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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Higher Education 
SAQA QUAL ID QUALIFICATION TITLE
125457  Postgraduate Diploma in Higher Education 
ORIGINATOR
Walter Sisulu University 
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:
Postgraduate Diploma in Higher Education is an academic qualification designed to equip lecturers and higher education practitioners who wish to enhance their teaching and lecturing practices, as well as those seeking to further their studies in the field of higher education, with the requisite skills to do so.

The qualification will equip university lecturers with the relevant knowledge and pedagogical skills to reflect on the main underlying educational philosophies, pedagogies, and their own experiences, thereby enhancing their capabilities in teaching and learning, research, innovation, and community engagement.

University lecturers will have opportunities to improve their practical teaching skills and gain an understanding of the factors that influence learner learning in higher education. Moreover, the qualification will enable university lecturers to organise and execute a variety of functions involving teaching and assessment in diverse learning contexts.

The qualification aims to develop reflective and scholarly teachers who can design, facilitate, and assess learning in diverse and transforming higher education contexts. University lecturers will have opportunities to enhance their practical teaching skills and gain an understanding of the factors that influence learner learning in higher education. Moreover, the qualification will enable university lecturers to organise and execute a variety of functions involving teaching and assessment in diverse learning contexts.

Upon completion of the qualification, qualifying learners will be able to:
  • Analyse contemporary issues influencing higher education and evaluate how they could affect teaching, learning and the student experience (academic distinction).
  • Critically examine the role of higher education curriculum in shaping learners' capabilities to address local, national, and global issues (global citizenship).
  • Promote and foster diversity and inclusion in higher education teaching and learning (global citizenship, integrity and self-awareness).
  • Apply creativity and ethical judgement in responding to emerging challenges in higher education (integrity and self-awareness).
  • Apply research evidence to enhance learning and teaching, research and innovation and community engagement to add value to the academic community (scholarliness).

    The exit-level outcomes (ELOs) and their associated assessment criteria (AAC) are linked and designed to align constructively, qualifying as reflective and scholarly teachers. The academic qualification, the envisaged outcomes, and the curriculum are guided by this purpose and the skills that a future teacher/lecturer should possess.

    Rationale:
    Many university lecturers lack the necessary pedagogical skills required by the higher education sector. Furthermore, university lecturers have shown a great interest in developing their pedagogical skills through the attainment of formal qualifications and informal short learning programmes that develop the requisite skills to be effective higher education lecturers and practitioners.

    The institution prides itself on its vision of being a responsive and impactful technology-infused African university, developing and offering qualifications that respond to the needs of the communities it serves.

    The qualification is designed in response to the identified need and to enhance the professional capacity of academics, teachers, and emerging scholars within the higher education sector.
    It responds to the growing demand for competent and reflective practitioners who can make meaningful contributions to teaching, research, and community engagement in a rapidly transforming and globally connected higher education environment.

    As an evolving university, there is a need to upskill academics to meet the sector's needs. In line with the framework for enhancing academics as university lecturers, there is a need for continuous professional development of university teachers. The qualification equips academics with the knowledge and skills to design and implement responsive curricula, apply evidence-based teaching and assessment strategies, and engage in reflective scholarship that improves learning and supervision practices.

    The range of learners admitted into this qualification is practising higher education practitioners (lecturers, managers) who aspire to develop and enhance their knowledge of pedagogical skills in the context of higher education to enable them to become more effective. This qualification, therefore, resides in the academic and lecturer development pathway, it provides the foundation for the development and articulation of higher education practitioners into a master's and a PhD in Higher Education studies. Horizontal articulation into related fields in higher education is also available to learners.

    In the context of ongoing transformation and decolonisation imperatives, African higher education institutions face a dual challenge: ensuring quality teaching and learning while fostering inclusivity, equity, and social justice. This qualification, therefore, aims to professionalise academic practice by developing learners who demonstrate critical awareness of pedagogical theories, contemporary educational technologies, and global higher education trends, while remaining responsive to local contexts and diverse learners needs.

    Learners expected to adopt theoretically grounded, research-informed, and contextually relevant approaches to curriculum design, assessment, and educational leadership. The qualification will contribute to developing a highly skilled workforce that utilises its expertise to engage with local communities and address societal challenges through research and community engagement. This, in turn, benefits other industries and the economy. University lecturers with global perspectives can enhance international collaborations and partnerships, leading to economic opportunities through international learner recruitment and research collaborations. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution's RPL Policy is aligned with the national policies and criteria set by the Council on Higher Education (CHE) and SAQA. The institution recognises that potential learners may have previous training or experience. RPL can be considered for access or advanced standing within this qualification. RPL may therefore be used to ascertain competence for admission or access to this qualification, as well as for module exemptions for advanced placement.

