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 Disability Studies 
SAQA QUAL ID QUALIFICATION TITLE
99693  Postgraduate Diploma in Disability Studies 
ORIGINATOR
University of Cape Town 
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 09 - Health Sciences and Social Services  Rehabilitative Health/Services 
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 will provide an intensive, focused opportunity for practitioners in different sectors to engage critically with disability as a social construct and shift thinking about disability as a human rights and social justice issue, not merely a medical and welfare concern. Learners will have the capacity to apply high-level academic, leadership and management skills to the implementation and monitoring of policy for disability inclusive development. In addition learners will be able to:
  • Appreciate the importance of lifelong learning and the importance of self-initiative in pursuing it.
  • Understand when and how to acknowledge the limitations of own expertise and elicit the expertise of others.
  • Operate effectively in an electronic age by gaining familiarity with online tools and their environment.

    Rationale:
    Within the South African context, the process of the integration of disability conscientisation within the modes of delivery of government and the operation of civil society, is largely in its infancy. A large-scale process of critical interrogation of the nature and origins of the marginalisation of disabled people in our country is required, in order for transformation to be fuelled and strategically undertaken. It is thus essential that prominent stakeholders and decision-makers from a variety of state and non-governmental institutions be afforded the opportunity to develop critical skills surrounding disability, in order that the needs of disabled people begin to be equitably integrated into mainstream society.

    It is essential that uniquely South African and African models of disability oppression and disability development, be constructed and elaborated, toward effecting strategies for equity and inclusiveness. The disability sector's massive organisational networks and community development projects provide key research opportunities for baseline data collection, as well as the piloting of intervention strategies, whilst the academic sector provides access to theoretical frameworks and the tools for critical interrogation of South African responses to disability on all levels.

    This Postgraduate Diploma is an inter-disciplinary qualification that is aimed at a range of professionals engaged in the disability and development sector as well as disability activists and government officials.

    The qualification will be of benefit to both disabled and non-disabled managers in national, provincial and local governance structures' disability activists' service providers in non-governmental organization (NGO), civil society, public and private sectors, including Health Professionals, Social Workers, Teachers, Human Resource Managers, Policy Makers and staff of higher education institutions across different faculties in South Africa and other African countries. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Applicants who wish to be considered on the basis of RPL (Recognition of Prior Learning) will be required to submit a personal portfolio reflecting, amongst others, their experience in the field of disability and/or development and any relevant work experience; and past attendance of relevant courses for which they may have obtained Certificates or Diplomas. Assessments to identify critical thinking skills in writing and reading may be conducted and learners may be required to attend short courses held by the Division of Disability Studies before or during registration for the qualification. The portfolio and assignments are assessed by the divisional RPL team and learners advised accordingly.

    Entry Requirements:
  • A relevant Bachelor's Degree.
  • A relevant Advanced Diploma. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification comprises 3 compulsory modules at Level 8 and 1 elective module totalling 120 Credits.

    Compulsory Modules at Level 8, 90 Credits:
  • Introduction to disability as diversity, 30 Credits.
  • Developing critical research literacy, 30 Credits.
  • Monitoring disability in society, 30 Credits.

    Elective Modules at Level 8 (choose one):
  • Critical priorities in disability and development, 30 Credits.
  • Disability Studies in Education, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Develop an understanding of disability as an issue of diversity with deep psychological roots that results in social injustice.
    2. Critically engage with research in the light of the transformative aims of the disability practitioner and to become familiar with the discipline of Disability Studies with conceptual understanding.
    3. Critically apply global notions of disability, human rights and social justice to the African context.
    4. Monitor the capacity of government, civil society and development agencies to implement strategies that lead to the equalisation of opportunity and social justice for disabled people.
    5. Examine educational theory and practice through the lens of critical disability studies which critiques an underlying deficit model of disability with regard to special education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Critical analysis of disability from micro to macro contexts is developed.
  • Disability as an issue of justice, diversity and belonging is explored.
  • Emotional responses to disability and how unconscious processes mediate disability related decision making are analysed.
  • Intersections of disability with other positional ties are analysed.
  • Issues of power, privilege and oppression, and agency are identified.
  • Processes of Othering are explained.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Information from various sources is analysed and synthesised.
  • Basic concepts of research and its methodologies are understood.
  • Understanding of the ethical dimension of conducting applied research is demonstrated.
  • Appropriate research topics are identified.
  • Existing skills and knowledge to identify and formulate new problems are applied.
  • Basic quantitative and qualitative research is organised and conducted.
  • A research report is written.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • An awareness of the global context of neoliberalism and development as it impacts on social transformation is created.
  • Disability as a critical issue within global development initiatives is understood.
  • National and international development strategies are designed and disability issues are integrated in a mainstreaming and twin track approach.
  • Collaboration and strategic partnerships to ensure disability inclusive development are understood.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and Community-Based Rehabilitation (CBR) Guidelines as framework for monitoring disability inclusion in development is understood.
  • Elements of organisational capacity for disability inclusion are identified.
  • Different paradigms underpinning monitoring are understood and critiqued.
  • Indicators to monitor participation in development and service delivery are developed.
  • Skills in monitoring participation of people with disabilities are demonstrated.
  • Monitoring matrices; processes and tools are critiqued.
  • Skills in advocacy and community mobilisation and communication are demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Deficit models of education that require special education interventions are critiqued.
  • Barriers to education for people with disabilities that arise from the social context in which education occurs are examined.
  • Changes to educational provision, including curriculum development, which addresses these barriers are explored.
  • Teaching, learning and curriculum strategies that promote disability inclusion at all levels are identified.
  • Educational strategies that are relevant to their own educational context are developed.

