Advanced Diploma in School Leadership and Management

Purpose

The purpose of the Advanced Diploma in School Leadership and Management is to empower and enable school leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively and efficiently, to work together in communities of practice, and to contribute to improving the quality of delivery of education across the school system. School systems generally focus on learner achievements in a framework of managerial accountability. This puts schools and their leaders under increasing pressure to become more effective, as the school plays a significant role in determining the achievement of learners and, ultimately, their success in life.

The qualification is designed for schools and educators who aim to manage the education process more effectively. The notion of leadership is continually evolving, often moving simultaneously in numerous directions (e.g., leader, manager, and administrator). While distinctions between management, leadership, and administration debates may be useful for theorists, the key is the recognition that school leaders have multiple responsibilities and duties. They are expected to be effective managers and (with the focus on learner achievement) effective instructional leaders.

Upon completion of the qualification, qualifying learners will be able to

• Lead with integrity, vision, and a deep understanding of educational contexts and inspire and motivate teams towards achieving institutional goals.
• Apply strategic planning and evidence-based decision-making to improve school performance and learner outcomes and anticipate challenges and develop proactive solutions within educational environments.
• Uphold ethical standards and promote values such as fairness, inclusion, and respect for diversity, and demonstrate accountability and commitment to social justice in education.
• Communicate clearly and professionally with a range of stakeholders, including staff, learners, parents, and governing bodies.
• Work effectively in teams and build collaborative partnerships within and beyond the school, encouraging stakeholder engagement.
• Demonstrate sound financial planning and management of school resources. Ensure sustainability, transparency, and effective resource allocation.
• Promote high-quality teaching and learning practices and support curriculum implementation and ongoing professional development of staff.
• Interpret and apply research to inform decisions and solve practical problems in education.
• Design small-scale research projects to evaluate practices and improve educational outcomes.

Rationale

The institution is active in the educational management and leadership field, offering an NQF 8 Postgraduate Diploma. Its interactions with educational managers and leaders enrolling and graduating from this diploma led to the identification of a critical skills gap at the NQF 7 level of practitioners in this field. This skills gap applies to educational managers and leaders in the field who need continuing education as well as first-time entrants into the management and leadership roles. The qualification will also provide for logical articulation into the NQF 8 level qualification and widen access to postgraduate studies in the field of school leadership and management.

The South African educational landscape also suffers from a lack of school managers and leaders with the required conceptual depth, knowledge, and skills to address problems arising in schools. The qualification will provide for a structured and professional career pathway for current and aspiring school principals to provide leadership in schools that are aligned with national imperatives and the promotion of quality education at the secondary school level.

The qualification is aligned with the vision of the National Development Plan for professional and accountable management and leadership in the education sector, to develop a corps of education leaders who apply critical thinking and understanding in pursuit of democratic transformation and generate a responsible civil society at the broader level. The qualification aims to develop confident, knowledgeable, and ethical managers in the field of education, trained in a diverse range of functions to promote quality education and drive necessary changes in the education sector, accelerating the development of managerial knowledge and competence in the education sector. It will provide the concepts and tools required to enable school managers to build better, sustainable, and progressive schools within which they work, enabling them to manage teams, departments, and facilities within the school.

In line with the HEQSF (2013) and the Revised Minimum Requirements for Teacher Education Qualifications (2015), the qualification may offer entry into a professional cognate Postgraduate Diploma or a cognate Bachelor of Education Honours. The qualification will prepare learners for further study at this level. The qualification includes a strong component of academic literacy development.

Recognition of Prior Learning (RPL)

The institution recognises the importance of the Recognition of Prior Learning (RPL) in ensuring that applicants who possess skills acquired through life or work experience and non-formal education are catered for. The RPL assessment will focus on ways of evaluating a person's lifelong experiences (formal and informal) against a set of pre-determined criteria

Recognition of prior learning takes account of formal study, age, work experience, studies that were undertaken for personal gain/interest, company-based training, industry - industry-based training, working with experts in the field, internships, and life experience.

RPL for access

• Applicants who do not meet the minimum requirements for admission to them, but have work experience, may apply for Recognition of Prior Learning (RPL) as a form of alternative admission onto the Advanced Diploma in School Leadership and Management programme.
• A Portfolio of Evidence (PoE) will be obtained from the applicant.
• In keeping with the national norms, RBS will not exceed 10% of the population of learners via the RPL route for any intake.

RPL for exemption

• Exemption is granted for RPL when in the assessment of the selection committee, the candidate's knowledge and skills correspond to the learning outcomes of the course or specific module for which credit is applied.
• The selection committee will focus on the quality and not the quantity of prior learning and/or experience.

