Postgraduate Diploma in Higher Education

Purpose

The purpose of the qualification is to develop academic staff as reflective practitioners who will be able to

• Understand and engage with theories, methodologies and key concepts in the context of higher education.
• Apply theoretical knowledge in a wide range of authentic Higher Educational and social contexts.
• Identify, analyse, solve problems and function professionally within the higher education structure and domain.
• Identify and address inclusion and ethical issues based on reflections and values.
• Apply learning strategies to address ongoing professional development needs.

Rationale

The fast-changing modes of communication, learning and interaction, characteristic of the new generation of learners, who have increasingly been populating South African Higher Education campuses and qualifications, require academics and lecturers/teachers with a new repertoire of teaching and learning facilitation proficiencies. An effort by the Higher Education sectors of various countries to 'professionalise' the teaching and learning approaches of staff in their institutions is a growing and almost common trend currently. Some South African and many international Higher Education institutions are already offering qualifications similar to institution's this postgraduate diploma. However, as the context, scope of qualifications on offer and the teaching and learning philosophy of each institution differ so much, these qualifications are quite unique in terms of their curricula, although exit-level outcomes may show similarities. The Postgraduate Diploma aims to enhance lecturers' capacity to facilitate and optimise the learning of the learners, specifically via the institution's new 'Learning to be' philosophy, its implementation being a vital aspect.

Recognition of Prior Learning (RPL)

A panel of selected staff members will determine, on an individual basis, the competence of prospective students who apply for RPL. In determining an applicant's competence compared to the relevant exit-level outcomes, this panel will do one or more of the following:

• Verify the standard/ quality of an applicant's prior qualifications.
• Ask for and assess a portfolio of evidence containing examples of the applicant's work in the field of education, training and development.
• Observe the applicant's performance in authentic and/or in situ teaching-learning situations and/or contexts.
• Conduct individual interviews with applicants to discuss the results of the evidence collection process.

Entry Requirements

The minimum admission requirement for the Postgraduate Diploma is

• An approved and recognised four-year Bachelor of Education Degree.

Or

• A three-year general Bachelor's Degree and a Postgraduate Certificate in Education.

Or

• A 120 Credit Level 7 Advanced Diploma in a cognate specialisation.

The qualification consists of compulsory and elective modules at NQF Level 8, totalling 120 Credits.

Modules at NQF Level 8, 120 Credits

• Teaching and Learning in Higher Education, 20 Credits.
• Curriculum Development in Higher Education, 20 Credits.
• Assessment for Learning in Higher Education, 20 Credits.
• Education, 20 Credits.

Elective Modules at NQF Level 8

Learners must choose two

• Postgraduate supervision in Higher Education, 20 Credits.
• Learning with Technology in Higher Education, 20 Credits.
• Leadership in Higher Education, 20 Credits.
• Understanding Social Inclusion in Higher Education, 20 Credits.
• Research Project, 20 Credits.

1. Understand and engage with theories, methodologies and key concepts in the context of higher education.
2. Apply theoretical knowledge in a wide range of authentic higher educational and social contexts.
3. Identify, analyze, solve problems and function professionally within the Higher Education structure and domain.
4. Identify and address inclusion and ethical issues based on reflections and values.
5. Apply learning strategies to address ongoing professional development needs.
6. Improve higher education practice through reflection and researching own practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Theories and methodologies in the higher education domain are critically engaged with.
• Theories and methodologies in their classrooms within higher education are effectively applied.

Associated Assessment Criteria for Exit Level Outcome 2

• Theoretical knowledge to inform teaching practice in higher education is used.
• Knowledge to apply in various authentic higher educational settings is adapted.

Associated Assessment Criteria for Exit Level Outcome 3

• Current problems within higher education are identified.
• The knowledge to analyse these problems and present solutions in their classrooms and within the domain of higher education is used.
• Knowledge to function more effectively and professionally within a higher educational structure and setting is applied.

Associated Assessment Criteria for Exit Level Outcome 4

• Various issues of inclusion in their classrooms are identified and these issues effectively are addressed.
• Higher education practices are conducted in an ethical and professional manner.

Associated Assessment Criteria for Exit Level Outcome 5

• Own learning needs in higher education are identified.
• Strategies to continuously address developmental and professional needs to improve practice in higher education are applied.

Associated Assessment Criteria for Exit Level Outcome 6

• Own practice to improve are researched and reflected on.
• A small action research project where own practice forms the context and the aim is improvement of this practice is planned, conducted and presented.

Integrated Assessment

The following applies to all modules and learning programmes (module-based) in Education

A range/variety of summative assessment opportunities is required and may include tests, assignments, portfolios, practical demonstrations, presentations, open book written examinations, "take-home" examinations, etc.

Formative assessment opportunities may vary according to individual qualification or module outcomes, and the composition of these is at the discretion of the module lecturer - the primary purpose of formative assessment being to support the learning process through constructive feedback to students. The following procedures apply to the learners who are enrolled for a qualification in the Faculty of Education.