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

Postgraduate Diploma: Distance Education 
SAQA QUAL ID QUALIFICATION TITLE
5987  Postgraduate Diploma: Distance Education 
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 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
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 primary purpose of the qualification is to enable professionals in the subfield of open and distance learning to critically reflect on existing educational practices in open and distance learning and to obtain the knowledge, skills and competence required to do research.

Another purpose is to educate competent open and distance learning practitioners in terms of the ten roles linked to edcuation, training and development.

A third purpose of the qualification is to provide South Africa with competent education professionals who will have an understanding of and the ability to address the education needs of the country with reference to open and distance learning.

A fourth purpose is to equip professionals with the knowledge, skills and applied competences to practise in specialised fields of study within the context of open and distance learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification must hold:
  • an approved bachelor's degree or equivalent qualification


    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.
  • non-formal and informal prior experiential learning

    The law currently requires students to have formal qualifications for admission to university. 
    		•

    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 degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall do so. Students will be given RPL for individual modules if they can produce a portfolio of evidence that shows that they meet the outcomes and associated assessment criteria specified for that module. 

    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. The PGDDE candidate can identify, analyse, formulate, and solve convergent and divergent problems related to the field of education, training and development within the context of open and distance learning.

    2. The PGDDE candidate can work effectively with others as a member of a team, group, organization, community, and provide leadership to the group output in tasks in the field of education, training and development within the context of open and distance learning.

    3. The PGDDE candidate can manage and organize her or his activities and life responsibly and effectively, including her or his studies within the distance context and be a role model to his/her peers and students.

    4. The PGDDE candidate can collect, analyse, organize and critically evaluate information in order to form an independent opinion.

    5. The PGDDE candidate can communicate effectively using visual and / or language skills in the modes of written presentation in often-extensive pieces of sustained discourse and/or preparing learning texts for students.

    6. The PGDDE candidate can use science and technology effectively and critically in creating learning experiences for learners at a distance.

    7. The PGDDE candidate 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 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. The PGDDE candidate can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

    2. The PGDDE candidate can participate as a responsible citizen in the life of local, national and global communities and provide leadership if required (also see Critical Outcome 2 above).

    3. The PGDDE candidate can be culturally and aesthetically sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

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

    5. The PGDDE candidate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).


    Specific:

    A PGDDE is focussed on accrediting the educators in the sub-field of open and distance learning. It is designed to build the competence of expert educators and curriculum specialists, systems managers, or educational researchers. The specific outcomes show how knowledge, skills and values are integrated in the contextual roles that are required of educators in the SAQA field of Education, Training and Development (05).

    A qualified educator/teacher at this level (level 7) should be a specialist teacher who would have obtained:
  • foundational competence: the educator will be highly competent in the knowledge, skills, values, principles, methods, and procedures relevant to teaching in distance learning settings.
  • practical competence: the educator will be able to apply teaching skills in a variety of settings.
  • reflective competence: the educator will be able to observe his/her specific practical situation critically and to form creative solutions for teaching problems. The educator 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 educator will understand the role that continuous assessment and action research play in developing competence within the field of teaching in a distance learning context and his/her chosen specialisation and be able to carry out basic evaluations and action research projects.

    This Degree will enable the educator 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 involved in distance education; construct learning environments for distance learners which are conducive 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 involved in distance learning. The educator will also demonstrate sound knowledge of subject content and various principles, strategies and resources appropriate to the needs of distance learners in the South African context.

    2. Interpreter and designer of learning programmes and materials: To understand and interpret 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 a specific learning programme. The teacher will also select, sequence and pace the learning in a manner sensitive to the differing needs of the subject/learning area and learners involved in open and distance learning.

    3. Leader, manager and administrator: To be able to make decisions appropriate to the demands of distance learning, manage a distance learning environment, carry out administrative duties efficiently and participate decision-making structures within distance education institutions. 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 lifelong learner: To enable the teacher to achieve ongoing personal, academic, occupational and professional growth through pursuing reflective study and research in their learning area, in broader professional and educational matters, and in other related fields.

    5. Community, citizenship and pastoral role: To enable the educator 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 society. This degree will enable the educator/teacher to demonstrate an ability to develop a supportive relation with teachers, students 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 distance learning setting. The teacher will have an understanding of the purposes, methods and effects of assessment and be able to provide helpful feedback to learners. The teacher will be able to design and manage both formative and summative assessment in ways that are appropriate to the specified level and meet the requirements of accrediting bodies. The teacher will be able to keep detailed and diagnostic records of assessment. The teacher will understand how to interpret and use assessment results to feed into processes for the improvement of learning programmes.

