Postgraduate Diploma in Education Human Resource Management

Purpose

The purpose of this Postgraduate Diploma is to enable leaders and managers in education to involve themselves in advanced reflection and development by means of a systematic survey of current thinking and education practices in Education Human Resource Management. The Postgraduate Diploma demands some level of theoretical engagement and intellectual independence. Every education system at every level depends heavily on human resources for the execution of its qualifications and policies. This qualification will focus on leaders and managers at all levels as the most indispensable entity, without losing sight of the primacy of the learners in the schools. For novice educators who need a place to start their learning as human resource managers and for veterans seeking reflection on and improving their practice, this qualification is an essential tool. Pursuing this qualification is another way to keep both schools based and office-based managers learning and advance their careers which is a step in moving up the management ladder in the education sector. This qualification is invaluable for school managers and education officials; it will serve to strengthen and deepen their knowledge and skills in Education Human Resource Management (EHRM) and would prepare them for advanced management positions in human resource management in education sectors.

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

• Apply theories in the various content domains with a view to evaluating the different EHRM practices.
• Assess and apply problem-solving strategies to everyday Education Human Resource Management challenges.
• Provide the necessary Education Human Resource Management knowledge, skills, values and attitudes to leaders and managers that will encourage an advanced reflection on their professional and personal development.
• Uphold a high ethical standard in the practice of human resource management in education.

Rationale

The PGDip (Education Human Resource Management) has been designed to consolidate and expand the learners' knowledge of human resource management with a focus on education to enhance the Education Human Resource Management (EHRM) practice of educational managers and leaders. The qualification addresses the need to develop leaders and managers in the critical area of human resource management in education which often requires new sets of skills, and the capacity of school systems to improve their operations. This will be critically dependent on the supply of knowledgeable, skilled, and committed Human Resource Management leaders and managers who are school, and office-based.

Studies suggest that effective leaders and managers produce positive results by framing school goals, creating a culture of collaboration and teamwork and communicating regularly with teachers, parents, and other stakeholders. Such leadership presupposes high levels of knowledge, skill and understanding about human interaction, especially in school and office-based Human Resource Managers (Stredwick, 2014; Swanepoel, 2015; Gobind, Havenga, Kleynhans and Markham, 2016). Thus, there is a need for learners in the field of Education Human Resource Management (EHRM) to build scholarships and develop their EHRM practice. They are expected to make greater contributions regarding theoretical knowledge and practical competencies, which require engagement with educational theories. This is especially needed, considering the status of education in South Africa in relation to the rest of the world, as South Africa is being rated as one of the most seriously under-performing countries in this regard. Education leaders and managers as well as educators are required to play an important role in transforming poor-performing schools into effective schools, hence the need for equipping leaders and managers with EHRM knowledge and skills.

The qualification will further provide intellectual enrichment, intensive and focused as well as applied competence in EHRM. The qualification will not only contribute to the satisfaction of the national needs to empower and enable education leaders and managers to develop the human resource management skills and knowledge needed to lead and manage schools, but also to contribute to improving the delivery of quality education to all learners thereby making the schools and education districts more effective in producing good results. The qualification will provide leaders and manager in education with opportunities to strengthen and deepen existing human resources management duties and roles to improve their capacity to engage in human resources management. The qualification has been designed and developed as per the requirement of the Knowledge Mix as stipulated in the Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ) Guidelines; Government Gazette, 19 February 2015). The qualification has been approved and recognised for employment in education by Department of Higher Education and Training (DHET).

Some of the learners who will be admitted to this qualification will be school Principals, Deputy Principals, Heads of Department, District Officials, and any other office-based departmental officials working in areas of educational management, especially in human resource management. It is intended to enhance knowledge and skills in EHRM policy issues while at the same time it will prepare learners for more advanced academic study in the field of education. It is designed to facilitate the development of competent leaders and managers required in the growing education sector in the field of human resource management in the education system. The key role of education managers is to ensure that schools effectively respond to rapidly changing societal needs and provide the foundations for lifelong learning. Ministries of education are seeking to respond to higher societal expectations by focusing on improving the outcomes of schooling, and on the roles of school managers in guiding that improvement. The quality of school leadership and management significantly influences the quality of teaching and learning to the benefit of society and the economy. Principals and other school managers are responsible for creating the conditions under which teachers may perform well, achieve job satisfaction, and continue to develop professionally. The school manager's roles are also changing, following a common trend to devolve greater decision-making responsibility at the school level around human resource management.

