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: Tertiary Education

SAQA QUAL ID	QUALIFICATION TITLE
5995	Postgraduate Diploma: Tertiary 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 Postgraduate Diploma in Tertiary Education (referred to as the DTE in the rest of this document) is to give education, training and development practitioners initial and further training in the principles and applications of adult education. The DTE has been specially developed to prepare adult educators and trainers fully for their instructional task. It provides students with knowledge, skills and applied competences to enable them to be competent adult educators.

A secondary purpose of the DTE is to enable qualifiers to develop as persons, to increase their employability, enable them to move to or to be more competent in the field of adult education and to further their studies on a master's degree level.

A tertiary purpose of the DTE is to provide South Africa with competent adult educators who will have an understanding of and the ability to address the education needs of adult learners in the country.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

1. Learners who register for this qualification

can learn from predominantly written material;

can communicate what they have learnt coherently and logically in the medium of instruction;

can take responsibility for their own progress;

have practical experience of education and training of adults;

can relate what they learn to the adult education and training situation

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 a B-degree or equivalent qualification may register for the DTE

non-formal and informal prior experiential learning

Unisa is investigating a recognition of prior learning (RPL) policy. This policy will be implemented as soon as possible. Students may be given RPL for individual modules if they can produce a portfolio of evidence that shows that they meet the outcomes specified for that module.

RECOGNISE PREVIOUS LEARNING?

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.

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 learner can identify, analyse, formulate, and solve convergent and divergent adult educational problems responsibly.

2. The learner can work effectively with others as a member of a team, group, organization, community, and contribute to the group output in tasks in the field of adult educational.

3. The learner can manage and organize her or his activities and life responsibly and effectively, including her or his studies and career.

4. The learner can collect, analyse, organize and critically evaluate information.

5. The learner can communicate effectively using visual, mathematical and / or language skills in the modes of oral and / or written presentation in often-extensive pieces of sustained discourse.

6. The learner 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.

7. The learner 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 Outcomes

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

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

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

4. The learner 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 learner 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 DTE student is actively engaged in becoming a well rounded, educated educator of adults. As such the student develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the contextual roles that are required of practitioners in the SAQA field of Education, Training and Development (05).

A qualified practitioner/teacher at this level (level 7) should be a specialist educator of adults who would have obtained:

foundational competence: the practitioner will be highly competent in the knowledge, skills, values, principles, methods, and procedures relevant to teaching and training adults..

practical competence: the practitioner will be able to apply teaching skills in teaching and training adults.

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 action research play in developing competence within the field of teaching and training adults and his/her chosen specialisation and be able to carry out basic evaluations and action research projects.

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

Learning designer: To be able to plan learning interventions, programmes and curricula and make decisions about what should be learnt, how it should be learnt, how it should be assessed and who should teach it. The practitioner with designer competences will thus contribute toward the development of a professional community of adult educators who rigorously plan and evaluate education and training practices to ensure that they meet the needs of learners, society and the economy.

Learning facilitator: To be able to help learners from not knowing certain information or not being able to do certain task to knowing the information and being able to do the tasks. The practitioner will also demonstrate sound knowledge of subject content and various facilitation principles, strategies and resources appropriate to the adult education field in the South African context thus promoting more effective mediation of learning which meet the needs of individual learners, society and the economy.

Learning materials developer: To be able to select and prepare suitable textual and visual resources for learning appropriate to the adult education field, taking available resources and the needs and level of the learners into account thus facilitating greater access to learning.

Assessor: To be able to collect evidence and interpret and make judgements about the competences and performance levels of learners to ascertain what they are learning or have learnt and to make judgements about the work that they produce to show that they have learnt. The practitioner will know how to integrate assessment as an essential feature of the learning and learning facilitation process in the adult education field ensuring that learning and assessment are positively linked throughout the learning process. The practitioner will understand how to interpret and use assessment results to feed into processes for the improvement of learning programmes. The practitioner will also be able to moderate assessment performed for qualification purposes contributing toward a quality assurance system within adult education in South Africa.

