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 Higher Education 
SAQA QUAL ID QUALIFICATION TITLE
97684  Postgraduate Diploma in Higher Education 
ORIGINATOR
University of Johannesburg 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

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

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the qualification is to develop academic staff as reflective practitioners who will be able to:
  • Understand and engage with theories, methodologies and key concepts in the context of higher education.
  • Apply theoretical knowledge in a wide range of authentic Higher Educational and social contexts.
  • Identify, analyse, solve problems and function professionally within the higher education structure and domain.
  • Identify and address inclusion and ethical issues based on reflections and values.
  • Apply learning strategies to address ongoing professional development needs.

    Rationale:
    The fast-changing modes of communication, learning and interaction, characteristic of the new generation of learners, who have increasingly been populating South African Higher Education campuses and qualifications, require academics and lecturers/teachers with a new repertoire of teaching and learning facilitation proficiencies. An effort by the Higher Education sectors of various countries to 'professionalise' the teaching and learning approaches of staff in their institutions is a growing and almost common trend currently. Some South African and many international Higher Education institutions are already offering qualifications similar to institution's this postgraduate diploma. However, as the context, scope of qualifications on offer and the teaching and learning philosophy of each institution differ so much, these qualifications are quite unique in terms of their curricula, although exit-level outcomes may show similarities. The Postgraduate Diploma aims to enhance lecturers' capacity to facilitate and optimise the learning of the learners, specifically via the institution's new 'Learning to be' philosophy, its implementation being a vital aspect. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    A panel of selected staff members will determine, on an individual basis, the competence of prospective students who apply for RPL. In determining an applicant's competence compared to the relevant exit-level outcomes, this panel will do one or more of the following:
  • Verify the standard/ quality of an applicant's prior qualifications.
  • Ask for and assess a portfolio of evidence containing examples of the applicant's work in the field of education, training and development.
  • Observe the applicant's performance in authentic and/or in situ teaching-learning situations and/or contexts.
  • Conduct individual interviews with applicants to discuss the results of the evidence collection process.

    Entry Requirements:
    The minimum admission requirement for the Postgraduate Diploma is:
  • An approved and recognised four-year Bachelor of Education Degree.
    Or
  • A three-year general Bachelor's Degree and a Postgraduate Certificate in Education.
    Or
  • A 120 Credit Level 7 Advanced Diploma in a cognate specialisation. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of compulsory and elective modules at NQF Level 8, totalling 120 Credits.

    Modules at NQF Level 8, 120 Credits:
  • Teaching and Learning in Higher Education, 20 Credits.
  • Curriculum Development in Higher Education, 20 Credits.
  • Assessment for Learning in Higher Education, 20 Credits.
  • Education, 20 Credits.

    Elective Modules at NQF Level 8:
    Learners must choose two:
  • Postgraduate supervision in Higher Education, 20 Credits.
  • Learning with Technology in Higher Education, 20 Credits.
  • Leadership in Higher Education, 20 Credits.
  • Understanding Social Inclusion in Higher Education, 20 Credits.
  • Research Project, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand and engage with theories, methodologies and key concepts in the context of higher education.
    2. Apply theoretical knowledge in a wide range of authentic higher educational and social contexts.
    3. Identify, analyze, solve problems and function professionally within the Higher Education structure and domain.
    4. Identify and address inclusion and ethical issues based on reflections and values.
    5. Apply learning strategies to address ongoing professional development needs.
    6. Improve higher education practice through reflection and researching own practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Theories and methodologies in the higher education domain are critically engaged with.
  • Theories and methodologies in their classrooms within higher education are effectively applied.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Theoretical knowledge to inform teaching practice in higher education is used.
  • Knowledge to apply in various authentic higher educational settings is adapted.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Current problems within higher education are identified.
  • The knowledge to analyse these problems and present solutions in their classrooms and within the domain of higher education is used.
  • Knowledge to function more effectively and professionally within a higher educational structure and setting is applied.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Various issues of inclusion in their classrooms are identified and these issues effectively are addressed.
  • Higher education practices are conducted in an ethical and professional manner.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Own learning needs in higher education are identified.
  • Strategies to continuously address developmental and professional needs to improve practice in higher education are applied.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Own practice to improve are researched and reflected on.
  • A small action research project where own practice forms the context and the aim is improvement of this practice is planned, conducted and presented.

