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 Education 
SAQA QUAL ID QUALIFICATION TITLE
99282  Postgraduate Diploma in 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  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 purpose of this Postgraduate Diploma in Education is to strengthen and deepen teachers' specialist theoretical knowledge. The qualification will enable teachers to develop academic understanding of current developments in the teaching of Mathematics or Science and Technology or ICT Innovation in Education in order to prepare them for advanced leadership positions.

This qualification enables teachers to develop their specialised teaching competence and evidence-based practices using advanced reflection, current thinking and practice in their areas of specialisation (sub-endorsements) in the organising learning fields of Mathematics and/or Science and Technology. The curriculum covers both the theoretical engagement and intellectual independence required in the professional development of teachers in these fields of specialisation.

This qualification will assist teachers to assume leadership positions such as teacher specialists, subject heads or subject advisors in the education sector.

Rationale:
As teachers develop their practices, subject expertise and academic leadership and also become more experienced, they will be expected to make great contributions to teaching and learning in their specific organising field. There is a great need to improve the achievements of the majority of learners, particularly school-leavers in Mathematics and Physical Science. This means that South Africa needs a more efficient professional development system for in-service mathematics and Science and technology teachers so that teachers are adequately prepared to meet the challenges they are facing and to improve the learning that they facilitate. Teachers need to have a deep understanding of the subject matter so that they can help learners create useful cognitive maps, relate ideas to one another and address misconceptions.
Teachers need to be able assist their learners to see the connections between their school subjects and everyday life thereby letting them see the relevance of the subjects and so be motivated to master them. Teachers with this aim will use their understanding of technological, pedagogical and content knowledge to make ideas accessible to others.

The rationale for a qualification such as the Postgraduate Diploma in Education is to assist teachers to become subject matter experts in the teaching of Mathematics, Physical science and/or IT. To address these, this Postgraduate Diploma in Education with an endorsement in Mathematics or Science or Technology or ICT Innovation in Education has been developed. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the institution's RPL policy, which directs the Faculty's RPL procedure, is to also recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant exemptions for modules using the principles and processes that serve as basis for Faculty-specific RPL practices.

A panel of selected staff members will determine, on a one-on-one basis, the competence of prospective learners who apply for RPL. An applicant's competence will be assessed against the relevant Exit Level Outcomes, and in determining the applicant's relevant competencies the 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 one-on-one interviews with applicants to discuss the results of the evidence collection process.

    Entry Requirements:
    The minimum entry requirement for the qualification:
  • A Bachelor of Education, Level 7.
    or
  • A general Bachelor's Degree, Level 7 with an Advanced Diploma in Teaching (or an equivalent).
    or
  • An Advanced Diploma in Teaching, Level 7 in a cognate specialisation. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 8, totalling 120 Credits.
  • Current Issues in Science and Technology Education, 30 Credits.
  • Critical reflection on Science and Technology Education, 30 Credits.
  • Pedagogical Content Knowledge 1 in Mathematics/Science/Technology/ICT Innovation in Education, 30 Credits.
  • Pedagogical Content Knowledge 2 in Mathematics/Science/Technology/ICT Innovation in Education, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Critically reflect on the latest developments and issues in education in a chosen specialised area and reflect on own professional and personal development in this field.
    2. Use knowledge and critical understanding of the nature and issues in education and theory in a specific organising field and apply these in the classroom.
    3. Provide evidence of deep expertise in a chosen area(s) of specialisation through improved lesson planning and assessment.
    4. Critically analyse relevant learning support materials, resources and practices, in the light of a conceptual understanding of Mathematics Education/Science Education/Technology Education/ICT Innovation in Education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria for Exit Level Outcomes 1:
  • Use theories to interrogate practice.
  • Develop a critical-reflective awareness of own teaching in specialist area.
  • Design appropriate learner support activities and learning and teaching materials in chosen field.
  • Produce lesson plans using the latest methods and techniques available and critically analyse existing learning support materials, resources and practice.
  • Integrate latest learning technologies and assessment strategies into own teaching.

    Assessment Criteria for Exit Level Outcomes 2:
  • Apply a sound knowledge base and critical understanding of the nature and issues in teaching and learning in the specific chosen organising field in the classroom.
  • Draw up a personal professional development plan with manageable goals for own development.
  • Deepen own understanding of the nature of a chosen specialised field and particular issues confronting the specific organising field.
  • Describe the conceptual framework of teaching and learning that gives expression to caring, accountable and critically reflective teachers who are able to support and nurture learning and development in diverse educational contexts.

    Assessment Criteria for Exit Level Outcomes 3:
  • Use new insights and knowledge of pedagogical content and teaching methodology and approaches in lesson plans.
  • Use appropriate resource materials to support teaching and learning.
  • Exploit learning technologies and employ innovative assessment strategies in the teaching and learning of own specialised subject area.

