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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: 

Advanced Diploma in School Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
120162  Advanced Diploma in School Leadership and Management 
ORIGINATOR
Marematlou Training Institute 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced 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 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0638/26  2026-02-02  2029-02-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-02-02   2033-02-02  

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 Advanced Diploma in School Leadership and Management is to provide school leaders and prospective managers with the necessary skills, knowledge and values needed to lead and manage schools effectively and efficiently to enhance the quality of education across the school system.

The qualification is aimed at promoting personal and professional growth to assume leadership and management roles within schools and school districts. The qualification aims to achieve the following:
  • Schools that are run as efficient and effective learning organisations where teaching and learning are foregrounded.
  • Improved collaborative and critical leadership and management of staff development through Continuing Professional Development (CPD).
  • Improved school administration that ensures the effectiveness and efficiency of the school.
  • Improved professional and ethical leadership and management in schools.
  • Schools that work with and for the community to create a caring and supportive school culture and community.

    Rationale:
    The improvement of school leadership, as identified in the National Development Plan: 2030, features prominently among the priorities to be addressed. In 2007, the Department of Education introduced the Advanced Certificate in Education (ACE) as an entry qualification for aspiring principals with improvisational outcomes. The External Evaluation Research Report of the Advanced Certificate in Education did not find clear evidence of short-term gains in matric results at the schools where principals had undergone ACE training. Nonetheless, the NDP recommends that the ACE qualification (or its adaptation) should continue to be offered as in-service training for incumbent principals, but that several key shifts were needed in the focus of the training.

    The Minimum Requirements for Teacher Education Qualifications (MRTEQ) (2015) has replaced the ACE with the Advanced Diploma in Education and, in addition, the Policy on the South African Standard for Principalship (DBE, 2015) has been developed to provide clear guidelines on what school principal training should cover. In the Policy on the South African Standard for Principalship, (DBE, 2015) the Department of Basic Education asserts that it is essential to establish a clear and agreed understanding of what the South African education system expects of those who are, or aspire to be, entrusted with the leadership and management of schools.

    The South African Standard for Principalship defines the role of school principals and the key aspects of professionalism, image and competencies required (DBE, 2015). The Policy emphasises that the key areas referred to in the Standard are in line with the core purpose and responsibilities of the principal as set out in the South African Schools Act, 84 of 1996, the Personnel Administrative Measures (1999), and the Integrated Quality Management System (2003). The Department of Basic Education reaffirmed its stated belief that effective leadership and management, supported by a well-conceived, needs-driven development of leadership and management, is critical to the achievement of its transformational goals for education (DBE, 2015). It is argued that the purpose of the transformation of any education system is to bring about sustainable school improvement and a profound change in the culture and practice of schools.

    In South Africa, this change is influenced by the many complex economic, political, health and social factors which affect widely diverse communities in both urban and rural contexts. It is known that schools are faced with challenges of violence and bullying, sexual harassment and abuse, HIV/AIDS, poverty and starvation, drug abuse and many more social and health concerns. In addition, many communities are places of social unrest due to gangsterism, service delivery upheavals, strike actions and xenophobic attacks on foreigners that render schools to be unsafe places for learners.

    The qualification will provide school leaders with the required competencies to deal with these challenges and ensure that good principals do not act in isolation but lead and manage their schools professionally and in ways that are grounded in and embraced by the principles of Batho Pele and Ubuntu. 
    		•

