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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Higher Education and Training 
SAQA QUAL ID QUALIFICATION TITLE
111007  Postgraduate Diploma in Higher Education and Training 
ORIGINATOR
University of Fort Hare 
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
Reregistered  EXCO 0821/24  2019-09-03  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Post Graduate Diploma in Higher Education and Training is to provide professional development and training for academics in the South African Higher Education context. It is intended to enhance practical Higher Education teaching and research competencies using contemporary theory and practice so as to improve student success. The qualification employs a blended and scenario based approaches.

The qualification has been designed taking into account the unit standards required for media and instructional design, curriculum and instruction, assessment evaluation and research subfields at Level 8 of the new Higher Education Qualification Sub Framework (HEQSF). The learner should be able to:
  • Demonstrate a well-rounded, systematic and in-depth knowledge of teaching and learning in higher Education in related areas of specialisation.
  • Demonstrate an understanding of the central methods of inquiry and research in teaching and learning and supervision of Postgraduate studies in related areas of specialisation.
  • Demonstrate use of Information and Communication Technology to support teaching and learning.
  • Present and communicate information and own ideas and opinions in well-structured arguments, showing an awareness of context and audience in the appropriate use of academic/professional discourse.
  • Demonstrate a critical analysis of policies and legislation and, quality assurance systems that govern and inform higher education.
  • Apply appropriate theories and teaching models to make informed decisions on teaching, curriculum design, assessment and evaluation to support and facilitate the learning process in higher education.

    Rationale:
    Most academics are discipline experts but yearn to improve teaching, research and management competencies. This qualification therefore seeks to formally professionalise teaching and research of staff in order to assist them to take up the multiple roles they are expected to perform.

    Academics in South Africa need professional capacitation in understanding the higher education legislation and policies, design responsive curriculum, facilitate learning to diverse learners using innovative methodologies and approaches, assess and moderate learning, supervise research, manage higher education qualifications and use models of recognition of prior learning to support learners progression and use technological tools to advance learning. Thus this qualification is a Continuing Professional Development (CPD) qualification, which seeks to:
  • Facilitate the CPD of lecturers in higher education by developing their knowledge of Higher Education (HE) as a field of study.
  • Assist lecturers to enhance their ability to facilitate, manage and assess learning.
  • Provide professional certification for HE practitioners.

    Typical learners in the qualification are practicing higher education academics including Technical and Vocational Education and Training (TVET) practitioners and research staff who possess qualifications at National Qualifications Framework (NQF) Level 7 or higher who are discipline experts but desire to get capacity to work in higher education. Those who qualify in the qualification can take up the role of lecturers, researchers, academic managers and academic developers.

    Continuous professional development of academics enable lecturers to design, facilitate, supervise and manage higher education qualifications. Those who complete can pursue into a Master's in Education or Master's in Higher Education studies.

    Qualification benefits the learners in that they get practical learning on how to improve their professional practice. Institutions benefits by having productive workers and this may indirectly influence learner success. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Learners who have completed part of the qualification in other qualifications such Bachelor's Degree in Education are credited for the learning achieved. A portfolio of evidence will be used to assess RPL.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • First Bachelor's Degree, National Qualifications Framework (NQF) Level 7, 360 Credits.
    Or
  • Advanced Diploma, NQF Level 7, 120 Credits. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at Level 8 totalling 130 Credits.

    Compulsory Modules, 120 Credits:
  • Assessment and Moderation of Students Learning, 25 Credits.
  • Facilitation of Learning, 30 Credits.
  • Higher Education Context and Evaluation as Action Research, 20 Credits.
  • Curriculum Development, 30 Credits.
  • Technology Enhanced Learning, 15 Credits.

    Elective Modules, 10 Credits (Choose/Select one):
  • Supervision of Postgraduate Research, 10 Credits.
  • Recognition of Prior Learning, 10 Credits.
  • Management of Learning Programmes, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Critique and discuss the higher education trends in developing professional and pedagogical competences that are informed by higher education policies and legislations.
    2. Interpret and argue the relevance of concepts, terms, principles, and philosophies of teaching in Higher Education in relation to areas of specialisation.
    3. Apply various methods of inquiry and research in teaching and learning related to areas of specialisation.
    4. Present the creative and innovative pedagogical strategies used in the specific discipline to support teaching and learning for the 21st century students.
    5. Apply appropriate theories and teaching models to make informed decisions on teaching, curriculum design, assessment and evaluation to support and facilitate the learning process in higher education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level 1:
  • Evaluate the higher education trends and legislations in South Africa that govern and inform higher education to enhance pedagogical competences.
  • Analyse the current professional competences and their relevance to teaching approaches used in the specific discipline.