Mentor: To be able to provide support, guidance and counselling for individual learners with respect to personal problems, learning and career path issues. These competences will contribute to the development of supportive environments for personal development, learning and career progression as well as lifelong learning. A practitioner with mentoring competences will be able to refer learners to appropriate specialised guidance and counselling services if necessary and to appropriate employment services agencies and provider institutions.

Manager and administrator: To be able to make democratic decisions appropriate to the adult education field, manage learning in education and training venues, carry out administrative duties efficiently and participate in decision-making structures within the adult education field. The practitioner will be able to manage multiple learning events simultaneously; manage learning programmes by designing and developing plans, systems and procedures; and provide the necessary administration and logistical support thus preparing for a wider managerial role resulting in enhanced learning systems.

Evaluator: To be able to make judgements about the effectiveness and the causes of success and failure in learning processes, materials and programmes, policies and systems. A practitioner with evaluator competences will be able to evaluate a series of learning events, learning programmes, curricula and their contribution towards teaching and learning across a range of contexts, as well as use this reflection to improve future practice. The practitioner will also be able to reflect on his or her own contribution to learning and evaluate the performance of other adult educators thus equipping the practitioner to improve on a range of areas in his or her own practice.

Scholar, researcher and lifelong learner: To be able to systematically investigate existing bodies of knowledge in order to answer questions about adult education and occupational practice and theory. The practitioner will be able to pose questions relating to education, training and development and seek answers, with the purpose of expanding the boundaries of knowledge in the adult education field, solving particular adult education challenges, qualitatively improve all aspects of his or her practice and knowledge base; and or furthering their own intellectual, personal, academic, occupational and professional growth and development on an on-going basis. In pursuing reflective study and research the practitioner will contribute to the ongoing development of an enquiring community of practitioners

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 adult education settings and society. This diploma will enable the practitioner to demonstrate within adult education an ability to develop a supportive relation with practitioners, stakeholders and other key persons and organisations based on a critical understanding of community development issues.

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 development in adult education. The practitioner 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 adult education phase. The practitioner will have a well-developed understanding of the content knowledge appropriate to the field of specialisation.

1. The learner can design learning events, programmes and curricula.

2. The learner can facilitate individual and group learning.

3. The learner can develop learning materials and resources.

4. The learner can assess teaching and learning.

5. The learner can act as a mentor.

6. The learner can manage and administer teaching and learning.

7. The learner can evaluate the effectiveness of education and training.

8. The learner can act as a researcher.

9. The learner is a scholar and lifelong learner.

10. The learner can fulfil the community, citizenship and pastoral role.

11. The learner can act as a learning area and subject specialist.

12. The learner can demonstrate a thorough understanding of theoretical frameworks in adult education.

13. The learner can utilise instructional technology in adult education.

14. The learner can demonstrate a thorough understanding of environmental issues in adult education.

15. The learner can demonstrate a thorough understanding of contemporary issues in adult education.

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, simulations, case studies, practical teaching and examinations, will show that learners:

1.

identify, analyse and solve concrete and abstract problems in adult educational settings by drawing on their own experience.

identify and solve concrete and abstract problems in adult educational settings 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 adult education.

use their knowledge and experience to offer suggestions for solving adult educational problems at a community, national, international and global level.

solve adult educational problems by generating alternative strategies for dealing with those problems.

critically evaluate various viewpoints on adult 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 on adult education.

analyse the global, national and local adult 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 adult 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 adult education related projects and provide evidence of successful interaction with others.

use effective communication skills within adult educational settings and the community.

lead people effectively in educational settings.

are supportive followers and group participants in educational context.

organize effective working groups within adult educational settings 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.

organize the teaching and/or training programmes within adult educational settings.

4.

demonstrate increasingly competent research skills.

use library and other resources effectively to suit their individual needs and 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.).

are aware of the conventions of scholarship in the adult educational disciplines under study.

demonstrate awareness of conventions and guidelines to their academic and personal purposes.

critically analyse theories, examples, experiences, etc.

argue appropriately within the educational discourse community.

conduct action research within adult educational settings using appropriate methodologies.

