Postgraduate Diploma in Higher Education Community Engagement

Purpose

The purpose of the Postgraduate Diploma in Higher Education Community Engagement qualification is to develop, strengthen and deepen academics and other related professionals and practitioners' theoretical and practical knowledge in understanding the emerging field of Community Engagement as a core function of higher education together with learning and teaching and research. The qualification will promote advanced reflection of the targeted learners through exposure to current knowledge, practice, and research methods in community engagement.

This qualification demands a high level of theoretical engagement, intellectual independence and collaboration, self-awareness, as well as the ability to relate knowledge to local, national, and international contexts to understand and apply the various forms of community engagement.

Well-capacitated academics in the forms of community engagement such as service learning, engaged research, and volunteerism, will benefit learners, local communities, and South African society. Invariably, involvement in community engagement will further contribute to the scholarly development of academics. Academics will be more equipped to prepare learners to integrate the theory learned in the classroom with real-life situations through community engagement.

The qualification is also future-oriented as it provides an opportunity for postgraduate learners to consider community engagement as a career and, in this way, professionally prepare a future cohort for higher education community engagement. The participation of corporate social responsibility representatives will enhance the public-private partnership relationship in community engagement and improve the role of the private sector in community development.

Many societal problems grow out of the belief and consequent practice that human and social phenomena can be perceived and addressed in an isolated and fragmented manner (particularly in South Africa where fragmentation, segregation and division remain a way of life). Problems of the community are multi-faceted and, as such, must be addressed in a coordinated, multidimensional way. By utilizing the philosophy of Ubuntu and the eco-systems theory as the overarching theory guiding community engagement, this qualification aims to deepen the knowledge of the potentially diverse groups of participants of their interdependency and need to collaboratively contribute to the public good. Equally important, this qualification will establish a Community of Practice (CoP) for Community Engagement that is specific to the South African context and further advance the scholarship of engagement.

Upon completion of this qualification, qualifying learners will be able to

• Reflect on and explore effective learning strategies in the field of study.
• Identify and solve problems through engagement in the emerging field of community engagement as a core function of higher education together with learning, teaching and research.
• Exhibit the ability to work in a team and as a community partner.
• Organize, manage and reflect on the current knowledge by engaging in community-based participatory research projects.
• Collect, analyse, and evaluate information in a respectful and collaborative manner with the community partner.
• Communicate effectively verbally and in writing and present creative insights, rigorous interpretations and solutions to issues and problems of the community.

Rationale

The proposed Postgraduate Diploma in Higher Education Community Engagement is the first of its kind in South Africa and globally. The rationale for the introduction of this qualification is linked to the rationale for the introduction of community engagement at the higher education level in South Africa.

Community engagement was formalized as a core function of higher education to enable and enhance the developmental and transformative roles of universities post-1994 as highlighted in the White Paper for the Transformation of Higher Education (1997).

Transformation, according to the Department of Higher Education and Training (2015, p. 2), refers to a comprehensive, deep-rooted, and ongoing social process seeking to achieve a fundamental reconstitution and development of our universities to reflect and promote the vision of a democratic society. Accordingly, the transformation of higher education refers to the active removal of any institutional, social, material, and intellectual barriers in the way of creating a more equal, inclusive, and socially just higher education system and society (SA DHET 2015, p. 2).

Universities are required to contribute to the social and economic development of local communities and inculcate social and civic responsibilities in learners.

Education at the tertiary level must also prepare learners to contribute responsibly to society and be active, constructive citizens post-university. The current call internationally, heightened in the context of the COVID-19 pandemic, is for universities to rethink the purpose of higher education; to become engaged universities and contribute to the public good. To enable this, academics need to be professionally prepared for community engagement and understand its interdependent and interconnected relationship with learning, teaching and research, and specifically, with the development of local communities.

Many societal problems grow out of the belief and consequent practice that human and social phenomena can be perceived and addressed in an isolated and fragmented manner (particularly in South Africa where fragmentation, segregation and division remain a way of life). Problems of the community are multi-faceted and, as such, must be addressed in a coordinated, multidimensional way. By utilising the philosophy of Ubuntu and the eco-systems theory as the overarching theory guiding community engagement, this post-graduate diploma aims to deepen the knowledge of the potentially diverse groups of participants of their interdependency and need to collaboratively contribute to the public good. Equally important, the aim of this qualification is to establish a Community of Practice (CoP) for community engagement that is specific to the South African context and further advance the scholarship of engagement.

Recognition of Prior Learning (RPL)

RPL provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL will be applied to accommodate applicants who qualify.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Adult and Community Education and Training, NQF Level 7.

Or

• Postgraduate Certificate in Further Education and Training Teaching, NQF Level 7.

Or

• Bachelor of Education in Senior Phase and FET Teaching, NQF Level 7.

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

Compulsory Modules, NQF Leve 8, totalling 120 Credits.

