirements of accrediting bodies. The media teacher will be able to keep detailed and diagnostic records of assessment. The media teacher will understand how to interpret and use assessment results to feed into processes for the improvement of learning programmes.

    7. Media Centre Science specialist: To be well grounded in the knowledge, skills, values, principles, methods, and procedures relevant to the school library media centre programme and information service in order to support Media User Education and Information Skills in schools. The media teacher will know about different approaches to teaching and learning and how these may be used in ways, which are appropriate to the learner and the context within the school. The media teacher will have a well-developed understanding of the content knowledge appropriate to Media User Education and Information Skills.


    Specific - Specialisation in Media Centre Science:

    The following outcomes are listed in order to make provision for specialisation in Media Centre Science:

    1. Learners can engage in creative thinking within the context of Media Centre Science.

    2. Learners can apply knowledge to develop different cultures.

    3. Learners can work in new, technological contexts.

    4. Learners can understand the process of developing school library media policies.

    5. Learners can apply social and cultural perspectives to practices in school library media centres.

    6. Learners can identify and describe problems and solutions related to different cultures.

    7. Learners can assist in disseminating appropriate information to ensure a just and democratic society.

    8. Learners can work in school library media centre contexts where they are recognised and employed as professionals and can apply the knowledge, skills and values acquired during the period of study.

    9. Learners can use information and communication technology in accessing, processing, storing and disseminating information.

    10. Learners can, independently and as part of a team, engage with the sources, resources and systems that are part of the profession to render an information service in the school library media centre.

    11. Learners can pursue and promote lifelong learning in library and information services. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical cross-field:

    Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, will show that learners:

    1.
  • Critically evaluate various viewpoints and compare them with own views.
  • Identify, analyse and solve concrete problems in educational settings by drawing on their teaching experience.
  • Identify and solve problems in a number of routine and non-routine contexts.
  • Use their knowledge and experience to offer suggestions for solving problems at school level.
  • Solve educational problems by generating alternative strategies for dealing with those problems.
  • Use all available information to analyse the educational community in terms of problems, needs and opportunities.

    2.
  • Promote sound inter-human relations (e.g. through tolerance, empathy, listening skills, etc) in-group situations involving learners, parents, colleagues and educational authorities.
  • Respect the opinion of others through (written and/ or oral) reporting without bias.
  • Are tolerant of diversity through (written and/ or oral) reporting without bias.
  • Communicate effectively within the school and the community.
  • Provide evidence of successful interaction with others.
  • Lead people effectively in educational settings.
  • Organise effective working groups in the school and community.
  • Communicate the evidence of these group interactions through written and, or oral reporting.

    3.
  • Have the requisite study skills and learning strategies.
  • Organize study plans especially within the distance teaching/learning context.
  • Exercise the self-discipline necessary for distance learning.
  • Think independently, and offer evidence to support decisions.
  • Assess own strengths and weaknesses and develop coping strategies.
  • Organise the school library media programme.

    4.
  • Use library and other resources effectively to suit individual needs.
  • Integrate information from a variety of sources.
  • Act responsibly as researchers and scholars (e.g. appropriate referencing, avoiding plagiarism, engage in relevant research, etc.)
  • Demonstrate awareness of relevant conventions and guidelines relevant to the school library media centre and information professions.
  • Demonstrate basic research skills.

    5.
  • Communicate their ideas in the school and provide supporting evidence in a sustained manner.
  • Follow the language conventions of written (and/or oral) use in the profession, in the respective disciplines, and in the own discipline.
  • Create and use visuals appropriately to enhance the teaching and learning process in the school.
  • Recognize own communication limitations and problems and seek appropriate and timely assistance.
  • Identify, interpret and explain subject-specific jargon where its' use is necessary to facilitate learning and develop academic proficiency.
  • See, describe and interpret in appropriate ways whatever they may encounter to enhance the teaching and learning process in their work.
  • Assist learners, parents and colleagues to speak for themselves.
  • Use language that is accessible to their students.

    6.
  • Select appropriate technology to suit the needs of individuals and/or groups.
  • Apply a wide range of techniques and technologies (computers, the Internet, etc) where appropriate and feasible.
  • Use natural resources in a sustainable way.
  • Demonstrate a consideration of the ethics involved in informational, scientific and technological issues.
  • Show respect and openness towards the physical, psychological, and spiritual environment of others.

