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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
125397  Advanced Diploma in School Leadership and Management 
ORIGINATOR
University of South Africa 
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
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2033-03-10  

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 Advanced Diploma in School Leadership and Management is to provide an advanced qualification within the Continuing Professional Development (CPD) pathway, aimed at equipping school leaders with the necessary skills, knowledge, and values to effectively and efficiently manage and lead schools. This qualification targets existing school leaders and educators aspiring to leadership roles who are motivated by the prospect of enhancing their capabilities to contribute significantly to the improvement of educational quality and delivery across the school system. Learners will benefit from a curriculum that fosters the development of effective leadership and management practices, facilitating both personal and professional growth within the education sector.

Upon completing this qualification, learners will possess a sophisticated understanding of educational leadership that extends beyond basic management concepts to include deep engagement with leadership theories and their practical applications in educational settings. Learners will be prepared to take on higher responsibilities within their institutions, such as senior management or specialised advisory roles. This qualification not only bolsters their current expertise but also prepares them for further academic pursuits, potentially progressing to higher qualifications such as a master's degree in education leadership or related fields.

A qualified learner will be able to:
  • Demonstrate integrated and advanced knowledge of educational leadership, applying key concepts, principles, and theories effectively within their schools.
  • Evaluate and address complex problems in school management with evidence-based solutions and innovative strategies.
  • Communicate ideas and strategies effectively, fostering an environment of collaborative practice and professional discourse.
  • Conduct themselves ethically and professionally, making decisions that reflect high moral standards and accountability.
  • Manage and lead change within the school environment, enhancing the overall quality of education delivered.

    In addition, learner attributes, including those aligned with the SAQA Level Descriptors for NQF 7, will be integrated into the learning process. This integration ensures that learners will be able to manage learning autonomously, develop processes to effectively handle information, and communicate their ideas proficiently. The qualification is designed to cultivate a high level of accountability, enabling learners to take responsibility for their decisions and actions while leading educational initiatives and managing resources within varied and dynamic contexts.

    Rationale:
    The need for the Advanced Diploma in School Leadership and Management stems from a critical gap in the educational sector regarding leadership and strategic management. Numerous studies, including those by Smit & Cronje (2003) and Rust & De Jager (2010), have highlighted a pronounced deficiency in leadership and management capabilities within South African schools. The Department of Basic Education (DBE) has explicitly recognized this gap in its Strategic Plan, which calls for strengthened school management to foster functional and effective educational environments. This qualification was developed in response to these identified needs to equip current and aspiring school managers with the necessary skills to address contemporary challenges in education.

    This qualification was developed through extensive consultations with key stakeholders, including educational professionals, academic institutions, and industry bodies. The qualification aligns with the National Development Plan (NDP), promoting professional and accountable leadership within the public sector. It is designed to enhance the quality of education across South African schools by developing a cadre of leaders capable of critical thinking and transformative leadership. The anticipated benefits include improved educational outcomes, which contribute significantly to societal development and economic growth by preparing a skilled and competent educational workforce.

    The typical learners for this Advanced Diploma in School Leadership and Management are educators currently in leadership roles within schools, those aspiring to such positions, and educators seeking professional advancement. Learners is likely to pursue or enhance careers as school principals, department heads, or educational administrators. This qualification serves as a cornerstone for ongoing professional development, enabling educators to manage complex school environments and adapt to evolving educational demands.

    Upon completion of this qualification, learners can progress horizontally to a Bachelor of Education (BEd) at NQF Level 7, or vertically to cognate Postgraduate Diploma programme in Education at NQF Level 8 or to a Bachelor of Education (BEd) Honours Degree at NQF Level 8. These pathways offer learners opportunities for continuous learning and career advancement within the educational sector. The Advanced Diploma is crucial not only as a prerequisite for entering specific educational leadership roles but also for facilitating further specialization and professional development, thus supporting career progression within the field. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of prior learning is in accordance with the RPL policy of the University. Prior learning may be assessed against the outcomes of equivalent qualifications to determine compliance with access requirements. RPL will be applied to accommodate learners 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. Learners must, at the time of application, provide proof in the form of an academic record or other documentation to substantiate that they have the required level of knowledge and expertise. Such competencies may help gain advanced placement therein.

    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. They must provide evidence of relevant work experience and competencies that align with the academic requirements of the qualification they are seeking. Learners undergo a pre-assessment that may include guidance sessions, self-assessment, and submission of evidence like work portfolios or a formal assessment which involves a more detailed evaluation, possibly including interviews, additional tests, and assessments by an RPL panel to determine the learner's eligibility for admission based on their prior learning and experience.

