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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Higher Education 
SAQA QUAL ID QUALIFICATION TITLE
125455  Postgraduate Diploma in Higher Education 
ORIGINATOR
MANCOSA Pty (Ltd) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
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 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 Postgraduate Diploma in Higher Education qualification is to develop critically reflective, innovative, and socially responsible Higher Education practitioners, academics, researchers, and leaders. The qualification aims to equip learners with advanced pedagogical knowledge and skills to enhance their teaching effectiveness and learner engagement. Furthermore, qualifying learners will be able to both identify and solve complex problems within the Higher Education context. Qualifying learners will be theoretically informed and will be able to engage in critical strategic thinking and create innovative strategies that display a keen understanding of the South African socio-economic context, theoretical depth and digital literacies. The qualification will equip individuals with little or no prior pedagogical experience with the essential knowledge and skills required for teaching, assessment, research, and leadership roles in the Higher Education sector.

The qualification will equip individuals with essential skills in teaching, assessment, leadership, and research, preparing them to excel in the modern academic landscape. By focusing on learner-centred learning, the qualification will enable academics to design engaging curricula, apply fair and effective assessments, and promote a supportive and inclusive learning environment. It also develops leadership competencies for guiding teams, fostering collaboration, and supporting institutional goals. Additionally, the qualification emphasises research skills, empowering academics to contribute to scholarly discourse and continually enhance teaching practices.

The qualification will enable learners to have a critical understanding of the key policies that govern the Higher Education teaching and learning environment. The knowledge, skills, attitudes, and attributes developed during this qualification will culminate in an intellectually independent small-scale research project. The qualification will require a thorough theoretical engagement and its application across various contexts to enhance the quality of teaching, learning, leadership and research practices.

Graduate attributes:
  • Critical thinking and problem-solving.
  • Teamwork and communication.
  • Problem solving by solving real-world problems.
  • Ethical competency by making professional and ethical decisions.
  • Deep theoretical knowledge.
  • Digital Competencies in the field of Higher Education.
  • Higher Education transformation and social justice competencies.
  • Teamwork and collaboration by working effectively in a team on curriculum development activities.
  • Culturally and aesthetically sensitive across a range of social contexts.

    Upon successful completion of the qualification, the qualifying learner will be able to:
  • Demonstrate a critical understanding of the key policies, values and governance principles that inform the South African Higher Education context.
  • Apply a range of ideas in curriculum, ICT, change management, leadership, research theories, and models to contemporary Higher Education curriculum, management, and research contexts.
  • Reframe diversity and change in Higher Education teaching, learning, assessment, management and research contexts within a humanising, accountable and ethical framework.
  • Communicate strategies, ideas, research, and proposals in critically insightful, creative, and engaging ways.
  • Generate innovative and socially responsible responses to challenges in the South African Higher Education teaching, learning and management contexts.

    The qualification will expose learners to a range of theoretical positions, models and strategies in teaching and learning, research and digital literacies that can develop their capacity to teach in a diverse context that is plagued by a myriad of inequalities, whilst also shaped by a dynamic knowledge economy. Socio-political and digital advancements place a high premium on training and developing professionals with new skills. The focus on policy analysis, alternate pedagogies and digital literacies in this qualification aims to produce professionals in the Higher Education sector who can meet the demands of a dynamic society.

    Rationale:
    The need for the qualification is due to the proposition that the Higher Education terrain has metamorphosed into a highly complex and ambiguous space. The rationale that this qualification is premised on therefore emerges from this trajectory, which alerts the education sector to a deepened need for more highly skilled leaders, researchers and academics both internationally and within the South African Higher Education context.
    Current literature speaks to a need for more focused interventions in terms of professional development qualifications and the development of leaders for the Higher Education sector. This qualification contributes towards the development of socially conscious and highly competent learners who can make a significant contribution to society and the growth of our country within the areas of teaching, learning, assessment, community engagement, and research.