    7.
  • Draw upon prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them to include real-life aspects in their teaching strategies.
  • Look beyond and across traditional disciplinary boundaries for possible solutions.
  • Grasp different worldviews and assess their different levels of impact
  • Choose and follow appropriate educational and career pathways.
  • Assist learners to bridge the gap between classroom situations and real-life.


    Developmental:

    1.
  • Learn by means of critical reflection, practice and observation.
  • Explain what they know in their own words.
  • Use help-seeking strategies to further their own learning and that of others.
  • Apply what they study in different contexts.
  • Display awareness of their own learning strategies to suit their needs.
  • Show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).
  • Assist learners to develop individual learning strategies.

    2.
  • Display tolerance of diversity and others' opinions.
  • Show willingness to participate in groups in the school and community.
  • Demonstrate willingness to take risks in-group situations.
  • Apply what they know and study in culturally diverse contexts.
  • Apply what they know and study at different levels, from personal to academic and professional contexts.
  • Contribute to the development of knowledgeable individuals in society as a whole.
  • Fulfil their roles as models for the learners in the school and the community.

    3.
  • Show awareness of cultural diversity and respect for other cultures.
  • Demonstrate awareness of own culture and background.
  • Demonstrate sensitivity to those who think differently in the school and community.
  • Use various attitudes to draw upon the cultural accomplishments and contexts of others in educational settings (e.g. listening, empathy, sympathy, open-mindedness, etc.).
  • Illustrate the value of open-mindedness and tolerance to self and others.

    4.
  • Illustrate the relationship between the knowledge, skills and attitudes acquired in studying for the DSE (Media Centre Science) and those of the community at large.
  • Make connections from theoretical knowledge to practical application in the real world.
  • Use the capabilities required for efficiency and creativity in teaching and the school: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems and tasks set in teaching and in the outside world, by drawing upon the above qualities.
  • Demonstrate a work ethic to encourage a culture of teaching and learning.

    5.
  • Have a realistic view of their own worth and value to contribute to their local community and global society.
  • Communicate that value to others in the real world (CV writing skills, oral communication skills, etc).
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and values as required to complete the DSE (Media Centre Science) qualification.
  • Deal with various defined situations with flexibility.


    Specific:

    Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, will show that learners can:

    1.
  • Mediate learning in a manner, which is sensitive to the diverse needs of learners in the context of the school library media programme.
  • Within the context of the school library media programme construct learning environments which:
  • Promote teaching and learning,
  • Benefit effective communication,
  • Show recognition of and respect for the different cultures, languages and levels of proficiency of others within schools.
  • Possess sound knowledge of Information Skills and Media User Education and various principles, strategies and resources appropriate to teaching these skills at a South African school.

    2.
  • Interpret learning programmes in Information Skills and Media User Education.
  • Design original learning programmes in Information Skills and Media User Education.
  • Effectively identify the requirements for a specific context of learning.
  • Select and prepare suitable textual and visual resources for learning appropriate for schools.
  • Select, sequence and pace the learning in a manner sensitive to the differing needs of the information curriculum and learners in schools.

    3.
  • Make democratic decisions appropriate to the school level.
  • Effectively manage learning in the classroom and the school library media centre.
  • Effectively manage resources in the school library media centre.
  • Efficiently carry out administrative duties in the classroom and school library media centre.
  • Effectively participate in school decision-making structures.
  • Coordinate the school library media programme.

    4.
  • Achieve ongoing personal, academic and professional growth.
  • Pursue reflective study and research in Media Centre Science, in broader professional an educational matters, and in other related fields.
  • Keep up to date in the theory and practice of teaching Information Skills and Media User Education in the school.

    5.
  • Practise and promote a critical, committed and ethical attitude towards developing respect for and responsibility towards others.
  • Promote democratic values and practices in the school and in society.
  • Develop a supportive relation with teachers, parents and other key persons and organisations.
  • Understand community development issues.

    6.
  • Apply and use assessment as an essential feature of the teaching and learning process.
  • Integrate assessment in a school situation.
  • Discuss the purposes, methods and effects of assessment.
  • Provide helpful feedback to learners.
  • Design and manage both formative and summative assessment in ways that are appropriate to the school level and meet the requirements of accrediting bodies.
  • Keep detailed and diagnostic records of assessment.
  • Interpret and use assessment results to feed into processes for the improvement of learning.