    7. Learning area/subject/discipline/phase specialist. To be well grounded in the knowledge, skills, values, principles, methods, and procedures relevant to the discipline, subject, learning area and/or phase of study in distance learning settings. The 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 of open and distance learning. The teacher will have a well-developed understanding of the content knowledge appropriate to the field of specialisation. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical cross-field:

    In the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, learners will be assessed on their ability to:

    1.
  • identify, analyse and solve concrete and abstract problems in open and distance learning by drawing on their own experience.
  • identify and solve concrete and abstract problems in open and distance learning by drawing upon the theoretical knowledge and experiential base of individual disciplines in the educational and other fields.
  • identify and solve problems in a variety of routine and non-routine contexts within broad parameters of education.
  • use their knowledge and experience to offer suggestions for solving problems at a community, national, international and global level.
  • solve educational problems by generating alternative strategies for dealing with those problems.
  • critically evaluate various viewpoints on education and compare them to own views.
  • offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.
  • analyse the global, national and local educational context in terms of problems, needs, opportunities.

    2.
  • show evidence of 'people skills' (tolerance, empathy, listening skills, etc) in group situations involving learners, parents, colleagues and educational authorities.
  • demonstrate respect for the opinion of others through (written and/ or oral) reporting without bias.
  • demonstrate tolerance of diversity through (written and/ or oral) reporting without bias.
  • undertake education related projects and provide evidence of successful interaction with others.
  • use effective communication skills within the classroom, the school and the community.
  • lead people effectively.
  • be a supportive follower and group participant.
  • organise effective working groups in the classroom, the school and the community.
  • communicate the evidence of these group interactions through (written and/ or oral) reporting.

    3.
  • demonstrate the requisite study skills and learning strategies.
  • organize their study plans.
  • use creative and various learning strategies which suit their personal situations and contexts.
  • cope with the self-discipline necessary for distance learning.
  • think independently, and offer evidence to support their decisions.
  • assess their own strengths and weaknesses and develop coping strategies.
  • organise the teaching programme of a specific group, and other tasks pertaining to education, training and development.

    4.
  • demonstrate research skills.
  • use library and other resources effectively to suit their individual needs.
  • use library and other resources effectively to suit the needs of the particular areas of research.
  • integrate information from a variety of sources.
  • act responsibly as a researcher and scholar (e.g., appropriate referencing, avoiding plagiarism, etc).
  • show awareness of the conventions of scholarship in the various disciplines under study.
  • demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.
  • critically analyse theories, examples, experiences, etc.
  • argue appropriately within the relevant discourse community.
  • conduct action research in the education sphere using appropriate methodologies.

    5.
  • communicate their ideas in a teaching and learning context and provide supporting evidence in a sustained manner.
  • responsibly use others' ideas in support of their own (without plagiarism, etc).
  • identify conclusions and premises in academic arguments.
  • follow the language conventions of written (and/or oral) use in the respective disciplines.
  • use appropriate models of organisation and presentation as required for specific class groups.
  • use statistics appropriately and responsibly in support of their ideas.
  • create and use visuals appropriately to enhance the teaching and learning process in the classroom and the school.
  • recognise own communication limitations and problems and seek help appropriately.
  • identify and illustrate subject-specific jargon.
  • see, describe and interpret what they come across in appropriate ways to enhance the teaching and learning process within the context of open and distance learning.
  • assist learners, parents and colleagues to speak for themselves.
  • use language to critically analyse, evaluate and critique others' ideas.

    6.
  • demonstrate a responsible attitude towards scholarship and technology.
  • use scientific methods of investigation, testing and evaluation (see number 1).
  • select educational technology to suit the needs of the individual or group.
  • use natural resources in a sustainable way.
  • show respect for and a responsible attitude towards science and technology.
  • demonstrate a consideration of the ethics involved in science and technology issues.
  • show respect and openness towards the psychological, health and physical environment of others.

    7.
  • demonstrate their prior knowledge and experience of their individual situations.
  • connect the abstract knowledge of theory to the reality of their individual personal educational contexts.
  • draw upon their 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.
  • follow an integrated approach to learning and studying.
  • choose and follow appropriate educational pathways.
  • assisting learners to bridge the gap between the classroom situation and real-life.


    Developmental:

    1.
  • learn by means of critical inquiry.
  • explain what they know in their own words.
  • follow academic conventions regarding referencing and avoid plagiarism.
  • use help-seeking strategies to further their own learning and that of others.
  • apply what they study in different contexts, both personal and public, real and simulated.
  • display awareness of their own learning preferences and strategies to suit their needs.
  • show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).
  • assist their learners to develop individual learning strategies

    2.
  • display tolerance of diversity and other opinions.
  • facilitate conflict resolution.
  • show willingness to participate in groups in the classroom, the school and the community.
  • 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.
  • fulfil their roles as role models for the learners in the school and the community.

    3.
  • show awareness of cultural diversity and apply cultural diverse teaching and learning strategies in the classroom.
  • demonstrate awareness of own culture and background.
  • demonstrate tolerance of diversity and others opinions in the classroom, the school and the community.
  • use various skills to draw out the cultural accomplishments and contexts of others in open and distance learning (e.g., listening skills, 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 towards the BEd and those of the community at large (local and global).
  • make connections from theoretical knowledge to practical application in the real world.
  • identify the educational skills which are highly valued in the workplace.
  • use the skills required for efficiency in teaching: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • deal effectively with unknown problems and tasks set them in teaching, in the real world, by drawing upon the skills from the BEd (critical thinking, problem-solving, conflict resolution, etc).
  • demonstrate a work ethic.

