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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Language Education 
SAQA QUAL ID QUALIFICATION TITLE
97932  Postgraduate Diploma in Language Education 
ORIGINATOR
Nelson Mandela 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
Reregistered  EXCO 0640/26  2024-06-30  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 Postgraduate Diploma (PGDip) in Language Education intended to develop an innovative, competent and reflective instructional leader who within the field of Language Education, has the capacity and agency to effect significant changes in the South African education system the following instructional leadership characteristics will be addressed in the qualification:
  • Constructing critically reflective and reflexive understandings of contemporary theories in Education in general, and in the field of Language Education, in particular.
  • Establishing connections between conceptual, theoretical and experiential knowledge/s
  • Developing communities of practice in Language Education as a reflexive leader and practitioner.
  • Conducting action research to inform instructional practice in Language Education.

    Rationale:
    The Postgraduate Diploma (PGDip) in Language Education serves to strengthen and deepen an educator's knowledge of the field of Language Education. It enables educators to be involved in advanced reflection and to be able to develop a systematic way of dealing with current thinking, practice and research methods in education in general and in language education in particular. This qualification will address the need to develop instructional leaders in the critical area of language education.

    The demand for this qualification is evident from stakeholder requests for opportunities to further their continuing professional development in education. The PGDip in Language Education fills the niche as it further develops educators who wish to improve their own practice and become instructional leaders and curriculum developers in Language Education. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL) will be applied in terms of the NMMU Policy on RPL which involves, inter alia, that an admissions committee be set up to consider individual cases to evaluate the portfolio of evidence outlining the knowledge, competences and skills at NQF Level 8 that the candidate has attained in order to be successful in the PGDE programme.

    Entry Requirements:
    The minimum entry requirements for the qualification are:
  • Four year Bachelor of Education (BEd) Degree.
    Or
  • Three year appropriate Bachelors' Degree (example, BSc) plus an advanced Diploma in Teaching (or a recognised professional teaching qualification).
    Or
  • A postgraduate professional teaching qualification (for example, PGCE). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 8, totalling 120 Credits.

    Modules:
  • Curriculum Studies, 12 Credits.
  • Instructional Leadership, 12 Credits.
  • Meta-theories, 12 Credits.
  • Home Language Teaching and Learning, 12 Credits.
  • Multicultural and Multilingual Education, 12 Credits.
  • Teacher Identities in Educational Contexts 12 Credits.
  • Second and Foreign Language Teaching and Learning, 12 Credits.
  • Multi-literacy, 12 Credits.
  • Research Report in Language Education, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Construct critically reflective and reflexive understandings of contemporary theories in Education in general, and in the field of Language Education, in particular.
    2. Establish connections between conceptual, theoretical and experiential knowledge/s.
    3. Develop communities of practice in Language Education as a reflexive leader and practitioner.
    4. Conduct action research to inform instructional practice in Language Education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Contemporary theories of education in general and of Language Education in particular are identified and discussed.
  • Specialised theoretical knowledge in the pedagogy of the field of Language Education is employed.
  • Specialised theoretical knowledge of the pedagogy of languages into the daily interactions of teachers is Incorporated.
  • Impact of their specialised theoretical knowledge of language education on their teaching of Home, First Additional/Second Additional (i.e. Second/Foreign) Languages; is critically reflected.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Connections between conceptual, theoretical and experiential knowledge/s are described.
  • Connections between conceptual, theoretical and experiential knowledge/s are critically reflected on.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Opportunities to work collectively in a community of practice are identified.
  • Leadership in the formation, of, or participate in, a community of practice is taken.
  • Working collectively in a community of practice is encouraged.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Research problems are identified and relevant literatures are consulted.
  • Suitable research methodologies are identified and a written report is produced.

    Integrated Assessment:
    The programme complies with the institution's Assessment Policy with a focus on assessment for and as learning in formative assessment and of learning in the summative component of the assessment.

    A variety of formative assessment strategies (for e.g. assignments, seminar presentations, contribution to discussion forum, short test etc) will be used to develop the educators' literacy and research skills as well as their comprehensions and interrogation of key themes/concepts in each module. The approach employed for formative assessment will be developmental to enable the educators to engage with theoretical perspectives and understanding as well as master literacy and research skills. The formative assessments will build the educators capacity to develop proficiencies in leadership and innovation in teaching. 
    		•

    INTERNATIONAL COMPARABILITY 
    Postgraduate Diplomas (or Certificates, in some countries) are offered as an academic staff development qualification; some of these specialise in different areas (e.g., higher education policy studies, or higher education management), but most provide a teaching qualification for university academic staff.