    Associated Assessment Criteria for Exit Level 2:
  • Evaluate the relevance of teaching and learning concepts, terms and principles and philosophies to own disciplines.
  • Apply relevant concepts, philosophies in own teaching practice in higher education

    Associated Assessment Criteria for Exit Level 3:
  • Identify relevant methods of inquiry and research and apply these to research in teaching and learning and supervision of postgraduate studies in relevant disciplines
  • Identify practical work related problem and apply of relevant scholarly approach in researching teaching and learning matters in a specific area of specialisation.

    Associated Assessment Criteria for Exit Level 4:
  • Select, use and justify the relevance of a variety of Information and Communication Technology media to support teaching and learning for diverse students
  • Present a structured argument of at least two pedagogical strategies to exhibit creativity and innovations appropriate in the discipline/field.

    Associated Assessment Criteria for Exit Level 5:
  • Select and justify appropriateness of theories and models on teaching, curriculum design, assessment and evaluation to support and facilitate the learning process in higher education.
  • Apply these educational models to won professional practice.
  • Design, develop and evaluate teaching and learning programme in specific disciplines in Higher Education
  • Investigate the theoretical underpinnings, purposes of RPL, and the implementation of RPL policies in higher education in South Africa.
  • Formulate a proposal for the implementation of the above in your context.

    Integrated Assessment:
    The number of assessments varies from one module to another based on the number of credits.
  • Weekly assignments form part of continuous formative assessment.
  • Learners then submit an integrated set of the weekly tasks as a course portfolio of evidence for summative assessment.
  • The portfolio is marked by the respective lecturer, then moderated internally by another lecturer teaching the same module in another campus.
  • The portfolio is then sent to an external moderator.
  • Experiential learning is embedded in the portfolio of evidence where class observations and reflective meetings are conducted by peers or by the module convener. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares with international qualifications. All the qualifications aim to professionalise university teaching. This professionalising is by appreciating higher education context, course design and delivery that acknowledge learners needs, supervision of research and innovative teaching approaches. This qualification is similar to the qualification at Kent University in the United Kingdom and Indira Gandhi University:

    The University of Kent in the United Kingdom offers a Post Graduate Certificate in Higher Education (PGCHE). The Certificate is compulsory for academic staff on probation to develop knowledge and capacity to teach and research in higher education effectively. Like the PGDipHET, Recognition of Prior Learning is applicable for learners who have previously acquired outcomes for modules. There is a component in the Certificate for teaching observation as part of evidence of practical competencies in teaching practice. Assessment of each module consist of continuous assessment and integrated assessment.

    Indira Gandhi Open University in India offers a Postgraduate Diploma in Higher Education (PGDHE) to current new and experienced academics in any field. The qualification aims to assist practitioners in acquiring perspectives in teaching in higher education and develop their readiness to undertake various higher education roles. The qualification comprises of six modules in which all learners must participate. Learners must participate in a practical project to link theory and practice. Assessment is through assignments and an examination. All modules are quality assured through moderation.

    Similarities with the PGDip( HET):
  • The rationale of enhancing professional competencies of higher education academics in terms of teaching and learning and research supervision.
  • Quality assurance processes through internal and external moderation of modules.

    Differences between the PGDip(HET):
  • The duration of the PGDHET is over two years part time whereas at Indira Ghandi has a minimum duration of one year part time.
  • Kent university in the UK is offering the qualification as a Certificate whereas this qualification is a Postgraduate Diploma. Even thouth Indira Gandhi is offering a Postgraduate Diploma; the qualification has fewer core modules in their qualification than the PGDipHET.
  • The two international universities pegged their qualifications at NQF Level 7 according to their national standards whereas PGDiP (HET) is at Level 8 of the South African NQF.
  • The PGDipHET has six core modules, and two electives whereas the the Indian qualification has a total of six modules.
  • The PGDipHET requires 120 Credits as a minimum requirement whereas those institutions offering Postgraduate Certificates have less than 120 Credits. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Postgraduate Diploma in Education, Level 8.

    Vertical Articulation:
  • Master of Education, 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 Fort Hare 


    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.