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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Higher Education 
SAQA QUAL ID QUALIFICATION TITLE
90538  Postgraduate Diploma in Higher Education 
ORIGINATOR
Vaal University of Technology 
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  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to provide learners with the requisite knowledge, skills, values and attitudes that could be applied and demonstrated in their work contexts to enhance individual, team and organisational productivity in a highly competitive work environment. It is designed to address higher order cognitive thinking and mastery of pedagogic content knowledge. Learners attend classes on specified periods of the semester and are otherwise in their teaching institutions. This combination allows an integration of theory and practice.

Through case studies and action research, learners will be able to interrogate critical issues in education, including the politics of pedagogy, ideology and curriculum, leadership and management, e-learning, learning organisations and knowledge management. These issues are relevant to Higher Education in South Africa, in the continent and internationally, especially in the changing technology environment, knowledge economy and knowledge society.

Rationale:
The emphasis of this Postgraduate Diploma: Higher Education is to accommodate those who are aspiring to teach or are already teaching at Higher Education institutions. This qualification is designed to provide lecturers at Universities of Technology, training centres, Further Education and Training Colleges and other interested teachers, with an opportunity to meet the requirements for a Postgraduate Diploma at NQF Level 8. The qualification further aims to develop learners' requisite knowledge, skills and competencies in order to be more productive and contribute to society. This qualification therefore aims to enhance the objective of South Africa becoming a knowledge-based economy. The qualification further aims to expose the learners to various philosophical and theoretical foundations that underpin Higher Education, which knowledge may be applied in their classrooms. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that a learner accessing this qualification has:
  • A systematic knowledge base of Education.
  • An understanding of the key terms, rules, concepts, principles and theories in Higher Education.
  • Problem-solving and decision-making skills.
  • Computer literacy.
  • Good communication and presentation skills.

    Recognition of Prior Learning (RPL):
    The institution has appropriate policies and procedures for RPL including the identification, documentation, assessment, evaluation and transcription of prior learning against specified learning outcomes, so that it can articulate with the current qualification. Assessment instruments are designed for RPL in accordance with the institution's policies on fair and transparent assessment. The learners who do not meet the minimum requirements can gain access to the qualification through the recognition of prior learning and credits will be granted where competency in a specific module is established by the assessor.

    Access to the Qualification:
    The minimum admission requirements is an undergraduate Degree, an Advanced Diploma or an equivalent four year Diploma or the relevant recognition of prior learning. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification comprises eight compulsory modules of 15 Credits each, all at NQF Level 8 which total 120 Credits:
  • Learning Facilitation in Higher Education.
  • Leadership and Management in Higher Education.
  • Assessment.
  • Innovative Student Learning in Context.
  • E-Learning in Higher Education.
  • Knowledge Management and Globalisation of Higher Education.
  • History of Transformation in Higher Education.
  • Professional Development as a Researcher. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an in-depth knowledge of teaching and learning in Higher Education and in related areas of specialisation.
    2. Demonstrate a coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in Higher Education.
    3. Critique current research and make sound theoretical judgements based on evidence from advanced scholarship in teaching and learning.
    4. Select and use a range of research methodologies and techniques to address research in teaching and learning.
    5. Demonstrate efficient and effective information retrieval and processing skills, using appropriate information and communication technologies for teaching and learning in Higher Education.
    6. Apply research techniques to gain further understanding regarding difference, inclusion and citizenship in Higher Education and own teaching and learning context.
    7. Present and communicate academic/professional ideas and texts effectively to a range of audiences, offering professional insights, interpretations and solutions to problems and issues appropriate to teaching and learning in Higher Education.