    The qualification will enable learners to integrate these horizontal and vertical competencies such as pedagogical expertise, research and inquiry, critical thinking and problem-solving, policy analysis, cultural and ethical awareness, and ICT integration, as sufficient prerequisites to access the Higher Education terrain as either experienced and competent leaders or academics. In so doing, this enables opportunities for mobility from within the Higher Education sector for new generation learners.

    The qualification benefits the learners by enhancing their skills and updating them on the latest educational advancements. This continuous professional development contributes to a higher standard of teaching in Higher Education institutions, which can positively impact the overall quality of education. The Postgraduate Diploma in Higher Education qualification benefits learners by enhancing career prospects and opening new opportunities. The qualification may qualify individuals for higher-level positions, promotions, or specialised roles within the Higher Education sector.

    Qualifying learners are better equipped to address contemporary educational challenges, such as inclusivity, diversity, and technology integration. Qualifying learners can contribute to creating more equitable and accessible educational environments, therefore benefiting society. The Postgraduate Diploma in Higher Education qualification involves research components, fostering a culture of inquiry and innovation. This can lead to the development of new ideas, technologies, and solutions that benefit society. Countries with a well-trained and highly skilled workforce are more competitive globally. The presence of Higher Education professionals with advanced qualifications contributes to the reputation of the country's Higher Education system, attracting international learners and collaborations, which can have positive economic and cultural impacts.

    The typical learners targeted for this qualification are individuals who have already completed an undergraduate degree and have a keen interest in pursuing a career in Higher Education. This qualification is designed for teaching professionals or individuals involved in academic or leadership roles within universities, colleges, or other Higher Education institutions. The value of the Postgraduate Diploma in Higher Education qualification is critical for Higher Education mobility, leadership, and professional development. This qualification articulates horizontally, vertically and diagonally with a range of qualifications offered by institutions both internationally and locally across the country.

    The Postgraduate Diploma in Higher Education caters for professionals with experience within the Higher Education sector who wish to upgrade their qualifications in the field of Higher Education. The qualification fosters collaboration and networking to bring together higher education professionals, researchers and policymakers to share knowledge, ideas, and best practices. The qualification aims to promote innovation in Higher Education, ensuring that institutions are responsive to the needs of the economy and society.

    Upon completion of the qualification, qualifying learners can aspire to the following positions:
  • Lecturer.
  • Researcher.
  • Research assistant.
  • Academic advisor.
  • Student affairs professional.
  • Institutional researcher.
  • Curriculum developer.
  • Academic coordinator.
  • Head of Department in the Higher Education sector. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution recognises the important role that the Recognition of Prior Learning (RPL) plays in ensuring equitable access and participation in Higher Education. In this process, non-formal and/or informal learning are measured, evaluated, and checked for equivalence or parity with the formal qualification entry requirements. The RPL assessment process will focus on ways of evaluating a person's knowledge and skills acquired through lifelong learning experiences (formal, non-formal and informal) against a set of pre-determined criteria.

    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.
  • No more than 10% of a cohort will be admitted into the qualification through RPL.

    RPL Process:
    A centralised RPL committee which comprises of Admissions and Selections Academics shall meet and make determinations regarding all RPL applications that are before the committee for decisions and recommendations regarding entry into the qualifications which prospective RPL candidates have applied for. The decisions are communicated by the Admissions and Selections Administrator to Student Advisors within 24 hours of the committee meeting.

    The RPL process focuses on establishing whether the learner has acquired competence in the following areas:
  • Basic theoretical knowledge.
  • Practical competence.
  • Reflective competence.
  • Applied competence.

    The applicant must:
  • Be 30 years or older.
  • Submit recently certified copy of ID and Matric Certificate.
  • Submit certified copies of all qualifications and academic records (complete and incomplete).
  • Submit all certificates received (awards, etc.).
  • Submit evidence of continuous assessment e.g., in-house training and short courses completed.
  • Submit an updated CV with detailed working experience and corresponding dates.
  • Submit a signed motivational letter from the applicant.

