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: 

Postgraduate Diploma: Telecommunications and Information Policy 
SAQA QUAL ID QUALIFICATION TITLE
5529  Postgraduate Diploma: Telecommunications and Information Policy 
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
Postgraduate Diploma  Field 04 - Communication Studies and Language  Information Studies 
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
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   2027-06-30  

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 purpose of the qualification is to provide graduates with knowledge, applied skills and competence in the multi-disciplinary Telecommunications and Information Policy field and the ability to make effective contributions toward policy formulation, analysis and research. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Learn from written material and analyse documents.
  • Progress with their studies independently.
  • Take an active interest in the policy developments in the sector.
  • Communicate what they have learnt predominantly in writing.


    Recognition of prior learning:

    This qualification recognises:
  • Formal prior learning

    Need matriculation and a recognised undergraduate degree.
  • Non-formal and informal prior experiential learning

    A policy for the assessment and accreditation of prior experiential learning is currently being investigated at UNISA. Students may be given RPL for individual modules if they can produce a portfolio of evidence or undergo any other recognised means of assessment that shows that they meet the outcomes and associated assessment criteria specified for that module. They may also be awarded blocks of credits towards elective modules. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field:

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

    1. The graduate can identify, analyse and formulate ICT* policies, and solve related convergent and divergent problems for the benefit of the sector and consumers.
    Note: *ICT=Information Communications Technology.

    2. The graduate can manage and organise her or his activities and life responsibly and effectively, including her or his studies and career.

    3. The graduate can collect, analyse, organise and critically evaluate information.

    4. The graduate can communicate effectively using language skills in the modes of oral and/or written presentation, in sustained discourse.

    5. The graduate can use science and technology effectively and critically, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.

    6. The graduate can demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.


    Developmental:

    In order to contribute to the full personal development of each learners 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. The graduate can reflect on and explore a variety of strategies to learn more effectively

    2. The graduate can participate as a responsible citizen in the life of local, national and global communities

    3. The graduate can be culturally and aesthetically sensitive across a range of social contexts.

    4. The graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    5. The graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.


    Specific:

    A postgraduate student who has completed this diploma is actively engaged in becoming a well-rounded, educated person and in preparing for further more specific study or expertise in the telecommunications and information policy environment. For the purposes of this qualification, the specific outcomes will illuminate how knowledge, skills and values are integrated in a multi-disciplinary field.

    1. The graduate can provide the framework necessary for ICT policy formulation, drawing from theory, practical experience and other multi-disciplinary references.

    2. The graduate can assess and evaluate policy documents or processes drawing from theory, practical experience and other multi-disciplinary references.

    3. The graduate can respond effectively to social and economic issues, which emerge in predominant ICT policy issues drawing from relevant debates and case studies.

    4. The graduate can provide advance of different technology systems drawing from the principles of technology systems and monitor interconnection activities.

    5. The graduate can monitor the activities of competitors in the ICT sector and address/resolve their concerns/ problems.

    6. The graduation can formulate activities of regulators in the ICT sector and show sensitivity toward public service, fair competition and consumer issues.

    7. The graduate can demonstrate a sensitive attitude toward globalization and cultural issues and how they affect ICT policy developments.

    8. The graduate can provide advice to ICT firms on selecting appropriate management models by drawing on theory and case studies. The graduate can show a sensitive attitude toward social and economic dynamics affecting ICT firms.

    9. The graduate is able to undertake research of ICT related issues drawing on different research methods. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:

    Evidence generated 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 graduates:

    1.
  • Analyse, evaluate and resolve problems emerging from the ICT policy environment by drawing on theoretical knowledge base of a variety of disciplines in the Humanities fields, personal experience and national/ international case studies.
  • Generate creative strategies to resolve problems, evaluate those strategies and implement the most appropriate strategies.
  • Evaluate, compare and integrate the various debates on, theoretical models and country specific approaches to develop ICT policy.

    2.
  • Organise their study plans and liase independently where necessary with study groups.
  • Develop coping strategies associated with extensive reading.
  • Use effective study skills and learning strategies.
  • Balance the demands of work and study.
  • Meet deadlines.

    3.
  • Use a selection of research skills; in literature searches using library and other resources, in ICT policy research projects.
  • Draw and integrate information from a variety of sources.
  • Use and apply multi-disciplinary framework.
  • Reason by questioning and exploring different models and make decisions accordingly.

    4.
  • Communicate their ideas logically and provide supporting evidence in a sustained and disciplined manner.
  • Responsibly use the ideas of others in support of their own (without plagiarism).
  • Evaluate conclusions and premises in academic and policy documents.
  • Follow the language conventions used in various disciplines, including the use of appropriate terminology.
  • Use statistics appropriately and responsibly in support of their ideas.
  • Describe and interpret data or ICT related events or policy formulation processes appropriately.

    5.
  • Use appropriate scientific methods of investigation and evaluation to conduct research on policy related issues.
  • Adhere to the ethics of science including respecting the rights and cultures of communities and individuals who depend on the learner's services and respecting the environment and natural resources.