    Critical Cross-Field Outcomes:
    The Critical Cross-Field Outcomes are embedded in the Exit Level Outcomes of this qualification. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Assessment Criteria are applied in an integrated manner:
    1. Analyse own teaching and learning constantly to improve teaching practice.
    2. Identify and address complex problems in teaching and learning, using a range of skills and theory-driven arguments.
    3. Analyse research findings and relate them to educational practice.
    4. Evaluate quantitative and/or qualitative data to engage with current research in teaching and learning in Higher Education.
    5. Identify the relationship between teaching and research.
    6. Understand and apply the key requirements for building sustainable collaborative relations in the Higher Education environment.
    7. Apply selected research approaches for research purposes to enhance educational practice.
    8. Design and develop technology-enhanced learning interventions using technology suitable to the context.
    9. Demonstrate and apply understanding of current approaches towards difference, inclusion and citizenship in relation to own teaching and learning context.
    10. Work effectively with peers and engage in conversation about educational research for change within the teaching and learning context.
    11. Demonstrate a comprehensive, systematic and integrated knowledge of teaching and learning in Higher Education and a depth of knowledge in related areas of specialisation.
    12. Demonstrate a coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in Higher Education.
    13. Critique current research and advanced scholarship in teaching and learning and make sound theoretical judgments based on evidence.
    14. Understand a range of research methodologies and methods/techniques and a select these appropriate for research problems in teaching and learning.
    15. Identify, analyse and address complex problems in teaching and learning, using a range of routine and some advanced skills, conceptual and/ evidence-based solutions and theory-driven arguments.
    16. Demonstrate efficient and effective information retrieval and processing skills, using appropriate ICTs for teaching and learning in Higher Education.
    17. Identify, analyse, synthesise and undertake independent evaluation of quantitative and qualitative data and engage with and evaluate current research and scholarly or professional literature in teaching and learning in Higher Education.
    18. Present and communicate academic/professional ideas and texts effectively to a range of audiences, offering professional insights, interpretations and solutions to problems and issues appropriate to teaching and learning in Higher Education.

    Integrated Assessment:
    The learner's competencies will be assessed using an integrated method of both formative and summative assessment. The formative assessment will include individual and group presentations in class, discussion of case studies and practice-based assignments integrating theory and research. These assessments will form part of the Work Integrated Learning component within the specific module in this qualification. Summative assessment will consist of the submission of a comprehensive portfolio at the end of each module to determine whether learners have achieved the required outcomes of each module. 

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable to the following international qualifications in module content and duration. The international qualifications are offered over a one year period and aim to enhance the teaching and learning in Higher Education institutions.

    The University of Nottingham in the United Kingdom has a Postgraduate Certificate: Higher Education which aims to:
  • Focus on the teaching role of the academic in Higher Education, with reference to the diverse ways in which learners learn.
  • Provide a practical and theoretical grounding in learning and teaching in Higher Education and emphasises the links between conceptual frameworks and professional practice.
  • Encourage participants to develop a scholarly, reflective enquiry base to inform their teaching and its development.

    The qualification's module content comprises of:
  • Role of the teacher.
  • Teaching approaches.
  • Curriculum design.
  • Research-informed teaching.
  • Impact of internationalisation.
  • Sustainability (ESD).
  • Integrated technology.
  • Academic writing.
  • Quality assurance.
  • Teaching enhancement.

    Macquarie University in Australia has a Postgraduate Diploma in Higher Education in Learning and Teaching. This qualification proposes to provide participants with the opportunity to further develop their understanding of learning and teaching in Higher Education (including Postgraduate research supervision) through a critical examination of the relevant theory and its application to everyday practice. The qualification is suitable for staff with a teaching, or teaching-related, role in Higher Education.

    Oxford University in the United Kingdom has a Postgraduate Diploma in Teaching and Learning in Higher Education, which is designed for experienced academics working in the collegiate University who wish to enrich their understanding of student learning, improve their own teaching practice and develop ideas for educational enhancement at the level of courses, programmes and beyond.

    The qualification comprises:
  • Perspectives on the aims of higher education and own teaching goals.
  • Student learning and development.
  • Feedback and assessment.
  • Diversity and inclusivity.
  • Teaching settings and strategies.
  • Discipline-specific teaching concerns.
  • Course design.
  • Leading educational change: evaluating and improving teaching in own context.

    Conclusion:
    Top internationally recognised academic institutions have Postgraduate qualifications aimed at improving the skills of the teacher or education practitioner within their institutions. The current qualification also seeks to improve the skills of the teacher or education practitioner and is conforming to this new international innovation/approach to teaching and learning. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers both horizontal and vertical articulation opportunities for the qualifying learner.

    Horizontal articulation with other qualifications at NQF Level 8 includes the:
  • Postgraduate Diploma: Higher Education Studies.
  • Bachelor of Education Honours: Adult Basic Education and Training.
  • Bachelor of Social Science Honours: Educational Linguistics.

    Vertical articulation with qualifications at NQF Level 9 includes the:
  • Master of Administration: Higher and Further Education.
  • Master of Education: Higher Education.
  • Master of Arts: Education Linguistics. 
    		•

    MODERATION OPTIONS 
    All assessment opportunities will be internally and externally moderated and the feedback from moderators is used to improve the quality of assessment, material and learner support as well as to ensure fairness and validity. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The assessors that will be assessing this qualification will have a qualification at least one NQF level higher than the qualification being presented and must be specialists in their relevant field with a minimum of ten years lecturing/teaching experience. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 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. Vaal University of Technology 


    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.