Entry Requirements

The minimum entry requirement for this qualification is

• A four-year Bachelor of Education, NQF Level 7.

Or

• Bachelor's Degree, NQF Level 7 plus a Postgraduate Certificate in Education (PGCE), NQF Level 7.

Or

• Diploma in Adult and Community Education and Training, NQF Level 6, plus a Postgraduate Certificate in Education (PGCE), NQF Level 7.

Or

• Former Diploma in Education (including a National Professional Diploma in Education) plus an Advanced Certificate in Education.

Or

• A relevant qualification in the related field, NQF Level 6 plus PGCE, NQF Level 7.

And

• Employed as an educator in a school.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7, totalling 120 credits.

Compulsory Modules, NQF Level 7, 120 Credits

• Professional Portfolio and Workplace Project (WDL), 30 Credits.
• Leading and Managing Teaching and Learning in the School, 18 Credits.
• Leading and Managing the School as an Organisation, 18 Credits.
• Leading and Managing Extra-Curricular and Co-curricular Activities, 9 Credits.
• Working Within and for the School System, 18 Credits.
• Leading and Managing People and Change, 18 Credits.
• Working with and for the wider Community, 9 Credits.

1. Apply oneself as a leader: infusing identity development and reflexive practice.
2. Highlight contextual tensions, contradictions, and harmonies, which are inherent in leadership and management.
3. Explore how the SA Constitution foregrounds the values and practices that should underpin school culture and policies.
4. Apply the legislative and policy frameworks affecting schools, including the impact of the broader national development plan.
5. Apply selected leadership theories to design and implement a school improvement plan that addresses learner performance, staff development, and stakeholder engagement.
6. Critically reflect on the concept of school culture and the role of the school leaders and managers, especially about social justice and Child Rights.
7. Demonstrate accountability linked to the use of prevailing quality management systems in the South African context, as drivers of school quality control and development.
8. Demonstrate generic leadership and management principles about planning, organising, governance, evaluation, and control, and how this conceptual understanding applies to managing and leading people, teaching and learning, physical facilities, external relations, learner affairs, administrative information systems, and financial affairs within a school. Transformational, instructional, and distributed leadership, including teacher leadership, models will be explored (i.e., introducing all the themes that will be picked up in separate modules of the qualification).

Associated Assessment Criteria for Exit Level Outcome 1

• Discuss theories and models for leading and managing self and others through Informed critical reflection on own styles and practice.
• Critically analyse ethical Leadership Philosophy informed by the values of Ubuntu and Servant leadership.
• Make recommendations for appropriate courses of action with respect to moving from theory to implementation of policy and good practice.
• Demonstrate commitment to democratic leadership and effective teamwork.
• Treat people fairly, equitably, with dignity and respect to create and maintain a positive school culture.
• Analyse the staffing requirements to implement the school plan and facilitate the routine functioning of the school.

Associated Assessment Criteria for Exit Level Outcome 2

• Explore the nature, purpose of educational leadership, management, and governance, both generally and in the context of a changing South Africa, concerning appropriate policy and theory.
• Describe own current school management and leadership practices in terms of a transformative and contextualized understanding of management, leadership, and governance.
• Evaluate own management and leadership practices against given criteria.
• Reflect on evaluation results and decide on areas in which further development is necessary.

Associated Assessment Criteria for Exit Level Outcome 3

• Discuss the South African Constitution, Educational Acts, and policies in general, and the South African Schools Act in particular, as the policy context for quality teaching and learning in South African Schools.
• Demonstrate a commitment to following through the vision and mission in detailed planning for the day- to - day life of the school and its future direction.
• Motivate and empower others to participate in the development of the vision, school policies, plans, and their implementation.
• Manage a process for the participative development of a school development plan with vision, mission, and values based on context and needs analysis.
• Develop school policies, including those required by the South African Schools Act in collaboration with stakeholders.
• Oversee the implementation of the vision, policies, and plans, and initiate corrective action as required.
• Ensure that those involved in school remain committed to the school's values, vision, mission, policies, and plans.

Associated Assessment Criteria for Exit Level Outcome 4

• Discuss relevant policies, regulations, applicable legislation, and other applicable data.
• Consult with all relevant role players/ stakeholders and promote teamwork.
• Demonstrate knowledge of Constitutional values such as efficiency, accountability, transparency, fairness, building financial responsibility, and punctuality.
• Discuss problem-solving techniques, innovation, and creative thinking skills.
• Apply school financial management theories, policies, and guidelines to the institutional context and the broader school.
• Discuss principles and practices of the health-promoting school underpinned by Section 22 of the South African Constitution.
• Evaluate safe schools' principles and practices.
• Address issues of racism, xenophobia, sexism, policy, and practice review.