    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 with regards 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 four-year Bachelor of Education, NQF Level 7
    Or
  • General first Degree, NQF Level 7 plus a Postgraduate Certificate in Education (PGCE), NQF Level 7.
    Or
  • Diploma, NQF Level 6, plus a Postgraduate Certificate in Education (PGCE), NQF Level 7
  • Former Diploma in Education (including a National Professional Diploma in Education) plus Advanced Certificate in Education.
    Or
  • A relevant qualification in the related field, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7, totalling 120 Credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Leading and managing the school as an organisation, 18 Credits.
  • Leading and managing teaching and learning in the school, 18 Credits.
  • Leading and managing co-curricular and extra-curricular activities, 9 Credits.
  • Working with and for the wider community, 9 Credits.
  • Leading and managing people and change, 18 Credits.
  • Working within and for the school system, 18 Credits.
  • Portfolio of Evidence (POE), 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply the key organisational theory, terminology, and concepts in developing school culture and climate and in developing school policies.
    2. Demonstrate integrated knowledge of education theory, instructional leadership, values, and the conceptualisation of schools as learning organizations.
    3. Demonstrate integrated knowledge of the theory of extra- and co-curricular activities in supporting learner success and developing the personal and professional competencies, qualities, and attributes necessary for effective leadership and contributing to the development of the school.
    4. Demonstrate in-depth understanding and knowledge of the human resource theories and approaches to leading, developing, and managing self and others.
    5. Demonstrate in-depth understanding and knowledge of the importance of physical and mental well-being and the need for an active lifestyle of all members of the school as a key element contributing to the development of well-rounded individuals.
    6. Demonstrate a sound understanding and knowledge of school financial management and the management of school administration.
    7. Demonstrate the ability to make decisions and act ethically and professionally to justify those decisions and actions drawing on appropriate legal and policy principles and guidelines as well as on ethical values within the school context.
    8. Demonstrate the ability of developing and applying appropriate extra- and co-curricular activities that are culturally driven and research-based.
    9. Demonstrate the ability to ensure that adequate provision is made in the budget for appropriate extra- and co-curricular activities and the management of resources.
    10. Demonstrate awareness of the social context of the school and the changes within it and how these might impact the school.
    11. Analyse staff development challenges and opportunities that will feed into the processes of staff selection, deployment, and development.
    12. Apply strategies which encourage parents and other caregivers in the community as well as other agencies and potential resource providers, to support their children's education and overall well-being. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria are applied in an integrated manner to the Exit level Outcomes:
  • Identify, analyse, evaluate, critically reflect on and address challenges within schools by applying evidence-based organizational theory solutions and/or legal and policy principles, as well as ethical values within the school context.
  • Evaluate the types of knowledge and theories related to curriculum, teaching and learning and through written assignments and class discussions display an understanding of leadership and management and how to effect change in a school.
  • Manage and lead processes in unfamiliar and variable school contexts, recognising that problem-solving is context and situation-bounded.
  • Discuss and analyse the nature and purpose of education legislation and how it impacts schools.
  • Evaluate the diverse nature of sporting and cultural codes that underpin extra-and co-curricular activities and critically select and introduce activities to the school.
  • Develop a financial policy for the school that is aligned with the legal framework for financial school management.
  • Create structures and processes that will improve the effectiveness and efficiency of the school administrative system.
  • Select and apply a range of methods to initiate, lead and manage organizational change within the school and in creating a policy context for the school.
  • Select and apply extra-curricular activities and identify extra-curricular activities that would be appropriate in the context of the school.
  • Gather information regarding the school context and the ability to independently validate the sources of information and evaluate and manage the information in developing sound argumentation.
  • Identify, evaluate, and address his/her learning needs in a self-directed manner, and facilitate collaborative learning processes.
  • Manage and lead processes in mediating transgressions of school rules and policies recognising that problem-solving is context and system bound and does not occur in isolation.
  • Identify and address the pastoral needs of the individual learner and groups of learners, including provision for learners affected by challenges such as HIV and Aids, safety, social problems, health, and learning disabilities.
  • Manage and lead processes to create a shared vision and develop a set of agreed-upon values in a school through the active involvement of educators, parents, and learners.
  • Practice evidence-based decision-making informed by evidence-based inquiry in the decision taken to implement an intervention strategy.
  • Set up a system of accountability for the management of the school finance system in terms of the Public Financial Management Act and accepted accounting principles.
  • Use ICT in support of the administrative and financial management of the school and create and coordinate the development of an electronic management information system.
  • Make sound recommendations for appropriate courses of action in respect of community engagement in the interest of the school.
  • Deploy, monitor, and support staff for effective teaching based on sound pedagogical and human resource principles.
  • Gather curriculum information on teaching and learning and evaluate the information to create an own approach to instructional leadership.
  • Create professional learning communities (PLCs) to enhance effective teaching and learning in schools.
  • Create structures and processes that build relationships and partnerships with the community through efficient communication, marketing of the school and the involvement of parents/guardians and others.
  • Deploy, monitor, and support staff for effective extra and co-curricular activities based on sound human resource principles.
  • Monitor and report on the implementation of staff development plans and activities and ensure that there is feedback to share learning with the whole school.
  • Reflect on existing school financial systems and practices and through a process of analysis and evaluation determine ways in which effectiveness and efficiency could be enhanced using ICTs.
  • Coordinate the preparation and approval of a budget that supports the implementation of school goals, policies, and plans.