    All RPL applications are subject to evaluation by the RPL committee. It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of a portfolio of evidence. Where appropriate, interviews will also be conducted to assess applicants for selection purposes.

    Entry Requirements:
  • Bachelor of Education, NQF Level 7.
    Or
  • Advanced Diploma in Education at NQF level 7.
    Or
  • Any relevant qualification, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 8, 120 Credits.
  • Higher Education Policy Regulation and Governance, 15 Credits.
  • Learning and Teaching in a Contemporary Higher Education Context, 15 Credits.
  • Higher Education Curriculum and Assessment Development, 15 Credits.
  • Higher Education Management and Leadership, 15 Credits.
  • Research and Community Engagement in Higher Education, 15 Credits.
  • Digital Transformation and Innovation in Higher Education, 15 Credits.
  • Research Report, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a critical understanding of the key policies, values and governance principles that inform the South African Higher Education context.
    2. Apply a range of ideas in curriculum, ICT, change management, leadership, research theories, and models to contemporary Higher Education curriculum, management, and research contexts.
    3. Reframe diversity and change in Higher Education teaching, learning, assessment, management and research contexts within a humanising, accountable and ethical framework.
    4. Communicate strategies, ideas, research, and proposals in critically insightful, creative, and engaging ways.
    5. Generate innovative and socially responsible responses to challenges in the South African Higher Education teaching, learning and management contexts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse key South African Higher Education policies to identify key strategic imperatives.
  • Apply policy imperatives, values and principles to strategies in teaching, learning, management, and leadership contexts to ensure alignment with educational goals, promote equity and inclusive, uphold quality standards, and foster a supportive and ethical environment that enhances learner outcomes and institutional effectiveness.
  • Examine principles such as equity and redress, democratisation, development, quality, effectiveness and efficiency, academic freedom, institutional autonomy and public accountability, and apply them to contemporary challenges in the South African Higher Education context.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply theories and models of curriculum development, management and leadership, research methodologies and information communications technology to specific scenarios within the Higher Education context to enhance the effectiveness of teaching and learning, improve administrative processes, support evidence-based decision-making, and facilitate the integration of technology in educational practices.
  • Analyse divergent theoretical positions on teaching, learning, information communications technology, research, change management and leadership in Higher Education to demonstrate resonance with contemporary challenges and opportunities in local, national, and international Higher Education contexts.
  • Design innovative models and strategies to respond to contemporary challenges in the South African Higher Education Context.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify change and differences to create opportunities for social justice and accountability in teaching, learning and leadership approaches in the South African Higher Education context.
  • Examine linguistic, demographic, and economic diversity in South Africa to contextualise diversity within the South African Higher Education context.
  • Develop teaching, leadership and change management approaches and strategies to include principles of inclusivity and diversity.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Communicate theoretical engagement with complex theories or positions in a critical and logically coherent manner to demonstrate a high level of engagement.
  • Write and present critical discussions, ideas and research in a logically coherent manner to demonstrate communication skills.
  • Deliver research proposals, individual and group oral presentations online to demonstrate oral presentation skills.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Identify role, purposes, and components of a research proposal to guide the writing of a coherent research proposal.
  • Develop a research proposal to investigate an identified problem in the Higher Education context.
  • Appraise research methodologies and ethics to apply appropriate ethical principles and methodologies for the identified research problem.

    INTEGRATED ASSESSMENT
    Integrated assessment seeks to combine learners' learning from multiple modules into a single assessment. It is designed to interpret their ability to combine key foundational, practical, and reflexive competence with some critical cross-field outcomes to be applied in a practical and real-life context. Integrated assessment strategies enable learners to demonstrate desirable higher-order learning behaviours such as the application of knowledge and skills through analysis, synthesis, and critical enquiry.

