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

Higher Diploma: Higher Education and Training 
SAQA QUAL ID QUALIFICATION TITLE
90558  Higher Diploma: Higher Education and Training 
ORIGINATOR
Cape Peninsula 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
National Higher 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  Level TBA: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2022-12-31  

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 
Purpose:
The Higher Diploma: Higher Education and Training is a Postgraduate qualification intended to provide professional development for Education, Training and Development practitioners in Higher Education. It will equip such practitioners to fulfil specific roles/obligations as educators in Higher Education and Training.

This is intended to enhance learning in Higher Education institutions and enable learners to have greater chances of success. It is directed at persons with Higher Education teaching experience and persons wishing to specialise in Higher Education as a field of study.

The target group therefore includes in - service academic staff at Higher Education institutions and academic staff registered for Higher Education learnerships in terms of the Skills Development Act.

Rationale:
This qualification will:
  • Improve the quality of teaching, learning and assessment in Higher Education in South Africa in a context of new demands and opportunities for Higher Education institutions and practitioners.
  • Continue to the fostering and retention of professionally skilled teaching personnel within Higher Education.
  • Contribute to the attainment of employment equity in the Higher Education practitioner corps.

    Enable persons wishing to pursue a career in Higher Education to develop their knowledge of Higher Education as a field of study.

    The qualification was developed in a Unit Standards format in order to offer flexibility to providers, enabling:
  • Provision of Workplace (SETA) funded skills programmes.
  • Ease of assessment of prior learning.
  • Use in qualifications in other fields. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Assumptions of learning already in place before the programmes leading to the qualification are commenced.

    Persons wishing to pursue this Higher Diploma: Higher Education and Training qualification are assumed to have:
  • Sufficient knowledge of their discipline to enable them to teach in a Higher Education and Training institution.
  • Proficiency in the language(s) of instruction.

    Recognition of Prior Learning (RPL):
    This Higher Diploma: Higher Education and Training qualification may be obtained partly or completely through the recognition of relevant prior learning and/or experience. For the purpose of recognising prior learning, providers are required to develop structured means for the assessment of individual candidates on a case by case basis.

    Such procedures and the assessment of individual candidates must be subject to moderation.

    Access to the Qualification:
    Persons wishing to pursue this qualification should:
  • Have prior or concurrent Higher Education teaching experience.
  • Have a discipline - related qualification at NQF Level 6 and appropriate work experience.
  • Be proficient in the language(s) of instruction. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This Qualification consists of 120 Credits. The Learner has to complete the Core components which consists of 100 Credits and is Compulsory. In addition the learner must select at least 20 Credits from the Elective component to complete the qualification. 

    EXIT LEVEL OUTCOMES 
    1. Analyse higher education and training missions, contexts, policies and legislation.
    2. Design, develop and implement assessment of learning in Higher Education and Training.
    3. Mediate and facilitate learning in Higher Education and Training.
    4. Mentor and advise learners in Higher Education and Training.
    5. Conduct research into Higher Education and Training practice.
    6. Interpret and design learning programmes and modules for Higher Education and Training.
    7. Manage learning facilitation in Higher Education and Training.
    8. Manage a Higher Education and Training learning programme.
    9. Design and develop Web-Based Learning (WBL).
    10. Design and implement experiential learning in a workplace.
    11. Supervise research in Higher Education and Training.
    12. Moderate assessment.

    Specific Outcomes:

    Specific Outcome 1:
    1.1 Critically analyse and evaluate own practice against missions of Higher Education and Training.
    1.2 Critically analyse and evaluate the implications of the different Higher Education and Training contexts for own practice.
    1.3 Critically analyse and evaluate the implications of policy, legislation and policy implementation for own practice in Higher Education and Training.

    Specific Outcome 2:
    2.1 Determine the purpose(s) of assessment and articulate the competencies to be assessed.
    2.2 Determine an assessment strategy and plan assessment activities.
    2.3 Interaction with moderators.
    2.4 Implement assessment.
    2.5 Evaluate and judge evidence.
    2.6 Record and report assessment results.
    2.7 Provide feedback to candidates.
    2.8 Reflect on and evaluate the assessment process and competencies against which assessment was made.

    Specific Outcome 3:
    3.1 Use language to mediate and facilitate learning.
    3.2 Mediate and facilitate the initiation of learners into Higher Education and Training discourses and practices.
    3.3 Mediate and facilitate learning through the selection and use of multiple resources in a resource-based Higher Education and Training learning environment.
    3.4 Mediate and facilitate the integration of knowledge produced through formal, informal and non-formal learning.
    3.5 Evaluate the mediation and facilitation process.

    Specific Outcome 4:
    4.1 Facilitate the holistic development of learners.
    4.2 Promote the learners' sense of responsibility towards society.
    4.3 Advise learners with regard to their strategies of learning and occupational interests.
    4.4 Refer learners to appropriate counselling services.
    4.5 Evaluate own practice when mentoring and advising learners.

