[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
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 Instructional Design 
SAQA QUAL ID QUALIFICATION TITLE
119824  Postgraduate Diploma in Instructional Design 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
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
Reregistered  EXCO 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 Postgraduate Diploma in Instructional Design is to equip learners from varied fields with the knowledge and skills to plan and design engaging and user-centred learning experiences. This qualification focuses on the planning and design of learning experiences and journeys, the selection of suitable technologies, media, and tools and using multidisciplinary teams in the development and delivery of such learning experiences.

This qualification encompasses learning and design theories and principles, as well as design-thinking and accessible experiential user-centred design approaches. Learners will independently plan and design learning solutions that integrate different technologies and approaches, which include face-to-face, online systems, blended learning, and emerging technologies in different contexts such as formal education, short courses and the corporate sector within the broad education landscape and frameworks.

Rationale:
The E-learning industry in South Africa, and internationally is anticipated to significantly grow in line with the global expansion of online teaching and learning. The projected growth within the industry supports the need for the development of qualifications that will equip current working professionals with the knowledge and skills to design online learning solutions that are locally relevant, engaging and meet the learning requirements of a range of learners and users, within varied contexts to create meaningful learning experiences.

This qualification is suited for the learning and development needs of bachelor's degree or Advanced Diploma graduates seeking to upskill or acquire requisite knowledge and skills to explore career opportunities within the field of instructional design.

The career opportunities are available across many domains within several sectors, including among others:
  • Instructional Designer.
  • Learning Manager.
  • Instructional Design Project Manager.
  • E-learning Content Developer.
  • Short Course Developer and Entrepreneur: local and global.
  • Learning Designer in the corporate sector (Inhouse).
  • Learning Facilitator. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A relevant Bachelor's Degree in the related field, NQF Level 7.
    Or
  • A relevant Advanced Diploma in the related field, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

    Compulsory Modules, Level 8, 120 Credits
  • Approaches to Teaching and Learning in South Africa, 20 Credits.
  • Instructional Design and Innovation, 20 Credits.
  • Project Management for Instructional Design, 20 Credits.
  • Instructional Design Project, 20 Credits.
  • Multimodal Content for Online Learning, 20 Credits.
  • Research Methodology, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply research on the theory and practice of learning design, education contexts and methodologies to strategically inform learning design strategies and the instructional design process.
    2. Apply a range of teaching and learning theories and assessment principles in the design of face-to-face, blended, and online learning experiences in different contexts.
    3. Apply instructional design processes and principles that demonstrate creative, experiential, user-centred design thinking and problem-solving skills.
    4. Demonstrate and plan the application and integration of identified learning principles and approaches with suitable technologies, tools, and media, using multidisciplinary teams in the development and delivery of such learning experiences.
    5. Manage instructional design processes and projects from research to evaluation, in a collaborative work environment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Collect, analyse, organise, and evaluate educational and related information from practical and secondary sources.
  • Conduct independent inquiry in a selected field of instructional design.
  • Integrate evidence and information using critical thinking skills.
  • Conduct suitable industry and workplace research to identify knowledge and skills needs.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply knowledge of teaching and learning theories and teaching models to make informed decisions on instructional design, to support and facilitate the learning process.
  • Plan instructional design solutions and assessments that constructively align with policies, regulatory frameworks, and contexts.
  • Synthesise learning journeys and course contents.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply design thinking approaches and problem-solving processes as part of the user-centred, instructional design process.
  • Apply universal instructional design principles to cater to differently abled learners.
  • Create engaging and creative learning experiences for a variety of learners and users.
  • Create storyboards that sufficiently communicate the intended design outcome.
  • Evaluate the use of visual design according to communication and user experience principles.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Interpret and explain current thinking, practices, and research in the use of technology in online and distance education.
  • Evaluate different tools and technologies available for the design of multimodal teaching and learning.
  • Develop training material to guide learning facilitators on the use and educational value of technology.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Compile suitable project plans and briefs to guide the design and development process, the allocation and use of technology resources and multimodal resources, and collaborators.
  • Manage self and team members in collaborative online learning projects.
  • Develop monitoring and evaluation plans.
  • Apply reflective processes to improve professional practice.