    INTEGRATED ASSESSMENT
    Assessment is both formative and summative. Learners must demonstrate applied competence by integrating foundational, practical, and reflexive competence in a variety of contexts (authentic and simulated; familiar and unfamiliar; abstract and concrete). Assessment is based on applying predetermined criteria and standards to learners' work in accordance with the outcomes set for the qualification. All assessment tasks will be accompanied by clear assessment criteria or assessment rubrics informing learners how the assessment task will be assessed.

    All the modules include formative assessment activities. These are designed to assist learners in achieving the outcomes of the qualification and feedback on each of these formative assessment activities will be provided.
    Summative assessment is in the form of a written examination. An important function of summative assessment is to assess the exit level outcomes and indicate achievement and maintain standards. The purpose of the summative assessments thus is to ensure that learners have achieved applied competencies in relation to the exit outcomes of the qualification.

    Formative assessments will also form part of Work Integrated Learning (WIL) using projects and the compilation of a portfolio of evidence (POE). 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with similar qualifications offered by the following countries:

    Country: Botswana
    Institution: University of Botswana
    Qualification Title: Bachelor of Educational Leadership and Management Education (BLME)
    Credits: 90
    Duration: Four years

    Entry Requirements:
  • Applicants with a Diploma in Educational Leadership and Management or equivalent shall enter Level 300 of the degree programme.
  • Applicants with a Diploma in Education or its equivalent shall be admitted into either Level 200 or 300 of the Degree Programme based on accumulated credits around Educational Leadership and Management or related areas. Relevant work experience in an educational setting shall be an added advantage.
  • Holders of a Teaching Certificate plus BGCSE will normally enter at level 100. Reference will be made to the articulation policy of the University of Botswana to determine the possibility of entering at other levels as appropriate.
  • Holders of a Teaching Certificate or its equivalent who do not meet the requirements above but have experience in an educational setting as managers will be admitted into level 100. Applicants seeking admission through this route shall submit recommendation letters and proof of experience in teaching and evidence of prior learning. The qualification is offered within the Recognition of Prior Learning policy of UB.
  • Holders of a teaching certificate or related will enter at level 200; those with a diploma in educational leadership and management or related areas will enter at level 300.

    Purpose
    The Bachelor of Educational Leadership and Management (BLME) is an in-service programme. It was first offered in 2002 as a response to the Revised National Policy on Education (RNPE) of 1994 which called for the development of school heads as instructional leaders. The qualification focused on the identified needs to prepare educational leaders and administrators for educational institutions.
    Learners engage in practical learning experiences in the field of educational leadership and management. In line with this approach, the learning assessment practice is outcome-based, that is, assessing learners' outputs or end products.

    The specific aim of the qualification is to develop:
  • The necessary and well-grounded entrepreneurial educational managers and leaders, policy analysts, evaluators, and implementers.
  • Robust competencies and skills in governance and legal aspects as pertains to the education system and build a sound knowledge base on educational leadership that emphasizes the integration of skills, attitudes, and experiential learning through collaboration with stakeholders.
  • Professionals who can conduct systematic inquiries in educational settings.
  • Build human resource capacity in education leadership and management for the 21st Century and beyond.