    Specific Outcome 5:
    5.1 Identify and plan a research project.
    5.2 Generate or gather and organise research data.
    5.3 Analyse and interpret research data and establish findings.
    5.4 Write research report and disseminate research results.

    Specific Outcome 6:
    6.1 Conduct a situation analysis and synthesise information.
    6.2 Design a learning programme for a specific context.
    6.3 Evaluate a learning programme for Higher Education and Training.
    6.4 Analyse the specific programme.
    6.5 Select appropriate teaching, learning and assessment strategies for the module, which are relevant to the learning programme.
    6.6 Identify, select and develop learning materials and other resources for teaching, learning and assessment in line with the approach to teaching, learning and assessment in the programme.
    6.7 Evaluate the module and the supporting learning materials.

    Specific Outcome 7:
    7.1 Plan, organise, lead and control learning facilitation in a defined Higher Education and Training context in a manner that contributes to the effectiveness and efficiency of a management system.
    7.2 Integrate the educator roles and align with institutional values, strategic goals and plans.
    7.3 Identify and implement Quality Management Control (QMCs) to enhance the quality of teaching and learning.

    Specific Outcome 8:
    8.1 Develop strategies to disseminate a learning programme in an institution and/or inter-institutionally, for example, by critically applying relevant dissemination models.
    8.2 Develop strategies to market a learning programme.
    8.3 Develop strategies to implement a learning programme.
    8.4 Evaluate a learning programme.
    8.5 Develop strategies to manage programme development by integrating dissemination, implementation and evaluation.

    Specific Outcome 9:
    9.1 Investigate and evaluate Web-Based Learning as a delivery mode.
    9.2 Design and develop Web-Based Learning content.
    9.3 Select and utilise Learning Management Systems (LMSs).
    9.4 Evaluate the processes and products of Web-Based Learning.
    9.5 Reflect on the opportunities and limitations of WBL by doing a Web-Based Learning SWOT analysis.

    Specific Outcome 10:
    10.1 Design and structure an EL event to accommodate the attainment of those Outcomes that can best be acquired at a workplace.
    10.2 Collaborate with relevant workplace mentors on the condition of work, logistics and control mechanisms pertaining to EL and negotiate values and ethics relevant to EL.
    10.3 Negotiations are conducted in a fair, equitable manner and are directed towards reaching agreements on key implementation issues.
    10.4 Integrate EL with teaching and learning inside a classroom and monitor the integration on a continuous basis.

    Specific Outcome 11:
    11.1 Guide learners to understand research as a practice.
    11.2 Guide learners to identify and plan a research project.
    11.3 Monitor the quality of the research process and product.
    11.4 Support the learner in the research process.
    11.5 Evaluate own programme of supervision.

    Specific Outcome 12:
    12.1 Plan and prepare for moderation.
    12.2 Conduct moderation.
    12.3 Advise and support assessors and assessment agencies.
    12.4 Report, record and administer moderation.
    12.5 Review moderation systems and processes. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Specific Outcome 1.1:
    1.1.1 Provide evidence of critical engagement with various possible missions of Higher Education and Training and how these relate to context.
    1.1.2 Through analysis and evaluation generate authentic perspectives about own practice in relation to the various possible missions to Higher Education and Training.
    1.1.3 Provide explanations for similarities to and deviations from the missions of Higher Education and Training.
    1.1.4 Provide a well considered definition or description of the practitioner's accepted mission of Higher Education and Training.
    1.1.5 Provide recommendations for aligning own practice with the accepted mission of Higher Education and Training.

    Associated Assessment Criteria for Specific Outcome 1.2:
    1.2.1 The analysis reveals key similarities and differences between own practice in the Higher Education and Training context such as general education, business and industry.
    1.2.2 The analysis reveals congruence and dissonance of own practice with trends in global, national, regional and institutional contexts of Higher Education and Training.

    Associated Assessment Criteria for Specific Outcome 1.3:
    1.3.1 Relevant South African policy and legislation impacting on Higher Education and Training practice is identified.
    1.3.2 Own practice is analysed to reflect the impact of relevant South African policy and legislation.
    1.3.3 The rights and responsibilities of Higher Education and Training educators are contextualised in the South African legislative framework.
    1.3.4 The evaluation generates perspectives on critical issues in need of policy formulation, legislation and policy implementation in Higher Education and Training.

    Associated Assessment Criteria for Specific Outcome 2.1:
    2.1.1 The purpose of the assessment is clarified.
    2.1.2 The identified competences are justified.
    2.1.3 The competencies are articulated in terms of what knowledge is required, the context and the criteria for assessment.
    2.1.4 Assessment criteria are appropriate to the identified competencies and in accordance with the assessment of policy.

