| [Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards] |
|
|
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 Development Studies |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 123438 | Postgraduate Diploma in Development Studies | |||
| 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 09 - Health Sciences and Social Services | Preventive Health | ||
| 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 0729/25 | 2025-02-04 | 2028-02-04 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2029-02-04 | 2032-02-04 | |||
| 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 Development Studies is to enhance and enrich the knowledge and skills of learners through an interdisciplinary perspective while deliberating theory and practice, assisting learners to realise their potential and to provide opportunities for learners to move up the professional hierarchy and move horizontally between the different sectors of the economy. It is particularly suitable for continuing professional development and instilling a sense of the importance of lifelong learning among development practitioners. This qualification is generally multi - or inter-disciplinary in nature but can also serve to deepen the knowledge in a particular discipline or profession. Its more vocational direction will expose working professionals to current thinking, practice, and research methods in an area of development specialisation. Upon completion of the qualification, qualifying learners will be able to: This qualification will produce knowledgeable, intellectually skilled individuals who can contribute to improved productivity and efficiency within their working environments. It will provide the means for current individuals in the general development field to upgrade their skills and knowledge base. This will be especially valuable in areas of immediate concern regarding the concretisation of the South African developmental state, such as health, education, poverty alleviation etc. As far as public service is concerned, the qualification will strengthen the capacity of learners to perform development-related work in a variety of public departments, parastatals, and development agencies. The qualification is structured in such a way that it exposes individuals to a set of core competencies to give a broad understanding of both general and more specifically development studies areas. For this reason, the curriculum contains broad development-related topics such as development, underdevelopment, and poverty, as well as development and governance, as base modules - broadening the offer to more focused approaches such as environmental development and conflict-sensitive development. The research methods module allows for an understanding of current thinking, practice, theory, and methodology of research and could provide a foundation for individuals who aspire to continue to a master's degree. Rationale: The term Development is contested and differently interpreted. Consequently, Development Studies as a discipline has not escaped such contestations and is open to multiple interpretations. The rationale introduces definitions of the concept, a review of current discourses and its links to other disciplines and areas of academic endeavour. Civil society as a sector has always needed individuals with qualifications in the development field. Development NGOs, both on national and international levels, need the skills and knowledge absorbed in development studies and as a rule, make good use of such talent. The private sector, in its efforts to produce a more caring face to capitalism through Corporate Social Responsibility/investment (CSR/I) and associated developmental interventions, is looking more at development studies qualifications than merely the economic, legal, and financial qualifications. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The current Policy on Recognition of Prior Learning (RPL) came into effect on 1 January 2020 and aims at "redressing past injustices and recognizing competence gained through practical workplace learning and experience." It is seen as a key feature of formalised lifelong learning alongside several related strategies, mechanisms and education and training opportunities. It carries specific significance as it is central to an inclusive, democratic education and training system and is part of a national drive, under the oversight auspices of the Department of Higher Education and Training (DHET), to build a learning culture in the broader South African society. The guiding principle of the RPL policy is to grant admission to deserving candidates who experience barriers to meeting the formal requirements for admission or registration to higher education. It is furthermore also a pedagogical process that transforms informal and informal knowledge into formal and structured equivalents based on specific competencies. RPL for access: RPL is context-specific in terms of the qualification, the discipline, and the institution. RPL can thus be used to provide access to educational qualifications of learning for those who do not meet the formal entry requirement for admission. RPL for exemption of modules: RPL can also be used for exemption from formal modules through the assessment of earlier non-formal and informal learning activities. However, except in exceptional circumstances, the Policy determines that no more than 10% of the cohort of learners in a higher education qualification such as the PGDip (Development Studies) can gain access through the RPL process. Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or Or |
| 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 7, 120 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Apply and understand what is meant by development, underdevelopment and poverty that enables a contextually correct application.
2. Forecast, explore and interrogate trends in the dynamics of global governance, law, leadership, and change. 3. Apply research in the development context by applying qualitative and quantitative approaches. 4. Examine and apply principles of regenerative development processes and their interaction with the environment. 5. Demonstrate the ability to manage conflict-sensitive approaches to development by applying the skills of risk analysis/management. 6. Critically select, apply, and transfer procedures, processes, and techniques in community development practice. 7. Examine, analyse and apply project management concepts and principles within a developmental context. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: INTEGRATED ASSESSMENT The Assessment Policy on the Coursework Learning Qualifications takes into consideration its points of departure from national higher education legislation, the requirements of relevant stakeholders such as professional bodies, as well as the vision, mission, and values of the institution. The assessment practices can be measured in terms of individual assessment opportunities and the processes at the module and qualification levels. Learners' assessments will be undertaken without the learners being necessarily in physical conduct with their instructors. This approach to learning is already being effectively implemented via Blackboard and ancillary platforms such as Global Protect. It has already proved to be a viable alternative to the conventional university learning delivery, which is based on a face-to-face approach or physical contact. The virtual learning platform has proved to be highly effective in combating challenges induced by the onslaught of the COVID-19 pandemic. Assignments (both formative and summative) will be submitted on Blackboard in draft format for learners to determine their levels of similarity through applications such as Turn-It-In. They will then be assisted with academic writing and/or other skills if they need further support regarding this before their final assignments are submitted. The qualification coordinator, as well as the qualification director, will screen assessment marks continuously to monitor the learner's progress. Both the qualification director and co-ordinator will also liaise with learners regularly to get feedback from learners in terms of their progress and how they experience the qualification. To assist learners in progressing through the different modules with greater ease, a work programme, and specific due dates for the completion of assignments and the reading of study material will be set up. During the online contact sessions, there are time slots made available for the qualification director to liaise with the learners on troubling issues. Extra sessions in assisting learners on various problem areas are built into the timetable to assist the learners in different ways. |
| INTERNATIONAL COMPARABILITY |
| Internationally, various academic institutions offer courses in development studies or related disciplines.
Country: United Kingdom Institution: The Open University Qualification title: Postgraduate Diploma in Global Development Duration: Two years Entry requirement: Purpose/Rationale This postgraduate diploma provides learners with an advanced grounding in the key theories, approaches and issues that are shaping contemporary global development and the global challenges we face. Learners will also have the opportunity to deepen their knowledge and understanding of the issue or issues of most interest to you by exploring them through four cross-cutting global challenges: conflict, governance, justice, and transformation. The diploma therefore enables you to identify and pursue your own interests in development while also enhancing your skills of critical thinking and independent learning and investigation. Drawing on important social science ideas, it introduces a conceptual framework for making sense of development. It employs this framework to examine six major issues: migration, socio-economic security, environmental sustainability, technological innovation, the global politics of development, and the politics of doing development. Similarities: Differences: Country: India Institution: Indira Gandhi National Open University (IGNOU) Qualification title: Postgraduate Diploma in Development Studies Duration: One year Purpose/Rationale There is a huge gap between the need for professional leaders and traditional courses available in the developmental sector. This qualification has been designed to impart quality education and training in Development Studies. The qualification is meant for development professionals across the sectors and for fresh graduates interested in pursuing a career as a development professional. Programme Objectives: Course structure Modules: Similarities: Differences: |
| ARTICULATION OPTIONS |
| Horizontal Articulation:
Vertical Articulation: Diagonal Articulation |
| 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. |