Postgraduate Diploma in Higher Education

Purpose

The purpose of the Postgraduate Diploma in Higher Education is to equip academics in Higher Education with proficiency in academic discourse and self-reflection. This qualification is derived from a set of transformational imperatives that the current South African Higher Education system warrants. It is basically for Higher Education teachers and for those who aspire to become teachers in the Higher Education sector but do not possess a teaching licence or formal teaching qualifications. It facilitates the formation of critical perspectives regarding the system of Higher Education in South Africa, to develop professional competencies associated with an effective university teacher, and to develop receptiveness to reforms and innovations in the practice of Higher Education. This qualification will also assist academics in dealing with the unprecedented increase in learner intake in the Higher Education system, which is not counterbalanced by any degree of expanded provision of resources.

In this context, the purpose is to foster among learners' skills and knowledge to effectively facilitate or disseminate understanding of an academic nature. Attainment of an ability to employ verbal, textual, visual, and symbolic tools for this facilitation is therefore an associated purpose. Furthermore, the qualification aims to create critical awareness of the Higher Education landscape and its context. This awareness is, in turn, linked to the learner's capacity to articulate workable solutions to the system's incipient problems. A purposeful emphasis is also placed on an ability to generate critical appraisals of conventions and innovations practiced in the context of teaching and learning in Higher Education. This qualification also intends to prepare learners to conceptualise researchable problems related to learning and teaching; hence carry out such research often conceived in an interdisciplinary context.

The qualification's purpose also extends to the attainment of competencies related to the design, development, and review of curriculum. Theoretical and practical aspects that foreground design of curricula as practiced at Higher Education level are hence built into the qualification's purpose.

The intention is therefore to build competencies related to the design of learning experiences at a modular level with an awareness of how such experiences fit in with the broader framework of university qualifications and the varied curricula thereof. Proficiency in discourses related to the review of curriculum and an ability to employ such proficiency in one's own practice is intended.

Familiarity with the philosophical foundations of curricula is therefore central to the purpose of this qualification. Lastly, competencies related to the practice of post-graduate supervision form an integral component of the purpose of this qualification. This is because, within the context of confounding conventions, traditions, and ideologies with which the practice of supervision is often associated, the South African Higher Education is confronted with the unique challenge of having to maximise its postgraduate productivity. It is to this end that this qualification has an explicit purpose of helping its learners evolve into particular 'supervisor identities' that are grounded on African realities.

Upon completion of the qualification, the qualifying learner will be able to

• Critically reflect on and understand the South African Higher Education landscape in a global context.
• Critically analyse and evaluate different learning and teaching theories and strategies in Higher Education.
• Integrate e-learning approaches and models into one's teaching and learning practices.
• Critically evaluate and apply assessment principles and practices in Higher Education.
• Develop, document, and evaluate an academic Portfolio in relation to workplace experiences in teaching and learning, research, university services and community engagement in the Higher Education context.
• Develop and strengthen learners' knowledge, understanding of postgraduate research supervision practices and scholarship in postgraduate research supervision and social justice.
• Critically review and self-reflect on curriculum design and its implementation.
• Demonstrate civic responsibility to both curriculum and community needs in a reciprocal manner.

Rationale

This qualification is designed to meet the professional developmental needs articulated above. For instance, the compulsory modules proposed expose the learners to the current Higher Education environment. The learner thus gets to know the intricacies that are implicit in the context in which his/her practice unfolds. Becoming aware of these intricacies has the effect that the practitioner spontaneously puts in place mechanisms that help him/her adapt to the changing environment over which he/she would otherwise have no control. At a modular level, the qualification also has ample emphasis on e-learning. Instead of being just an alternative to conventional mode of instruction, e-learning has assumed prominence as the preferred mode worldwide. Practitioners' proficiency in the use of e-learning technologies and their knowledge of the underpinning philosophies are vital and are therefore well catered for in the qualification.

For example, conceptions of educational assessment as a value-free practice dominated the Higher Education discourse for a long time. This qualification exposes learners to assessment of educational attainment as a value-based enterprise grounded in democratic and socially just principles, much in line with the institutional vision. The incompatibility of conventional modes of assessment to measure educational attainment facilitated in non-conventional environments is the rationale behind this differed focus. The qualification thus exposes the learners to progressive conceptions in the theory and practice of measurement of educational attainment. This aspect is covered through the completion of a specific module on assessment as well as through learning experiences provided across modules.