    Integrated Assessment:
    Learners will be assessed regularly throughout each course in a multiplicity of methods. Their participation in online activities will be monitored by means of online tracking tools and will count for 10% of the mark for each course. There will be at least three assignments for each course which will be marked and moderated by the course lecturers. These assignments will contribute 40% to the course mark. Exams will be held at the end of the semester and count for 50% of the course.

    In each course there will be both informal and formal assessment tasks. Learners must complete all these assessment tasks as this will make up the year mark, which will count for 50% of the course; the exam will count for the other 50%. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Centre for Disability Studies at the University of Leeds (sponsored by the British Council) in the United Kingdom offers a well-established Masters qualification in Disability Studies, which has provided extremely important guidance and insights in the development of the Disability Studies qualification.

    The qualification affords practitioners or policy makers who want to bring theory and practice together, or if planning a career in the field of disability to explore a range of disability-related issues from theoretical and practical perspectives. Core modules focus on social policy for disabled people in education, benefits, housing, transport, employment, health and social support services, as well as recent developments in social research on disability. There are also optional modules to focus on the topics that best suit own interests or career plans, from care to disability and development via research training or race and ethnicity studies.

    The interdisciplinary Centre for Disability Studies is at the forefront of international research in the field, using social model approaches that recognise disability as a form of institutional discrimination and social exclusion, rather than a product of physical difference between individuals. There is a growing demand for learners with a comprehensive knowledge of disability issues in all areas of social life. In particular, there are many career opportunities in health and social support services, education, human resources, statutory and voluntary agencies, NGOs (non-governmental organisations), INGOs (international non-governmental agencies) and charities. There are also excellent career openings in social research and universities -the learner will be well prepared for further research at PhD level.

    The Kwame Nkrumah University of Science and Technology (KNUST) in Ghana offer an Master of Science (MSc) Disability and Rehabilitation qualification at the School of Medical Sciences (SMS). The qualification aims at motivating a shift in attention in the training of manpower in the field of disability and development. The rapidly increasing interest in disability as a development issue and as a human rights issue means that expansion of higher training opportunities in this emerging field is an urgent priority. The MSc Disability and Rehabilitation in Africa qualification at the Department of Community Health, of the School of Medical Sciences provides learners with a comprehensive insight into the subject of Disability and Rehabilitation within the African context. It will highlight the disability theory and definitions, policy processes, individual and community assessment, management practices, research and management of Community Based Rehabilitation programmes. The qualification is designed for people working or planning a career in the field of disability and rehabilitation, and is especially suitable for Health Professionals, Social Workers, Educational Psychologists, Educationists, Architects, Sports and Exercise Scientists and Policy Planners and Makers.

    The MSc graduate from this qualification will have opportunities to work as a disability researcher, lecturer at the Academic Unit for Disability and Rehabilitation of KNUST in Ghana or other universities, policy maker in the field of disability, policy maker in other related fields addressing specifically the disability and rehabilitation issues, manager in a rehabilitation programme or staff in a disability advocacy unit or organisation.

    Flinders University in Australia offers a Graduate Certificate in Disability Studies. The qualification provides further study opportunities for learners of the Bachelor of Applied Science (Disability Studies), the Bachelor of Disability and Community Rehabilitation and other relevant qualifications, including the former Diploma of Applied Science (Developmental Disabilities), and for teachers and allied professionals seeking to upgrade their specialised education. The qualification is intended to provide professional knowledge and the development of expertise in many areas of disability. In general the qualification aims to:
  • Broaden the professional opportunities for graduates and to assist them in becoming knowledgeable, effective and respected professionals in their chosen field.
  • Prepare graduates with specialised knowledge that can be applied to support the participation and contribution of people with diverse needs within their local communities.
  • Provide an effective pathway for learners who wish to specialise in a specific of area of disability.

    Blackburn College in the United States of America (USA) offers a Bachelor of Arts with Honours Top Up in Disability Studies (Inclusive Practice). It is for those learners who have successfully completed the Foundation Degree (FdA) Disability Studies (Inclusive Practice) from University Centre at Blackburn College and who now wish to study at honours level. The top-up Degree offer opportunities for learners to increase your knowledge and understanding of the key messages inherent in current Government policy within the area of social care and education. This will help graduates to empower service users in order to bring about change and also encourage a graduate workforce that is fit for sector demand. The qualification leads to numerous employment opportunities such as teaching in primary or tertiary education, policy development, equality and diversity, human resources, management opportunities within relevant settings such as care and charities etc.

    Conclusion:
    The Postgraduate Diploma in Disability Studies compares well with the qualifications offered in the United States of America (USA), Australia, United Kingdom and Ghana in terms of the rationale ad the purpose. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers specific articulation opportunities with qualifications at the University of Cape Town. They are:

    Specific horizontal articulation:
  • Bachelor of Science Honours: Medical Sciences: Rehabilitation, Level 8.
  • Postgraduate Diploma in Disability and Rehabilitation Studies, Level 8.

    Specific vertical articulation:
  • Master of Philosophy: Rehabilitation, Level 9.

    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Bachelor of Social Science Honours: Development Studies and Social Transformation, Level 8.
  • Bachelor of Commerce Honours in Development Studies, Level 8.

    Vertical Articulation:
  • Master of Nursing Science: Community Health, Level 9.
  • Masters: Hand Rehabilitation, Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Cape Town 


    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.