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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in School Leadership and Management 
SAQA QUAL ID QUALIFICATION TITLE
123161  Postgraduate Diploma in School Leadership and Management 
ORIGINATOR
Akademia NPC 
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
Registered  EXCO 0628/24  2024-11-21  2027-11-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-11-21   2031-11-21  

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 School Leadership and Management is to enable working professionals and educators to involve themselves in advanced reflection and development by means of a systematic survey of current thinking and practice in the field of educational leadership and management.
This qualification will strengthen and deepen learners' knowledge in the field of educational leadership and management which should enable them to become leaders as well as middle or senior managers in this professional field.

The qualification is underpinned by principles of lifelong learning, flexibility, and learning-centeredness where learners take responsibility for their learning.
This qualification will provide the opportunity to prospective candidates who currently are or are about to start a leadership and managerial role in a school.

Upon completion of the qualification, qualifying learners will be able to:
  • Demonstrate from a curriculum leadership and management perspective how to establish, lead, and manage a teaching and learning community that can contribute towards long-term school improvement.
  • Demonstrate leadership in the management of financial and physical resources to the benefit of the school community.
  • Act professionally when collectively making decisions and taking actions within the policy and legal school framework in South Africa.
  • Plan and execute a small-scale investigation by means of practical exposure to a real management and leadership challenge in the school context.

    Rationale:
    Factors such as the quality of teaching, school leadership and parental involvement have an impact on learner achievement in a school that rarely exceeds the quality of its teachers and the quality of its leadership as an indication of how effective a school is.
    Quality leadership largely determines the effectiveness of a school.

    Various theories about leadership and management exist but it must be realised that it is context bounded. This qualification will capacitate prospective learners confronted with challenging circumstances in various contexts, to contribute towards the improvement of the quality of education in South Africa.

    Learners will gain knowledge in the theoretical and contextual understanding of leadership and management; managing and leading people in schools; managing financial and physical resources in schools; leading and managing teaching-learning and the development of curricula at micro and meso levels; and leading and managing legal and policy-related challenges. The acquired competencies developed during the qualification will culminate in a capstone project where learners will conduct a small-scale investigation to address a real challenge in education by means of practical exposure to management and leadership in the school context.

    This qualification will expose learners to professional training and will therefore most certainly be an asset to Education in South Africa and will also address the need for qualified school leaders and managers and provide the opportunity for continuing professional development in leadership and management in schools. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    The institution recognises that potential learners may have previous training or experience for which they feel they can receive credit. The institution also recognises that it may receive applications from learners studying towards other qualifications who wish to change qualifications or institution or who are working in the industry, accumulated appropriate academic credits and or work experience, and wish to study further.
    However, the prior learning or experience for which they wish to receive recognition and/or credit must be assessed in a formal and credible way.

    Formal assessment:
    Learners who apply to enter any qualification will be assessed against the qualification exit levels and learning outcomes as mentioned in the RPL policy.

    Recognition of prior learning will be applied against the relevant exit-level outcomes of the qualification on a case-by-case basis and will be conducted following the institution's RPL Policy and HEQC guidelines. Status will be awarded in line with credits as they pertain to the relevant outcomes of the qualification.

