Postgraduate Diploma in Education Management and Leadership

Purpose

The purpose of the Postgraduate Diploma in Education Management and Leadership is to equip the learner with a high level of theoretical engagement and intellectual independence about relevant aspects of Management and Leadership in Education. The curriculum includes modules that provide for the broadening and deepening of the learner's expertise in the practice and pedagogy of Management and Leadership, thus developing the ability to become an academic leader and expert in the field of Management and Leadership in Education. The curriculum content focuses on deepening the learner's content knowledge of practical skill in the areas of Education Management (EM), Education Law (EL) and Comparative Education (CE), as well as exploring research theory in the field of Education Management and Leadership.

The primary purpose of the qualification is to undertake advanced reflection on the learners' practice and to enhance the professional development of learners using a systematic survey of current thinking in Education Management and Leadership to strengthen and deepen learners' knowledge of education systems as leaders and managers in other educational contexts.

The research theory module aims to equip learners with the theoretical grounding for research within their practice and further study. However, this qualification does not include a supervised research project.

Rationale

The Department of Basic Education requires working professionals in the Education environment to participate in continuous development of their professional and theoretical skills during their careers and where appropriate, enhance their management and leadership potential to provide appropriate guidance to learners and sub-ordinates in an educational environment. Working professionals with existing qualifications can use continuing professional development learning qualifications to strengthen their current qualification. This qualification is primarily professionally oriented and will offer working education professionals the opportunity to undertake advanced reflection and development of professional skill in the fields of education management and leadership. The qualification will demand of learners a high level of theoretical engagement and intellectual independence and the ability to relate knowledge of Education Law, Comparative Education and Education Management and Leadership in education practice. The curriculum of the qualification is thus multi- or interdisciplinary.

The HEQC has two career pathways, one being an academic and the other a professional pathway. The qualification (Education Management and Leadership) follows on the Advanced Diploma in School Management and Leadership (AD) that is currently being developed by the Department of Higher Education in conjuncture with Higher Education institutes and other stakeholders. Learners who completed the AD could change to the academic stream to do an Honours Degree (Level 8); - however, the qualification is the professional pathway to a Level 8 qualification. Preceding the AD is the Advanced Certificate in Education which many teachers have completed. The qualification thus is important in the professional career path of school managers and allows for further articulation to a professional Master's Degree.

Learners who have completed the qualification (Education Management and Leadership) would, however, be required to complete a supervised research project and satisfy all other entry requirements before they will be allowed into a research-based Master's. The qualification at this institution will thus give school leadership an alternative to the academic route.

Recognition of Prior Learning (RPL)

The institution endorses the view that Recognition of Prior Learning, gained either through formal qualifications at this or other institutions or informally (through experience), is an essential element when deciding on admission to and granting of credits for a particular chosen education qualification. Recognition of Prior Learning deals with the proven knowledge and learning an applicant has gained, either by undergoing formal training qualifications or through experience. At all times within the qualification (Education Management and Leadership) the question will deal with the level of skill the learner has acquired, reviewed in the context of the exit level skill required for the envisaged educationqualification, or composing modules, or status for which the applicant applies, and not only the experience an applicant has recorded. Recognition of Prior Learning will thus be granted based on the applied competencies the applicant has demonstrated.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Education, NQF Level 7, 120 Credits.
• 4-year Bachelor of Education, NQF Level 7, 480 Credits.
• A general first Bachelor's Degree plus either a Higher Education Diploma (HED), a Postgraduate Certificate in Education (PGCE) or an Advanced Diploma in Teaching or equivalent.
• A 3-year Teacher's Diploma plus an Advanced Certificate in Education (ACE) plus another teaching qualification at NQF Level 7 (e.g., AD).

This qualification consists of the following compulsory modules at Level 8 totalling 124 Credits.

Compulsory Modules, Level 8, 124 Credits

• Lead and develop people in education 1, 12 Credits.
• Education law and leadership in practice, 12 Credits.
• Education financial management and governance, 12 Credits.
• Education law, leadership and fundamental rights, 12 Credits.
• Education Research Theory, 16 Credits.
• Lead and develop people in education 2, 12 Credits.
• Leading organisational change in Education, 12 Credits.
• Education leadership in international context, 12 Credits.
• Education leadership: Education system and societal contexts, 12 Credits.
• Leading teaching and learning, 12 Credits.

1. Applied knowledge of and engagement with multiple sources of knowledge in education and critical understanding and application of leadership and management theories and techniques relevant to Education Leadership and Management, Education Law and Education Systems.
2. Understanding of social, civic and environmental responsibilities within the context of education, and commitment to social justice, democracy, human rights and the integrity of the environment, manifested in conduct that respects and upholds the rights of individuals, groups, and communities.
3. Understand the complexities and uncertainties in education, and select, apply and critically interrogate multiple sources of knowledge, judge the effectiveness of a range of relevant skills, techniques and procedures appropriate to effective and efficient Education Management and Leadership.
4. Effectively implement and apply management and leadership theories, skills and techniques, to improve the quality of education at all levels.
5. Use a range of specialised skills to identify, analyse, critically reflect on and effectively solve complex issues and challenges related to Education Leadership and Management, Education Law and Education Systems, to systematically draw on the body of knowledge and methods to apply practice-driven solutions.
6. Identify and address ethical issues based on critical reflection within different cultural and social contexts and professional environments for Education Management and Leadership, and to become agents of change.
7. Communicate effectively in a variety of formats with diverse education audiences and for various purposes within Education Leadership and Management.
8. Position own knowledge and understanding within the context of broader societal trends and developments, for example, Education Leadership and Management, Education Law and Education Systems.
9. Articulate a clear vision and goals, and to motivate others to achieve them and to be self-directed and lifelong learners, who are able to work independently, utilise resources effectively, and exercise initiative; furthermore, to show tolerance for ambiguity, and the courage and confidence to act in uncertain situations.