Apart from these compulsory modules, a set of elective modules on supervision, curriculum development, portfolio development and community-based service learning provide the potential learners with opportunities to consolidate and expand competencies attained elsewhere within the qualification. In brief, on completion of the required number of modules, the potential learner attains a satisfactory level of proficiency in Higher Education theory and practice.

This qualification articulates well with relevant master's qualifications meaning that the learners on attaining this qualification, can register for cognate master's qualifications in Higher Education. This qualification thus prompts learners to choosing 'Higher Education' as a field of study. Learners' potential contributions through such studies may lead to the advancement of the field's foundations in theory and practice.

Practitioners' professional development in meaningful ways is central to the range of benefits that this qualification offers. Such development translates to the learner's increased productivity, adoption of innovative classroom practices and an overall receptiveness to progressive notions in Higher Education practice. The qualification's benefits at a societal level can be understood in terms of the individual practitioner's identity as a constituent entity in the broader society with which the institution, the learner and the practitioner are in constant interaction. The practitioner's development that this qualification facilitates strengthens such interactions qualitatively. The societal impact therefore cannot be trivialised as a set of immediately measurable changes in the lives of individuals within the society. But rather, such impacts are best understood in the context of Higher Education being a public good, the quality of which influencing the quality of lives of many generations to come.

This qualification's impact on the economy is in similar ways implicit but irrefutable. Universities preside over South Africa's incipient transition to a 'knowledge economy' for which 'knowledge' and its production are central. Professional development of its practitioners through qualifications such as this establishes the ways in which Higher Education as an idea supports the economy of South Africa.

Recognition of Prior Learning (RPL)

RPL for Access

The purpose of this qualification is to equip academics in Higher Education to attain proficiency in academic discourse and self-reflection, which has been identified as lacking amongst many academics, there cannot be an option to recognise prior learning. It has been identified that many academics teach without any grounding in proper pedagogies, and this has had an impact on learner academic outcomes. Therefore, all learners will be expected to enrol for all the modules, regardless of experience and qualifications if the purpose of this qualification is to be realised.

RPL for Credits

Potential learners who want to be credited for credits accumulated from other qualifications having modules with similar credits and content may need to apply in writing to the Dean of the Faculty of Education clearly stating the title(s) of the module or modules they want to be credited for, as well as the basis on which they believe the accreditation should be granted. The procedure to be followed is available in the University general handbook.

According to the HEQSF, 2013 Credit Accumulation and Transfer (CAT) recognise e learners' achievements to further learning even if the learner has not achieved a qualification. In terms of the CAT scheme, any and all credits for an incomplete qualification may be recognised by the same or a different institution as meeting part of the requirements for a different qualification or may be recognised by a different institution as meeting part of the requirements for the same qualification. Individual mobility between qualifications and institutions is thus determined by curriculum requirements and is flexible.

Entry Requirements

Bachelor of Education, NQF Level 7.

Or

Postgraduate Certificate in Education, NQF Level 7.

Or

Postgraduate Certificate: Higher Education, NQF Level 7.

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

Compulsory Modules, Level 8, 80 Credits

• Higher Education Landscape and Context, 20 Credits.
• Learning and Teaching in Higher Education, 20 Credits.
• Design and Implementation of e-learning in Higher Education, 20 Credits.
• Assessment Principles and practices in Higher Education, 20 Credits.

Elective Modules, Level 8, 40 Credits (Choose two modules)

• Supervision of Research in Higher Education, 20 Credits.
• Curriculum Development in Higher Education, 20 Credits.
• Community-Based Service Learning, 20 Credits.
• Portfolio Development in Higher Education, 20 Credits.