    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.
  • communicate that value to others in the real world (writing skills, oral communication skills, etc).
  • demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the BEd qualification.
  • deal with various unknown situations with flexibility and adaptability.


    Specific:

    The following assessment criteria are associated to the stated outcomes

    (i) The educator should illustrate knowledge, values, principles, skills and strategies in the relevant disciplines/learning areas as well as in a variety of professional issues related to teaching in a distance learning setting.

    (ii) Each of the modules that make up the course has criteria to establish if the qualifier has reached the outcomes of each of the following roles teachers have to adhere to as set out above:

    In the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, learners will be assessed on their ability to:

    1.
  • mediate learning in a manner which is sensitive to the diverse needs of learners involved in open and distance learning.
  • 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.
  • possess sound knowledge of subject content and various principles, strategies and resources appropriate to teaching at in the South African context.
  • demonstrate specialised knowledge of and insight in the:
  • theoretical frameworks for the construction and validation of knowledge in educational context
  • physical and psychological development of children and in their learning capabilities
  • barriers learners experience
  • learning area performances and mediation
  • demonstrate a critical awareness of the psychological needs of learners.
  • assist learners who experience learning and developmental barriers.
  • show a critical awareness of the teacher as learning mediator.

    2.
  • interpret curriculum theory.
  • translate curriculum theory into practice.
  • interpret given learning programmes.
  • reflect analytically on the efficacy of learning programmes as subject specialists.
  • design original learning programmes.
    effectively identify the requirements for a specific context of learning.
  • select and prepare suitable textual and visual resources for learning appropriate for a particular group of learners.
  • select, sequence and pace the learning in a manner sensitive to the differing needs of the subject/learning area and learners.

    3.
  • make democratic decisions appropriate to the context of open and distance learning.
  • effectively manage distance learning.
  • efficiently carry out administrative duties related to managing a distance learning programme.
  • effectively participate in decision-making structures within a distance learning institution.
  • know the structure and functioning of education systems
  • have a knowledge of legal matters related to education
  • be familiar with different relationships and structures of society which influence education
  • apply principles of student guidance
  • know the structure and functioning of education systems
  • debate educational policies and critically analyse distance learning systems.

    4.
  • achieve ongoing personal, academic, occupational and professional growth.
  • know basic procedures which can be followed to conduct educational research
  • pursue reflective study and research in their learning area, in broader professional and educational matters, and in other related fields.
  • keep up to date in the theory and practice of teaching a specific subject/learning area.
  • will be able to create appropriate responses to resolve abstract problems of an educational nature.
  • critically reflect on issues in education
  • apply quantitative and qualitative research techniques used in educational research

    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 secondary school and in society.
  • develop a supportive relation with teachers, parents and other key persons and organisations.
  • assist parents in educationally effective actions regarding difficult parent-child situations.
  • explain community development issues.
  • do critical analyses of social problems which have an impact on education.

    6.
  • describe assessment as an essential feature of the teaching and learning process.
  • integrate assessment in order to establish a holistic perspective.
  • 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 for learners in an open and distance learning context.
  • keep detailed and diagnostic records of assessment.
  • interpret and use assessment results to feed into processes for the improvement of learning programmes.

    7.
  • integrate knowledge, skills, values, principles, methods, and procedures relevant to a specific discipline, subject, learning area and/or phase of study.
  • apply different approaches to teaching and learning in ways which are appropriate to the learner and the context within the secondary-school phase.
  • explain and interpret the content knowledge appropriate to a specific field of specialisation.


    Integrated assessment for the purpose of the qualification:

    1. Formative assessment: Learning and assessment are integrated: a variety of modules are included in the programme, therefore different types of formative assessment will be applied according to the nature of each module. Assessment during the year will consist of a combination of assignments including activities such as essays, paragraph questions, multiple choice questions, portfolios, self-assessment tasks in the study guides or calculations to be submitted to and assessed by the lecturers and practical teaching.

    Students are assessed on the basis of the assignments and/or a portfolio submitted as well as a three-hour written examination during January/February or July. Examination admission is gained by accumulating credit points by successful completion of written and practical assignments. Unsuccessful assignments may be repeated.

    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.

    3. The year mark contributes one third and the written examination two thirds to the final examination mark of a student. To be admitted to the examination, a student should have a sub-minimum of 40% in the specific course. Where applicable, portfolios will contribute one third to the year mark. 
    		•

    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 universities and 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 PGDDE students have a number of options for further study. For example, students may proceed to postgraduate study at Master's Level (MEd degree).

    3. It would be possible but not compulsory to build in certificate exit levels to the PGDDE which would articulate with the full diploma and whose outcomes would be a function of the most advanced outcomes of the qualification.

    4. It has been proposed that by adding a dissertation of limited scope to the existing curriculum to replace the research report, the curriculum could form part of the course work required for a Master's Degree 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 modules.

    3. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. The Norms and Standards document of the Department of Education 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 a BEd-honours degree and appropriate experience. In the case of workplace assessment, professional senior teachers are used as assessors.
  • 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.