    Qualification structure:
    Learners must complete the 90 credits as specified in the qualification structure. The qualification consists of the following compulsory modules.

    Compulsory Modules15-18 credits:
  • Introduction to Educational Leadership, 3 credits - comparable to Leading and managing people and change in SA qualification.
  • Communication and Academic literacy Skills 1, 3 credits.
  • Computer Skills Fundamentals 1, 2 credits.
  • The Historical, Philosophical and Sociological Foundations of Education, 3 credits.
  • Foundations of Counselling, 3 credits.

    Elective Course, 3 credits.
  • Introduction to Educational Management, 3 credits - comparable to Working within and for the school system in SA qualification.
  • Computer Skills Fundamentals 2, 2 credits.
  • Communication and Academic literacy Skills 2, 3 credits.
  • Introduction to Educational Psychology, 3 credits.
  • Introduction to Education for Sustainable Development, 3 credits.
  • Level 200: Semester One: 15-18 credits.
  • Human Resource Management in Educational Settings, 3 credits- comparable to Working within and for the school system in SA qualification.
  • Theories and Practice of Educational Leadership, 3 credits - comparable to Leading and managing people and change in SA qualification.
  • Introduction to Law, 3 credits.
  • Fundamentals of Improved Teaching and Learning, 3 credits - comparable to Leading and managing teaching and learning in the school, in SA qualification.
  • Principles of Management, 3 credits -comparable to Managing teaching and learning in the school in SA qualification.
  • Theories and Practice of Values in Education, 3 credits Leading and managing co-curricular and extra-curricular activities, in SA qualification.

    Internship, 8 credits.
  • Leadership Styles and Organizational Behaviour, 3 credits comparable to Leading and managing people and change in SA qualification.
  • Strategic Planning and Leadership in Education, 3 credits- comparable to Leading and managing people and change in SA qualification.
  • Quality Assurance for School Improvement, 3 credits - comparable to Working within and for the school system in SA qualification.
  • ICT Applications in Schools, 3 credits.
  • Introduction to Accounting, 3 credits.

    Optional courses, 3 credits (Choose One):
  • Assessment in Schools, 3 credits -comparable to Leading and managing teaching and learning in the school, in SA qualification.
  • Administrative Law, 3 credits.
  • Curriculum Development in Environmental Education, 3 credits - comparable to Leading and managing teaching and learning in the school, in SA qualification.
  • Gender and Educational Leadership, 3 credits - comparable to Leading and managing people and change in SA qualification.
  • Internship, 8 credits.
  • Level 400: Semester Two: 15-18 credits.
  • Educational Policy Analysis, Development and Evaluation Instruction, 3 credits - comparable to Working within and for the school system in SA qualification.
  • Managing Change and Conflict in Education Instruction, 3 credits -comparable to Leading and managing people and change in SA qualification.
  • Curriculum Planning and Leadership Instruction, 3 credits -comparable to Leading and managing teaching and learning in the school in SA qualification.
  • Financial Planning and Budgeting in Education Instruction, 3 credits -comparable to Working within and for the school system in SA qualification.
  • Governance in Education Instruction, 3 credits- comparable to Working within and for the school system in SA qualification.

    Similarities:
  • The Bachelor of Educational Leadership and Management Education (BLME) and the South African (SA) qualifications require holders with a Diploma in Educational Leadership and Management or equivalent qualification.
  • Both qualifications target primary and secondary school teachers and other clients from educational organisations who wish to train as leaders, managers, and administrators in education.
  • Both qualifications focused on the identified needs to prepare educational leaders and administrators for educational institutions.
  • The BLE qualifications have the same modules in the third and fourth year as the SA qualification which focuses on school management.

    Differences:
  • The Botswana qualification is offered over four years of full-time study while the SA qualification takes one year of full-time study.
  • The Botswana qualification carries a weighting of 90 credits while the SA has 120 credits.
  • The Botswana qualification consists of both compulsory and elective modules whereas the SA qualification consists of only compulsory modules and no electives.
  • The Botswana qualification consists of four week's internship which is an integral component of educational leadership and management training, and it is a requirement for the award of a degree whereas the SA qualification does not include an internship, but school managers are required to produce a professional portfolio and workplace project.