    RPL for exemption of modules:
    Learners may apply for RPL to be exempted for 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. A panel assesses the submitted evidence to determine if the learner's knowledge and skills meet the learning outcomes of the module(s). The process may include practical assessments, portfolio reviews, or challenge examinations. If the assessment is successful, the learner is granted credit for the module(s), which counts towards the completion of their qualification.

    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. If the assessment is successful, the learner is granted credit for the module(s), which counts towards the completion of their qualification.

    The RPL assessments adhere to fair, valid, and reliable practices by aligning the assessment criteria with the qualification's learning outcomes. This alignment ensures that learners who gain access or exemptions through RPL meet the same stringent standards as those who completed the conventional pathway, maintaining the integrity and standards of the qualification. Diverse sources of learning, including formal, non-formal, and informal experiences, are recognized. The evaluation process is consistently applied across all applications and conducted by assessors trained in RPL practices and familiar with specific qualification standards. This consistency ensures fair and equitable treatment of all learners and involve applying the principles outlined in the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa.

    Apply for admission:
  • Apply for admission to your chosen qualification. You must apply for each new qualification, even if you already have a Unisa student number.
  • The application section will assess your application. This may take a few weeks and will probably be finalised only a month or more after the closing date for applications.
    Since you do not meet the admission requirements, your application will be declined. At this point, you may follow the RPL application route, if you meet the criteria listed above. You may contact the RPL academic coordinator for more information.

    The RPL process allows for alternative access to an undergraduate qualification. Applying for direct access means that you do not meet the admission requirements to gain access to an undergraduate qualification or a higher certificate, but you do have considerable relevant experience to be admitted through the RPL access process.

    Entry Requirements:
  • Bachelor of Education degree, NQF Level 7.
    Or
  • Postgraduate Certificate in Education, NQF Level 6.
    Or
  • Higher Diploma in Education (Postgraduate), NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 132 Credits.

    Compulsory Modules, NQF Level 7, 132 Credits.
  • Professional Portfolio and Workplace Project, 36 Credits.
  • Leading and Managing Teaching and Learning, Extra-Curricular and Co-Curricular Activities, 24 Credits.
  • Leading and Managing People and Change and Working with and for the Community, 24 Credits.
  • Leading and Managing the School as an Organization, 24 Credits.
  • Working Within and for the School System, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Conduct research and apply specialist theoretical knowledge, skills and competencies to develop the record of multiple evidence (in the form of a portfolio and project) across the qualification in an integrated and independent way.
    2. Apply and demonstrate skills, knowledge and competencies acquired in leading and managing teaching and learning, extracurricular and co-curricular activities.
    3. Apply and demonstrate skills, knowledge and competencies acquired in leading and managing people and change and also working with and for the community.
    4. Apply and demonstrate skills, knowledge and competencies acquired in leading and managing the school as an organization.
    5. Select, apply and demonstrate relevant and applicable laws, policies, legislation and the constitution in leading and managing the school as system. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes:
  • Conduct research and theoretical knowledge, skills and competencies to develop the record of multiple evidence across the qualification in an integrated and independent manner.
  • Apply and demonstrate skills, theoretical knowledge and competencies acquired regarding leading and managing teaching and learning, extra-curricular and co-curricular activities.
  • Apply and demonstrate skills, theoretical knowledge, and competencies acquired regarding leading and managing teaching people and change.
  • Apply and demonstrate skills, theoretical knowledge and competencies acquired regarding working with and for the community.
  • Apply and demonstrate skills, theoretical knowledge and competencies acquired regarding leading and managing the school as an organization.
  • Apply and demonstrate skills, theoretical knowledge and competencies acquired regarding leading and managing the school as system through relevant laws, policies and legislative and constitutional frameworks.

    Integrated Assessment:
    The assessment strategy for the qualification aligns closely with the institutional assessment strategy, qualification outcomes, and the mode of provisioning, as outlined in the Assessment Policy document from the University of South Africa (UNISA). By integrating the below elements, the assessment strategy ensures that assessments at UNISA are robust, transparent, and aligned with institutional goals and the needs of diverse learners in an ODeL environment.

    The assessment strategy is designed to align with the vision, mission, and objectives of UNISA as an Open Distance e-Learning (ODeL) institution. It ensures suitability for online distance learning and conforms to the strategic direction of the university.

    The assessment strategy ensures alignment between module learning outcomes and the qualification's exit-level outcomes, reflecting the NQF-level exit level 8 descriptors. Assessments are designed to evaluate whether students have achieved the intended outcomes by the end of the qualification.

    Given the institution's nature as an ODeL institution, the assessment strategy is tailored for online distance learning, including both formative and summative assessments conducted online. It incorporates continuous assessment and the use of various assessment methods, such as capstone modules and assignments, suitable for evaluating comprehensive learning in an ODeL environment.

