Postgraduate Diploma in Higher Education

The institution's qualification leading to the qualification is aimed at facilitating the professional development of academics as educators in the higher education band. It does this by developing their knowledge of Higher Education (HE) as a field of study and by enhancing their ability to facilitate, manage and assess learners' learning. In doing so, the qualification provides professional accreditation for educators working in Higher Education sector and contributes to the enhancement and assurance of quality of departmental, faculty and institutional levels.

Recognition of Prior Learning (RPL)

The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

Entry requirements

The minimum entry requirement for this qualification is

• Bachelor of Education, NQF Level 7.

Or

• Advanced Diploma in Education, NQF Level 7.

Total Credits required: 120 at NQF Level 7.

In addition to meeting the requirements of the Critical Cross-Field Outcomes listed by SAQA, participants will be able to:

1. Evaluate the influence of the higher education context (at global, national, regional, institutional and disciplinary levels) and apply insights to their professional practice.
2. Use critically reflective practice to examine and develop their teaching and learning activities.
3. Use theoretical understandings of the nature of learning and teaching in Higher Education to facilitate learner learning in their disciplines.
4. Use relevant theory to inform the design, interpretation and implementation of Higher Education curricula.
5. Use relevant assessment theory and principles to implement assessment of learner learning in Higher Education.
6. Use relevant theory to design and implement evaluation of teaching and courses in Higher Education.

Integrated Assessment

The institution's qualification will be assessed by means of a teaching portfolio which integrates all the assessment criteria. Learners will be examined orally on the contents of their portfolios. The following criteria have been developed for the assessment of the portfolio:

• There is a clear description of what the lecturer does (i.e. there is a description of courses and methods/approaches used to teach those courses) which includes:
• A description of teaching methods used.
• A description of the implications of diversity for his/her teaching.
• A description of the active learning/teaching methods used in selected courses.
• Evidence that technology has been used appropriately to enhance learning.
• A description of the principles of curriculum development used in practice.
• Evidence that the Higher Education context has been taken into account in the curriculum development process.
• Evidence that the needs of stakeholders have been considered in the design of curricula.
• Curriculum documentation in outcomes based format.
• Evidence of formative feedback which develops learner learning.
• Evidence that reflection on assessment has been used to develop learner learning.
• Evidence of appropriate implementation of criterion referenced marking.
• There is a clear and coherent argument of what the lecturer believes "good" teaching to be (i.e. a philosophy of teaching) which provides:
• Evidence of how the literature on teaching and learning has informed reflection on own practice.
• Evidence of understanding of implications of lecturer's view of learning of teaching.
• A critical analysis of the lecturer's approach to curriculum development.
• Evidence that assessment practices have been informed by current developments in assessment and learning theory.
• Where there is a description of the way others have experienced the lecturer's teaching, which includes:
• Evidence of on-going self-reflection.
• Evidence of insights from evaluation used to enhance and develop practice.

Also, the following criteria should be taken into account

• Use of appropriate language and style.
• Use of appropriate referencing system.
• The coherence of structure.
• Evidence of reflexivity as a result of engagement with the course and course processes.
• Evidence of innovative and creative thinking in terms of practice and the portfolio.