    The RPL process at the institution will be applied to the Postgraduate Diploma in Education Leadership and Management. The application will be measured against the following criteria:
  • CAT will only be granted for appropriate level 8 modules, with the same credit value, successfully completed at another University/Higher Education Institute.
  • A maximum of 60 credits (50%) will be acknowledged in this way.
  • Learners who interrupted their studies for more than three years will not qualify for CAT.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Education, NQF Level 7.
    Or
  • Bachelor's Degree in a cognate field, NQF Level 7, plus Postgraduate Certificate in Education, NQF Level 7.
    Or
  • Advanced Diploma in a cognate specialisation, NQF Level 7, plus Postgraduate Certificate in Education, 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, NQF Level 8, totalling 120 Credits.
  • Leadership and Management: A Theoretical Perspective, 20 Credits.
  • Managing and Leading People in Schools, 20 Credits.
  • Management of Financial and Physical Resources in Schools, 20 Credits.
  • Curriculum Leadership and Management, 20 Credits.
  • Law, Policy and Governance in Education, 20 Credits.
  • Capstone Project, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:
    1. Lead and manage people to improve the effectiveness of a school.
    2. Demonstrate a curriculum leadership and management perspective and establish, and lead, a teaching and learning community that can contribute towards long-term school improvement.
    3. Demonstrate leadership in the management of financial and physical resources to the benefit of the school community.
    4. Act professionally when collectively making decisions and taking actions within the policy and legal school framework in South Africa.
    5. Plan and execute a small-scale investigation by means of practical exposure to a real management and leadership challenge in the school context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Manage a strategic planning process to take account of the values, diversity and particular context of the school and its wider community.
  • Monitor, evaluate and review the impact of school plans and their implementation, and initiate appropriate action in the light of these processes.
  • Participate and debate through reading professional books, journals, and publications.
  • Implement effective performance management systems and processes in relation to the work of individuals and the school as a whole.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Facilitate the ongoing monitoring and evaluation of all classroom practices.
  • Collect sound data at class and school levels to inform the continuous monitoring and evaluation of teaching and learning, together with learner progress and achievement.
  • Provide facilitation to ensure that educators have a full understanding of the curriculum and possess skills related to teaching, monitoring and evaluation.
  • Promote a positive learning culture and ethos within the school and demonstrate an understanding of the principles and practice of effective teaching and learning through effective curriculum management.
  • Ensure that teaching and learning are at the heart of the school's strategic planning and management of all resources.
  • Encourage the development and maintenance of an ethos of collective responsibility for assuring quality, and ensuring accountability, within the school's community.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Leader role-players in financial management in a school.
  • Illustrate knowledge of basic financial management and bookkeeping.
  • Apply knowledge of the technology (ICT) that can be used to magnify the efficiency in financial management.
  • Apply understanding of health and safety requirements and the ability to maintain a safe work environment.
  • Manage the school's financial and material resources and all assets efficiently and effectively in relation to the achievement of its educational priorities and goals.

    Associated Assessment Criteria for Exit Level Outcome 4:
    > Develop and implement school policies with due regard to education, legislation, and policy.
  • Apply constitution of South Africa Laws, Regulations and Code of Conduct for learners and Educators.
  • Apply school management policies and practices that are sensitive to local circumstances and reflect national and provincial policies, goals and needs.
  • Organise and manage the environment of the school to ensure that it supports the teaching and learning needs of the school and meets relevant legislation and procedures relating to their conduct and actions.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Integrate concepts, ideas and actions in authentic, real-life contexts, namely a real-world challenge in schools.
  • Apply gained skills in conducting small-scale research and analysing data adhering to ethical standards in executing the project.
  • Communicate project findings and recommendations clearly and with confidence.

    INTEGRATED ASSESSMENT:
    Continuous monitoring of the implementation of the assessment strategy and the level of effectiveness as evident in the teaching, learning and assessment practice as well as learner performance.
    Strategy control, in turn, provides timely and valid feedback about performance so that change and adaptation become a routine part of the implementation effort.

    Both formative and summative assessments will be utilised in assessing learner performance on a continuous basis.

    Formative Assessment:
    In the case of formative assessment, assessment for learning and assessment as learning will be used continuously. The assessment instruments that will be used in continuous formative assessments will be:
  • Self- and peer-assessments.
  • Class tests.
  • Presentations.
  • Written assignment.
    Formative assessment will contribute 40% towards the final mark of a module. An examination (summative assessment) will contribute 60% towards the final mark of a module.

    Summative Assessment:
    There is no examination for the capstone project, but the assessment of the project will be a summative assessment contributing 100% to the final mark of the module.

    The comprehensive contextualised written assignment (5 000 - 6 000 words) is an integrated assessment activity where a combination of the set assessment criteria will be assessed.
    This assignment will contribute 50% towards the 40% of the formative assessment (i.e. 20% of the 40%). The capstone project challenges learners to integrate the knowledge and skills acquired from the various modules and demonstrate their foundational, reflective, and practical competence. These competencies will demonstrate their abilities to be critical, reflective leaders and managers in schools and whether they will be able to act as agents of change in the quest for well-led and well-managed schools. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: New Zealand.
    Institution name: University of Auckland.
    Qualification title: Post Graduate Diploma in Educational Leadership.
    Duration: One year.
    Credits: 120.

