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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Life and Counselling Skills 
SAQA QUAL ID QUALIFICATION TITLE
99698  Postgraduate Diploma in Life and Counselling Skills 
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 Postgraduate Diploma in Life and Counselling Skills will enable Teachers and School Counsellors to professionally deal with the complexities and challenges of life, as well as the teaching of life skills, the value of physical activeness and selecting a career. The qualification aims to ensure Teachers and School Counsellors acquire the necessary analytical thinking and problem-solving skills that will enable them to interrogate multiple sources of knowledge, evaluate evidence, arguments and assumptions, to reach applicable judgments and to communicate them effectively to a range of audiences. In doing so, this qualification integrates theory respective to the field of specialisation with practice to promote innovation, distinctiveness and leadership in academic, professional and human pursuits.

In addition the qualification prepares Teachers and School Counsellors to undertake further study by providing them with the necessary research capacity in the methodology and research techniques.

Rationale:
This qualification prepares Teachers, Life Orientation Teachers and School Counsellors for advanced leadership in the field of Life and Counselling Skills. Within the range of national priorities to improve the quality of education 'this qualification responds to the need for qualified Educators to professionally deal with the complexities and challenges of life as well as the teaching of life skills. 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, Teachers and School Counsellors will professionally deal with the complexities and challenges of life, as well as the teaching of life skills, the value of physical activeness and being able to select a career. Additionally, Teachers and School Counsellors will be able to critically reflect on contemporary issues within their own ambit of responsibility and as such contribute to effective life skills teaching and counselling in schools, bringing about change and providing support.

Upon qualifying, Teachers and School Counsellors 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 Teachers and School Counsellors will be prepared for Postgraduate studies or appropriate Postgraduate professional training. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The formal RPL policy and procedures of the University apply and include the following:
  • Exemptions will only be granted for appropriate Level 8 modules (old NQF Level 7) with the same credit value passed at other institutions.
  • Students may apply for exemption of modules.
  • Students interrupting their studies for longer than three years will not receive any exemptions for modules previously completed.

    A recognised professional teaching qualification is required for entry into the Postgraduate Diploma in Life and Counselling Skills, such as:
  • A Bachelor of Education.
    Or
  • A three-year general Bachelor's Degree capped by a Postgraduate Certificate in Education (PGCE) (or equivalent).
    Or
  • A Level 6 qualification and an Advanced Diploma in Education (ADE). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at Level 8, totalling 128 Credits.

    Compulsory Modules, 120 Credits:
  • Education Theory, 8 Credits.
  • Foundations of Education Psychology, 8 Credits.
  • Methods for Researching Practice, 16 Credits.
  • Perspectives on Life Skills Teaching, 16 Credits.
  • Career Education and Counselling, 16 Credits.
  • The theory and Practice of Counselling, 16 Credits.
  • Physical Education, 8 Credits.
  • Capstone Project in Life Orientation/Counselling Skills, 32 Credits.

    Elective Modules, 8 Credits (Choose one):
  • Social Justice Education.
  • Leadership for Organisational Change.
  • Social Support. 
    		•

    EXIT LEVEL OUTCOMES 
    Critically reflect upon the education system in order to contribute to the transformation of life skills education and the counselling of learners across the school system. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome:
  • Engage with current practices and challenges related to Life Skills, Career Education, Counselling and Physical Education.
  • Show an understanding of life skills and counselling complexities, which have to be interpreted within national and international frameworks as well as national education directives.
  • Account for each school and regions unique context in order to bring about change in the lives of the learners.

    Integrated Assessment:
    The qualification provides for a continuous assessment approach. No formal examinations will be 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 Teachers and School Counsellors 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.

    The study guides contain comprehensive assessment expositions on the assessment activities, weights of each activity, specifications on what is expected as well as the due dates. A general course guide contains the procedures and policies that Teachers or School Counsellors should be informed about, such as the procedures for absence from class, remarking, etc. The setting of tests and summative assessment activities, as well as the internal and external moderation processes related to assessment, necessitate rigorous security processes and the management of risks. 
    		•

    INTERNATIONAL COMPARABILITY 
    A Postgraduate Diploma in Counselling Studies is offered by the University of Abertay, in Dundee, United Kingdom (UK). This qualification involves a combination of teaching in theory, research, practice and professional issues, and self-development, all of which are directly linked to practice placement. The core areas of the qualification include:
  • The pluralistic approach to Counselling and Psychotherapy.
  • A range of theoretical approaches to counselling, such as Person Centred and Experiential, Psychodynamic, Transactional Analysis, Existential, and Cognitive Behavioural Therapies.
  • Practice skills in working with clients, and professional skills for working in counselling contexts.
  • Personal development and self-awareness.
  • Evidence-based practice and research methods.
  • Ethical and professional issues in counselling.

    Assessment is through a range of methods including case-studies, theory essays, literature reviews, practice observations, and reflective accounts, along with reports from Supervisors and practice placement.

    Postgraduate Diploma in School Guidance Counselling is designed to prepare Teachers and other education professionals to provide and manage a School Guidance Counselling Service. This qualification is offered by the Maynooth University, in Ireland.
  • Describe the main influences shaping human development.
  • Appreciate the interactive nature of genetic inheritance and environment.
  • Demonstrate an understanding of the developmental tasks of the period of adolescence.
  • Identify the key variables which influence young people in contemporary society.
  • Value the importance of mental health and recognise risks to mental health of young people.
  • Distinguish the factors which influence student behaviour especially in school contexts.
  • Recognise the role of the School Guidance Counsellor and key stakeholders in the lives of adolescents.
  • Appreciate the value and the challenges involved in working collaboratively with a variety of agencies/personnel, and especially with parents and colleagues.

    Conclusion:
    The qualifications identified compare favourably in terms of the focus areas and the curriculum. However, the qualification offered in the UK is more directed to counselling in general whereas this qualification focuses more on counselling in schools and the teaching of the learning area - Life Orientation. Whereas the qualification offered in Ireland is also similar but also does not focus on the learning area - Life Orientation. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers specific articulation opportunities with qualifications offered by the University of the Free State. These are:

    Horizontal Articulation:
  • Bachelor of Education Honours (Professional) in Psychology Level 8 (ID 62017).
  • Bachelor of Education in Psychology of Education, Level 8 (ID 20303).

    Vertical Articulation:
  • Master of Education, Level 8 (ID 8375).

    However, 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 Education Honours in Educational Psychology, Level 8.
  • Postgraduate Diploma in Inclusive Education, Level 8.

    Vertical Articulation:
  • Master of Education in Educational Psychology, Level 9.
  • Master of Education in Educational Guidance and Counselling, 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 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.