    Associated Assessment Criteria for Specific Outcome 2.2:
    2.2.1 Assessment activities are appropriate to the nature and level of the learners, the assessment context and the selected competencies and criteria.
    2.2.2 Assessment activities take into account the special needs of learners without compromising the validity of the assessment.
    2.2.3 Assessment activities are confirmed to be in line with principles of good assessment design.
    2.2.4 The assessment strategy takes into account previous moderation and assessment reports.
    2.2.5 Provision for moderation is made in accordance with relevant assessment policies and ETQA requirements.

    Associated Assessment Criteria for Specific Outcome 2.3:
    2.3.1 Interaction occurs timeously.
    2.3.2 Agreements are reached with the moderator(s) in the appropriateness of all aspects of assessment.

    Associated Assessment Criteria for Specific Outcome 2.4:
    2.4.1 Learners are adequately informed about the assessment criteria, procedures and appeals.
    2.4.2 Sufficient evidence of achievement, in line with the stipulated evidence requirements, is gathered.
    2.4.3 Assessment is implemented in a fair, systematic, consistent and unbiased manner in various candidates.
    2.4.4 Assessment is implemented in accordance with the chosen assessment strategy and any applicable institutional assessment policy.

    Associated Assessment Criteria for Specific Outcome 2.5:
    2.5.1 Evidence is fairly evaluated for authenticity, validity and sufficiency.
    2.5.2 Assessment judgments are explicitly justified in terms of assessment protocols.

    Associated Assessment Criteria for Specific Outcome 2.6:
    2.6.1 Results are recorded accurately.
    2.6.2 Reports are prepared in the required format and are submitted to the appropriate authorities.
    2.6.3 Reports are made timeously.
    2.6.4 Reports are made with integrity.

    Associated Assessment Criteria for Specific Outcome 2.7:
    2.7.1 Assessment decisions are explained.
    2.7.2 Areas of further or remedial learning are clearly indicated to candidates.
    2.7.3 Feedback is given sensitively.
    2.7.4 Candidates are encouraged to progress with appropriate further learning.

    Associated Assessment Criteria for Specific Outcome 2.8:
    2.8.1 Significant issues arising from assessment practice are observed and selected with acumen.
    2.8.2 Moderators' reports are taken into account.
    2.8.3 Outcomes or significant issues arising out of an assessment process are carefully analysed.
    2.8.4 Decisions are made on viable improvements to the assessment process.
    2.8.5 Issues and decisions arising from the assessment processes are appropriately communicated.

    Associated Assessment Criteria for Specific Outcome 3.1:
    3.1.1 Language is used in ways that contribute to the achievement of the learning outcomes involved.
    3.1.2 The language of instruction is used appropriately to explain, describe and discuss relevant concepts in the particular field of learning, or discipline.
    3.1.3 The instructional strategies and learning materials used in the mediation and facilitation of learning are adapted and developed in ways that are appropriate to the diverse language competencies of multi pr monolingual groups, or individual learners.
    3.1.4 The use of language is consistent with the relevant theories and research about the mediation and facilitation of learning in mono- or multilingual settings.
    3.1.5 Language is used in ways that recognise learner diversity and promote learner equity and the quality of learner experiences.

    Associated Assessment Criteria for Specific Outcome 3.2:
    3.2.1 The initiation of learners into the discourses and practices pertaining to Higher Education and Training in general and the specific learning area involved, is done in ways that contribute achieving the learning outcomes involved.
    3.2.2 The rules, conventions and practices pertaining to a particular learning area are critically related to the competencies of diverse group of learners. Where necessary, reasoned adaptations and modifications are made to the conventions.
    3.2.3 Theories and research regarding mediation and facilitation of learning in Higher Education and Training are applied in ways that contribute to the achievement of the learning outcomes involved.
    3.2.4 Theories and research regarding the mediation and facilitation of learning in a particular discipline or field of study in Higher Education and Training are applied in ways that contribute to the achievement of the learning outcomes involved.

    Associated Assessment Criteria for Specific Outcome 3.3:
    3.3.1 Multiple resources (including human resources) are selected and used to mediate and facilitate successful learning.
    3.3.2 Resources are adapted, modified and extended to mediate and facilitate learning successfully.
    3.3.3 Theories and research about flexible delivery and resource- based learning in Higher Education and Training are used in ways that contribute to the achievement of the learning outcomes involved and accommodate the special needs of learners.

    Associated Assessment Criteria for Specific Outcome 3.4:
    3.4.1 Knowledge gained by the learner from formal, informal and non-formal learning is identified and interpreted in terms of the agreed learning outcomes.
    3.4.2 The knowledge and experience that learners bring to the current learning context is integrated into the learning process, where appropriate.
    3.4.3 Academic knowledge and practices are related to learners and/or their communities.
    3.4.4 Theories and research about the integration of knowledge gained through formal, informal and non-formal learning are meaningfully applied.

