Postgraduate Diploma in Higher Education and Training

Purpose

The purpose of the Post Graduate Diploma in Higher Education and Training is to provide professional development and training for academics in the South African Higher Education context. It is intended to enhance practical Higher Education teaching and research competencies using contemporary theory and practice so as to improve student success. The qualification employs a blended and scenario based approaches.

The qualification has been designed taking into account the unit standards required for media and instructional design, curriculum and instruction, assessment evaluation and research subfields at Level 8 of the new Higher Education Qualification Sub Framework (HEQSF). The learner should be able to:

• Demonstrate a well-rounded, systematic and in-depth knowledge of teaching and learning in higher Education in related areas of specialisation.
• Demonstrate an understanding of the central methods of inquiry and research in teaching and learning and supervision of Postgraduate studies in related areas of specialisation.
• Demonstrate use of Information and Communication Technology to support teaching and learning.
• Present and communicate information and own ideas and opinions in well-structured arguments, showing an awareness of context and audience in the appropriate use of academic/professional discourse.
• Demonstrate a critical analysis of policies and legislation and, quality assurance systems that govern and inform higher education.
• Apply appropriate theories and teaching models to make informed decisions on teaching, curriculum design, assessment and evaluation to support and facilitate the learning process in higher education.

Rationale

Most academics are discipline experts but yearn to improve teaching, research and management competencies. This qualification therefore seeks to formally professionalise teaching and research of staff in order to assist them to take up the multiple roles they are expected to perform.

Academics in South Africa need professional capacitation in understanding the higher education legislation and policies, design responsive curriculum, facilitate learning to diverse learners using innovative methodologies and approaches, assess and moderate learning, supervise research, manage higher education qualifications and use models of recognition of prior learning to support learners progression and use technological tools to advance learning. Thus this qualification is a Continuing Professional Development (CPD) qualification, which seeks to:

• Facilitate the CPD of lecturers in higher education by developing their knowledge of Higher Education (HE) as a field of study.
• Assist lecturers to enhance their ability to facilitate, manage and assess learning.
• Provide professional certification for HE practitioners.

Typical learners in the qualification are practicing higher education academics including Technical and Vocational Education and Training (TVET) practitioners and research staff who possess qualifications at National Qualifications Framework (NQF) Level 7 or higher who are discipline experts but desire to get capacity to work in higher education. Those who qualify in the qualification can take up the role of lecturers, researchers, academic managers and academic developers.

Continuous professional development of academics enable lecturers to design, facilitate, supervise and manage higher education qualifications. Those who complete can pursue into a Master's in Education or Master's in Higher Education studies.

Qualification benefits the learners in that they get practical learning on how to improve their professional practice. Institutions benefits by having productive workers and this may indirectly influence learner success.

Recognition of Prior Learning (RPL)

Learners who have completed part of the qualification in other qualifications such Bachelor's Degree in Education are credited for the learning achieved. A portfolio of evidence will be used to assess RPL.

Entry Requirements

The minimum entry requirement for this qualification is

• First Bachelor's Degree, National Qualifications Framework (NQF) Level 7, 360 Credits.

Or

• Advanced Diploma, NQF Level 7, 120 Credits.

This qualification consists of the following compulsory and elective modules at Level 8 totalling 130 Credits.

Compulsory Modules, 120 Credits

• Assessment and Moderation of Students Learning, 25 Credits.
• Facilitation of Learning, 30 Credits.
• Higher Education Context and Evaluation as Action Research, 20 Credits.
• Curriculum Development, 30 Credits.
• Technology Enhanced Learning, 15 Credits.

Elective Modules, 10 Credits (Choose/Select one)

• Supervision of Postgraduate Research, 10 Credits.
• Recognition of Prior Learning, 10 Credits.
• Management of Learning Programmes, 10 Credits.

1. Critique and discuss the higher education trends in developing professional and pedagogical competences that are informed by higher education policies and legislations.
2. Interpret and argue the relevance of concepts, terms, principles, and philosophies of teaching in Higher Education in relation to areas of specialisation.
3. Apply various methods of inquiry and research in teaching and learning related to areas of specialisation.
4. Present the creative and innovative pedagogical strategies used in the specific discipline to support teaching and learning for the 21st century students.
5. Apply appropriate theories and teaching models to make informed decisions on teaching, curriculum design, assessment and evaluation to support and facilitate the learning process in higher education.

Associated Assessment Criteria for Exit Level 1

• Evaluate the higher education trends and legislations in South Africa that govern and inform higher education to enhance pedagogical competences.
• Analyse the current professional competences and their relevance to teaching approaches used in the specific discipline.

Associated Assessment Criteria for Exit Level 2

• Evaluate the relevance of teaching and learning concepts, terms and principles and philosophies to own disciplines.
• Apply relevant concepts, philosophies in own teaching practice in higher education

Associated Assessment Criteria for Exit Level 3

• Identify relevant methods of inquiry and research and apply these to research in teaching and learning and supervision of postgraduate studies in relevant disciplines
• Identify practical work related problem and apply of relevant scholarly approach in researching teaching and learning matters in a specific area of specialisation.

Associated Assessment Criteria for Exit Level 4

• Select, use and justify the relevance of a variety of Information and Communication Technology media to support teaching and learning for diverse students
• Present a structured argument of at least two pedagogical strategies to exhibit creativity and innovations appropriate in the discipline/field.

Associated Assessment Criteria for Exit Level 5

• Select and justify appropriateness of theories and models on teaching, curriculum design, assessment and evaluation to support and facilitate the learning process in higher education.
• Apply these educational models to won professional practice.
• Design, develop and evaluate teaching and learning programme in specific disciplines in Higher Education
• Investigate the theoretical underpinnings, purposes of RPL, and the implementation of RPL policies in higher education in South Africa.
• Formulate a proposal for the implementation of the above in your context.

Integrated Assessment

The number of assessments varies from one module to another based on the number of credits.

• Weekly assignments form part of continuous formative assessment.
• Learners then submit an integrated set of the weekly tasks as a course portfolio of evidence for summative assessment.
• The portfolio is marked by the respective lecturer, then moderated internally by another lecturer teaching the same module in another campus.
• The portfolio is then sent to an external moderator.
• Experiential learning is embedded in the portfolio of evidence where class observations and reflective meetings are conducted by peers or by the module convener.