Postgraduate Diploma in Educational Management

The Postgraduate Diploma in Educational Management is a one year programme that seeks to improve the practice of the management of education. It is directed towards persons who hold management responsibilities within education

The Postgraduate Diploma in Educational Management examines in depth concepts in education management. It enables learners with an education background and managerial experience to develop their functional and reflective competencies in educational management related disciplines such as the principles of management, the management process, educational governance, accounting and financial management, marketing and human resource management in education.

The programme aims to develop an integrated conceptual understanding, synthesis and critical application of specific issues in educational management.

The qualification is directed towards learners having an education or management

qualification occupying middle and senior management positions and aspiring towards executive positions in education.

Rationale

The Postgraduate Diploma in Educational Management

• Contributes to regional and national goals by facilitating capacity building and human resource development in educational management for social and economic development.
• Enhances the communication and analytical skills of learners
• Empowers graduates with advanced management skills and competencies necessary to function and progress in the education environment.
• Attempts to satisfy the demand for high-level managerial and professional skills.
• Recognises and caters for the career and economic needs of learners who are in employment.
• Develops research capacity to promote technological improvement and social development.

Attainment of the Postgraduate Diploma in Educational Management will enable learners to proceed to the Master of Business Administration and the Master of Education Degrees.

This qualification assumes that

• The learner is competent in the language of instruction of the programme.
• The learner is presently in or is aspiring towards a management position in education.
• The learner is able to work independently.
• The learner has obtained the general theoretical and practical knowledge and understanding at NQF level 5/appropriate prior learning.
• The learner is in possession of at least a diploma or its equivalent.

Recognition of prior learning

This qualification may be obtained in whole or in part through the recognition of prior learning.

In the cases where prior learning is to be recognised for purposes of access to the qualification

1. It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of an examination of their curriculum vitae (CV).
2. Such `non-standard` candidates will be selected on the recommendation of a senior manager from their organisations/ companies.
3. Where appropriate, interviews will also be conducted to assess the applicants. Some of the key criteria that will be used in evaluating `non-standard` applicants include:

• The applicants` motivation, maturity and realistic approach to their studies.
• Job description, covering relevant area of work, giving examples of tasks carried out, possibly supplying references.
• The nature and level of life/ work experience and prior study, and the learning which has resulted from such experience.
• Details of in-company short courses, length, content of material covered, standard achieved.
• The clarity of the applicant`s educational goals and objectives.
• The extent to which the applicant can provide evidence of the threshold skills and knowledge for the programme.

Where prior learning is recognized for advanced standing, credit will be given for prior certificated learning in accordance with established practice at South African higher education institutions. The amount of `specific` credit granted is dependent on the match between prior learning and award towards which the intended programme leads.

Credits may only be accumulated for modules, which are prescribed within the structure of a named award.

An award of the Management College of Southern Africa (MANCOSA) will be conferred when the following conditions are satisfied:

1. The candidate was an enrolled and registered student of or at the College at the time of his or her assessment for an award and was not in debt to the College.
2. Details of the candidate`s full name, date of birth, sex, programme and award have been registered by the College.
3. It has been confirmed that the candidate has completed a programme of study approved by the Academic Board as leading to the award being recommended.
4. The award has been recommended by a Board of Examiners convened, constituted and acting under regulations approved by the Academic Board and including members approved as external examiners for the programme.
5. The recommendation of the award has been signed by the Chair of the Board of Examiners and by the Examinations Officer, confirming that the assessments have been carried out in accordance with the College`s requirements.

At the end of the programme the learner will be able to

• Apply basic management principles in an educational context
• Develop marketing strategies for educational institutions
• Administer financial resources in an educational institution
• Administer human resources in an educational institution
• Provide leadership in an educational context
• Evaluate the effectiveness and efficiency of the functioning of educational institutions
• Evaluate the provisions of relevant legislation
• Develop fundraising strategies for educational institutions

Specific Outcomes (for each Module)

1. School management principles

Credit points: 24

At the end of the module the learner should be able to

• Define management
• Explain the four basic functions of managers
• Evaluate selected management theories and concepts
• Describe the context in which school managers operate
• Explain the role of parents in the school organisation
• Explain the historical context of management
• Describe the strategic importance of human resource management
• Identify ways to improve parental involvement

1. Leading and managing people

Credit points: 24

At the end of the module the learner should be able to

• Define leadership
• Identify the key features of leading as a management task
• Describe the context in which school leaders operate
• Explain the relationship between leadership and effective management
• Describe the factors contributing to personal motivation
• Distinguish between motivators and demotivators
• Describe strategies for improving staff morale
• Develop a Staff Development programme
• Evaluate a Staff Development programme
• Outline features of conflict and change management
• Utilise conflict and change management skills in a dynamic context

1. Educational governance

Credits points: 24

At the end of the module learners will be able to

• Describe the relevant legal regulations governing education
• Explain the implications of the regulations governing education
• Apply the provisions of the South African Schools Act
• Place education legislation, regulations and circulars in context
• Distinguish between parliamentary and subordinate legislation
• Formulate Admission, Language and Religious policies
• Evaluate Admission, Language and Religious policies
• Draw up the Discipline Policy and Code of Conduct
• State the Rights of Learners
• Describe the procedures of a Disciplinary Hearing
• Distinguish between Governance and Management
• Differentiating between the role of the SGB and the Principal

1. Accounting and financial management

Credits points: 24

At the end of this module learners will be able to

• Explain the basic concepts in financial management
• Apply budgeting principles in the financial management of a school
• Plan, organise, control and report on school finances
• Contextualise the Legality of Financial Management
• Implementing financial controls

1. School marketing and fundraising

Credits points: 24

At the end of the module learners will be able to

• Define the concept of marketing
• Identify the key elements of the marketing plan of a school
• Describe the ways of conducting a market audit for a school
• Identify the variables of a marketing strategy
• Evaluate the implications of marketing for educational managers.
• Develop fundraising strategies and plans
• Control fundraising activities

• Management Principles are applied in an educational context
• A marketing strategy is developed for an educational institution
• Financial budgeting skills and knowledge is displayed
• The functioning of an educational institution is evaluated
• Relevant legislation is utilised

Integrated assessment

Assessment focuses on

• The application of Management theory to an educational context
• The understanding of theoretical foundations underpinning educational practice.
• The learners ability to undertake independent research, in preparation of more scholarly work.
• The use of appropriate technology to ensure effective communication of ideas
• The critical evaluation of theory and practice
• Innovation and development of new ideas

The Assessment methods measure the extent to which the learner has achieved competence in the different areas of study delivered through course modules.

These assessment methods include

• Case studies
• Report writing
• Interpretative and analytical problem solving in the written examination
• Research and work based assignments
• Self assessments activities in the course material