    Associated Assessment Criteria for Specific Outcome 3.5:
    3.5.1 Strengths and weaknesses of the practitioner's own mediation and facilitation are identified, analysed and related to relevant theories and principles.
    3.5.2 Strengths and weaknesses of the mediation and facilitation of others are identified, analysed and related to relevant theories and principles.
    3.5.3 Recommendations arising from the evaluation have the potential to contribute to the improvement of the mediation and facilitation.

    Associated Assessment Criteria for Specific Outcome 4.1:
    4.1.1 The facilitation is accomplished in a non-directive manner, by presenting opportunities for learners to engage in problem-solving activities to develop their own knowledge and competencies. Learners are encouraged to articulate and critically examine their own needs, goals, values and opinions and to ask questions of information and clarification.
    4.1.2 Holistic approached to development are applied to make provision for learners' individual characteristics and their stages and processes of adjustment and growth in Higher Education and Training.

    Associated Assessment Criteria for Specific Outcome 4.2:
    4.2.1 Learners are encouraged by the practitioner to reflect on their experiences as members of communities and their responsibilities.
    4.2.2 Appropriate techniques are used by the practitioner to assess the extent to which learners display a sense of responsibility towards society. Information so gathered is used to promote further learning.
    4.2.3 Learners are encouraged by the practitioner to reflect on how they can integrate democratic principles into their lives.
    4.2.4 Learners are encouraged by the practitioner to make choices that reflect awareness and appreciation of diverse points of view.

    Associated Assessment Criteria for Specific Outcome 4.3:
    4.3.1 Learners are advised by the practitioner how to obtain access to resources and develop effective learning strategies that will help them succeed in their discipline or field of study.
    4.3.2 A framework is provided that enables learners to identify and compare their own resources and competencies with the resources and competencies required for their intended occupations and identify further development needs.
    4.3.3 The advice provides sufficient information to enable learners to make reasoned choices with respect to their programmes and future occupations and to find and apply for appropriate further education and/or job opportunities.
    4.3.4 The vice is given in a caring, accountable manner, recognising the diverse and holistic needs of learners and encouraging them to assess and realise their potential.

    Associated Assessment Criteria for Specific Outcome 4.4:
    4.4.1 Records of referrals are up to date, orderly, confidential and secure.
    4.4.2 Criteria for referrals are clear and reasonable.
    4.4.3 Referrals are made only when necessary.
    4.4.4 Referrals are followed up by the practitioner.

    Associated Assessment Criteria for Specific Outcome 4.5:
    4.5.1 The evaluation identifies own strengths and weaknesses and their possible impact on learners, using all sources of information and feedback appropriate to context.
    4.5.2 The evaluation contrasts the results with the objectives of mentoring and advising and identifies areas for further development.

    Associated Assessment Criteria for Specific Outcome 5.1:
    5.1.1 The research is justified in terms of an identified need.
    5.1.2 The research topic is described in terms of clearly defined purposes and related objectives.
    5.1.3 The research questions are consistent with the identified need and formulated in a manner that supports the achievement of the research objectives.
    5.1.4 The research methods are selected and justified in terms of usefulness and appropriateness to the research context and their potential to achieve the objectives.
    5.1.5 The research plan is presented in a manner that promotes its effective and efficient implementation.
    5.1.6 All resources required for the effective implementation of the research plan are identified.
    5.1.7 The research project is manageable in terms of the available resources.

    Associated Assessment Criteria for Specific Outcome 5.2:
    5.2.1 The methods used to generate data are consistent with the research plan and used in accordance with principles governing their application.
    5.2.2 Sufficient evidence is gathered to satisfy the demands of empirical and scientific social science research.
    5.2.3 Data are assimilated, organised and compiled in an effective and scientific manner.

    Associated Assessment Criteria for Specific Outcome 5.3:
    5.3.1 The analysis reveals key characteristics of the data.
    5.3.2 Inferences are consistent with the data and can be substantiated logically.
    5.3.3 Findings are interpreted in relation to the purpose of the research.

    Associated Assessment Criteria for Specific Outcome 5.4:
    5.4.1 The research report is consistent with scientific writing conventions.
    5.4.2 The new planning cycle provides evidence of improved practices based on findings.

    Associated Assessment Criteria for Specific Outcome 6.1:
    6.1.1 Stakeholders and role players are identified and their contributions to the design, functions, roles and levels of involvement analysed.
    6.1.2 Relevant educational, legislative and institutional requirements are analysed in terms of impact on design and implications for the programme.
    6.1.3 Context, mode of delivery (for example, distance, contract, mixed mode) and relevant resources and their appropriateness to the learning programme are identified and analysed.
    6.1.4 Typical learner needs and profiles are described including previous learning experiences and learners' entry points.
    6.1.5 All relevant information including cultural contexts are analysed and synthesised into a coherent framework.

