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 Mathematics Education 
SAQA QUAL ID QUALIFICATION TITLE
94942  Postgraduate Diploma in Mathematics Education 
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 purpose of the Postgraduate Diploma in Mathematics Education is to ensure the intellectual development of critical, reflective Mathematics educators in schools and in the education system in order to significantly contribute to quality education across the school sector. The qualification aims to grow analytical thinking and problem-solving skills that will enable learners 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 theory respective to the foundations of mathematics education with pedagogical content, knowledge and assessment to research and develop improved strategies and methods for the teaching and assessment of Mathematics.

In addition the qualification prepares learners to undertake a master's level of study by providing them with the necessary research capacity in the methodology and research techniques.

The inclusion of methods for researching practice and the capstone project prepare the learners for independent work and pave the way for becoming researchers in the context of the application and research of education in theory especially because the focus is on contemporary complex issues in executing policy practice.

The capstone project requires learners to demonstrate abilities to be critical, reflective education managers and policy practitioners to interpret national legal frameworks and policies and to implement them at district or at school level and whether they will be able to act as agents of change in the quest for quality education in the country.

Rationale:
The Postgraduate Diploma in Mathematics Education [PGDip (Mathematics Education)] prepares educators for leadership in the field of Mathematics Education. The national priorities to improve the quality of education, and particularly the performance of learners in Mathematics, this qualification responds to the need for qualified educators to teach Mathematics more effectively in schools. The qualification is designed in accordance with applicable legislation, which has set the revised minimum requirements for teacher education qualifications (MRTEQ), and the qualification descriptors in the Higher Education Qualifications Sub-Framework (HEQSF).

Equipped accordingly with advanced knowledge, theory, methodology, competencies and transferable skills, learners will critically engage with challenging issues within the ambit of their discipline, 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 learners will be prepared for postgraduate studies or appropriate postgraduate professional training.

Furthermore, this Postgraduate Diploma in Mathematics Education will contribute to the development of critical, reflective educators in Mathematics in schools in order to lead the analysis, development and implementation of good practice in the teaching and learning. Against the background of the poor performance of school learners in Mathematics, educators will be equipped to respond to the challenges in elevating national benchmarks. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The formal RPL policy and procedures of the institution is applied and it includes the following:
  • Exemptions will only be granted for appropriate NQF 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:
    This qualification is suitable for learners who are already in possession of:
  • A four-year Bachelor of Education Degree.
    Or
  • A three-year general Bachelors' Degree as well as a Postgraduate Certificate in Education (PGCE), or an equivalent 120 Credit Level 7 Advanced Diploma in Education in a cognate specialisation. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of 8 compulsory modules and 1 elective module at NQF Level 8, 128 Credits.

    Compulsory Modules at NQF Level 8, 120 Credits:
  • Education Theory, 8 Credits.
  • Foundations of Mathematics Education, 8 Credits.
  • Methods for researching practice, 16 Credits.
  • Forces impacting on Mathematics Education, 16 Credits.
  • Mathematics pedagogical content knowledge I, 16 Credits.
  • Mathematics pedagogical content knowledge II, 16 Credits.
  • Assessment in Mathematics, 8 Credits.
  • Capstone project in Mathematics Education, 32 Credits.