    Assessment Criteria for Exit Level Outcomes 4:
  • Demonstrate conceptual understanding in the design of educationally sound learning experiences in which support materials, resources and practices are well-integrated.
  • Apply research methodology in a specialised organising field of learning in conducting a research project of limited scope under supervision.
  • Employ appropriate research methodologies in critically reviewing content, representations and reflection papers captured in research projects.

    Integrated Assessment:
    The broad assessment strategy of the Faculty assessment policy is:
    There are a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, a portfolio or substantial assignment) to ensure that exit level outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark.

    Formative and summative assessment opportunities are available to learners. Formative assessment supports teaching and learning, provides feedback to the learner, to diagnose the learners' strengths and weaknesses, to assist in the planning of future learning and to help to make decisions on the readiness of the learner to do a summative assessment. Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions. 
    		•

    INTERNATIONAL COMPARABILITY 
    Internationally Postgraduate Diplomas in education are offered in virtually every country and aim to promote improvement of teaching and learning which will impact positively in developing the country socially and economically. They contain similar course material and a research component although the latter is not as complex as that in Master's Degrees. Examples of such postgraduate diplomas are offered by:
  • Oxford University in Oxford, United Kingdom.
  • University College Cork in Ireland.
  • Asia University in Malaysia.
  • Macquarie University in Sydney, Australia.
  • The University of Melbourne, Australia.

    Other offerings in specifically mathematics and Science teaching include:

    The Jawaharlal Nehru Centre for Advanced Scientific Research in India offers a Postgraduate Diploma in Science Education. The qualification is designed to provide opportunities and training to teachers in science education. Various aspects that are covered in the qualification include: subject content knowledge, teaching methodology in science, laboratory experiments, research and experience in education technology.

    The Professional Diploma in Mathematics for Teaching is offered by the University of Limerick, Ireland.

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

    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 is focused on providing learners with the skills, knowledge and attributes they need for teaching.

    The University of Melbourne, Australia offers a Postgraduate Certificate in Education
    catering for teachers in leadership positions in both government and non-government schools. The primary purpose of the qualification is to enable learners to access the latest developments in research, policy and practice. Furthermore, it reflects the current professional development priorities for teachers in leadership positions in schools. Learners select from a list of postgraduate level subjects accessible to Masters students, including Mathematics, Science and Digital Technologies. Learners are not required to undertake studies in one particular area of specialisation.

    Comparison:
    While the offerings by the Jawaharlal Nehru Centre for Advanced Scientific Research, the University of Limerick and the John Moore University all have the focus of improving teachers' ability to teach Mathematics and Science, the University of Johannesburg (UJ) Postgraduate Diploma in Education is more closely aligned to the postgraduate certificate of the University of Melbourne. The aims of the last two qualifications are to strengthen and deepen teachers' specialist theoretical knowledge and practical skills in Mathematics, Science, Technology and ICT in order to prepare them for advanced leadership positions. They both are directed at professional development and to establish a sound basis for further studies in Education at the Masters level and include a research component.
    Similarities are knowledge of current thinking and research in the specialisations at a small scale; current developments and international and national perspectives and education reform in the particular areas of specialisation, theories underlying educational uses; the nature/philosophy of the organising learning fields of Science and Technology Education and innovative ICT solutions in Education.

    Conclusion:
    This Postgraduate Diploma compares well with the Postgraduate Diploma in education offered internationally but is particularly well aligned with the Postgraduate Certificate in Education offered by the Melbourne University in terms of scope of content, aims, learner cohort, admission requirements, research and type of articulation, namely to Master's Degree study. 
    		•

    ARTICULATION OPTIONS 
    The qualification offers specific articulation possibilities with other qualifications offered by University of Johannesburg. They are:

    Horizontal Articulation:
  • Bachelor of Education Honours in Curriculum and Classroom Practice, Level 8 (ID 80362).
  • Bachelor of Education Honours in Educational Management, Level 8 (ID 80365).

    Vertical Articulation:
  • Master of Education in Education Management, Level 9 (ID 80389).
  • Master of Education in Computer Based Education, Level 9 (ID 80380).

    There is also systemic articulation possibilities with qualifications offered by other institutions provided they meet the minimum entry requirements. They are:

    Horizontal Articulation:
  • Bachelor of Education Honours (Professional): Curriculum Studies, Level 8.
  • Bachelor of Education Honours in Computer-integrated Education, Level 8.
  • Bachelor of Education Honours in Information Communication Technology Education, Level 8.
  • Bachelor of Education Honours in Subject Studies, Level 8.

    Vertical Articulation:
  • Master of Education, Level 9.
  • Master of Education in Educational and Learning Support, Level 9.
  • Master of Education in Critical and Creative Thinking Development, 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.