    Formative Assessment:
    Formative assessment occurs during teaching and learning, providing immediate or prompt feedback to support student progress.
    It includes individual assessments, group assessments, and peer assessments, fostering collaborative learning and providing varied feedback mechanisms.

    Continuous assessment is a form of formative assessment, conducted regularly throughout the course, contributing cumulatively to the final mark.

    Summative Assessment:
    Summative assessment occurs at the end of a module or learning programme, determining students' competency in pre-determined outcomes.
    Summative assessment types include take-home examinations, randomized multiple-choice question assessments, projects, portfolios, oral examinations, practical examinations, and various experiential learning opportunities such as Work Integrated Learning and Simulated Work Experiences.

    Results are released according to the academic calendar, with various types of summative assessments processed both on-timetable and off-timetable.

    Weighting of Tasks:
    The assessment strategy outlines the minimum number of assessments required for different types of modules, ensuring comprehensive coverage of learning outcomes.

    Formative assessments contribute to the year mark, with specific criteria regarding weight allocation, ensuring transparency and consistency.
    Summative assessments have sub-minimum requirements for final results, emphasizing the importance of achieving competency in summative tasks.

    Assessment practices are done in accordance with Unisa's assessment policy. Each module in the qualification is assessed independently. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to the international qualifications from the following countries:

    Country: United State of America (USA)
    Institution Name: Quinnipiac University Connecticut (QUC)
    Qualification Title: Sixth-Year Diploma in Educational Leadership
    Duration: Online delivery

    Entry requirements:
  • Hold a master's degree in a related field of study have earned a minimum overall GPA of 3.0 have at least 4 years of full-time teaching experience in a PK-12 setting have completed at least 36 hours (3 credits) of a special-education course.

    Target/focus group for qualification:
    The Advanced Diploma in School Leadership Management targets educators across various stages of their careers, focusing on those currently in or aspiring to leadership and management roles, including principals, vice-principals, department heads, and other school administrators. It is designed to enhance their leadership skills, offering advanced strategies for effectively managing schools and tackling contemporary challenges. The programme also caters to educators seeking professional development to advance their careers through improved leadership practices. Additionally, it addresses the critical need for leadership capacity in South Africa's public sector, aiming to develop a new generation of strategic and innovative leaders to elevate the quality of education.

    Qualification structure:
    Modules:
  • Leading and Managing the Contemporary School, 6 Credits.
  • Leading and Managing the Instructional Program for Equitable Outcomes, 6 Credits.
  • Leading and Managing School Improvement, 6 Credits.
  • Administrative Internship in Educational Leadership, 3 Credits.
  • Connecticut Administrators Test.
  • Educational Law, 3 Credits.

    Articulation:
    For those completing the programme, it effectively prepares students to sit for the Connecticut Intermediate Administrator or Supervisor endorsement exam. Due to reciprocity agreements, this may enable graduates to pursue equivalent certification within their own states, making it a viable option for educators looking to advance their careers across the United States.

    Similarities:
  • The South African qualification aims to provides CPD pathway for school leaders and aspiring leaders; equips them with advanced skills in leadership, management, and governance to improve school quality.
  • Similarly, the Quinnipiac University Connecticut (QUC) qualification prepares educators to become exceptional school leaders; emphasizes equity, cultural relevance, servant leadership, and advocacy.
  • The SA qualification provides pathway for school principals, deputy principals, HoDs, educational administrators, advisory roles, district/provincial leadership, the QUC qualification provides the same for school administrators, principals, district leaders, educational advocates, instructional leaders.

    Country: New Zealand
    Institution Name: University of Auckland
    Qualification Title: Postgraduate Diploma in Educational Leadership (PGDipEdLd)
    Credits: 120 Credits
    Duration: 1 Year Full-time

    Entry requirements:
  • An undergraduate degree.
  • a professional qualification in teaching.
  • Three years' practical experience in teaching (or in a related profession) including experience in a formal or informal leadership and/or management role.

    Purpose:
    This qualification aims to equip aspiring and current educational leaders with the necessary knowledge and skills to provide high-quality, equitable learning opportunities for all children. Taught by nationally and internationally respected academic staff, whose research significantly influences New Zealand's educational policy and practice, the qualification offers several highlights. It is designed to advance leadership abilities, career prospects, and salary potential. Additionally, the qualification includes opportunities for workplace projects, enriching practical learning experiences. Moreover, it can serve as a stand-alone qualification or as a pathway into the Master of Educational Leadership, offering flexibility to meet diverse professional goals.