• Higher Education and Community Engagement, 15 Credits.
• Volunteerism and Active Citizenry, 15 Credits.
• Community-Based Service-Learning, 15 Credits.
• Engaged Research: Community-Based Participatory Research, 15 Credits.
• Community Engagement Praxis, 30 Credits.
• Community-Based Participatory Research Project, 30 Credits.

1. Reflect on and explore effective learning strategies in the field of study.
2. Identify and solve problems through engagement in the emerging field of community engagement as a core function of higher education together with learning, teaching, and research.
3. Exhibit the ability to work in a team and as a community partner.
4. Organise, manage and reflect on the current knowledge by engaging in community-based participatory research projects.
5. Collect, analyse, and evaluate information in a respectful and collaborative manner with the community partner.
6. Communicate effectively verbally and in writing and present creative insights, rigorous interpretations and solutions to issues and problems of the community.
7. Exhibit the potential to act and participate as a responsible citizen and apply cultural and aesthetic sensitivity in community engagements.

Associated Assessment Criteria for Exit Level Outcomes 1.

• Apply learning strategies that will respond to own learning needs and the needs of others and explore new learning strategies that best suit the context.
• Critically analyse the philosophy, theories and principles underpinning Community Engagement.
• Explore and interrogate different educational theories in the field of Higher Education and the role of community engagement in effecting the purpose of higher education.

Associated Assessment Criteria for Exit Level Outcomes 2.

• Apply the skills learned during the different modules to identify, analyse and address both complex and abstract problems.
• Develop projects or courses that will address problems in collaboration with community partners.
• Draw systematically on the body of knowledge and methods appropriate to a discipline or community practice based on the assets of the community.

Associated Assessment Criteria for Exit Level Outcomes 3.

• Develop the ability to work in a team that involves other learners and a community partner.
• Illustrate an ability to learn, listen, and respect people's ideas and opinions.
• Play a more empathetic and engaged role in the programme by sharing the knowledge co-creation space.

Associated Assessment Criteria for Exit Level Outcomes 4.

• Operate effectively within the context of building and nurturing a partnership and implementing a project, course or conducting research.
• Illustrate the practical application of community-based participatory research projects collaboratively with the partner organization.
• Critically understand the significance of and manage relationship building for community engagement research.
• Manage own learning and apply self-check and learning strategies that speak to own professional and ongoing learning needs.

Associated Assessment Criteria for Exit Level Outcomes 5.

• Plan the research process, data collection, data analysis and evaluation of information.
• Interrogate multiple sources of knowledge and evaluate knowledge and the process of knowledge production with or without the community partner.
• Discuss and agree on the report writing with the community partner.

Associated Assessment Criteria for Exit Level Outcomes 6.

• Produce and communicate information in an accessible manner to different audiences, including academics, professionals, and society in general in written, audio, text, and video forms, without compromising the quality of the information.
• Provide a cogent and clear explanation of the community-based participatory research process and research methods within a participatory approach paradigm.
• Explain and justify ethics in the context of engaged research.

Associated Assessment Criteria for Exit Level Outcomes 7.

• Participate in the activities of the Postgraduate Diploma in a professional and ethical manner.
• Identify and address ethical issues that might arise in your community engagement practice.
• Critically reflect on the suitability of different ethical value systems in specific contexts and discuss these with the stakeholders involved in the process and the supervisor.
• Reflect on the context of diversity in the class and the broader community context.
• Operate effectively within a system, or manage a system based on an understanding of the roles and relationships between learners, community partners and other stakeholders participating in community engagement.

INTEGRATED ASSESSMENT

Formative assessment is intended to develop rather than measure learning through the

provision of feedback.

Learners will receive feedback on their progress primarily through the course lecturers and

the overall programme coordinators.

Furthermore, feedback is also received from peers/other participants through critical peer feedback in class/seminar sessions.

Feedback should always be

• Well-timed, that is, feedback is given early enough to guide students in further learning activities so that they can develop and address areas of weakness in their learning before summative assessment.
• relevant, that is, students can appreciate how the feedback supports their learning.
• action-oriented, that is, feedback goes beyond merely providing judgement, but provides learners with practical suggestions for improvement and helps them to take responsibility for their learning.

Formative Assessment

Formative feedback typically takes the form of

• Oral feedback on presentations
• Practical activities
• Written comments on short tasks
• Collaborative activities
• Class reflections at the end of the teaching unit.

Lecturers will work together as a team for quality assurance.

Summative Assessment

Summative assessment refers to an assessment that is intended to measure learning against a set of published criteria, summative assessment will primarily take the form of individual written tasks which range from:

• Essay-type assignments
• Research report
• Oral assessments will be utilised in the form of seminars for some of the theoretical and praxis modules.

In the 15-credit modules that have only one summative assessment task, a minimum of one formative assessment task will be integrated into teaching and learning processes to provide formative feedback to learners. The 30-credit CBPR project module will be assessed formatively (in the form of short reports) and summatively, in the form of a comprehensive research report and the Community Engagement Praxis module will include a report and a seminar.

Quality is assured through external examination and moderation. External examiners and moderators are selected based on their knowledge, practical experience, and reputation of standing in Community Engagement and Community Development.