    Integrated Assessment:
    The following applies to all modules and learning programmes (module-based) in Education:

    A range/variety of summative assessment opportunities is required and may include tests, assignments, portfolios, practical demonstrations, presentations, open book written examinations, "take-home" examinations, etc.

    Formative assessment opportunities may vary according to individual qualification or module outcomes, and the composition of these is at the discretion of the module lecturer - the primary purpose of formative assessment being to support the learning process through constructive feedback to students. The following procedures apply to the learners who are enrolled for a qualification in the Faculty of Education. 
    		•

    INTERNATIONAL COMPARABILITY 
    The international comparability study for the Postgraduate Diploma in Higher Education NQF Level 8 was conducted against international qualifications in countries such as; United Kingdom, New Zealand and Australia.

    The Postgraduate Diploma in Learning and Teaching in Higher Education (PGDipLATHE) offered in the United Kingdom runs as a part-time professional qualification for academics teaching in higher education. The qualification, which leads to the award of the PGDipLATHE, offers an intellectually stimulating exploration of learning and teaching in higher education. The primary aim of the qualification is to enhance teaching, module design and the learning environment by building a cadre of educational leaders who are able to provide educational advice and guidance within their departments or colleges. Since the qualification began in 1999, more than 120 learners have completed it. Learners are using the knowledge gained on the qualification to improve teaching and their learning across the collegiate university.

    The qualification is designed for experienced academics working in the higher education sector who wish to enrich their understanding of educator learning, improve their own teaching practice, and develop ideas for educational enhancement at the level of courses, programmes and beyond. Although it is demanding, the qualification is organised to take account of the patterns and pressures of academic work. The qualification addresses questions directly related to, and often arising from, learners own teaching practice. Assessment by portfolio supports learners in linking their work for the Postgraduate Diploma to essential teaching, departmental, and collegiate activity.

    The qualification is similar with the purpose, modular and structure wherein they both can be completed with a year.

    The Graduate Certificate in University Teaching (GCUT) offered in Australia is a part time qualification designed to enhance the teaching skills of educators in an Australian higher education institution. The qualification combines research-based, theoretical seminars with practical exercises involving peer review and negotiated projects. The qualification course is offered part time to complement learners current teaching practice. The qualification is for educators currently teaching in an Australian higher education institution. Educators of vocational education and training institutions who plan to teach at the higher education level in the future may also benefit from this qualification.

    Benefits of the qualification include the following:
    Past learners have reported positive career outcomes, including:
  • Enhanced knowledge of effective teaching and learning.
  • Increased promotion opportunities.
  • Publication in academic journals.
  • Success in winning teaching awards and grants for educational research and development.

    In New Zealand the Postgraduate Diploma in Higher Education (PGDipHighE) is offered as a qualification that builds on the Postgraduate Certificate in Higher Education (PGCertHighE). It is a part-time qualification consisting of four 30 point modules that can be completed in a minimum of two years and a maximum of four. The Postgraduate Diploma in Higher Education (PGDipHighE) is also available through Distance Learning. As part of the admission requirements learners must be degree holders and be engaged in tertiary teaching; or if enrolling for a qualifications for an endorsed diploma, be a degree holder and, normally, be engaged in clinical teaching at tertiary level; or have alternative qualifications or experience acceptable to the Board of Studies.

    This qualification is similar with the current qualification since it also has a research component that a learner must comply with.

    Conclusion:
    The Postgraduate Diploma in Higher Education is similar to the international qualifications in terms of purpose and modular content based on the research component. It must be stressed that even if the current qualification is a contact mode, the ones compared to are mostly done on part time basis and over a two year period. 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates horizontally and vertically as follows:

    Horizontal Articulation:
  • Bachelor of Education Honours at NQF Level 8.

    Vertical Articulation:
  • Master of Education at NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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 Johannesburg 


    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.