    Country: Australia
    Institution: The Australian Institute of Management
    Qualification Title: Advanced Diploma in Leadership and Management
    Credits: 10 units
    Duration: 18 months
    Entry Requirements:
    18 years +, education level minimum year 12 or Certificate IV, work experience and access to the workplace, technologically literate, English proficiency.

    Purpose:
    The Australian Institute of Management (AIM) qualification has been designed for those professionals who are required to apply specialised leadership and management knowledge and skills and enables them to effectively leverage their professional experience. It's also designed to enable learners to apply creative and conceptual skills, express ideas and respond appropriately to complex problems.

    On completion of the qualification, qualifying learners will be able to:
  • Lead and manage organisational change, determine strategic change requirements and opportunities, and develop, implement, and evaluate change management strategies.
  • Provide leadership across the organisation, demonstrate senior leadership behaviour as well as personal and professional competence in inspiring and motivating others.
  • Develop and implement business plans and lead a business operation that covers the steps required to develop and implement business plans.
  • Manage innovation and continuous improvement, sustain, and develop an environment in which continuous improvement, innovation, and learning are promoted and rewarded.
  • Apply critical thinking for complex problem solving, apply critical thinking to develop effective solutions to complex issues arising in the workplace.
  • Develop organisational strategies, establish the strategic direction of the organisation, enhance competitiveness, sustain these advantages, and implement the strategic plan with specific actions and initiatives.
  • Lead innovative thinking and practice, generate, lead, and sustain innovative organisational thinking and practice specific to industry or community context.
  • Contribute to the development of diversity and inclusion strategies, develop objectives and strategies that contribute toward diversity and inclusion within the organisation as well as monitor and evaluate trends and processes.
  • Review organisational digital strategy and assess whether the organisation is fulfilling the objectives of its digital strategy according to relevant performance indicators.
  • Communicate with influence, demonstrate ideas and concepts, negotiate persuasively, lead, and participate in meetings, and make presentations to customers, clients, and other key stakeholders.

    Modules
    Compulsory Modules:
  • Apply critical thinking for complex problem-solving.
  • Lead and manage organisational change.
  • Provide leadership across the organisation.
  • Develop and implement business plans.
  • Manage innovation and continuous improvement.

    Elective Modules:
  • Communicate with influence.
  • Manage organisational finances.
  • Contribute to strategic workforce planning.
  • Contribute to the development of diversity and inclusion strategies.
  • Develop organisational strategies.

    Online Delivery - Online Study and support through self-paced, online modules.

    Similarities:
  • The AIM and the South African (SA) qualifications are designed for those professionals who are required to apply specialised leadership and management knowledge and skills and enable them to effectively leverage their professional experience.
  • Both the AIM and SA qualification share the same exit-level outcomes and school management modules.

    Differences:
  • The Australian qualification requires applicants who completed Year 12 which is a secondary school qualification while the SA qualification requires applicants who hold the Diploma in Education and equivalent qualification.
  • The Australian qualification takes 18 months to complete whereas the SA qualification takes 12 months of full-time study.
  • The Australian qualification consists of both compulsory and elective modules while the SA qualification consists of only compulsory modules and no electives.
  • The Australian qualification carries 10 units whereas the SA qualification carries a weighting of 120 credits.
  • The Australian qualification is fully online while the SA qualification uses a blended learning approach. 
    		•

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

    Horizontal Articulation:
  • Advanced Diploma in Education, NQF Level 7.
  • Bachelor of Education: Senior Phase and Further Education and Training, NQF Level 7.
  • Bachelor of Management Leadership, NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Education Leadership and Management, NQF Level 8.
  • Bachelor of Education Honours in Education Leadership and Management, NQF Level 8.
  • Postgraduate Diploma in Educational Management and Leadership, NQF Level 8.
  • Bachelor of Education Honours, NQF Level 8. 
    		•

    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. Marematlou Training Institute 


    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.