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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Planning 
SAQA QUAL ID QUALIFICATION TITLE
96533  Postgraduate Diploma in Planning 
ORIGINATOR
University of Witwatersrand 
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 12 - Physical Planning and Construction  Physical Planning, Design and Management 
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-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The qualification is structured to introduce learners from diverse non-planning backgrounds to basic data collection, interpretation and problem-solving across the range of fields with which development planning deals. The learners are also familiarized with a range of predetermined development planning problem categories and are taught to produce solutions thereto. On receipt of this planning qualification, the learner may opt to study further in related fields. The qualification adds value to the qualifying learner by providing him or her with economic opportunities and a choice of career paths resulting in recognition in the community.

Society benefits through the production of diplomats who frequently have converted an abstract knowledge of development issues into a more concrete, practical understanding. Hence they are responsible, creative and competent to act with initiative in helping to develop sustainable, productive, social, natural and built environs. Qualified learners will have acquired knowledge and skills to analyze, conceptualize, synthesize and propose solutions to developmental issues, in addressing issues in the wider community. The programme gives an understanding of broader social, economic, environmental and legal frameworks in which planners operate, leading to appropriate plans, policies and designs at various levels. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The programme assumes that learners are able to communicate through the written and oral media, at an advanced level, using a range of techniques including computer technology. In addition they are expected to have a grounding in areas of knowledge appropriate to the disciplines of planning, demonstrating critical analytical thinking in examining, researching, interpreting, refining and modifying existing knowledge. Learners should also have an appropriate level of competence in mathematics - consult the admission information of the University for the year of study for which application is being made. Learners should be competent problem-solvers, demonstrating self-directed, independent thought, using a range of learning strategies.

Formally Accredited Learning:
The typical applicant has a qualification equivalent to a formative Bachelor's degree of the University in any discipline appropriate to the field, including subjects like economics, geography, international studies, politics or civil engineering, or other University-approved qualification - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning (RPL):
Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission. 

RECOGNISE PREVIOUS LEARNING? 
Y 

EXIT LEVEL OUTCOMES 
1. The learner is competent to identify, evaluate and solve problems within the ambit of the field of development planning. The learner is familiar with relevant theoretical paradigms, concepts and procedures.
2. The qualifying learner has been exposed to the management of uncertainty within a changing temporal, socio-economic, political and environmental context.
3. The qualifying learner is able to cope with South Africa's diverse social and cultural dynamics.
4. The qualifying learner is able to operate under supervision in a normal range of development planning situations.
5. The qualifying learner understands planning as part of wider social, political, cultural, administrative, economic and natural systems, and their dominant operating and financial characteristics.
6. The qualifying learner can investigate analyse and interpret information in different ways and can communicate its significance to different types of audience.
7. The qualifying learner has been prepared for the next stage of his/her career, whether in an academic, entrepreneurial or community context, and to meet the demands of life long development.

Critical Cross-Field Outcomes (CCFO):
a) Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made. -See ELO 1.
b) Working with others as a member of a team, group, organisation, community. -See ELO 3 and 4.
c) Organising and managing oneself and one's activities responsibly and effectively. - See ELO 4.
d) Collecting, analysing, organising and critically evaluating information. -See ELO 1.
e) Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. ELO 6.
f) Using science and technology effectively and critically, showing responsibility towards the environment and health of others. - ELO 2 and 5.
g) Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. -See ELO 2.
h) Contributing to the full personal development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
i. Reflecting on and exploring a variety of strategies to learn more effectively; -See ELO 4 and 7.
ii. Participating as responsible citizens in the life of local, national and global communities, -See ELO 3; note also that learners act in accordance with the code of conduct of the university and, where relevant, that of the professional discipline being studied.
iii. Being culturally and aesthetically sensitive across a range of social contexts; ELO 3.
iv. Exploring education and career opportunities. -See ELO 7.
v. Developing entrepreneurial opportunities. -See ELO 7. 

ASSOCIATED ASSESSMENT CRITERIA 
1. The qualifying learner demonstrates:
  • His/her knowledge of the historical and current theoretical planning models and approaches for industrialized and developmental contexts.
  • A practical and theoretical grounding in physical planning.

    2. The qualifying learner:
  • Is aware of how to identify and address complex problems by employing.
  • Appropriate planning theories.
  • Concepts.
  • Quantitative or other planning techniques in dealing with such complex problems.
  • Demonstrates individual skills in the investigation of fundamental areas of development planning by defining the problem or issue, analysing it through the exploration of relevant theory, and solving it by developing a set of practical proposals.
  • Demonstrates familiarity with resource allocation issues and demonstrates the ability to apply project budgeting and financial viability and implementation strategies.
  • Can apply the concept of sustainability to socio-economic, political and cultural issues affecting the physical and natural urban or rural environment.

    3. The qualifying learner is competent in group work, notably with peers, and can perform:
  • Multi-disciplinary team work.
  • Certain aspects of field research.
  • Academic exercises and planning work.
  • Demonstrating the skills required in dealing with the complexities of such work.

    4. The qualifying learner:
  • Understands how a framework of facilities affects the selection and application of appropriate procedures and roles within varied contexts.
  • Shows skills of time management, prioritization and initiative, in being able to perform adequately in addressing the different facets of a given programme.

    5. The qualifying learner:
  • Demonstrates a knowledge of the structural and operating characteristics of infra-structural and other systems and the limitations these impose on development.
  • Is familiar with a range of possible relationships between planning and society.
  • Shows critical, analytical and creative thinking abilities in applying the existing body of knowledge and understanding in planning to specific problem categories.

    6. The qualifying learner uses:
  • Writing, visual, graphic, mathematical and verbal skills in thinking and communicating.
  • IT and manual graphics in investigating and interpreting the spatial and temporal dimensions of planning and planning issues.
    Demonstrates competence in qualitative and quantitative research methods and can interpret and evaluate certain research materials.

    7. The qualifying learner will have been exposed to a range of alternative career paths he or she may wish to follow, through exposure to staff, government officials, planning professionals and fellow learners.

    Integrated Assessment:
    The learner completes projects during the course of study which demonstrate his/her capability to integrate and apply relevant theories for that scale and/or type of planning. 
    		•

    ARTICULATION OPTIONS 
    This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

    Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

    Entry to the qualification:
    A qualification equivalent to a formative Bachelor's degree of the University in any discipline appropriate to the field, including subjects like economics, geography, international studies, politics or civil engineering, or other University-approved qualification.

    Articulation during the qualification:
    Candidates achieving the diploma at a sufficient level of competence may convert registration from the diploma to pursue the Master of Science in Development Planning of the University, in which case they should obtain credit for courses already completed.

    On completion of the qualification:
    Diplomats may apply for study at the Masters level. 

    MODERATION OPTIONS 
    Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Witwatersrand 


    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.