This qualification focuses on the practical application of theory and does not have the research project requirement as per MRTEQ (2015), whereas the Bachelor of Education Honours (BEd Hons) has a theory focus and a research project requirement. This qualification fills the niche in further developing individuals who wish to improve their own practice and become competent EHRM leaders and managers, without necessarily conducting a research project. Most learners in the BEd Hons, have been struggling to complete the research project, probably due to lack of experience in conducting research and writing a research report, this way they pass the course work but cannot graduate because they have not completed the research project which is a requirement to complete a BEd Hons qualification. Since the Postgraduate Diploma does not require a research project, this qualification will assist most learners who register for it to complete their studies within a reasonable period. This prompted the design and development of this qualification which will, thus, respond to the needs of the envisaged learners.

The qualification will benefit schools and communities in which the graduates are employed and will enhance learning and teaching as well as the implementation of policies relevant to EHRM. The qualification will ensure competencies that are responsive to the needs of rurality since the institution serves learners from a rural context. Principals working with school management teams (SMTs), school governing bodies (SGBs), representative councils of learners (RCLs) should effectively manage human resources, support, and promote the best quality teaching and learning, the purpose of which is to enable learners to attain the highest levels of achievement for their own good, the good of their community and the good of the country. This qualification might assist with this.

The Department of Basic Education 's South African Standards for Principalship (18 March 2016) were consulted in the development of this Postgraduate Diploma in Education Human Resource Management qualification. In terms of the Standards, learning outcomes as indicated below, are included in the qualification to improve the standards of EHRM managers for the benefit of their human resources, learners, and the quality of education. Embedded in the leadership and management of the school are core societal, educational, and professional values which are reflected in the way leaders and managers deal with all matters pertaining to school human resources management. The values, knowledge and skills which inform the core purpose of school management generally and human resources management, might shape the nature and direction of leadership and management in the school and in the education system generally.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part or whole through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

RPL for Access

Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:

• Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. No portfolio is required.

OR

• Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.
• In instances where RPL is applied for the purposes of access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

RPL for credits

Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:

• Learners may apply for RPL to be exempted from a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.

OR

• Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education, NQF Level 7.

Or

• A three-year general Bachelor's Degree or Diploma plus Postgraduate Certificate in Education, NQF Level 7.

Or

• Professional Teachers qualifications plus Advanced Diploma in Education, NQF Level 7.

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

Compulsory Modules, Level 8,120 Credits

• Appraising staff performance, 12 Credits.
• Continuing professional development, 12 Credits.
• Educational law and policy,16 Credits.
• Introduction to human resource management, 12 Credits.
• Professional code of ethics and standards for teaching, 12 Credits.
• Staff resourcing, 16 Credits.
• Terminating employment relationships, 20 Credits.
• Workplace relations management, 20 Credits.

1. Critically reflect on the latest developments and issues in Education Human Resource Management and reflect on own professional and personal development in this field.
2. Use knowledge and critical understanding of the nature, issues, policies, and theories in EHRM and apply these in the leadership and management of schools and districts.
3. Apply theories and policies in the various content domains with a view to evaluating different human resources management education practices.
4. Provide the necessary knowledge, skills, values, and attitudes to education leaders/manager that will encourage an advanced reflection on their professional and personal development; and ensure a high ethical standard in the practice of human resources education leadership and management.
5. Assess and apply problem-solving strategies to everyday human resource management challenges.
6. Understanding and applying applicable EHRM practices and theory in schools, districts and at the provincial level that is reliant on legislation, regulations, laws, and policies to govern them.
7. Critically deliberate on international and national education systems which are governed by education law and policy as well as societal factors that impact these systems
8. Identify contemporary issues in their own professional contexts, explore aspects related to these issues, appraise how they can be addressed through a policy process and envisage possible change.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1

• Evaluate and apply theories and policies to interrogate practice.
• Develop a critical-reflective awareness of human resource management

Associated Assessment Criteria for Exit Level Outcome 2

• Apply a sound knowledge base and critical understanding of the nature, policies, theories, and issues in Education Human Resource Management
• Draw up a personal professional development plan with manageable goals for own development and staff development.
• Analyse the nature of human resource management and particular issues confronting the specific organising field.
• Describe the conceptual framework of teaching and learning that gives expression to caring, accountable and critically reflective teachers who can support and nurture learning and development in diverse educational contexts.