    Elective Modules at NQF Level 8, 8 Credits:
    Choose one of following electives.
  • Social Justice Education.
  • Leadership for organisational change.
  • Project Management. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Applying Mathematics content and pedagogical knowledge and practices to deal with the teaching and learning of Mathematics in order to improve the quality of education.
    2. Understanding of applicable education theory and its uses, influences, relation to practice, as well as to society and change.
    3. Construct a research plan, including appropriate methods, feasible and researchable questions, analyse and report data, as well as conduct critical reading and writing.
    4. Describe and explain their theoretical and conceptual understanding of social justice education, critically examine the South African education context and evaluate their own professional context and practice in terms of social justice education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Mathematics content and pedagogical knowledge and practices to deal with the teaching and learning of Mathematics are applied effectively in order to improve the quality of education.
  • Decisions and actions that are framed within the South African Mathematics curriculum framework are made appropriately and actions are taken suitably.
  • Current educational debates are appropriately translated into practice by drawing on their background on education theory, the foundations of Mathematics Education and the forces impacting on Mathematics Education.
  • Teaching, learning and assessment are managed in a sound manner by having good foundations on education Mathematics knowledge.
  • An agent of change attitude in their own work environment is appropriately developed and applied to upgrade Mathematics Education in schools.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The nature and uses of theory, the paradigmatic influences on the construction of theory, the relationship between theory and practice are understood.
  • Foundational theories that underpin Mathematics Education for setting an agenda for international research in mathematics education are applied.
  • Mathematics education research that make productive contributions to policy and practice by engaging with National and international testing, influences from social, cultural, economic and political factors, increased focus on the teacher and teacher practice, increased sophistication and availability of technology, increased globalisation of mathematics education and research are understood and applied.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • A research plan/design/proposal are constructed.
  • An appropriate method is selected.
  • Feasible and researchable questions are developed.
  • Data is analysed and reported.
  • Historical forces, cultural and psychological forces, technological forces impacting on mathematics education are should be able to discussed and critiqued.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Multiple sources are drawn upon to critically examine the social, cultural and historical context of South African education.
  • Own professional practice through a social justice education lens is problematised and evaluated.
  • Creative and innovative strategies for directing their professional practices towards social justice are proposed.

    Integrated Assessment:
    The qualification provides for a continuous assessment approach. No formal examinations are written. The assessment approach of the qualification is based on the principles of integrated assessment since the assessment activities are focused on the different dimensions of the purpose of the qualification. Where applied competence is required, theory and practice are integrated and aligned with the level descriptors of an NQF Exit Level 8 qualification. Each module consists of a minimum of three and a maximum of four assessment opportunities. Various methods for assessment are included, as well as a capstone project. The capstone project challenges learners to integrate the knowledge and skills acquired and to demonstrate their abilities to be critical, reflective education managers in schools and regions and whether they will be able to act as agents of change in the quest for improved quality education in the country.

    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 LMS), 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 
    The Professional Diploma in Mathematics for Teaching (Level 8), is offered by the University of Limerick, Ireland.

    The purpose of the qualification is to ensure that successful learners:
  • Acquire the extensive and complex integrated knowledge base including mathematical and pedagogical knowledge that is necessary for effective mathematics teaching at post-primary level with special reference to Project Maths.
  • Demonstrate an ability to integrate this mathematics knowledge for teaching into professional practice as mathematics teachers.
  • Develop a high standard of practical competence in mathematics teaching as reflective practitioners during their study.

    The Professional Graduate Diploma in Education (PGDE) in Mathematics is offered in Liverpool, by the John Moore University in the United Kingdom. The qualification concentrates both on stressing mathematics as a process, which enables learners to apply knowledge and to give learners new insights and a deeper appreciation of the fabulous world of mathematics plus the knowledge and skills to bring this subject to life in a variety of classroom settings.
    The PGDE in Mathematics provides an intensive training experience, tightly focused on providing learners with the skills, knowledge and attributes they need when embarking on their teaching career.

    Based on training geared to meeting the Teaching Standards and Qualified Teacher Status, this postgraduate programme also supports the development of your:
  • Critical understanding of education theory and practice relevant to the subject area.
  • Reflective practice linked to professional development practitioner research skills for effective teaching and learning.
  • Understanding and application of subject knowledge.

    Conclusion:
    From the above evidence it is clear that this qualification compares favourably with the two selected international qualifications in terms of the purpose and the outcomes. 
    		•

    ARTICULATION OPTIONS 
    The Postgraduate Diploma in Mathematics Education enables vertical and horizontal articulation into cognate qualifications. The qualification provides for vertical admission to a professional Master's of Education degree or to a research Master's degree (if an additional 30 Credit research component has been passed), thus sustaining an articulation path. In addition, successful candidates, should they meet the criteria set by the institution, may progress vertically to a Master's or NQF Exit Level 9 qualifications relevant to the field of study. Learners may articulate horizontally to other relevant vocational and professional postgraduate diplomas and appropriate honours qualifications. 

    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.