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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Mathematics Education 
SAQA QUAL ID QUALIFICATION TITLE
97816  Postgraduate Diploma in Mathematics Education 
ORIGINATOR
Nelson Mandela University 
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  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 Postgraduate Diploma is intended to develop an innovative, competent and reflective instructional leader who within the field of Mathematics Education has the capacity and agency to effect significant change in the South African education system, [and that], the following instructional leadership characteristics will be addressed in the programme:
  • Leading teaching and learning in mathematics education at school and district level.
  • Developing strategic and responsive curriculum taking into account the socio-cultural backgrounds of learners.
  • Developing professional learning communities within the school and region to share innovative teaching strategies.
  • Developing appropriate, context-relevant intervention and support strategies in the mathematics classroom.
  • Developing extra-curricular events that support mathematics education.

    Rationale:
    The Postgraduate Diploma in Mathematics Education serves to strengthen and deepen an educator's knowledge of the field of Mathematics Education. It enables their involvement in advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in education in general and in Mathematics Education in particular. This qualification addresses the need to develop instructional leaders in the critical area of Mathematics Education.

    The demand for this qualification is evident from stakeholder responses to why they feel the need to further their continuing professional development. The Postgraduate Diploma fills the niche in further developing individuals who wish to improve their own practice and become instructional leaders and curriculum developers in Mathematics Education. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL) will be applied in terms of the Nelson Mandela Metropolitan University Policy on RPL which involves inter alia that a committee be set up to consider individual cases to evaluate the portfolios of evidence outlining the knowledge, competences and skills at NQF Level 8 in order for the candidate to be granted Credit in the Honours qualification. In addition, if candidates have completed relevant module(s) at NQF Level 8, opportunities will be created to enable them to receive credits for these modules.

    Entry Requirements:
    Candidates qualify for admission if they are in possession of a full qualification on, or equivalent to, NQF Level 7, as stipulated below:
  • Four year Bachelor of Education Degree.
    Or
  • Three-year appropriate Bachelors Degree (e.g. BSc) plus an advanced Diploma in Teaching (or a recognised professional teaching qualification).
    Or
  • A postgraduate professional teaching qualification (for example, PGCE). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification comprises compulsory modules at NQF level 8 totalling 120 Credits.
    Modules:
  • Curriculum Studies, 12 Credits.
  • Instructional Leadership, 12 Credits.
  • Philosophical Issues in Mathematics Education, 12 Credits.
  • Socio-cultural Issues in Mathematics Education, 12 Credits.
  • Content Issues in Mathematics Education (A), 12 Credits.
  • Teacher Identities in Educational Contexts, 12 Credits.
  • Learning Issues in Mathematics Education, 12 Credits.
  • Content Issues in Mathematics Education (B), 12 Credits.
  • Research Report in Mathematics Education, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Construct critically reflective and reflexive understandings of contemporary theories in Education in general, and in the field of Mathematics Education, in particular.
    2. Employ specialised theoretical knowledge in the pedagogy of the field of Mathematics Education.
    3. Establish the connections between conceptual, theoretical and experiential knowledge/s.
    4. Develop communities of practice in Mathematics Education as a reflexive leader and practitioner.
    5. Conduct action research to inform instructional practice in Mathematics Education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Contemporary theories of education in general and of Mathematics Education in particular are identified and discussed.
  • Theories are critically reflected on and a position to act in the light of these theories is taken.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Specialised theoretical knowledge of the pedagogy of mathematics into their daily interactions as a teacher is incorporated.
  • The impact of their specialised theoretical knowledge of Mathematics Education on teaching of mathematics is critically reflected on.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The connections between conceptual, theoretical and experiential knowledge/s is described.
  • The connections between conceptual, theoretical and experiential knowledge/s is critically reflect on.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Opportunities to work collectively in a community of practice are identified.
  • Leadership in the formation, of, or participate in, is taken in a community of practice.
  • Others are encouraged to work collectively in a community of practice.
  • The work of the community of practice joined/formed/led is critically reflected on.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Relevant literature is consulted.
  • Suitable research methodologies and approaches are identified and an appropriate strategy is chosen.
  • The strategy implemented and its efficacy is reflected on.
  • Revision is adapted and re-implemented.
  • Written report is produced.

    Integrated Assessment:
    The programme complies with the NMMU Assessment Policy with a focus on assessment for and as learning in formative assessment and of learning in the summative component of the assessment. A variety of formative assessment strategies (for e.g. assignments, seminar presentations, contribution to discussion forums, short tests etc.) will be used to develop students' literacy and research skills as well as their comprehension and interrogation of key themes/concepts in each module. The approach employed for formative assessment will be developmental to enable students to engage with theoretical perspectives and understandings as well as master literacy and research skills. The formative assessments will build students' capacity to develop proficiencies in designing their research proposal, carrying out the research and writing up the treatise as well as an overall preparation for final exams (if applicable). 
    		•

    INTERNATIONAL COMPARABILITY 
    In Singapore and Hong Kong a Postgraduate Diploma in Education is offered with specialisation designed to assist teachers in Mathematics Education.
    These qualifications are designed:
  • To provide teachers with a framework of knowledge and skills in the teaching of primary Mathematics.
  • To provide perspectives on the change and development in primary Mathematics curriculum for teachers to reflect, re-examine and refine their classroom practices.
  • To enable teachers to develop competencies in the design and practice of assessment and evaluation.

    In New Zealand a Postgraduate Diploma (Mathematics Education) is offered for graduates interested in mathematics education. This qualification is particularly suitable for teachers wanting to improve their content and pedagogical content knowledge in Mathematics Education. Mathematics education assist teachers/educators explore the practical skills and educational theories involved with the teaching of mathematics in schools.

    The Postgraduate Diploma in Mathematics Education program prepares learners to teach Mathematics at the middle school through secondary school level. It has a strong emphasis on Mathematics content and the role of mathematical ways of thinking in the teaching and learning of Mathematics. It is designed to provide necessary skills, including the use of manipulative and ICT in the classroom though this is not covered by our qualification, and content knowledge for Mathematics teachers who are in service as well as recent graduates who wish to embark on a rewarding career teaching Mathematics here or abroad. It provides opportunities for in service teachers to reflect on their existing practice and engage in extended academic study to support their practice and their continuing professional development.

    Conclusion:
    The qualification compares well with the cited examples in term of their focus on mathematics teaching. 
    		•

    ARTICULATION OPTIONS 
    The qualification provides articulation horizontally with other Postgraduate Diplomas in the area of specialisation or with the Bachelor of Education Honours in Mathematics Education.

    Vertically the qualification articulates with a cognate Master's Degree in Mathematics Teaching. 

    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. Nelson Mandela University 


    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.