1. Demonstrate a critical understanding of the South African Higher Education landscape in a global context.
2. Critically analyse and evaluate different learning and teaching theories and strategies in Higher Education.
3. Integrate e-learning approaches and models into one's learning and teaching practices.
4. Critically evaluate and apply assessment principles and practices in Higher Education.
5. Develop, document, evaluate and reflect on an academic Portfolio in relation to workplace experiences in learning and teaching, research, university services and community engagement in Higher Education context.
6. Develop and strengthen learners' knowledge, understanding of postgraduate research supervision practices and scholarship in postgraduate research supervision and social justice.
7. Critically review and self-reflect on curriculum design and its implementation.
8. Demonstrate civic responsibility to both curriculum and community needs in a reciprocal manner.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse the role, purposes and values of Higher Education landscape.
• Analyse and display the impact of trends, debates and policies on teaching and learning in South African context.
• Reflect critically on the learner's own professional practice in relation to the Higher Education context in South Africa.
• Apply understanding relevant global, national and institutional policies related to diversity within Higher Education Institutions.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply familiarity with relevant theories of learning and teaching in Higher Education.
• Practice is theorised in relation to theories that underpin learning and teaching in Higher Education.
• Reflect critically on the context of Higher Education.
• Illustrate competency in formulating a coherent personal teaching philosophy.

Associated Assessment Criteria for Exit Level Outcome 3

• Illustrate an appropriate knowledge and information on communication technology skills that are relevant to teaching and learning in Higher Education context.
• Show understanding of the alignment between a particular learning outcome and suitable pedagogy and technology theoretically and practically.
• Design, implement and evaluate the quality of e-learning activities and resources in an online course on a learning management system (LMS).

Associated Assessment Criteria for Exit Level Outcome 4

• Design and reflect on various assessment activities and practices in Higher Education.
• Critically evaluate and apply assessment principles.
• Interpret assessment policies, integrate/ implement these within various disciplines.
• Apply various assessment strategies in relation to learner diversity.

Associated Assessment Criteria for Exit Level Outcome 5

• Present documentation and self-reflection of practice in the South African higher education landscape.
• Display practices and attitudes in responses that lead to diversity in the development of an academic portfolio.
• Analyse, review, evaluate and assess a peer academic Portfolio.
• Collect, construct and evaluate academic Portfolio of evidence (Manual and

e-portfolio).

Associated Assessment Criteria for Exit Level Outcome 6

• Critique principles, practices and policies of postgraduate supervision.
• Identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts.
• Apply understanding of the supervisor-supervisee roles /responsibilities and examine in context.
• Reflect upon supervision practices and processes in relation to one's own practices.

Associated Assessment Criteria for Exit Level Outcome 7

• Interpret paradigms to curriculum development in Higher Education.
• Critique and appraise diverse curriculum structures and models of curriculum design in Higher Education.
• Analyse policies relating to curriculum development in Higher Education.
• Evaluate implications of curriculum change and innovation in Higher Education.

Associated Assessment Criteria for Exit Level Outcome 8

• Analyse and apply community engagement and community-based service-learning.
• Critique historical and theoretical perspectives surrounding CE & CBSL.
• Evaluate and apply methods used in an engaged study.
• Apply ethical approaches to engagement.
• Illustrate understanding the processes and ethics to disseminate research results.
• Illustrate understanding and application of how engagement is sustained with community partners including ability to exit community.
• Evaluate service-learning and community partnerships.

INTEGRATED ASSESSMENT

The integrated assessment will show the integration of knowledge, skills, attitudes and values across the assessments. In addition, learners will be provided an opportunity to show their ability to demonstrate their achievements of a number of outcomes within a single assessment task.

All assessments will be continuous in nature. They will be regular, cyclic and formative in nature. Learners will be assessed on an ongoing basis in a variety of ways as mentioned above during the course of the modules.

Formative Assessment

Formative assessments will comprise of two assessments constituting 50% of the weightings, the first assessment constitutes 20% and the second 30%. These assessments can take various forms in the modules offered, namely:

• Short written essay.
• Mid-length written essay.
• Assignments.
• Oral online presentation.
• Reports.
• Multimedia presentation.
• Case Studies.

Summative Assessment

Summative assessments will comprise of 1 comprehensive assessment constituting 50% of the weightings. The summative assessment will take the form of an integrated assessment which will demonstrate understanding of the aspects of the module and will be marked following an assessment criterion. Learners will submit the final assessment and will not be able to obtain the qualification until this integrated assessment is submitted and assessed. These assessments can take various forms in the modules offered, namely:

• Comprehensive assignments.
• Comprehensive reports.
• Designing a lesson plan.
• Long Essay.
• Projects.

Weightings

1st formative assessment = 20%

2nd Formative assessment = 30%

Summative Assessments = 50%

Integrated Assessment = 20% (1st) +30% (2nd) + 50% (summative) = 100%