5.

communicate their ideas within adult educational settings and provide supporting evidence in a sustained manner.

responsibly use others' ideas in support of their own (without plagiarism, etc).

evaluate conclusions and premises in academic arguments.

follow the language conventions of written (and/or oral) use in the adult educational context.

use appropriate models of organisation and presentation as required within adult educational settings.

use statistics appropriately and responsibly in support of their ideas.

create and use visuals appropriately to enhance the teaching and learning within adult educational settings.

recognize 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 adult educational settings.

assist learners, parents and colleagues to speak for themselves.

use language to critically analyse, evaluate and critique others' ideas.

6.

use scientific methods of investigation, testing and evaluation.

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.

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 adult learning and studying.

choose and follow appropriate educational pathways.

assisting adult learners to bridge the gap between the teaching/training situation and real-life.

Developmental Outcomes

1.

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 adult learners to develop individual learning strategies

2.

value diversity and others' opinions.

show willingness to participate in groups within adult educational settings 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 within adult educational settings and the community.

3.

apply culturally diverse teaching and learning strategies within adult educational settings.

manage diversity within adult educational settings and the community.

use various skills to draw out the cultural accomplishments and contexts of others in adult educational settings (e.g. listening skills, empathy, sympathy, open-mindedness, etc.).

4.

illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the DTE 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 DTE (critical thinking, problem-solving, conflict resolution, etc).

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 DTE.

deal with various complex situations with flexibility and adaptability.

Specific:

The following assessment criteria are associated to the stated outcomes

(i) The practitioner should illustrate knowledge, values, principles, skills and strategies in a certain number of skills areas as well as in a variety of professional issues related to teaching and training in adult education

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

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

1.

develop, evaluate and record plans for learning events or learning opportunities in relation to previous learning for individuals or groups of adult learners.

understand and interpret provided learning programmes and curricula.

develop, evaluate and record plans for original learning programmes and curricula for delivering a related set of learning programmes.

effectively identify the requirements for a specific context of learning.

select, sequence and pace the learning in a manner sensitive to the differing needs of the subject/learning area and learners in the adult education field.

2.

mediate learning in a manner which is sensitive to the diverse needs of adult learners.

prepare for, facilitate and evaluate:

a single learning event using facilitation techniques and technologies appropriate to a given methodology, or

a series of learning events selecting, integrating and using an appropriate range of methodologies and technologies.

construct learning environments which are:

conducive to teaching and learning

appropriately contextualised and inspirational

beneficial to effective communication

showing recognition of and respect for the different cultures, languages and levels of proficiency of others within the adult education field.

possess sound knowledge of subject content and various principles, strategies and resources appropriate to teaching in the adult education field in the South African context.

3.

analyse and adapt existing learning materials

write original learning materials.

produce audio-visual learning aids or prepare other forms of electronic material which are used in teaching and learning for a specific target group.

design learning materials and manage a team of materials developers.

4.

apply describe assessment as an essential feature of the teaching and learning process.

understand and discuss the purposes, methods and effects of assessment.

plan integrated assessment across a learning programme.

assess a learner against standards and criteria in a way that is non-threatening, fair and accurate.

provide helpful feedback to learners.

design and manage both formative and summative assessment in ways that are appropriate to the Adult education field level and meet the requirements of accrediting bodies.

keep detailed and diagnostic records of assessment.

moderate assessment practices and procedures against standards and relevant criteria.

provide quality assurance in adult education that meets the requirements of external moderation.

5.

accept, identify and respond to learners needing mentoring or support in entering a learning programme or exploring a career path.

support learners and build relationships that assist their learning and development in such a way as to provide a basis for ongoing mentoring.

construct appropriate mentoring and learner support activities.

refer mentoring issues outside of own expertise to relevant specialists.

keep record of mentoring activities and interactions with learners in keeping with established counselling and guidance principles.

6.

plan and co-ordinate learning, learning programmes and assessment activities.

apply and maintain management and administrative procedures in respect of learning and learning programmes.

effectively manage learning in the classroom and training venues.

efficiently carry out classroom administrative duties.

co-ordinate the activities of practitioners and staff within the learning environment.

undertake record keeping or other tasks in support of co-ordination.

interpret and ensure compliance with applicable legislation pertaining to the adult education field.

manage multiple learning programmes within the applicable legislation and policy by designing and developing plans, systems and procedures.