    Entry requirements:
  • Undergraduate degree.
    And a
  • Professional qualification in teaching.

    Purpose/Rationale:
    This qualification is designed to develop the knowledge and skills that aspiring and current educational leaders need to meet the need for high-quality, equitable learning opportunities for all children.

    Course structure:
    Modules:
  • Special Topic: Leadership for Learning, comparable to Leadership and Management: A Theoretical Perspective.
  • Education Law: Policy Implications, comparable to Law, Policy and Governance in Education.
  • Educational Policy and Organisations.
  • Educational Leadership in the Electronic Age.
  • Mentoring Teachers, comparable to Managing and Leading People in Schools.
  • Developing Mentoring Expertise.
  • Education and Empowerment.
  • Educational Change.
  • Special Topic: Culturally Responsive Leadership.

    Similarities:
  • The University of Auckland (UA) and the South African (SA) qualifications are both offered to learners who have completed a bachelor's degree.
  • Both qualifications are offered over one year and consist of 120 credits.
  • The SA qualification aims at providing learners with knowledge in the theoretical and contextual understanding of leadership and management; managing and leading people in schools; and management of financial and physical resources in schools.
  • Similarly, the UA qualification is designed to develop the knowledge and skills that aspiring and current educational leaders need to meet the need for high-quality, equitable learning opportunities for all children.
  • Both qualifications share similar modules such as Mentoring Teachers, Managing and Leading People in Schools, Education Law: Policy Implications and Law, Policy and Governance in Education.
  • Both qualifications articulate vertically into a master's degree in the related field.

    Country: Ireland.
    Institution name: University of College Cork.
    Qualification title: Post Graduate Diploma in Educational Leadership.
    Duration: One year.
    NQF Level 9.

    Entry requirements:
  • Primary honours degree (NQF Level 8).
    And
  • Three years or more relevant professional experience in education or a cognate field.

    Purpose/Rationale:
    The Postgraduate Diploma in Educational Leadership supports the professional growth of current and aspiring leaders in education, enabling them to contribute effectively to the improvement of practice in their own professional settings and the wider professional community.
    This diploma will enable participants to develop the means of using critical reflection to enhance their own and others' professional practice. The course responds to the need for an updated conception of leadership along with coaching and mentoring in education.

    Course structure:
    Modules:
  • Organisational Management of the School, comparable to Leadership and Management: A Theoretical Perspective.
  • Effective Leadership in Education.
  • Theory and Practice Leading Learning and School Improvement.
  • Mentoring and Coaching Practicum in Educational Leadership, comparable to Managing and Leading People in Schools.

    Similarities:
  • The University of College Cork (UCC) and the South African (SA) qualifications are both offered over one year.
  • Learners at the UCC who successfully complete the qualification, may articulate to a related Master of Education (MEd), similarly the SA qualification also articulates to a related MEd on condition that a learner complete a research methodology course of at least 30 credits beforehand.
  • Both qualifications offer similar modules such as Organisational Management of the School; Leadership and Management, Mentoring and Coaching Practicum in Educational Leadership and Managing and Leading People in Schools.
  • The assessment of the qualification at the UCC is continuous over the course, the SA qualification will be assessed in the same way.

    Difference:
  • The UCC qualification accepts learners who have completed an honours degree and who have three years of teaching experience. 
    		•

    ARTICULATION OPTIONS 
    Horizontal articulation:
  • Postgraduate Diploma in Education in Teaching and Learning, NQF Level 8.
  • Postgraduate Diploma in Education in Design, NQF Level 8.
  • Postgraduate Diploma in Education Human Resource Management, NQF Level 8.
  • Bachelor of Education Honours in Educational Management and Leadership, NQF Level 8.
  • Bachelor of Education Honours, NQF Level 8.
  • Bachelor of Education Honours in Teaching and Learning, NQF Level 8.

    Vertical articulation:
  • Master of Education in Educational Leadership and Management, NQF Level 9.
  • Master of Education in Educational Management, NQF Level 9.
  • Master of Education in Higher Education, NQF Level 9.
  • Master of Philosophy in Higher Education Studies, NQF Level 9.

    Diagonal articulation:
    There is no diagonal articulation for this qualification. 
    		•

    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. Akademia NPC 


    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.