Associated Assessment Criteria for Exit Level Outcome 5

• Explicitly evaluate one's own personal and professional orientation to teaching and learning, and how this influences how one leads and manages learning, teaching, and assessment activities
• Link professional practice with national, school, and personal vision to focus on the kind of learners the school aspires to nurture rather than a narrow focus on exit-level results only.
• Explain the role of the principal within the leadership and management of teaching and learning and critique own practice in this regard.
• Develop and manage strategies to ensure that all learners (whatever their background or barriers/special needs) are supported to achieve their full potential. This should include strategies to challenge high achievers as well as strategies to help underachievers.
• Evaluate the implementation of curriculum change and transformation initiatives, as well as learning support initiatives, in the school and monitor their impact.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply data and research findings to plan improved safety conditions.
• Discuss inclusive education principles and practices.
• Develop a Code of Conduct for teachers and learners.

Associated Assessment Criteria for Exit Level Outcome 7

• Interrogate and debate the concept of "quality" in teaching and learning and relate this to practical issues such as planning and resourcing, teaching styles, and assessment strategies.
• Identify the personal and professional qualities that are necessary for effective management of teaching and learning, and critique own and others' practice in this regard.
• Manage and participate in the development of a school timetable that ensures effective use of time and supports curriculum goals.
• Manage learner assessment ethically and fairly and in a manner that links curriculum and assessment policies effectively.
• Maintain, analyse, and use detailed records of learners' work and performance for planning, problem-solving, and development.
• Implement and/or be familiar with information management systems in schools.
• Set up a school administrative office, identify and maintain a school resource management system according to the requirements of the South African Schools Act (SASA).

Associated Assessment Criteria for Exit Level Outcome 8

• Analyse and apply appropriate leadership and management models (transformational, instructional, distributed, and teacher leadership) to address practical school challenges across different functional areas.
• Assess conceptual application of leadership models in real-life school contexts.
• Develop a contextually relevant school operational plan that demonstrates effective application of planning, organising, control, and evaluation principles across key school functions such as teaching and learning, learner affairs, and facilities management.
• Design and justify a governance structure and decision-making process that aligns with educational policy and promotes collaborative leadership among staff, learners, parents, and external stakeholders.
• Assess knowledge of governance and ability to implement participatory management.
• Create a financial management plan, including budget projections, resource allocation, and financial control mechanisms, in alignment with institutional priorities and public accountability frameworks.
• Assess financial planning and control skills in an educational context.
• Evaluate the effectiveness of administrative and information systems in supporting decision-making, teaching, and learning, and stakeholder communication within the school environment. Assesses critical evaluation of systems that support school management.

Integrated Assessment

This integrated assessment approach ensures alignment with the Learning Outcomes to

• Apply leadership and governance principles.
• Design sustainable financial plans.
• Make data-informed decisions.
• Reflect critically on their own leadership approach.
• Demonstrate professional communication.

The final mark will be calculated by applying 40% of the formative mark and 60% of the summative mark. Formative Assessment is made up of a quiz and an assignment:

• Quiz (30%) - To test foundational knowledge and understanding of key concepts from the module (e.g., leadership theories, governance structures, education policies).
• Multiple-choice and short-answer questions covering the first half of the module content.
• Immediate or post-quiz feedback to identify gaps and guide further learning.
• Accounts for 30% of the overall formative assessment mark.

Assignment (70%)- To apply theoretical knowledge to a practical scenario in an education management context.

• Task Example: Analyse a case study of a school facing leadership and governance challenges and propose appropriate interventions.
• Skills Assessed: Critical thinking, problem-solving, policy application, and written communication.
• Feedback: Detailed, developmental feedback to support improvement ahead of the final summative assessment.
• Contribution: Accounts for 70% of the overall formative assessment mark.

Summative Assessment

The summative assessments aim to measure the learner's achievement of the exit-level outcomes and readiness to lead effectively in real-world educational settings. This assessment takes the form of an online written examination.

The purpose is to assess the learner's ability to integrate and apply concepts from across the programme in a realistic educational leadership scenario. This examination is intended to assess a learner's skills in strategic planning, analytical thinking, policy application, written communication, and reflective practice.

Feedback: Summative feedback provided after grading, with qualitative comments on strengths and areas for development.