    This qualification offers access to prospective learners who have informal or work experience but lack formal qualifications in higher education. These learners will be granted access or advanced standing in the qualification by applying WSU's RPL policy.

    Prospective learners must compile a portfolio of evidence in accordance with the institutional framework for developing a portfolio. The portfolio will be assessed according to the framework stipulation. Where necessary, the prospective learner will present him/herself to a panel determined by the policy to clarify issues that may not be elucidated in the portfolio.

    RPL for Access and Module Exemption:
  • Review the prior learning and consider its relevance to the minimum entry requirements.
  • Review of learning outcomes from prior learning against the learning outcomes of the modules.
  • Submission of an RPL PoE showing competence aligned with specific module outcomes.

    Entry Requirements:
  • Bachelor's in Education, NQF Level 7.
    Or
  • Advanced Diploma 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 to 120 Credits.

    Compulsory Module, NQF Level 8, 120 Credits.
  • Higher Education Transformation, 15 Credits.
  • Curriculum Development in Higher Education, 25 Credits.
  • Learning and Teaching in Higher Education, 25 Credits.
  • Moderation in Higher Education, 25 Credits.
  • Introduction to Research and Supervision in Higher Education, 20 Credits.
  • Research and Supervision in Higher Education, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply knowledge and responsive pedagogical skills in teaching, learning, research, innovation, and community engagement.
    2. Demonstrate a coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in higher education.
    3. Promote diversity, equity and inclusivity in higher education.
    4. Organise and execute a variety of approaches involving teaching and assessment in diverse learning contexts.
    5. Compare global higher education practices and apply insights to professional practice.
    6. Critique learning and teaching processes through a research-led or evidence-based approach.
    7. Exhibit evident skills to use a variety of technology instructional design tools.
    8. Demonstrate an in-depth knowledge of teaching and learning in higher education and related specialisation areas.
    9. Reflect on the discourses of decolonisation and transformation of higher education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Employ the pedagogical skills for learning and teaching in higher education.
  • Develop Research and community engagement projects which enhance learning and teaching.
  • Apply Scholarly approaches to improve teaching, research supervision, and community engagement practices.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Adopt & Use Different theories and epistemologies of teaching and learning in higher education.
  • Illustrate the principles of teaching and learning in higher education.
  • Apply Theoretical and conceptual insights to critique and enhance professional teaching practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Observe and incorporate diversity and inclusivity principles in higher education.
  • Design inclusive curricula, learning materials, and assessment tasks that accommodate diverse learner needs and backgrounds.
  • Practise equity and inclusivity principles in higher education.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Design learning and assessment activities that align with intended outcomes and accommodate learner diversity.
  • Implement various teaching approaches and assessment strategies in diverse learning contexts.
  • Evaluate the effectiveness of teaching and assessment strategies using reflective and evidence-based approaches.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Analyse Global higher education practices.
  • Contextualise practices in global higher education.
  • Integrate Global perspectives into curriculum design and professional practice.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify and formulate researchable problems in teaching and learning contexts.
  • Research Problems in teaching and learning contexts.
  • Present and critique researched teaching and learning processes.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Analyse theories underpinning various educational technologies.
  • Design and execute Technology-enhanced learning experiences.
  • Evaluate pedagogical value and ethical implications of technology use in higher education contexts.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Critique theories of teaching and learning in higher education.
  • Utilise Various learning and teaching philosophies and research-based teaching approaches in related areas of specialisation.
  • Apply Specialised knowledge to propose or implement innovative solutions within the higher education environment.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Discuss decolonisation and transformation discourses in higher education.
  • Compare contrast decolonisation and transformation discourses in higher education.
  • Integrate decolonisation and transformation discourses in higher education into practice and reflect upon.

    Integrated Assessment:
    The Institutional Assessment Policy requires four assessments per year for year-long courses and two assessments for semester modules. The PGDip in Higher Education qualification comprises formative tasks per module, a single portfolio of evidence as the overall summative assessment for all modules, and a journal article. Formative assessment may include tests, presentations, assignments, projects, integrated group activities, or case studies.