    Associated Assessment Criteria for Specific Outcome 6.2:
    6.2.1 Alternative approaches to curriculum design are explored and compared and a relevant approach chosen or developed from existing approaches.
    6.2.2 The learning programme (which could be simulated) is consistent with design principles and appropriate to the context.
    6.2.3 The learning programme reflects outcomes-based education principles as applied in specific disciplines. The principles of curriculum design, which are applied, are consistent with the situation analysis. Where the design deviates from the analysis, justification is given.

    Associated Assessment Criteria for Specific Outcome 6.3:
    6.3.1 The evaluation is systematic, consistent and sufficient and addresses all principles of programme design, including situation analysis, in a coherent way.
    6.3.2 Different role players in programme assessment, such as peers, learners and programme developer(s), are included when the programme is evaluated.
    6.3.3 The results is evaluated are presented in a manner that promotes their integration into learning programme design.
    6.3.4 The evaluation identifies areas of strength and weaknesses and potential impact on the learners and provider(s).
    6.3.5 The evaluation results in a clear, formulation of outcomes and a logical, balanced and systematic learning programme.

    Associated Assessment Criteria for Specific Outcome 6.4:
    6.4.1 Situational factors are identified including those which are systematic and their relevance for the module is interpreted.
    6.4.2 Exit Level Outcomes are interpreted as skills, knowledge, values and attitudes.
    6.4.3 The analysis reveals the knowledge, skills, values and attitudes the module is required to develop.
    6.4.4 Information concerning learning, teaching and assessment in the particular discipline is interpreted and its relevance for the module is determined.

    Associated Assessment Criteria for Specific Outcome 6.5:
    6.5.1 Relevant principles of curriculum design are applied.
    6.5.2 Module title, level and purpose relevant to the learning programme title, level and purpose are chosen.
    6.5.3 Module outcomes and assessment criteria relevant to the learning programme are developed.
    6.5.4 Appropriate teaching, learning and assessment strategies and methods are selected.

    Associated Assessment Criteria for Specific Outcome 6.6:
    6.6.1 Situational and institutional requirements are identified and taken into consideration when learning materials and other resources are chosen and developed.
    6.6.2 Learning materials selected are appropriate to the learners and the context and are suitable for supporting the required learning.
    6.6.3 Interactive learning materials are developed by taking basic instructional design principles as well as they chosen teaching, learning and assessment strategies into consideration. The study guides are appropriate to the student level and context and address the learning outcomes.

    Associated Assessment Criteria for Specific Outcome 6.7:
    6.7.1 The module and the learning materials are assessed by applying criteria that focus on coherence between the module, the learning programme and the learning materials.
    6.7.2 The evaluation is systematic, consistent and sufficient and addresses all relevant principles of curriculum design, including situation analysis, in a coherent way.
    6.7.3 Different role players in assessment, for example, peers and module developer(s), are included when the module and the learning materials are evaluated.
    6.7.4 The results of the evaluation are presented in a manner that promoted their integration into module and learning materials design.
    6.7.5 The evaluation identifies areas of strength and weakness and potential impact on the learners and the provider(s).
    6.7.6 The evaluation results in a clear formulation of outcomes and a logical, balanced and systematic learning module with supporting learning materials.

    Associated Assessment Criteria for Specific Outcome 7.1:
    7.1.1 Learning resources are listed and described in terms of source, lead time and cost to site.
    7.1.2 The planned modes, methods and schedules for learning facilitation and assessment are appropriate to the purpose of the learning programme and the needs of the target learning group.
    7.1.3 Identified administrative processes and procedures are user-friendly for practitioners and learners and provide effective support to planning and implementation.
    7.1.4 The strengths and weaknesses of various administrative systems are described in terms of appropriateness to the context and recommendations for improvement are appropriate to the identified strengths and weaknesses.

    Associated Assessment Criteria for Specific Outcome 7.2:
    7.2.1 Roles and responsibilities are integrated and aligned with due consideration of personal and professional requirements.
    7.2.2 Roles and responsibilities are performed in a manner that supports effective and efficient education.
    7.2.3 Roles are agreed in terms of career opportunities for the individual and institutional requirements.
    7.2.4 The agreed roles are fair in terms of level of expertise of the individual and the performance expected.
    7.2.5 The practitioner utilises a variety of self-assessment measures.

    Associated Assessment Criteria for Specific Outcome 7.3:
    7.3.1 Identified QMCs are fit for institutional quality control purposes and address the full scope of teaching and learning to be evaluated.
    7.3.2 QMCs are implemented as prescribed by institutional practice and procedures.
    7.3.3 The evaluation reveals the overall effectiveness of the controls in terms of strengths and weaknesses.
    7.3.4 The review of Quality Management Controls is consistent with the evaluation results and addresses those inadequacies of the system.
    7.3.5 Control documentation and evaluation results are recorded in accordance with institutional practice and procedures. The content is current, accurate and complete and all information is relevant to the subject at hand.

