Postgraduate Diploma in Education Policy

Purpose

The Postgraduate Diploma in Education Policy's purpose is to enhance the intellectual development and professional training of critical, reflective education managers and policy practitioners to be able to interpret national legal frameworks and policies and to implement them at district or at school levels. The qualification aims to enhance analytical thinking and problem-solving skills that will enable learners to interrogate multiple sources of knowledge, evaluate evidence, arguments and assumptions, to reach applicable judgements and to communicate them effectively in a school and/or educational setting. In doing so, this qualification integrates theory in respective of legislation and policies with practise to promote innovation, distinctiveness and leadership in academic, professional and human pursuits.

In addition, the qualification prepares learners to undertake a Master's level of study by providing them with the necessary research capacity in the methodology and research techniques.

Rationale

This qualification prepares educators and curriculum specialists for advanced leadership skills in the field of Education. Within the range of national priorities to improve the quality of education, this qualification responds to the needs for qualified educators to interpret and implement policies at departmental, regional and/or school level. The qualification is designed in accordance with the applicable legislation, which has set the revised minimum requirements for teacher education qualifications (MRTEQ), and with the qualification descriptors in the Higher Education Qualifications Sub-Framework (HEQSF). Equipped accordingly with advanced knowledge, theory, methodology, competencies and transferable skills, learners will critically engage with challenging issues within the ambit of their managerial responsibilities and the regulatory and policy frameworks of the South African education system, thus meeting the specific educational and societal needs and expectations of the country. Holders of qualification will therefore have the qualities necessary for educational leadership in contexts requiring the professional exercise of initiative and personal responsibility, critical reflection and decision-making in complex and unpredictable situations. In addition learners will be prepared for postgraduate studies or appropriate Postgraduate professional training.

Recognition of Prior Learning (RPL)

The formal RPL policy and procedures of the institution applies, and includes the following

• Exemptions will only be granted for appropriate NQF Level 8 modules (old NQF Level 7).
• Learners interrupting their studies for longer than three years will not receive any exemptions for modules previously completed.

Entry Requirements

This qualification is suitable for learners who are already in possession of

• An approved and recognised four-year Bachelor of Education.

Or

• A three-year general Bachelor's Degree capped by a Postgraduate Certificate in Education (or equivalent) 120 Credit at NQF Level 7.

Or

• An Advanced Diploma in Education in a cognate specialisation.

Or

• A preceding cognate qualification(s) that meet(s) NQF Level 7 Exit Level Outcomes.

Or

• A preceding cognate qualification(s) that meet old Level 6 Exit Level Outcomes plus an Advanced Diploma in Education (ADE) (in case of "old" ACE specialisations only the ACE in School Leadership will be considered.

Or

• A preceding qualification(s) that in exceptional cases are approved by assessment of prior learning, provided that they meet NQF Level 7 Exit Level Outcomes.

And learners have to be computer and internet literate to be successful in this qualification.

Holders of Postgraduate Diplomas may be required to undertake additional modules, as and when necessary, to meet the HEQF research requirements of at least 30 Credits, in order to obtain admission to a Master of Education Degree.

This qualification consists of 8 compulsory modules and 1 elective module at NQF Level 8, totalling 128 Credits.

Compulsory Modules at NQF Level 8, 120 Credits.

• Education Theory, 8 Credits.
• Education Systems, 8 Credits.
• Methods for researching practice, 16 Credits.
• Foundations of education law and policy, 16 Credits.
• Legislative and policy framework for education in South Africa, 16 Credits.
• Own professional context: policy development and analysis, 16 Credits.
• Facilitating socially responsive transformation, 8 Credits.
• Capstone project in Education Policy, 32 Credits.

Elective Modules at NQF Level 8, 8 Credits

Choose one of the following electives

• Social justice education.
• Project Management.

1. Understanding and applying applicable education practices and theory in schools and at the provincial level that is reliant on legislation, regulations and policies to govern them.
2. Critically deliberate on international and national education systems (which are governed by education law and policy) as well as societal factors that impact on these systems.
3. To construct a research plan, including appropriate methods, feasible and researchable questions, analyse and report data, as well as conduct critical reading and writing.
4. 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 the possible change.

Associated Assessment Criteria for Exit Level Outcome 1

• The stipulations in legislation which targets schools and departmental officials to take responsibility for the development of policies at various levels are adhered to.
• Policies through a systematic process are developed and within the current legislative and policy framework are framed.

Associated Assessment Criteria for Exit Level Outcome 2

• The nature of education systems as well as the universal and particular nature of education systems are understood.
• Interrelatedness of society and education (societal factors that impact on education systems) is explored.
• Education provision to diverse groups within an education system is described.
• The state of democracy in South Africa is critically deliberated on and 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 is understood.
• The basic principles of case law; the doctrine of precedents and the impact of court judgments on learners are described and applied.
• The legislative and policy framework within which the South African education system operates is understood, the interrelatedness thereof is argued and the position of the policy process within this framework is critically reviewed and the national education legislation is engaged with.
• Complex social issues that impact on teaching and learning in schools are identified and national and international thinking on policies and legislation on the management of those complex issues in the school are understood.

Associated Assessment Criteria for Exit Level Outcome 3

• A research plan/design/proposal is constructed.
• An appropriate method is selected.
• Feasible and researchable questions are developed.
• Data is analysed and reported.
• Underpinning psycho-social theories that underlie the social problems that schools have to manage such as social development theory, vectors of development and cognitive-structural perspectives are identified.
• A variety of social complexities in schools, such as poverty, truancy, usage of substances, teenage pregnancies are analysed.
• Small scale research is conducted and the findings with the theory gained from the coursework modules are integrated in order to bring about change in the school or at regional level.

Associated Assessment Criteria for Exit Level Outcome 4

• Contemporary education issues from an international perspective and the South African educational context are identified.
• Their theoretical and conceptual understanding of social justice education is described and explained; the South African education context is critically examined and their own professional context and practice in terms of social justice education is evaluated; and creative and innovative strategies for directing their professional practices towards social justice are proposed.
• Work breakdowns are conducted and projects in terms of their sustainability, are examined and applied to own context.

Integrated Assessment

The qualification provides for a continuous assessment approach. No formal examinations are written. The assessment approach of the qualification is based on the principles of integrated assessment since the assessment activities are focused on the different dimensions of the purpose of the qualification. Where applied competence is required, theory and practice are integrated and aligned with the level descriptors of an NQF Exit Level 8 qualification. Each module consists of a minimum of three and a maximum of four assessment opportunities. Various methods for assessment are included, as well as a capstone project. The capstone project challenges learners to integrate the knowledge and skills acquired and to demonstrate their abilities to be critical, reflective education managers in schools and regions and whether they will be able to act as agents of change in the quest for improved quality education in the country.

The learners' study guides contain comprehensive assessment expositions on the assessment activities, weights of each activity, specifications on what is expected as well as the due dates. A general course guide contains the procedures and policies that learners should be informed about, such as the procedures for absence from class, remarking, etc. The setting of tests and summative assessment activities, as well as the internal and external moderation processes related to assessment, necessitate rigorous security processes and the management of risks. The qualification complies with the institutional assessment policy, the Faculty of Education's assessment procedures, as well as internal and external moderation procedures.