    All ELOs and AACs will be integrated into formative and summative assessments in this qualification. This ensures that the ELOs are assessed in an integrated manner across the various learning and assessment opportunities. This approach ensures that learners are evaluated across several competency areas:
  • Practical competencies are assessed through hands-on activities, simulations, and real-world projects.
  • Applied competencies are evaluated using case studies, problem-solving tasks, and application-based assignments.
  • Foundational competencies are measured through theoretical examinations, written assignments, and knowledge-based tests.
  • Reflective competencies are assessed through self-evaluation, reflective journals, and peer reviews.

    Furthermore, internal moderation is conducted for all formative assessments and modules, whereas external moderation is conducted for all summative assessments. Considering that the portfolio of evidence (PoE) will be the overall summative assessment for all modules, it will be internally and externally moderated. For the online evaluation, learners receive immediate feedback. Learners can consult the lecturers for additional guidance.

    Integrated Formative Assessment:
    There will be a minimum of two assessments per semester module, and four assessments for year modules. The assessments can combine tests, presentations, assignments, projects, integrated group activities, or case studies. They constitute 50% of the total assessments.

    Integrated Summative Assessment:
    Summative assessment will take the form of a reflective portfolio. As per the institution policy, a rough estimate of the reflective portfolio should comprise chapters reflective of each module. However, the number of pages does not determine the academic quality of the research. Guidelines about the formal requirement of POE will be posted on the faculty and department website. Summative assessment constitutes 50% of the total assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar qualifications from these international countries:

    Country: Zimbabwe
    Institution Name: National University of Science & Technology (NUST)
    Qualification title: Postgraduate Diploma in Higher Education (PGDHE)
    Duration: 1 Year Full-time or 2 Years Part-Time
    ZNQF: 8

    Purpose:
    The National University of Science and Technology (NUST) Postgraduate Diploma in Tertiary and Higher Education is a NQF Level 8 programme designed for academic staff to develop competencies in teaching, learning, and assessment. It focuses on bridging theory and practice in line with Education 5.0, offering a blended, part-time, one-year structure for working professionals.

    Similarities:
    The South African (SA) and the National University of Science & Technology (NUST) are both offered over one year.
  • Both qualifications similarly named and have a similar number of credits (120 vs. 144) and are both at NQF level 8.
  • The entry requirements are identical, as both require an appropriate bachelor's degree and must also involve being employed in a teaching capacity in higher and tertiary education institutions.
  • Both qualifications articulate into an NQF 9 qualification with a direct articulation into a Master's of Higher Education Studies.

    Differences:
  • The main difference between the two qualifications lies in the number of modules and the availability of certain electives that are not part of this programme, such as PTE 5108 Quality & Innovation in HE, PTE 5111 Student Research and Design Projects, and PTE 5116 Academic Involvement in the Community.

    Country: Singapore
    Institution Name: National Institute of Education (NIE)
    Qualification title: Postgraduate Diploma in Higher Education (PGDHE)
    Duration: 1 Year Full-time or 2 Years Part-Time
    NQF: 8

    Purpose:
    The National Institute of Education (NIE) Singapore's Postgraduate Diploma in Higher Education (PGDHE) is designed to equip higher education professionals with pedagogical skills, educational philosophies, and practical teaching abilities. It focuses on enhancing academic practice, assessment strategies, and understanding student learning, often targeting current lecturers seeking professional.

    Similarities:
  • The South African (SA) and the National Institute of Education (NIE) are both offered over one year.
  • The outcomes of both qualifications are similar, and they have an aligned purpose and rationale.
  • Both qualifications are at a postgraduate qualifications level at NQF level 8 with similar entry requirements.
  • Both qualifications share similar module structure.
  • Both qualifications articulate into an NQF 9 qualification with direct articulation into a Master's of Higher Education Studies.

    Differences:
  • The major differences are in the number of modules offered and the mandatory inclusion of Educational Psychology, Critical Thinking, Problem Solving, and Reflection. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Postgraduate Diploma in Higher Education Community Engagement, NQF level 8.

    Vertical Articulation:
  • Master of Education, NQF Level 9.
  • Master of Higher Education, NQF Level 9.

    Diagonal Articulation:
    The qualification's design does not facilitate diagonal articulation into the OQSF, as it is a specifically designed higher education practitioner 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. Walter Sisulu University 


    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.