Postgraduate Diploma in Higher Education

Purpose

The purpose of this qualification is to provide learners with the requisite knowledge, skills, values and attitudes that could be applied and demonstrated in their work contexts to enhance individual, team and organisational productivity in a highly competitive work environment. It is designed to address higher order cognitive thinking and mastery of pedagogic content knowledge. Learners attend classes on specified periods of the semester and are otherwise in their teaching institutions. This combination allows an integration of theory and practice.

Through case studies and action research, learners will be able to interrogate critical issues in education, including the politics of pedagogy, ideology and curriculum, leadership and management, e-learning, learning organisations and knowledge management. These issues are relevant to Higher Education in South Africa, in the continent and internationally, especially in the changing technology environment, knowledge economy and knowledge society.

Rationale

The emphasis of this Postgraduate Diploma: Higher Education is to accommodate those who are aspiring to teach or are already teaching at Higher Education institutions. This qualification is designed to provide lecturers at Universities of Technology, training centres, Further Education and Training Colleges and other interested teachers, with an opportunity to meet the requirements for a Postgraduate Diploma at NQF Level 8. The qualification further aims to develop learners' requisite knowledge, skills and competencies in order to be more productive and contribute to society. This qualification therefore aims to enhance the objective of South Africa becoming a knowledge-based economy. The qualification further aims to expose the learners to various philosophical and theoretical foundations that underpin Higher Education, which knowledge may be applied in their classrooms.

It is assumed that a learner accessing this qualification has

• A systematic knowledge base of Education.
• An understanding of the key terms, rules, concepts, principles and theories in Higher Education.
• Problem-solving and decision-making skills.
• Computer literacy.
• Good communication and presentation skills.

Recognition of Prior Learning (RPL)

The institution has appropriate policies and procedures for RPL including the identification, documentation, assessment, evaluation and transcription of prior learning against specified learning outcomes, so that it can articulate with the current qualification. Assessment instruments are designed for RPL in accordance with the institution's policies on fair and transparent assessment. The learners who do not meet the minimum requirements can gain access to the qualification through the recognition of prior learning and credits will be granted where competency in a specific module is established by the assessor.

Access to the Qualification

The minimum admission requirements is an undergraduate Degree, an Advanced Diploma or an equivalent four year Diploma or the relevant recognition of prior learning.

The qualification comprises eight compulsory modules of 15 Credits each, all at NQF Level 8 which total 120 Credits

• Learning Facilitation in Higher Education.
• Leadership and Management in Higher Education.
• Assessment.
• Innovative Student Learning in Context.
• E-Learning in Higher Education.
• Knowledge Management and Globalisation of Higher Education.
• History of Transformation in Higher Education.
• Professional Development as a Researcher.

1. Demonstrate an in-depth knowledge of teaching and learning in Higher Education and in related areas of specialisation.
2. Demonstrate a coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in Higher Education.
3. Critique current research and make sound theoretical judgements based on evidence from advanced scholarship in teaching and learning.
4. Select and use a range of research methodologies and techniques to address research in teaching and learning.
5. Demonstrate efficient and effective information retrieval and processing skills, using appropriate information and communication technologies for teaching and learning in Higher Education.
6. Apply research techniques to gain further understanding regarding difference, inclusion and citizenship in Higher Education and own teaching and learning context.
7. Present and communicate academic/professional ideas and texts effectively to a range of audiences, offering professional insights, interpretations and solutions to problems and issues appropriate to teaching and learning in Higher Education.

Critical Cross-Field Outcomes

The Critical Cross-Field Outcomes are embedded in the Exit Level Outcomes of this qualification.

The following Assessment Criteria are applied in an integrated manner

1. Analyse own teaching and learning constantly to improve teaching practice.
2. Identify and address complex problems in teaching and learning, using a range of skills and theory-driven arguments.
3. Analyse research findings and relate them to educational practice.
4. Evaluate quantitative and/or qualitative data to engage with current research in teaching and learning in Higher Education.
5. Identify the relationship between teaching and research.
6. Understand and apply the key requirements for building sustainable collaborative relations in the Higher Education environment.
7. Apply selected research approaches for research purposes to enhance educational practice.
8. Design and develop technology-enhanced learning interventions using technology suitable to the context.
9. Demonstrate and apply understanding of current approaches towards difference, inclusion and citizenship in relation to own teaching and learning context.
10. Work effectively with peers and engage in conversation about educational research for change within the teaching and learning context.
11. Demonstrate a comprehensive, systematic and integrated knowledge of teaching and learning in Higher Education and a depth of knowledge in related areas of specialisation.
12. Demonstrate a coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in Higher Education.
13. Critique current research and advanced scholarship in teaching and learning and make sound theoretical judgments based on evidence.
14. Understand a range of research methodologies and methods/techniques and a select these appropriate for research problems in teaching and learning.
15. Identify, analyse and address complex problems in teaching and learning, using a range of routine and some advanced skills, conceptual and/ evidence-based solutions and theory-driven arguments.
16. Demonstrate efficient and effective information retrieval and processing skills, using appropriate ICTs for teaching and learning in Higher Education.
17. Identify, analyse, synthesise and undertake independent evaluation of quantitative and qualitative data and engage with and evaluate current research and scholarly or professional literature in teaching and learning in Higher Education.
18. Present and communicate academic/professional ideas and texts effectively to a range of audiences, offering professional insights, interpretations and solutions to problems and issues appropriate to teaching and learning in Higher Education.

Integrated Assessment

The learner's competencies will be assessed using an integrated method of both formative and summative assessment. The formative assessment will include individual and group presentations in class, discussion of case studies and practice-based assignments integrating theory and research. These assessments will form part of the Work Integrated Learning component within the specific module in this qualification. Summative assessment will consist of the submission of a comprehensive portfolio at the end of each module to determine whether learners have achieved the required outcomes of each module.