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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma: Higher Education 
SAQA QUAL ID QUALIFICATION TITLE
90646  Postgraduate Diploma: Higher Education 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
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  130  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 
Purpose:
The purpose of this qualification is to provide learners with the knowledge and skills needed to practise teaching and learning effectively and in an educationally sound and professional manner. Learners will be well equipped to add educational value to their own discipline, to their learners and to support continuous improvement practices in any Higher Education institutions.

Upon successful completion of this qualification, learners will have a critical understanding of the theory and practices related to Higher Education teaching. The qualification aims to develop an awareness of the constructs and frameworks (theoretical, legal, diverse, political and ethical) within which a Higher Education level educator operates.

Rationale:
The Postgraduate Diploma: Higher Education aims to address the needs that have been identified in the education sector to develop well qualified educators who are able to facilitate learning through the application of appropriate teaching practices based on, for example, the discipline and on the level of learners. The qualification design provides essential knowledge and training for those who are already lecturing in the Higher Education sector in their field of expertise, with limited knowledge of the educational principles that guide best practice teaching.

In addition the qualification will provide a high level of professional specialisation for Degree graduates to promote intellectual enrichment, enhance flexibility and enable change in a career path and produce qualified learners who are able to add value in the higher education teaching and training market. In this way the qualification is suitable for continuous professional development. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that the learner would have met the admission requirements and would thus be competent in the language of instruction (English) and the theoretical and practical knowledge and understanding accomplished at that level.

Recognition of Prior Learning (RPL):
Learners can achieve this qualification in part through Recognition of Prior Learning. The institutional policies guide this process.

Learners may apply for credits or exemptions for subjects already passed in-house or at other recognised institutions.

Skills, knowledge and experience in respect of competencies acquired through informal and non-formal learning are also assessed in the RPL process.

The process whereby skills, knowledge and experience in respect of competence acquired through formal and non-formal learning are assessed is in accordance with institutional policy. All RPL submissions are managed by an academic committee under the supervision of the Academic Manager and Registrar.

Access to the Qualification:
  • Any recognised Degree.
  • Any foreign qualification that is deemed equivalent to a degree by SAQA. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The learning programme leading to this qualification consists of the following compulsory modules at NQF Level 8:
  • Teaching and Learning in the Contemporary HE Context, 35 Credits.
  • Approaches to Education, 15 Credits.
  • Curriculum Studies, 15 Credits.
  • Research Project, 30 Credits.
  • Educational Management and Leadership, 35 Credits.

    Total number of Credits at NQF Level 8 = 130. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a critical understanding of the policies, legislation, educational management, leadership and quality management systems and practices that govern and inform the formal Higher Education environment in South Africa.
    2. Apply selected, appropriate theories and teaching models to make informed decisions on teaching, curriculum design and development, to support and facilitate the learning process.
    3. Demonstrate applied competence to use appropriate technology effectively and appropriately in the teaching and learning environment.
    4. Conduct research into an aspect of teaching and learning in the Higher Education context and within own discipline in pursuit of identifying and applying teaching best practice.

    Critical Cross-Field Outcomes:
    All the Critical Cross- Field Outcomes are addressed in the qualification. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate reflective practice and professional development in the context of Higher Education policy frameworks nationally as well as internationally.
  • Apply conceptual understanding of education management, leadership, teaching and learning within higher education institutions and specific disciplines.
  • Demonstrate reflective practice and professional development in the context of Higher Education quality management systems.
  • Demonstrate a critical awareness of the issues surrounding ethical conduct and governance in practice related to the development of own teaching identity.
  • Analyse the nature and purpose of educational management, leadership and governance in the context of a changing South Africa.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Examine different practices in learning, teaching and assessment.
  • Analyse models and theories of curriculum design and development in Higher Education based on learner needs/ requirements and subject scope/context.
  • Demonstrate a critical understanding of the principles of effective learning environments and learner support systems in own discipline.
  • Outline the implications of national trends and policies on curriculum development.
  • Demonstrate an ability to design a component of a curriculum that relates to own discipline and practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate the ability to manage information and knowledge in the teaching and learning environment.
  • Evaluate opportunities to improve teaching, learning and assessment activities through the use of technology.
  • Demonstrate applied competence in the use of appropriate technology to enhance the teaching and learning experience.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate the ability to engage in research in the context of own practice within Higher Education.
  • Provide clear identification and justification of the educational problem which gives rise to the inquiry, the extent to which the project is contextually sensitive, theoretically justified and practically feasible and which is communicated in a manner appropriate to the professional context.
  • Present findings of research that will lead to insights into the promotion of teaching and learning in a Higher Education environment.

    Integrated Assessment:
    Formative assessment:
    Learning and assessment are integrated. Continual formative assessment is required so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    Summative assessment:
    Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments which test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares with the following international Qualifications in terms of the range of competencies in the modules offered.

    Oxford University's Learning Institute, in the United Kingdom, offers a Postgraduate Diploma in Learning and Teaching which includes similar subjects focusing on the perspectives of higher education, learning and development of students, feedback and assessment, teaching settings and strategies as well as course design and leading educational change.

    Topics:
    The goals of this qualification will be achieved through an exploration of 8 major topics:
  • 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.

    The University College of Dublin in Ireland offers a Postgraduate Certificate in Education Studies that focuses specifically on the design and development of curricula for higher education. In addition, the qualification includes topics related to problem solving within the higher education environment and encompasses project work. By comparing the Postgraduate Diploma: Higher Education to this qualification it is evident that the same framework is followed through the inclusion of practical applications.

    Modules:
  • Educational Leadership and School Management.
  • Leading Inclusive Schooling.
  • Information Communication Technology and Digital Learning.
  • Development Education.
  • Learning Difficulties.
  • Science Education.
  • Teaching English in 2nd Level.
  • Intercultural and Language Education.
  • European Teacher Education Policy.

    The MacQuarie University in Sydney, Australia, offers a Postgraduate Diploma in Higher Education. This qualification provides participants with the opportunity to develop their understanding of learning and teaching in higher education through a critical examination of the relevant theory and its application to everyday practice. It is offered full time for one year, whereas the Postgraduate Diploma: Higher Education is offered over a period of two years to cater for full time employed learners. Even though the levels on which these qualifications are offered differ, the content is similar with the main difference that the proposed qualification pays attention to legislation, policy and governance aspects specifically related to the South African environment.

    Modules:
  • Designing Technology-Based Curriculum.
  • Learning and Teaching in higher Education.
  • Curriculum Design and Assessment in Higher Education.
  • Critical Reflective practice.

    Conclusion:
    Based on the comparison of the Postgraduate Diploma: Higher Education to similar international qualifications, it is evident that the content and scope of the qualification relates to international standards and will prepare learners to obtain knowledge and skills to enable them to focus on applied specialisation within the field of higher education. 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates vertically with a Masters: Education (MEd) at NQF Level 9. 

    MODERATION OPTIONS 
  • Formative assessment will be conducted internally.
  • Moderation must include external moderation of assessments at exit point of the Qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors and moderators should hold a qualification at least one level higher than the qualification being assessed or moderated. Moderators are also required to have more than two years' teaching experience. Assessors with less than two years' experience have their assessment work moderated by a peer. 

    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. The Independent Institute of Education (Pty) Ltd 


    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.