    Associated Assessment Criteria for Specific Outcome 8.1:
    8.1.1 Situational and programme related factors are identified and the implications taken into consideration when a relevant dissemination strategy is chosen or developed.
    8.1.2 The strategy is appropriate to the target audience and facilitates manageable and effective dissemination.

    Associated Assessment Criteria for Specific Outcome 8.2:
    8.2.1 Acceptable marketing tools for analysis are utilised in developing a marketing plan.
    8.2.2 A market research plan is devised.
    8.2.3 A marketing strategy is developed based on the information gathered.

    Associated Assessment Criteria for Specific Outcome 8.3:
    8.3.1 A relevant implementation strategy is developed by integrating appropriate implementation models.
    8.3.2 The interaction between different learning programmes in and across faculties is managed by taking institutional policies and procedures into consideration.
    8.3.3 Resources, support and academic and administrative staff is managed in a way that enhances learning.

    Associated Assessment Criteria for Specific Outcome 8.4:
    8.4.1 Evaluation of the learning programme is done by integrating relevant models of evaluation.
    8.4.2 Quality of the programme is assessed and corrective measures are suggested which have the potential to address areas of weakness and build on areas of strength.

    Associated Assessment Criteria for Specific Outcome 8.5:
    8.5.1 A relevant programme management strategy is developed by critically integrating existing practical and theoretical models.
    8.5.2 The programme management strategy integrates institutional, educational and legislative requirements.
    8.5.3 A relevant evaluation strategy is developed integrating existing practical and theoretical models.

    Associated Assessment Criteria for Specific Outcome 9.1:
    9.1.1 Criteria for the evaluation of the delivery mode are identified and are consistent with current practice reflected in mainstream literature.
    9.1.2 The application of Web-Based Language is analysed and evaluated according to documented educational best practice.
    9.1.3 Identification of opportunities for Web-Based Language in a chosen institution is considered with the analysis in terms of affordability and appropriateness.
    9.1.4 The Web-Based Language modes are compared to other modes in terms of resource, usage, cost, availability and appropriateness and conclusions are consistent with evaluation findings.

    Associated Assessment Criteria for Specific Outcome 9.2:
    9.2.1 The difference between Web-Based Language content and printed learning content is described according to differences stated in mainstream literature.
    9.2.2 Web-Based Language content design clearly shows that key web features were used to facilitate student learning.
    9.2.3 Appropriate web design criteria are applied in developing Web-Based Language content.
    9.2.4 The work process reflects an understanding of and commitment to effective teamwork by using experts integrating video, graphics, sound and text where appropriate.
    9.2.5 Editing/review processes are designed, conducted and evaluated on a formative and summative basis.
    9.2.6 The design of Web-Based Language makes provision for usability testing and pilot delivery.
    9.2.7 Pilot deliveries are evaluated in terms of user (including learner) satisfaction.

    Associated Assessment Criteria for Specific Outcome 9.3:
    9.3.1 At least three high quality Learning Management Systems are identified according to comparative studies conducted in the past two years
    9.3.2 At least six common constituents (components) of enterprise Learning Management Systems are identified on the grounds of relevance to a Web-Based Learning environment.
    9.3.3 The effective utilisation of a selected Learning Management System is demonstrated in terms of moderation, collaboration and administrative purposes.

    Associated Assessment Criteria for Specific Outcome 9.4:
    9.4.1 Web-Based Learning processes are evaluated in terms of attainment of learning outcomes and quality of study materials (resources).
    9.4.2 Instructional design is critically assessed according to documented educational best practice.
    9.4.3 Benchmarks (quality measures) essential for ensuring excellence in Web-Based Learning are taken into account.

    Associated Assessment Criteria for Specific Outcome 9.5:
    9.5.1 The institution's readiness for Web-Based Learning is judged by taking its vision, mission and Web-Based Learning - related strategies, processes and policies into consideration.
    9.5.2 The institution network is judged in terms of its capacity for Web-Based Learning.
    9.5.3 The academic staff's readiness for Web-Based Learning is established.

    Associated Assessment Criteria for Specific Outcome 10.1:
    10.1.1 Outcomes towards a qualification not to be mastered inside a classroom have been identified and described against the backdrop of the relevant and applicable industry and/or other workplace.
    10.1.2 Activities and learning materials have been selected and structured towards mastering the specific outcomes.

    Associated Assessment Criteria for Specific Outcome 10.2:
    10.2.1 The conditions of work and logistics pertaining to EL are set up through collaboration with relevant mentors.
    10.2.2 The conditions of work and logistics are ensured to address the needs of the learners and providers and are directed towards the achievement of the identified learning outcomes.
    10.2.3 The values and ethics underpinning the EL experience promote learning and are observed through the manner and general demeanor of the learner.