7.

identify appropriate options for evaluating learning events, programmes and curricula from a range of methodologies.

develop realistic action plans for evaluating learning events, programmes and curricula using selected methodologies.

conduct the evaluation of learning events, programmes and curricula according to an action plan.

compare and contrast evaluation results from various learning events, programmes and curricula and generate findings in order to recommend future improvements.

report on the strengths and shortcomings of learning events, programmes and curricula and propose possible improvements.

design evaluation strategies appropriate to organisational and occupational environment in relation to the adult education field.

create partnerships for evaluating learner systems across a range of contexts.

reflect on own contribution to learning and evaluate the performance of other adult educators.

8.

identify areas of adult education practice warranting and worthwhile for investigation.

design research projects.

develop and formulate focused research questions.

select appropriate research techniques and instruments justified with reference to the area to be researched.

conduct and manage research in accordance with a realistic action plan and applying appropriate research methodologies.

analyse and interpret research data.

make recommendations regarding future improvements or solutions to adult education problems.

write up and report on research conducted.

9.

illustrate the will and ability 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.

seize learning opportunities throughout life, both to broaden his or her knowledge, skills and attitudes, and to adapt to a changing, complex and interdependent world.

10.

practise and promote a critical, committed and ethical attitude towards developing respect and responsibility towards others

promote democratic values and practices in adult education and in the society

develop a supportive relation with practitioners, stakeholders and key role-players and organisations

understand community development issues.

11.

integrate knowledge, skills, values, principles, methods, and procedures relevant to a specific discipline, subject, learning area and/or phase of study in adult education.

apply different approaches to teaching and learning in ways which are appropriate to the learner and the context within the adult education phase.

understand the content knowledge appropriate to a specific field of specialisation.

12.

systematically investigate existing bodies of knowledge in order to answer questions about adult education and occupational practice and theory.

pose questions relating to education, training and development and seek answers, with the purpose of expanding the boundaries of knowledge in the adult education field.

critically address problems in adult education.

qualitatively improve all aspect of his or her practice in adult education and knowledge base.

13.

critically discuss the role of technology in education and training.

design and plan for the use of technology in education and training using a systematic multimedia design approach.

select and integrate technology in education and training using specific media characteristics, media selection checklists and design guidelines.

apply production and presentation techniques for the use of technology in education and training.

assess and manage venues regarding their applicability for technology in education and training.

14.

integrate knowledge, skills and values and processes relevant to environmental education.

encourage the use of natural resources in a sustainable way and support others to do so.

relate environmental issues to the well-being of humankind and address environmental issues in a comprehensive and effective way.

advocate and support the addressing of environmental issues through active participation.

15.

identify and understand the role of the stakeholders in adult education as a growing field of study in modern society.

understand and evaluate changing perspectives on contemporary issues and trends in adult education.

are well-informed about the interrelatedness of strategic issues in adult education as an integrated field of study.

collect data, analyse, contextualise, assess and report on different trends in adult education in a justified, accountable and a sustainable manner.

understand, evaluate and make recommendations in terms of adult education as a field of interest.

Integrated assessment:

The following methods of assessment shall be integrated for this qualification:

1. Formative assessment: Learning and assessment are integrated: a variety of modules is 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, portfolios, self-assessment tasks in the study guides and research activities submitted to and assessed by the lecturers.

2. Summative assessment: Written examinations, and in certain cases oral examinations, 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 the module.

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 for modules completed at other tertiary institutions and the relationship will be reciprocal.

2. A student who has obtained a DTE diploma has a number of options for further study. For example, students can be allowed into such programmes as a BEd(Hons) and MPhil in Adult Education.

MODERATION OPTIONS

1. Within Unisa, first examiners set and access 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.

2. In addition, external examiners act as moderators of examination papers and marked scripts for the DTE diploma.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

1. Our own staff will be used as accessors 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 BEd-honours degree and appropriate experience.

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 of 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