    6.
  • Connect the abstract knowledge of theory to the reality of their individual or national contexts.
  • Draw upon their prior knowledge (personal and abstract) and personal experience when investigating and analysing the world around them.
  • Explore and weigh the impact of policy related decisions in different ICT contexts.
  • Connect knowledge of international policy decisions to national realities.


    Developmental:

    1.
  • Apply what they study in different contexts, personal and public, real and simulated.
  • Show evidence of advanced study and research skills (e.g., analysis and synthesis).

    2.
  • Value diversity and others' opinions.
  • Show willingness to participate in or lead groups.
  • Demonstrate willingness to take considered/informed risks.
  • Apply what they know and study in culturally diverse contexts.
  • Apply what they know and study at different levels, from personal to academic contexts.
  • Balance national priorities and global developments in ICT.

    3.
  • Show awareness of cultural diversity and its impact on local ICT policy.
  • Promote tolerance of diversity and the opinions of others.
  • Use various skills to draw out the cultural accomplishments and contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc).

    4.
  • Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the Postgraduate Diploma.
  • Make connections from theoretical knowledge to practical allocation in the real world.
  • Use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems and tasks set them on the job, in the real world, by drawing upon the skills from the Postgraduate Diploma (critical thinking, problem-solving, conflict resolution, etc.)
  • Demonstrate a work ethic that shows responsibility and accountability towards the employer and the client or community.

    5.
  • Create job opportunities in whatever situation they find themselves.
  • Have a realistic view of their own worth and value to contribute to their local community and global society.
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the Postgraduate Diploma qualification.
  • Deal with various unknown situations with flexibility and adaptability.
  • Sustain commitment toward organisational objectives.


    Specific:

    Evidence generated 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 graduates:

    1.
  • Task words correctly interpret the roles of different actors, both national and international, necessary for policy formulation processes drawing from theory, practical experience, personal knowledge base or national and international case studies.
  • Apply theoretical models to the ICT policy environment.
  • Identify and evaluate the socio-political and economic issues, which enter policy formulation processes.

    2.
  • Analyse policy documents and interpret their implications for the larger society in the field of ICT.
  • Evaluate ICT policy documents and processes.
  • Apply theoretical models to the ICT policy environment and present own conclusions or findings.
  • Compare policy documents of different countries to expand reference and knowledge base.
  • Provide alternative solutions or corrective measures to flaws in policy documents within and across national boundaries.

    3.
  • Use knowledge obtained from the debates in the reading material relating to socio-economic issues, namely universal service, development, liberalisation, convergence and privatisation to inform policy directives.
  • Compare the different approaches of different countries toward the policy issues listed above to expand knowledge base and engage in active decision-making processes characteristic of policy-making environments.

    4.
  • Elicit data to understand how different technologies operate in order to make informed investment decisions in the ICT environment.
  • Evaluate the strengths and weaknesses of different technology systems to make informed investment decisions in the ICT sector.
  • Apply interconnection principles and determine economic implications of interconnection for competitors in the ICT sector.

    5.
  • Apply principles of perfect competition and assess their relevance for the ICT environment.
  • Identify, address and resolve potential anti-competitive measures, which emerge in the ICT sector.
  • Collect public opinion, following appropriate for and integrate relevant concerns into policy decisions.

    6.
  • Evaluate regulatory models and describe differences between them.
  • Assess functions of regulators in the ICT sectors.
  • Predict the effect of market structures on regulation/ regulatory activity in the ICT sectors.
  • Identify how competing international institutions' decisions affect national regulators and develop corrective measures.
  • Generate solutions for the multiple consumer issues which emerge in the ICT sector.
  • Assess both the potential benefits and disadvantages of different solutions to achieve a given objective.

    7.
  • Illustrate how national ICT policy issues can be affected by globalisation or cultural developments and present creative solutions to such developments.
  • Connect globalisation processes to ICT issues and policy developments.
  • Connect cultural processes to ICT issues and policy developments.

    8.
  • Evaluate management theories and their relevance for the ICT companies.
  • Evaluate the roles of managers in the ICT industry, drawing from personal references and international and national case studies.
  • Compare transformation / restructuring management models of different ICT firms from different countries.
  • Assess socio-economic implications of restructuring for affected companies and present solutions to problems where required.

    9.
  • Compare different research methods and list their limitations and strengths.
  • Select appropriate research method for the purposes of investigating/explaining or understanding a policy related problem or issue.


    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 integrates a large body of knowledge to achieve the stated outcomes of a module. In creative disciplines such as art summative assessment focuses on the integration of skills and knowledge in the production of art works

    3. Integrated assessment: All assessment will integrate knowledge, skills and attitudes and applied competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognised 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 tertiary institutions and with other qualifications. For example, recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the Postgraduate Diploma students have a number of options for further study. For example, students may proceed to postgraduate study at MA level. 

    MODERATION OPTIONS 
    1. Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course coordinators 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 third-level modules.

    3. In instances where professional or statutory bodies, Telecommunications SGB (to be confirmed) have a say in determining the curriculum, they could be involved in moderation as well. 

    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. Where possible, lecturers involved in Honours programmes should hold at least a Master's qualification. 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 mentored 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 an orientation session 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. 

    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. 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.