    Formative assessment:
  • Knowledge-based assessments.
  • Case-based learning- which constitute detailed analysis and assessment of specific scenarios.

    Assessment Structure:
    The final mark is calculated as follows:
  • Formative Assessment 1 (Knowledge-Based Questions), 15%.
  • Formative Assessment 2 (Case-based learning), 35%.
  • Integrated Assessment, 50%.

    Where the assessment is based on a research report, the research report will contribute to 100% of the final mark. To pass this component a final mark of 50% is required. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar qualifications from India and Namibia.

    Country: India
    Name of Institution: Indira Gandhi National Open University (IGNOU)
    Name of Qualification: Postgraduate Diploma in Higher Education
    Duration: 1 Year
    Credits: 34 Credits
    Entry requirements:
  • Teachers in an institution of higher education or Post Graduate Degree holders in any subject including a Professional Degree.

    Purpose and Rationale:
    The qualification was developed in response to the recommendations of the National Policy of Education (1986) from India and several other committees on Higher Education teachers to provide the necessary knowledge, understanding and skills for teaching in Higher Education. The qualification is meant for prospective and/or in-service university and college teachers. The Postgraduate Diploma in Higher Education has four theory courses, a project work and a component of a face-to-face contact qualification.

    Learning Outcomes:
  • Acquire a perspective regarding the system of Higher Education in India, its context, its functions, and its linkages with other systems.
  • Develop professional competencies associated with an effective university teacher.
  • Undertake orientation/refresher courses for career advancement, as this qualification has been accorded equivalence by the UGC.
  • Develop readiness to undertake reforms and innovations in the practice of Higher Education.

    Modules:
  • Higher Education: Its Context and Linkages, 6 Credits.
  • Instruction in Higher Education, 6 Credits.
  • Higher Education: Socio-Psychological Field, 6 Credits.
  • Planning and Management of Higher Education, 6 Credits.
  • Project Work, 6 Credits.
  • Extended Contact Qualification, 4 Credits.

    Similarities:
  • Both the South African (SA) and the Indira Gandhi National Open University (IGNOU) qualifications are aimed at prospective and or in-service university and college teachers.
  • Both qualifications are designed to provide the essential knowledge, understanding and skills required for teaching in Higher Education.
  • The module Learning and Teaching in a Contemporary Higher Education Context offered by the SA qualification is comparable to the Instruction in Higher Education module at IGNOU.
  • Both qualifications are offered through an online mode.

    Differences:
  • The Indian qualification offers a module on Socio-Psychological Field, which the SA qualification does not offer.
  • The SA qualification offers a module on Research Methodology and a Research Report, whilst the IGNOU qualification at does not.
  • The IGNOU qualification has 34 credits while the SA qualification consists of 120 credits.

    Country: Namibia
    Name of Institution: The International University of Management (IUM)
    Name of Qualification: Postgraduate Diploma in Higher Education
    NQF Level: Level 8
    Duration: A minimum of 1 year and a maximum of 2 years both for part-time and distance mode
    Credits: 120 Credits
    Entry requirements:
  • A recognised minimum qualification at NQF Level 7 as a full-time lecturer, trainer, tutor or instructor at a tertiary institution, institution of higher learning or organisation training departments or equivalent.

    Purpose and Rationale:
    The purpose of the Postgraduate Diploma in Higher Education is to equip tertiary educators with critical self-reflection in relation to current international trends and challenges in pedagogy. The qualification was developed to address the needs of the Higher Education sector in Namibia as articulated in Namibia's 5th National Development Plan (NDP5) and National Human Resources Plan 2010-2025. This qualification is designed for tertiary educators to attain good pedagogical practices in the quality delivery of the curriculum. It enables tertiary educators to become familiar with the delivery of curriculum to a variety of learners, through various models of delivery, in a wide range of contexts.