    INTEGRATED ASSESSMENT
    Formative assessment:
    Continual formative assessment is required so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments, real-world briefs, tests, and an integrated programme portfolio based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    Summative assessment:
    Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments that test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports, or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. The summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

    Integrated assessments will be designed to achieve:
  • An integration of the achievement of exit level outcomes in a way that demonstrates that the purpose of the qualification has been achieved.
  • The evaluation of learner performance can provide evidence of applied competence.
  • Criterion-referenced assessment, which is clearly explained to, and understood by, the learners and which can be applied in the recognition of prior learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: India
    Institution: Indira Gandhi National Open University
    Qualification Title: Postgraduate Diploma in Higher Education

    Postgraduate Diploma in Instructional Design compares favourably with a one-year Postgraduate Diploma in Higher Education offered at the Indira Gandhi National Open University India. This qualification aims to develop a cadre of teachers and other professionals equipped with the knowledge and skills for organising teaching and training with the help of appropriate technologies.

    Similarities:
    The qualification compares with the South African (SA) Qualification, as both qualifications assist learners to:
  • Develop an understanding of the nature of educational technology and its impact on teaching and learning.
  • Build up awareness about the various educational technologies and their pedagogic uniqueness.
  • Develop the skills needed for making optimum use of the technologies enabling collaborative practices and sharing of educational resources.
  • Make a judicious selection of technology and integrate it successfully into the instructional system.
  • Develop the know-how of designing and developing courseware for various media.

    Country: New Zealand
    Institution: The Massey University
    Qualification Title: Postgraduate Diploma in Education (e-Learning)
    Credits: 120 Credits
    Duration: One year
    The institution provides a specialist qualification for educational professionals interested in the use of technology in teaching and learning in a variety of contexts including schools, vocational education, higher education, the corporate sector, and lifelong learning. Learners analyse and critique the theory and practice of e-Learning, fully understand, and participate in research in this area, and develop the confidence and flexibility to provide leadership in e-Learning in their own contexts.

    Career opportunities:
  • Academic development
  • Instructional design (similar to the SA qualification)
  • Online development and teaching (similar to the SA qualification)
  • Leadership in technology-related education initiatives.

    Entry requirements:
  • Bachelor of Education, or equivalent; or
  • awarded or qualified for any other bachelor's degree or equivalent, and hold a professional qualification in teaching; or
  • awarded or qualified for any other bachelor's degree or equivalent and have professional experience relevant to the intended postgraduate subject.

    Modules:
  • Digital Education and Design for Learning, 30 Credits. (Similar to the SA qualification)
  • Foundation of Digital Education, 30 Credits.
  • Trends in Digital Education, 30 Credits.
  • Teaching and Digital Education, 30 Credits. (Similar to the SA qualification)

    Similarities:
  • The NZ and the SA qualifications are offered over a period of one-year full time.
  • Both qualifications carry a weighting of 120 Credits.
  • Both qualifications require applicants who hold a bachelor's degree or equivalent.

    Country: United Kingdom
    Institution: University of Bristol
    Qualification Title: Postgraduate Diploma in Education, Technology, and the Society

    The qualification is designed for learners from diverse educational backgrounds and establishments, from teachers and lecturers in schools and colleges to Information Communication Technology (ICT) specialists working to support learning in both school and 'non-school' sites such as museums, education advisory services and at the government level. The qualification will support learners through the rapidly changing world, prepare them for further research and provide a firm foundation for developing a career in Education and ICT.

    The following are compulsory modules learners need to complete to achieve the qualification:
  • Digital Design (similar to the SA qualification).
  • Brain and Education.
  • ICT and Society: Contexts.
  • Policies and Practices.
  • Research Methods and ICT (similar to the SA qualification).
  • Teaching and Learning with ICT (similar to the SA qualification).

    Similarities:
  • This qualification compares favourably with the SA qualification as both qualifications offer modules in teaching and learning, technology trends and research.
  • Both qualifications train diverse learners, through the provision of relevant educational and technological frameworks and tools.

    Conclusion:
    These countries were selected because of the similarities shared with the national qualification framework of South Africa and the standards and quality offered in their education systems. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Education Honours in Curriculum and Instructional Design and Development, NQF Level 8.
  • Postgraduate Diploma in Higher Education, NQF Level 8.
  • Postgraduate Diploma in Educational Technology, NQF Level 8.
  • Postgraduate Diploma in Distance Higher Education, NQF Level 8.

    Vertical Articulation:
  • Master of Management in Technology and Innovation, NQF Level 9.
  • Master of Philosophy in Lifelong Learning, NQF Level 9.
  • Master of Arts in Development and Management, NQF Level 9.
  • Master of Education, NQF Level 9.
  • Master of Education in Curriculum and Instructional Design and Development, NQF 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. The Independent Institute of Education (Pty) Ltd 


    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.