Associated Assessment Criteria for Exit Level Outcome 3

• Explore and interrogate different educational theories and policies that underpin EHRM.
• Engage with a broad spectrum of educational theories relating to the field of Education Human Resource Management and leadership.
• Evaluate the key frameworks and models that reflect the body of knowledge in Education Human Resource Management
• Apply EHRM policies, theories, and perspectives.
• Develop awareness of one's personal leadership strengths and areas for further development.
• Explain the advantages and disadvantages of various Education Human Resource Management policies and theories, and determine which approach is most relevant in one's situations.

Associated Assessment Criteria for Exit Level Outcome 4

• Investigate which EHRM practices are essential, and how do they facilitate leadership and management development.
• Explore and interrogate different essential EHRM practices that facilitate leadership development.
• Strategically plan for human resources needed to meet organizational goals and objectives.
• Develop strategic plans to determine human resource needs that will meet organisational goals.
• Plan, organise, lead, and control the human resource management of institutions effectively and with integrity.
• Use various management functions such as planning and control to manage institutions' human resource management functions effectively

Associated Assessment Criteria for Exit Level Outcome 5

• Identify and interrogate the contentious issues presented in Education Human Resource Management in the form own research.

Associated Assessment Criteria for Exit Level Outcome 6

• Adhere to the stipulations in legislation which targets schools, districts, and departmental officials to take responsibility for the implementation of policies and laws at various levels.
• Develop and apply policies through a systematic process within the current legislative and policy framework.

Associated Assessment Criteria for Exit Level Outcome 7

• Examine the nature of education systems as well as the universal and nature of education systems.
• Explore the interrelatedness of society and education societal factors that impact education systems.
• Describe education provision to diverse groups within an education system.
• Critically deliberate the state of democracy in South Africa and apply the nature of education law, education policy and its sources by deriving democratic values and signposts of democracy through engagement with multiple theories on democracy.
• Describe and apply the basic principles of case law; the doctrine of precedents and the impact of court judgments on learners.
• Analyse the legislative and policy framework within which the South African education system operates, argue the interrelatedness thereof and critically review the position of the policy process within this framework, and engage with the national education legislation.
• Identify complex social issues that impact on teaching and learning in schools and apply national and international thinking on policies and legislation on the management of those complex issues in the school.

Associated Assessment Criteria for Exit Level Outcome 8

• Identify the contemporary education issues from an international perspective and the South African educational context.
• Describe and explain the theoretical and conceptual understanding of social justice education.
• Critically examine the South African education context is and is evaluate the professional context and practice in terms of social justice education and propose creative and innovative strategies for directing their professional practices towards social justice.
• Examine and apply Work breakdowns are conducted and projects in terms of their sustainability, to own educational context

Integrated assessment provides an opportunity for learner teachers to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across Exit Level Outcomes. Teaching, learning and assessment are integrated, and assessment is done on a continuous basis. The use of different types and combinations of integrated assessment will be dependent on the nature of specific disciplines. Integrated assessment refers to assessing several outcomes together, assessing several modules together, using a combination of assessment methods and instruments for outcomes. Assessment Policy provide the statutory framework, the rationale, the policy aims and objectives, the guiding principles, policy statement and scope for assessment of learner learning. The assessment strategy for this qualification will include a variety of options to demonstrate the knowledge and skills based on the stated exit level outcomes and the assessment criteria.

All assessment tasks will include the application of theory and basic skills learnt in all modules. Integrated assessment is used extensively across the qualification and formative assessment takes place in various ways in the face-to-face and blended contexts, including through:

• Classroom activities.
• Written work.
• Assignment tasks.
• Group projects.
• Oral presentations.
• Tests.

