Postgraduate Diploma in Educational Management and Leadership

Purpose

This qualification aims to develop appropriate research capacity in the methodology and techniques of educational management and leadership for learners to be able to critically analyse and improve own and peers' practice of educational management and leadership. The qualification aims to equip students with a high level of theoretical engagement and intellectual independence relevant to educational management and leadership, as well as to understand the important role of relevant research and develop specialised skills related to exploring key issues within this discipline. Students will plan, conduct and report on a research project of limited scope under supervision which will address contemporary and critical issues in educational management and leadership.

This qualification consists of compulsory modules. The modules comprises existing relevant educational themes and perspectives (offered in the module Perspectives in Education) as well as appropriate research methods and techniques (offered in the modules Introduction to Research in Education and Research Methods in Education). The compulsory modules serve as an essential, contextual underpinning for the specialisation component. The latter contains five units of learning which comprise specialised themes pertaining to the management and leadership in educational institutions as well as a research project of limited scope conducted within this field.

Rationale

The Postgraduate Diploma in Educational Management and Leadership has been designed to consolidate and expand the students' knowledge of educational management and leadership. This is in order to enhance the professional practice of educational managers and leaders.

Students will be provided with sufficient depth of knowledge and skills to enable their continued professional and personal intellectual development, and the opportunity for further Postgraduate study at Level 9 and higher.

Recognition of Prior Learning (RPL)

In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning. RPL is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

RPL for access

RPL for admission into the Postgraduate Diploma (PGDip) in Educational Management and Leadership qualification will be based on formal learning (i.e. formal education qualifications) combined with experiential learning. The policy on Minimum Requirements for Teacher Education Qualifications regulates pathways into PGDip in Educational qualifications, i.e. prerequisite formal educational qualifications. In exceptional cases, however, the institution might consider a candidate with a qualification at a lower level, but who has acquired substantial experiential learning through his/her involvement in the education sector. The competence of such an applicant will be assessed against the outcomes of the entire prerequisite (preceding) formal qualification to determine the candidate's eligibility for admission into the PGDip in Educational Management and Leadership qualification.

RPL for advanced standing

Alternatively, an applicant may apply for recognition of (a) particular subject(s) or module(s), again based on (a) acquired formal qualification(s) combined with experiential learning. In such a case, the competence of the applicant will be assessed against the outcomes of the module(s) or subject(s), and exemption may be awarded for that module(s) or subject(s) if outcomes are met.

Entry Requirements

The minimum admission requirement for this qualification is

• A four-year professional teaching Degree at Level 7.

Or

• A pre-2009 NQF Bachelor's Degree at Level 6 and a professional teaching qualification at Level 7.

Or

• A National Diploma similar to Level 6 or a Diploma similar to Level 6 and a recognised professional teaching qualification at Level 7.

Or

• Teaching qualification at Level 6 as well as an Advanced Diploma at Level 7 in a cognate sub-field of Education.

This qualification consists of compulsory modules at Levels 8 totalling 125 Credits.

Compulsory Modules, Level 8

• Perspectives in Education, 30 Credits.
• Introduction to Research in Education, 5 Credits.
• Research Methods in Education, 20 Credits.
• Research project, 15 Credits.
• Strategic Leadership in Education, 11 Credits.
• Managing Operations in Education, 11 Credits.
• Managing Human Capital in Education, 11 Credits.
• Managing Community Relationship, 11 Credits.
• Law in Education, 11 Credits.

1.Apply an integrated knowledge and critical understanding of subject matters relevant to management and leadership in education, by using appropriate theories and methods of research within the field, to evaluate such knowledge and skills within the context of management and leadership in education.

1. Demonstrate an ability to engage with and address ethical issues related to knowledge application and research related to management and leadership in education.
2. Use a range of specialised skills to identify, investigate, critically analyse and understand, to evaluate, address and solve complex real-life education management and leadership problems in a creative and coherent manner.
3. Demonstrate the ability to verbally and in writing formulate, present and communicate insightful and creative academic and professional discourse, offering creative insights, rigorous interpretations and solutions to education management and leadership issues, using appropriate media and communication and information technology as well as other appropriate research methods.
4. Demonstrate the ability to effectively operate as a member of a team to solve problems and address challenges related to management and leadership in education, and to assume responsibility for task-specific objectives, by appropriately using relevant and multiple resources.
5. Demonstrate the ability to apply, in a self-critical manner, assessment strategies which effectively address personal, professional and lifelong learning as well as on-going learning needs of others.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate awareness and understanding of crucial theoretical paradigms, concepts, ideas, issues, problems and trends locally as well as globally in the field of management and leadership in education.
• Demonstrate appropriate research paradigms, approaches, designs and methodologies applicable in the field of education in general, and of the field of management and leadership in particular.
• Access the reported research done and reports published on the current status of management and leadership in education, nationally and internationally.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate appropriate level of expertise in academic and writing skills.
• Apply critical skills to conduct, analyse and interpret appropriate research in the field of management and leadership in education.
• Demonstrate responsible, ethically based and professional decisions that are made in the execution of research.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate an understanding of ethical issues and the responsibilities of managers and leaders.
• Critically reflect upon own and peers' management and leadership skills to constantly improve management and leadership practices.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate real-world application of knowledge and skills.
• Analyse and evaluate given scenarios, and real-life problems in order to design and develop integrated solutions.
• Discuss concepts related to management and leadership in education is relation to current real-world contexts.

Associated Assessment Criteria for Exit Level Outcome 5

• Evaluate the nature and issues regarding management and leadership in education, both nationally and internationally, and critically analyse, synthesise and in groups, taking co-responsibility for the outcome of the group.
• Review research on education management and leadership issues related to the South African and other education systems, individually or as part of a group.

Associated Assessment Criteria for Exit Level Outcome 6

• Discuss and apply philosophies, theories and issues regarding management and leadership in education, nationally and internationally.
• Provide evidence of knowledge and understanding through comprehensive and critical analysis of educational policy documents relevant to teaching, learning, assessment and the management and leadership of education.
• Apply critical judgement and practical problem solving abilities to address and evaluate the nature and issues regarding teaching, learning, assessment and the management and leadership of education, both nationally and internationally.
• Apply the various management and leadership theories related to quality assurance in education are suggested, planned, and designed.

Integrated Assessment

This qualification makes use of continuous assessment where both formative and summative assessment is utilised. Assessment in the individual modules adheres to this; however, the variety of modules offered requires discipline-specific and focused assessments reflecting the outcomes, rationale, procedures and conventions relevant to the discipline. Assessment tasks will also reflect the unique needs of each module and these will inform the number as well as the relative weightings of the assessment tasks.

A variety of assessment techniques are used to evaluate various types of knowledge and to provide students with various learning styles opportunities to be successful. Assessment techniques include on and offline tests, on and offline assignments, individual and group assignments, integrated assignments, portfolios, reflective journals, presentations, critical discussions, reports and research assignments.