    Associated Assessment Criteria for Specific Outcome 10.3:
    10.3.1 Communication of the learning outcomes is pitched at learner level and appropriate techniques are used to ensure learners understand the outcomes.
    10.3.2 Provision is made for learners to contribute to the matter in which the EL component is implemented.
    10.3.3 Administration, recording and documentation are successfully executed.

    Associated Assessment Criteria for Specific Outcome 10.4:
    10.4.1 The integration is carried out in a way that shows clear relationship between the various learning contexts and leads towards successful achievements of defined learning outcomes.
    10.4.2 Opportunities and frameworks are provided in a way that enables learners to reflect upon the learning in relation to previous experiences and the intended outcomes. Techniques used to enable learners to reflect on their learning experiences are effective and in line with a holistic view on attaining the outcomes of the learning programme.
    10.4.3 Learners are monitored continuously and feedback is provided in a manner that clearly reveals progress towards the agreed learning outcomes.

    Associated Assessment Criteria for Specific Outcome 11.1:
    11.1.1 An understanding of the concept of research is facilitated with learners.
    11.1.2 An understanding of the contexts of research is facilitated with learners.
    11.1.3 An understanding of the traditions of research in the field of study/discipline is facilitated with learners.

    Associated Assessment Criteria for Specific Outcome 11.2:
    11.2.1 A framework is provided to enable learners to select suitable research topics.
    11.2.2 Relevant literature is identified with learners.
    11.2.3 Suitable theoretical frames of reference for research are selected with learners.
    11.2.4 Suitable goals, objectives and a scope for research projects are facilitated with learners.
    11.2.5 Applicable research methodology to conduct research projects is facilitated with learners.
    11.2.6 An acceptable research design/plan/programme is facilitated with learners.

    Associated Assessment Criteria for Specific Outcome 11.3:
    11.3.1 The progress of learners' work is regularly monitored in accordance with agreed plans a schedules.
    11.3.2 Formative work submitted by learners is constructively criticised.
    11.3.3 Summative work submitted by learners prior to examination is constructively criticised.

    Associated Assessment Criteria for Specific Outcome 11.4:
    11.4.1 The personal strengths and weaknesses of learners are identified in the research process.
    11.4.2 Commitment to learners and active interest in learners' formative and summative research products is evident.

    Associated Assessment Criteria for Specific Outcome 11.5:
    11.5.1 Own programme of research is critically reflected upon.

    Associated Assessment Criteria for Specific Outcome 12.1:
    12.1.1 A moderation system is confirmed to be a place and planning and preparation activities are aligned with moderation system requirements.
    12.1.2 The scope of the moderation is confirmed with relevant parties.
    12.1.3 Planning of the scope and nature of the moderation activities ensure the manageability of moderation and enable a fair judgment to be passed on the assessments under review.
    12.1.4 The contexts of the assessments under review are clarified with the assessors or assessment agency and special needs are taken into consideration in the planning.
    12.1.5 Moderation processes are sufficient to deal with all common forms of evidence including evidence gathered for recognition of prior learning.
    12.1.6 The documentation is prepared in line with the moderation system requirements and in such a way as to ensure moderation decision are clearly documented.
    12.1.7 Required physical and human resources are ensured to be ready and available for use. Logistical arrangements are confirmed with relevant role players prior to the moderation.
    12.1.8 A variety of moderation techniques are described and compared in terms of strengths, weaknesses and applications. The descriptions address the need to uphold the principles of assessment and the need for manageable, credible and reliable moderation.

    Associated Assessment Criteria for Specific Outcome 12.2:
    12.2.1 The moderation is conducted in accordance with the moderation plan. Unforeseen events are handled without compromising the validity of the moderation.
    12.2.2 The assessment instruments and process are checked and judged in terms of their appropriateness, fairness, validity and sufficiency for assessment. The moderation decisions enable the quality assurance body's requirements for fairness, appropriateness, validity and sufficiency to be achieved.
    12.2.3 Confirmation of assessment decisions enables the quality assurance body's requirements for consistency to be achieved.
    12.2.4 Moderation confirms that special needs of candidates have been provided for but without compromising the required standards.
    12.2.5 The proportion of assessment decisions selected for verification meets the quality assurance body's requirements for consistency and reliability and the use of time and resources.
    12.2.6 Appeals against assessment decisions are handled in accordance with the appeal procedure.
    12.2.7 Key principles of assessment are described in terms of their importance and effect on the assessment and the application of the assessment results.
    12.2.8 A variety of assessment methods are described and compared in terms of strengths, weaknesses and applications.