    Learning Outcomes:
  • Design and implement instructional practices to produce a positive impact on teaching and learning.
  • Demonstrate an understanding of the process of educational change and how to communicate effectively to stakeholders.
  • Analyse the educational needs of the learners.
  • Create innovative strategies and incorporate technology in tertiary education.
  • Demonstrate deep and thorough conceptual understanding of identified aspects of the subject matter.

    Qualification structure:
    Semester Modules:
  • Advanced Academic Writing for Postgraduate Studies, 8 Credits.
  • Integrating Digital Technology in Education, 8 Credits.

    Year Modules:
  • Educational Leadership and Management, 16 Credits.
  • Assessment and Evaluation in Higher Education, 16 Credits.
  • Curriculum Design and Development in Higher Education, 16 Credits.
  • Teaching and Learning in Higher Education, 24 Credits.
  • Research Supervision and Publication, 32 Credits.

    Similarities:
  • Both qualifications are designed to equip tertiary educators with critical self-reflection on current international trends and challenges in pedagogy.
  • Both qualifications are pitched at NQF Level 8 with a total of 120 credits.
  • The module Teaching and Learning in Higher Education at IUM is comparable to the South African (SA) Learning and Teaching in a Contemporary Higher Education Context module.

    Differences:
  • The IUM qualification has five modules, whilst the SA qualification has seven modules.
  • The IUM has year modules, whilst the SA qualification only has semester modules.
  • The SA qualification has a Research Methods and Research Report module, whilst the IUM qualification does not have similar modules.

    Country: Singapore
    Name of institution: National Institute of Education (NIE)
    Name of qualification: Postgraduate Diploma in Higher Education

    Purpose of Qualification:
    This qualification will provide the knowledge and pedagogical skills for the professionals in Higher Education to reflect upon key underlying educational philosophies, pedagogy, and their experience to enhance their academic practice. Participants will be given opportunities to develop their practical teaching skills, acquire an understanding of the issues and factors which affect student learning in Higher Education and, under minimal or no guidance, to organise and carry out a range of functions involving learning and assessment in a variety of teaching environments.

    Content:
    Core Courses:
  • Educational Psychology Small Group Teaching.
  • Problem-Based Learning.
  • Assessment in Higher Education.
  • Curriculum Design.
  • Critical Thinking, Problem Solving and Reflection.

    Elective Courses:
  • Communication for Teaching and Learning.
  • Planning and Designing Flexible Learning.
  • Clinical Education.

    Similarities:
  • Both qualifications aim to provide knowledge and pedagogical skills for the professionals in Higher Education.
  • Both qualifications list case studies and scenarios as their teaching strategies and assessments.
  • Both qualifications require an appropriate bachelor's degree as an admissions requirement.

    Differences:
    The Postgraduate Diploma in Higher Education qualification from The National Institute of Education has eight modules whilst the Postgraduate Diploma in Higher Education qualification at MANCOSA has seven. The qualification offered by The National Institute of Education has elective modules while the qualification at MANCOSA does not have electives. The National Institute of Education qualification offer a module on Clinical Education which the SA qualification does not offer. The SA qualification includes a focus on research and leadership not offered at the National Institute of Education.

    Conclusion:
    The SA qualification demonstrates favourable comparability with international qualifications within Higher Education in terms of learning outcomes, qualification purpose, teaching strategies, and content as well as admission requirements. Notably, the Postgraduate Diploma in Higher Education is distinctively tailored to the needs of South Africa, reflecting its appropriateness for the specific requirements of the country. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options.

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

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

    Diagonal Articulation:
    Currently, this qualification does not have any possible diagonal articulation pathways into qualifications on the Occupational Qualifications Sub-Framework (OQSF). This is due to the current absence of an NQF Level 9 qualification on the OQSF. Should articulation opportunities become available in future, the institution will review and establish appropriate pathways in alignment with the National Qualifications Framework (NQF) and will duly update such articulation arrangements with the South African Qualifications Authority (SAQA). 
    		•

    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. MANCOSA Pty (Ltd) 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.