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: 

Postgraduate Diploma in School Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
94838  Postgraduate Diploma in School Leadership and Management 
ORIGINATOR
University of the Free State 
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  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  128  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 qualification has as purpose the intellectual development and professional training of critical, reflective school leaders and managers to effectively lead schools. The qualification aims to grow analytical thinking and problem-solving skills that will enable diplomates to interrogate multiple sources of knowledge, evaluate evidence, arguments and assumptions, to reach applicable judgments and to communicate them effectively in a school and/or educational setting. In doing so, this qualification integrates educational theory as well as theory underpinning education management and leadership, with basic methods and techniques to research practice. In addition, the qualification prepares learners to undertake master level study by providing them with the necessary research capacity in the methodology and research techniques.

Rationale:
The qualification prepares educators for leadership in the field of School Leadership and Management. Within the ambit of national priorities to enhance and sustain the quality of education, this qualification responds to the need for qualified school leaders to contribute to or take the lead in education through effective leadership and management skills. The qualification is designed in accordance with applicable legislation, which has set the revised minimum requirements for teacher education qualifications. Accordingly with advanced knowledge, theory, methodology, competencies and transferable skills, diplomates will critically engage with challenging issues within the ambit of their responsibilities, thus meeting the specific educational and societal needs and expectations of the country. Holders of qualification will therefore have the qualities necessary for educational leadership in contexts requiring the professional exercise of initiative and personal responsibility, critical reflection and decision-making in complex and unpredictable situations. In addition diplomates will be prepared for postgraduate studies or appropriate postgraduate professional training. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The formal RPL policy and procedures of the University apply, and include the following:
  • Exemptions will only be granted for appropriate Level 8 modules (old NQF Level 7) with the same credit value passed at other institutions.
  • Learners may apply for exemption to the maximum of 60 Credits.
  • Learners interrupting their studies for longer than three years will not receive any exemptions for modules previously completed.

    Entry Requirements:
  • An approved and recognised four-year Bachelor of Education.
  • A three-year general Bachelors' Degree capped by a PGCE (or equivalent)/120 Credit Level 7 Advanced Diploma in Education in a cognate specialisation.
  • A preceding cognate qualification(s) that meet(s) Level 7 Exit Level Outcomes. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at NQF Level 9, totalling 128 Credits.
    Compulsory Modules:
  • Education theory, 8 Credits.
  • Foundations of Education Management and Leadership, 8 Credits.
  • Methods for researching practice, 16 Credits.
  • People management and leadership, 16 Credits.
  • Legislative and policy framework for education in South Africa, 16 Credits.
  • Managing teaching and learning, 16 Credits.
  • Managing complex social issues in schools, 8 Credits.
  • Capstone project in Education Management and Leadership, 32 Credits.

    Elective Modules (choose one):
  • Social justice education, 8 Credits.
  • Project Management, 8 Credits.
  • Leadership and organisational change, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply professional management and leadership knowledge and practices to deal with issues related to the teaching and learning and the people in the school, as well as the complexities in society that impact on quality education.
    2. Make decisions and take actions that are framed within the South African legal framework.
    3. Deal with management issues and complexities within the school environment, as well as the social environment that impact on the activities of the school.
    4. Manage complexities, such as teenage pregnancies within the national legal frameworks and policies and challenge school leaders to manage such situations in the school.
    5. Use current educational debates and translate those into leadership and management practices.
    6. Act as change agents that are able to tackle the context specific challenges posed by the South African school system. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The role and responsibilities of the School Management team in managing the teaching and learning are identified.
  • Vision, missions and policies pertaining to teaching and learning are formulated and analysed.
  • Strategies to deal with student learning and barriers to learning are developed.
  • Curriculum quality and assurance at all levels of school is managed.
  • An assessment policy for the school can be constructed.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Acts and policies related to a number of social problems and schooling or education are interpreted and applied.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Human Resources and employment legislation and policies are interpreted and applied.
  • Strategies to deal with diversity and inclusion in the school are identified.
  • Talent and performance are managed.
  • Emotional intelligent leadership characteristics are identified and applied.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The Psycho-social and social development theory that underlines the social problems that schools have to manage, such as poverty, truancy, usage of substance, teenage pregnancy are identified and strategies are developed to deal with them.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Development of Education Management and Leadership as sub-discipline of education is outlined.
  • Foundational theories that underpin management and leadership are identified, interpreted and applied to case studies.
  • Management and leadership styles and approaches are identified.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Approaches to sound climate and culture for responsibility and positive behaviour are developed and fostered.
  • Data can be gathered and report on findings can be compiled on the following aspects:
    > Influence of organisational culture on change.
    > The psychodynamic nature of changes.
    > Resistance to change.
    > Stress caused by change.

    Integrated assessment:
    Learners will demonstrate the attainment of NQF Exit Level 8 requirements in terms of assessed activities such as PowerPoint group presentation, tests/online tests (through the Learning Management System [LMS], Blackboard), essays, poster presentations, teamwork activities, individual and group projects, reflective journal writings, reports of in-context research, a teaching portfolio of learning evidence and a capstone project. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable to a Master of Science in School Leadership, Management and Administration offered at the University of Central Arkansas in the United States. The qualification is comparable because it offers similar modules to the Postgraduate Diploma in School leadership and Management. The modules offered similar are:
  • Foundations of School Leadership and Management.
  • Methods for researching practise.
  • Social Justice Education.
  • School Leadership and Management.

    Conclusion:
    Although the qualification is Masters, it is still comparable as it offers learners the same modules and also focuses on equipping learners to become better leaders and managers of the schools they lead in order to make an impact on communities at large. 
    		•

    ARTICULATION OPTIONS 
    The qualification allows for articulation with others of similar fields. Articulation could be vertical or horizontal.
    Horizontal at NQF Level 8:
  • Bachelor of Education Honours in School Guidance and Counselling.
  • Bachelor of Education Honours.

    Vertical at NQF Level 9:
  • Master of Education in Education Leadership and Management.
  • Master's Degree in Education. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. University of the Free State 


    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.