    Associated Assessment Criteria for Specific Outcome 12.3:
    12.3.1The nature and quality of advice facilitates a common understanding of the relevant standards and issues related to their assessment by assessors.
    12.3.2 The nature and quality of advice promotes assessment in accordance with good assessment principles and enhances the development and maintenance systems in line with ETQA requirements.
    12.3.3 All communications are conducted in accordance with relevant confidentiality requirements.

    Associated Assessment Criteria for Specific Outcome 12.4:
    12.4.1 Moderation findings are reported to designated role-players within agreed time- frames and according to the quality assurance body's requirements for format and content.
    12.4.2 Records are kept and maintained in accordance with ETQA requirements.
    12.4.3 Confidentiality of information relating to candidates, assessors and assessing agencies is preserved in accordance with the requirements of the assessing agency and ETQA requirements.

    Associated Assessment Criteria for Specific Outcome 12.5:
    12.5.1 Strengths and weakness of moderation systems and processes are identified in terms of their manageability and potential to make judgements on the quality and validity of assessment decisions.
    12.5.2 Recommendations to moderation systems and processes have the potential to facilitate their improvement in line with ETQA requirements and overall manageability.
    12.5.3 The review enhances the credibility and integrity of the recognition system.

    Integrated Assessment:
    The attainment of the qualification requires a holistic approach to achieving the outcomes in all the unit standards. Integrated assessment determines the level of integration of the learning and will assess: the extent to which practitioners can teach competently and effectively in Higher Education institutions the extent to which practitioners have integrated the roles envisaged in each of the core unit standards and the chosen elective unit standards the practitioner's applied competence, i.e. the ability to apply theoretical knowledge critically to their educational practice.

    Evidence of such competence should be collected by a range of assessment strategies which are appropriate to the purpose and NQF level of the qualification.

    The assessment strategies and procedures should be in alignment with the purpose of the qualification. 

    INTERNATIONAL COMPARABILITY 
    Although the debate has been longstanding, professional accreditation of practitioners in Higher Education and Training is a relatively recent innovation. In 1994, the Staff and Educational Development Association (SEDA) of Great Britain launched a scheme that set benchmarks for the field. Like in the case of the South African Higher Diploma in Higher Education and Training Qualification, the scheme is based on the submission of a portfolio of evidence. The SEDA qualifications are called a Fellowship and Associate Fellowship (the latter involving most of the objectives, but only one third of the portfolio size of the former).

    The SEDA qualification has eleven core objectives and evidence underpinned by seven values, all of which are directly comparable (allowing the different terminology and configuration) with the standards of the Higher Diploma in Higher Education and Training. Universities that offer programmes leading to the SEDA Fellowship, such as the Universities of Durham and Oxford Brookes, directly relate their learning outcomes to the SEDA objectives.

    The Higher Diploma in Higher Education and Training qualification includes additional elements, such as the core unit standard on mission, policies and legislation, which is deemed important because of South Africa's process of democratisation. Furthermore, it has elective unit standards such as Web-based Learning and Experiential Learning and Supervising Research, which the SEDA objectives indirectly subsume.

    This qualification's unit standard also compare with the Prompts for Good Practice published by the Higher Education Research and Development Society of Australia inc. (HERDSA). These prompts comprise collections of questions on the roles of the Higher Education and Training educator. Similar roles are used to structure this qualification and these unit standards compare with the prompts, which form the basis of programmes for the development and certification of practitioners in Higher Education and Training in Australia. The HERDSA prompts also compare with the SEDA core objectives.

    A close comparison can be drawn with the Seven Principles for Good Practice in Undergraduate Education, which synthesise decades of research into undergraduate education and have strongly influenced the development of Higher Education and Training in the United States and elsewhere. Like the HERDSA prompts, the seven principles provide guidelines for the development of practitioners in Higher Education and Training.

    A survey of university programmes on Higher Education and Training in the United States revealed no qualifications comparable with this qualification. Instead, the programmes offered on Higher Education and Training are at Masters' and Doctoral level and focus on issues such as administration, student affairs, leadership, policy studies, student development/counselling and research. No comparable programmes were found in other African universities, which concentrate their resources on the development of primary and secondary schooling. 

    ARTICULATION OPTIONS 
    This Higher Diploma: Higher Education and Training qualification allows for both horizontal (persons with qualifications at the same or higher NQF Level can pursue this qualification for career orientation) and vertical (persons completing this qualification can proceed to a relevant Master's qualification) articulation. 

    MODERATION OPTIONS 
    Recommendation of a moderating body or bodies:
  • Accredited providers should establish or refine moderation procedures and systems in line with the requirements of the relevant ETQA.
  • Results of assessment should be moderated by one of more external moderators. External moderators should provide reports not only on the fairness and consistency of assessment, but also on the validity of the assessment design in terms of the Specific Outcomes. 
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    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Accredited providers may use their own qualified staff as assessors. 

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

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Cape Peninsula University of Technology 


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