    7.
  • Integrate knowledge, skills, values, principles, methods, and procedures relevant to the Information Skills and Media User Education curriculum.
  • Apply different approaches to teaching and learning in ways, which are appropriate to the learner and the context within the school.
  • Explain and interpret the content knowledge appropriate to Information Skills and Media User Education.


    Specific - Specialisation in Media Centre Science:

    Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies and examinations will show that learners:

    1.
  • Distinguish intelligently between meaningful and meaningless information.
  • Use appropriate search skills and strategies to access, evaluate and use knowledge and information.
  • Collect, analyse, organise and evaluate information and ideas from a variety of sources in various fields and specific disciplines.

    2.
  • Relate information from other disciplines to that of Media Centre Science and vice versa.
  • Have knowledge of research methods for determining user needs and behaviour, information collection development and management functions, user guidance and media user education functions and services, etc.
  • Apply these types of knowledge to different situations of service rendering in the school library media centre.

    3.
  • Assess the applicability and limitations of various types and combinations of technology.
  • Show an understanding of multimedia developments.
  • Utilise new information and communication technologies to the benefit of teachers and learners in the school.

    4.
  • Show insight into and understanding of school library media centre policy issues.
  • Apply service ethics for school library media centre professionals.

    5.
  • Are aware of general social and cultural roles (e.g. what it is like to think and work like a school library media specialist with a view to these roles.)
  • Analyse the present Information Age and show how it impacts in the school library media centre and its users.

    6.
  • Interrelate with people in small or large groups in the school library media centre context.
  • Show empathy and understanding of the problems of teachers and learners in different contests.
  • Collect, organise, store and disseminate information for teachers and learners.

    7.
  • Store and make information accessible and available to teachers and learners.
  • Ensure that information resources are collected, organised, preserved and made available to teachers and learners.
  • Develop and maintain collection development policies, which are appropriate for the varied information needs of teachers and learners

    8.
  • Apply specific practical skills related to ad appropriately adapt methods for, the creation, organisation, retrieval, dissemination and usage of information according to changes in learner's and teacher's needs and technological infrastructures.
  • Analyse the ways in which information is organised, controlled and disseminated.
  • Appropriately instruct and support users of the school library media centre.

    9.
  • Use technology in appropriate contexts to access, process, store or disseminate information.
  • Use available methods and means to access information in printed and electronic format and conduct searchers on the Internet.
  • Link teachers and learners with required information as a resource to advance in daily activities.

    10.
  • Identify information needs and motives of teachers and learners.
  • Assist teachers and learners in finding and utilising information.
  • Describe the information seeking patterns of teachers and learners and identify factors influencing information usage.
  • Organise and retrieve information according to information needs, using an array of information resource (print and electronic).
  • Interrelate with individuals and groups in the school community.

    11.
  • Demonstrate their own information literacy and identify its relationship to lifelong learning.
  • Promote information literacy as fundamental to lifelong learning and continuing education of teachers and learners.
  • Instil information literacy skills in teachers and learners (e.g. by means of media user education programmes and training opportunities).


    Integrated assessment:

    1. Formative assessment: Learning and assessment are integrated: the study guides contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    2. Summative assessment: Examinations, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. It also tests the ability of learners to integrate knowledge and practical skills required for the workplace. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognized accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly. For example, Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with those of other universities. Recognition will e.g. be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the Diploma in Specialised Education, students may continue with further degrees, diplomas or certificates in education. 

    MODERATION OPTIONS 
    1. Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    2. In addition, external examiners act as moderators of examination papers and marked scripts for Unisa fourth-level modules.

    3. The Department of Information Science at Unisa was mandated by the now-defunct Professional Association (SAILIS) to offer education and training in librarianship by distance teaching. The link was formalized in the Association's Committee for Formal Education. Such a committee is currently being re-constituted by the new Professional Association (LIASA). This implies that the Department of Information Science will retain a formal link with the new professional association.

    The Norms and Standards document of the Department of Education also serves as policy for the qualification of educators and for the evaluation of these qualifications. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons.

    2. The quality management system:
  • Qualifications: The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be drawn up for each programme.
  • Mentorship: All junior and new members of staff are monitored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.
  • Training: All new members of staff undergo orientation sessions with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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. University of South Africa 


    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.