Associated Assessment Criteria for Exit Level Outcome 1

• Differentiate and compare multiple sources of knowledge in the field of Education Leadership, and Management, Education Law and Education Systems.
• Interpret and articulate leadership and management theories and techniques relevant to Education Leadership and Management, Education Law and Education Systems.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and apply their social, civic and environmental responsibilities within the context of Education Leadership and Management, Education Law and Education Systems.
• Illustrate a commitment to social justice, democracy, human rights and the integrity of the environment.
• Show conduct that respects and upholds the rights of individuals, groups, and communities.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse and evaluate the complexities and uncertainties in the field of Education Management and Leadership, Education Law and Education Systems.
• Determine, select and use multiple sources of knowledge.
• Compare and assess the effectiveness of a range of relevant skills, techniques and procedures appropriate to effective and efficient Education Management and Leadership.

Associated Assessment Criteria for Exit Level Outcome 4

• Interpret, choose and apply management and leadership theories, skills and techniques, to improve the quality of education at classroom; middle management and school management levels.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply a range of specialised skills to identify, analyse, critically reflect on and effectively solve complex issues and challenges related to Education Leadership and Management, Education Law and Education Systems in familiar and unfamiliar context.
• Interpret and use the body of knowledge and methods to apply practice-driven solutions in familiar and unfamiliar context.

Associated Assessment Criteria for Exit Level Outcome 6

• Differentiate between and apply ethical issues based on critical reflection within different cultural and social contexts and professional environments for Education Management and Leadership.
• Act as agents of change to address ethical issues in different cultural and social contexts and professional environments for Education Management and Leadership.

Associated Assessment Criteria for Exit Level Outcome 7

• Identify, choose and use a variety of formats, written, visual, and electronic to communicate effectively for various purposes within Education Leadership and Management.
• Develop and display the ability to communicate with diverse education audiences within Education Leadership and Management.

Associated Assessment Criteria for Exit Level Outcome 8

• Select and apply own knowledge within the context of broader societal trends and developments in Education Leadership and Management, Education Law and Education Systems.
• Evaluate and reflect on own understanding within the context of broader societal trends and developments in Education Leadership and Management, Education Law and Education Systems.

Associated Assessment Criteria for Exit Level Outcome 9

• Establish and communicate clear vision and goals and motivate others to achieve them.
• Develop the ability to be self-directed and lifelong learners, who are able to work independently, utilise resources effectively and exercise initiative.
• Practice tolerance for ambiguity, courage and confidence to act in uncertain situations.

Integrated Assessment

The assessment procedures for the Faculty of Education are based on the Assessment and Moderation policy of the institution. This policy is in turn, based on the following premise: In agreement with the National Education Policy for Assessment and Moderation, procedures apply to all of the institution's teaching and learning qualifications and, where necessary, specific procedures are set out according to the different modes of delivery. Following this policy, the assessment practices within this qualification will be open, transparent, fair, valid, and reliable and will ensure that no learner is disadvantaged in any way whatsoever. Learning, teaching and assessment are inextricably interwoven and the assessment of knowledge, skills, attitudes and values are well integrated.

Both formal and informal formative (continuous assessment) will serve as a monitoring instrument to enable learners to determine their learning progress and to enable lecturers to determine the effectiveness of their teaching. Adjustments will thus be made in time to make the teaching and learning process more effective.

Feedback from informal formative assessment opportunities will be utilised by the lecturer for improvement of learner learning and facilitator guidance. Informal assessments will be available to learners through the assessment tools on the different eFundi (The institution LMS-platform) or drop-box module sites in the form of, for example, multiple-choice questionnaires and other assessments, with the benefit of immediate feedback on learning. Assessment instruments, for example, memorandums, rubrics and control lists, must be compiled for each formal formative and each summative assessment activity performed by the learner. Learners must also know what they obtained marks for; be it using class discussion or using making at least a basic memorandum available. In the case of summative assessment, the assessment instruments must be submitted with the examination paper for moderation. Co-assessors or markers utilise the assessment instruments for formal formative and summative assessment activities, as well as for moderation activities described in the Policy. Open Distance Learning (ODL) learners have at least one comprehensive assignment per module that covers a variety of outcomes. No single assessment may count for more than 40% of the participation mark and learners who do not make use of an assessment opportunity cannot claim a further opportunity or extension. This implies that in such cases extension/exemption may only be granted by the lecturer in highly exceptional instances and strictly on the merits of the circumstances (for example, illness).

Summative assessment, in the form of a final examination, is used for calculating the module mark. The institution can decide on the weight of summative assessment about formative assessment. The final module mark is made up in accordance with the Rules from the mark attained by the learner in the examination and the participation mark in respect of the module. In instances where summative assessment is based on a practical assignment, report or portfolio, a final examination will not be required and the allocated and moderated mark will be the learner's final (total) mark for the module. At least one opportunity for integrated assessment, assessing the main objective and key purpose of the qualification, will be included in the assessment activities of each module in the qualification.