    Some examples are:
  • Macquarie University, Sydney Australia, Postgraduate Diploma in Higher Education and Teaching.
  • National University of Ireland (Nui Maynooth), Postgraduate Diploma in Higher Education.

    The following two qualifications align well with this Postgraduate Diploma:
  • The Oxford Learning Institute of the University of Oxford, Postgraduate Diploma in Teaching and Learning in Higher Education (Part-time).

    The qualification offers experienced academics an opportunity to take fresh perspectives on their teaching and their students' learning. The primary aim of the qualification is to enhance teaching, course design and the learning environment at Oxford by building a cadre of educational leaders able to provide educational advice and guidance within their departments or colleges.

    Upon the successful completion of the qualification, it is expected that learners will be able to:
  • Make explicit their own teaching goals and philosophy, comparing and contrasting those to the goals of the course on which they teach.
  • Put student learning and its improvement at the centre of discussions and decision-making about teaching.
  • Link general (generic) educational research with their discipline and subject matter.
  • Reflect on, articulate and critique their own teaching practices in relation to their goals, philosophy, student responses and the educational literature.
  • Analyse and identify possible solutions to student performance gaps, based on an understanding of the various factors involved in supporting the achievement of students with diverse backgrounds and experiences.
  • Use evidence- and theory-based reasoning to design and critique teaching, courses, assessment and educational evaluation.
  • Analyse the weaknesses in the learning environment of their own departments, faculty or college and propose initiatives that would address one or more key weaknesses.
  • Appreciate how contextual factors influence both learning and teaching.

    The qualification consists of the following 8 compulsory modules:
  • Perspectives on the aims of higher education and your own teaching goals.
  • Student learning and development.
  • Feedback and assessment.
  • Diversity and inclusivity.
  • Teaching settings and strategies.
  • Discipline-specific teaching concerns.
  • Course design.
  • Leading educational change in evaluating and improving teaching in your context.

    The Asia University, Postgraduate Diploma in Higher Education:
    Teaching is specially designed for the professional development of university and college teachers to enhance their knowledge and skills in higher education teaching and learning.

    This part-time qualification is fully accredited by the Malaysian Qualifications Agency.

    Qualifying learners will be able to:
  • Examine teaching and learning activities.
  • Use understanding of the nature of learning in assisting learners.
  • Use relevant assessment principles to implement effective assessment of learning.
  • Explore the use of e-Learning tools to complement learning.
  • Critically evaluate approaches in curriculum design.
  • Facilitate learning through academic and personal counselling.
  • Manage and supervise research activities effectively.

    The qualification comprises 8 compulsory modules, namely:
  • Nature of Student Learning.
  • Assessment and Evaluation in Higher Education.
  • Counselling in Higher Education.
  • Course, Curriculum and Programme Design.
  • Instructional Methods and Strategies in Higher Education.
  • E-Learning in Higher Education.
  • Academic Leadership and Research Supervision.
  • Micro-Teaching.

    Conclusion:
    This qualification, similar to those offered by the institutions mentioned above and by other providers globally, aims to enable academics and others teaching in higher education to approach the practice of teaching in higher education with a critical perspective on theories of student learning relevant to their disciplinary context. Learners develop an understanding of the principles of teaching and learning, course design and review, and of the assessment of student learning in higher education. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers articulation possibilities with the following qualifications offered by the Nelson Mandela Metropolitan University.

    Horizontal Articulation:
  • Bachelor of Arts Honours in Language Education, Level 8, (ID: 97589).

    The qualification offers systemic articulation possibilities with qualifications offered by other institutions, provided the student meets the minimum admission requirements. They are;

    Horizontal Articulation:
  • Bachelor of Arts Honours: Educational Linguistics, at NQF Level 8.
  • Bachelor of Arts Honours, at NQF Level 8.
  • Bachelor of Education Honours in Language Education, at NQF Level 8.
  • Bachelor of Education: Languages: FET, at NQF Level 8.
  • Postgraduate Diploma in English Second Language Education, at NQF Level 8.
  • Postgraduate Diploma: Education: Applied Linguistics: Language, at NQF Level 8.

    Vertical Articulation:
  • Master of Arts: Educational Linguistics, at NQF Level 9.
  • Master of Education: Applied Language Studies, at NQF Level 9.
  • Master of Education: Language: Culture and Education, at NQF Level 9. 
    		•

    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. Nelson Mandela 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.