    Qualification structure:
    Modules:
  • Educational Leadership.
    An approved Research Methods course (30 points):
  • Research Methodologies.
    Or
  • Maori and Indigenous Research.
  • Special Topic: Leadership for Learning.
  • Special Topic: Accelerating Learning.
  • Early Years Pedagogy.
  • Education Law: Policy Implications.
  • Educational Policy and Organisations.
  • Educational Leadership in the Electronic Age.
  • ECE Curriculum Issues.
  • Mentoring Teachers.

    Exit level outcomes
  • Demonstrate an understanding of collaborative leadership and its effect on student engagement and learning outcomes in a local setting relative to a specific area of curriculum and pedagogy.
  • Engage networks (i.e., colleagues, parents, whãnau and other community members) in generative, problem-solving conversations to effect and sustain positive outcomes for students' learning.
  • Collaborate with colleagues in ways that build teaching capacity.
  • Identify and use factors associated with organizational structures (e.g., schools, early childhood centres) and cultures to facilitate innovation, system transformation, and the momentum and depth of student progress.

    Vertical Articulation:
  • Master of Educational Leadership (MEdLd).

    Similarities:
  • The South African (SA) qualification provides CPD pathway for school leaders and aspiring leaders; equips them with advanced skills in leadership, management, and governance to improve school quality.
  • Similarly, the University of Auckland (UA) qualification develops knowledge and skills for aspiring/current educational leaders to provide high-quality, equitable learning opportunities for children and young people.
  • Both qualifications targets educators in leadership, teachers and education professionals.

    Conclusion:
    The comparative analysis of the Advanced Diploma in School Leadership and Management across the institutions in the United States (Quinnipiac University), New Zealand (University of Auckland), and South Africa (University of Pretoria and University of South Africa) illustrates a commitment to global educational standards and reflects each qualifications' unique approach to addressing the complex challenges in educational leadership.

    All qualifications demonstrate a keen awareness of the global educational landscape, offering flexibility, online delivery modes (notably at Quinnipiac University), and accreditation recognized both nationally and internationally, such as the Educational Leadership Constituent Council for Quinnipiac University. These features are crucial for supporting learner mobility, ensuring that learners can transition seamlessly between qualifications and geographic locations, thus enhancing their global employability and leadership capabilities.

    Each institution's qualification reflects adherence to internationally recognized good practices in educational leadership and management. This includes comprehensive curriculums that cover essential leadership and management theories, as well as practical applications in the educational setting, evident in the modules and assessment methods described. For instance, Quinnipiac University's focus on instructional leadership and fiscal management aligns with global trends emphasizing the importance of these areas in effective school administration.

    Differences:
    The qualifications have diverse entry requirements, reflecting their contextual needs. For example, Quinnipiac University requires a master's degree for entry, whereas the University of Auckland and South African institutions are more flexible, allowing entry with an undergraduate degree or professional teaching qualification.

    The duration of these qualifications generally spans one year, with credit requirements varying slightly, indicating a standardization in the time commitment expected for such qualifications internationally.

    Each qualification has its unique focus areas, commonalities exist in modules covering leadership theories, educational law, finance, and curriculum development. Differences are more pronounced in elective offerings and specialization areas, tailored to address specific educational leadership challenges within their respective regions.

    The qualification's employ a mix of continuous assessment, practical projects, and professional portfolios, reflecting a global shift towards more applied learning and assessment in educational leadership qualifications. Articulation pathways are clearly outlined, particularly in the South African context, facilitating further academic progression and recognition of qualifications across borders.

    The international comparability of these qualifications underscores a global consensus on the critical components of effective educational leadership and management training. By aligning with relevant good practices and ensuring robust support for learner mobility, these qualifications not only prepare educators for leadership roles within their countries but also equip them with the competencies required to navigate and contribute to the international educational arena. This global perspective is vital in fostering educational leaders who are adaptable, innovative, and capable of leading educational institutions that cater to the needs of diverse learner populations in an increasingly interconnected world. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal and vertical articulation options.

    Horizontal Articulation:
  • Bachelor of Education (BEd) NQF Level 7.
  • Advanced Diploma in Teaching and Learning Support, NQF Level 7.

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

    Diagonal articulation:
    At present there are no formally approved diagonal articulation routes between this qualification and those on the Occupational Qualifications Sub-Framework (OQSF).

    However, in alignment with the CHE Policy on Articulation (2023), the institution is exploring synergy with the QCTO and relevant SETA-aligned qualifications in educational leadership and management to enable future cross-framework progression.

    Where diagonal or cross-horizontal articulation is not yet evident, the absence is due to the current unavailability of a suitably cognate QCTO 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. University of South Africa 


    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.