Applied and integrated assessment will be focused on applied and integrated competence. The assessment evidence will include assignments and examinations. All electronic or blended-learning assessment activities will comply with the principles and procedures as described in the institution Assessment Policy as well as the institution's General Rules and Regulations. Assessment strategies will cater for the diverse needs of learners, taking into consideration learners with special needs. To promote collaboration amongst learners, a variety of assessment methods will be included, for example, peer and group assessments and investigatory projects.

Integrated Assessment provides an opportunity for learners to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across Exit Level Outcomes. Teaching, learning, and assessment are integrated, and assessment is done on a continuous basis. Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification. Assessment tasks consist of individual work and co-operative work where tasks and assignments as well as reporting are done individually or divided between learners, or group work where groups complete a task, assignments, or presentations.

Summative assessments take place at the end of each of the constituent modules of the qualification. Quality assessment is central to credible certification and recognition of learner achievement. The institution ensures credibility in assessment through the application of clear and rigorous procedures and practices, in keeping with the principles of fairness, validity, reliability, practicability and is aligned to the outcomes of the modules and the exit level outcomes of the qualification. All modules are at NQF Level 8, necessitating from the learners a mastery of subject matter of greater theoretical complexity than in their undergraduate years. It also requires learners to apply this theoretical knowledge through problem solving and practice.

Assessment for learner learning recognises assessment as a key motivator of learning and an integral part of the learning and teaching process. At the qualification and modular levels, assessment is systematically and purposefully used to generate data for diagnostic and formative purposes, such as providing timeous feedback to inform teaching and learning and to improve curriculum and assessment practice as well as for summative purposes. Assessment data are also used to examine learner performance trends and to inform institutional academic planning. Assessment policies and systems are determined at institutional level, whilst their implementation and the extent of their effectiveness are evaluated at faculty, qualification and module level. Information on Assessment Policy will be supplied to learners. It is expected of lecturers to explain the assessment policy and procedures in class at the beginning of each module so that learners have the same understanding of the task at hand.

Formative assessment

Formative assessment refers to assessment that takes place during the teaching and learning process and is sometimes referred to as assessment for learning. It is thus designed to support the teaching and learning process and is developmental in nature. Learners will be involved in formative assessment that will add value to their learning. Learners will show through the submission of formative assessment activities that they are actively learning throughout the tuition period. Learners' learning during the tuition period will contribute to their final mark in a module in percentages as approved by Senate. Based on the Examinations Policy, assessment for semester modules should be a minimum of two tasks and for yearlong courses, four tasks are required. Formative assessment: is a 'learning opportunity', not just a test of learner performance; assists in planning future learning; diagnoses learner strengths and weaknesses; and provides feedback to the learner on his/ her progress.

Formative Assessments are in the form of tests, assignments, practicals and summative assessment are in the form of final examination

Summative assessment

Summative assessment refers to assessment that is used for making a judgement about the achievement of outcomes to certify that a learner may progress in his/her studies or may graduate. Such assessment is carried out at the end of a section of work or at the end of a module/learning qualification/qualification and is sometimes referred to as assessment of learning. It determines whether the learner is competent or not yet competent in respect of pre-determined outcomes. There will be alignment between the formative and summative assessment, as well as between the assessment content and methods and the learning outcomes and learning materials so that learners are adequately prepared for summative assessment.

The final integrated assessment needs will have the following characteristics

The examination shall be a form of written examination and

• For semester modules, a minimum of three assessment activities per semester shall be required, two of which will be formative and one summative.
• For year-long courses, a minimum of five assessment activities shall be required, four of which will be formative and one summative.
• In the case of semester formative assessment activities, one shall be a written test and in the case of formative assessment activities for year-long courses, two shall be written tests.
• A ratio of 50:50 of formative and summative assessment shall be required for a learner to pass a module/course, which means that formative assessment shall constitute 50% towards the final mark and summative assessment shall constitute 50% towards the final mark.
• An average of formative assessment and an average of summative assessment where applicable, together constitute a final mark.