Postgraduate Diploma in Educational Psychology

Purpose

The Postgraduate Diploma in Educational Psychology is intended to develop an innovative, competent and reflective instructional leader within the field of Educational Psychology who has the capacity and to effect significant change in the South African education system.

The following instructional leadership competencies will be addressed in the qualification

• Leading curriculum development in Educational Psychology at school and district level.
• Understanding the socio-cultural backgrounds of learners as well as the stages of development and the learning process.
• Developing professional learning communities within the school and region to share innovative teaching strategies.
• Understanding the critical role that career guidance plays in educational contexts.
• Developing extra-curricular events that support Educational Psychology and the minimising of barriers to learning.
• Conducting action research.

Rationale

South Africa has a shortage of leaders in all spheres of education and particularly in educational psychology and curriculum development. This qualification will address the for instructional leaders in the critical area of Educational Psychology.

The demand for this qualification has been expressed by various stakeholders (Educators, Curriculum Developers, Subject Specialists etc.) who feel the need to continue their professional development. The PGDip. Educational Psychology will fill the niche in developing individuals who wish to become instructional leaders and curriculum developers in Educational Psychology.

Recognition of Prior Learning (RPL)

RPL will be applied in terms of the institution's Policy on RPL which involves inter alia that a committee be set up to consider individual cases to evaluate the portfolio of evidence outlining the knowledge, competences and skills in order for the learmer to be successful in this qualification.

Recognition of Prior Learning may be used for

• Granting access to the qualification.
• Gaining of credits towards a qualification.
• Obtaining of this Qualification in part.

Entry Requirements

The minimum entrance requirements are

• A Bachelor of Education Degree, Level 7.

Or

• A general Bachelor's Degree, Leve 7 plus a recognised professional Teacher qualification.

This qualification consists of compulsory modules at NQF Level 8 totalling 120 Credits.

Modules

• Curriculum Studies, 12 Credits.
• Instructional Leadership, 12 Credits.
• Developmental Psychology, 12 Credits.
• Counseling and Support Theories and Skills, 12 Credits.
• Educational problems within social context, 12 Credits.
• Teacher Identities in Educational Contexts, 12 Credits.
• Psycho-Educational Learner support in a Diverse Society, 12 Credits.
• Career guidance, 12 Credits.
• Research Report in Educational Psychology, 24 Credits.

1. Construct critically reflective and reflexive understandings of contemporary theories in Education in general, and in the field of Educational Psychology, in particular.
2. Employ specialised theoretical knowledge in the pedagogy of the field of Educational Psychology.
3. Establish the connections between conceptual, theoretical and experiential knowledge/s.
4. Develop communities of practice in Educational Psychology as a reflexive leader and practitioner.
5. Conduct action research to inform instructional practice in Educational Psychology.

Associated Assessment Criteria for Exit Level Outcome 1

• Understand the controversial nature of 'curriculum' and its broader impact on society.
• Explain the complexities of educational change in South African Curricula and discuss the mismatch between the intention and the realities in South African classrooms.
• Analyse the various theoretical models which attempt to explain how curricula are constructed and assessed.
• Explain why curriculum change in South Africa has not always had the desired outcome of the curriculum framers.
• Discuss the different theories of career guidance, as well as the different techniques for providing career guidance.
• Explain the psychology of career behaviour of children in South African schools.
• Discuss professional practical theories of career counselling with individual learners and with groups of learners.
• Explain how career guidance and assessment processes can enhance the potential of a child within the South African educational context.

Associated Assessment Criteria for Exit Level Outcome 2

• Describe concepts, theories and issues in Developmental Psychology and explain the critical impact of the social context on the development of the child.
• Understand child development from a South African socio-cultural perspective.
• Apply Piaget's and Vygotsky's theories of cognitive development and identify ways to apply them cognitive, language and moral development.
• Discuss the phenomenon of resilience in the face of barriers to learning due to poverty, violence and health issues in South Africa and how all of these influence child development.
• Discuss the dynamics involved in modern families in contemporary South Africa and the psychological influence of communities and how they impact on families.
• Understand how the social systems influence child development within families.

Associated Assessment Criteria for Exit Level Outcome 3

• Explain the philosophical underpinnings of inclusive educational theory and support.
• Discuss Functional Behaviour Assessment (FBA) theory and Positive Behaviour Support (PBS) and intervention theory and the application of PBS and FBA in South African schools and classrooms.
• Explain the importance of educational collaboration for the successful inclusion of all learners.

Associated Assessment Criteria for Exit Level Outcome 4

• Develop and sustain a community of practice in collaboration with peers and others.
• Explain the advantages of developing a community of practice in collaboration with peers and others to demonstrate attributes of leadership in Education.
• Describe the ways in which humanising pedagogy is practised in the educational environment.
• Explain the main tenets of Critical Pedagogy, and interrogate their roles as agents of social justice.
• Outline the attributes of a reflexive instructional leader in relation to classroom practice, the school and the wider community.
• Solve problems in novel situations which requires complex cognition linked to experience, self-efficacy and adaptive expertise.

Associated Assessment Criteria for Exit Level Outcome 5

• Understand the value of classroom or school-based research as a decision-making tool to change practice.
• Identify an area of concern in the classroom or at school in an area of specialisation.
• Design a small- scale project using one action research cycle.
• Implement the action research process [including the required reflective and reflexive processes].
• Develop a written plan of action based on the action research cycle.

Integrated Assessment

The qualification complies with the institution's Assessment Policy with a focus on assessment for and as learning in formative assessment and of learning in the summative component of the assessment.

Formative Assessments will include a range of assignments and activities that will be classroom or school-based which include team collaboration/communities of practice and the demonstration of leadership skills in the area of Educational Psychology. Summative Assessments will include Final Exams and an action research based Research Report in Educational Leadership and Management.