Postgraduate Diploma in Higher Education Teaching and Learning

Purpose

The Postgraduate Diploma in Higher Education Teaching and Learning qualification seek to provide learners with education opportunities that are dynamic, current, personalised and engaging. This calls for insight into national and international practices and trends in higher education. The main purpose of this qualification is to foster a scholarly and professional approach to higher education learning and teaching, as well as to contribute to and enhance the quality of learning and teaching in higher education.

The design of the qualification will enable learners to critically reflect on their own practice using current and emergent theories from the field of higher education and of the wider transformation of global and national contexts. This qualification will require critical engagement, based on best practices, evidence and theory. This notion links to 'esoteric knowledge' in the field of production and refers to theories, concepts and principles derived from research in the field.

The qualification further aims to equip educators with the competencies needed to engage learners in learning that prepares them for an unpredictable and rapidly evolving future.

Learners are expected to consider the demands of learning and teaching within the wider national and international policy context, as well as within their own disciplinary contexts, to relate learning, teaching and assessment and curriculum theory, educational technology, policy, and practice to knowledge as it is understood within their disciplines. Therefore, learners will be exposed to different learning and teaching methodologies and appropriate digital tools and constructive utilisation thereof, which may be used to enhance learning and teaching. The qualification will include a number of electives aimed at developing skills related to educational leadership and management, learner support, quality assurance in higher education and the design and implementation of work-integrated learning.

Upon completion of the qualification, a qualifying learner will be able to

• Demonstrate extensive knowledge, critical understanding of and engagement with key principles, theories, approaches, methods and techniques that inform contemporary views of learning and teaching and apply these in the context of higher education to enhance learner learning experiences.
• Identify, select, apply and transfer appropriate best practices to address and solve complex, abstract and unfamiliar problems in the higher education context.
• Apply reflexive practice to identify and address ethical issues related to different value systems in the higher education context.
• Apply learning and teaching strategies and evidence-based reflective approaches in a self-critical manner to inform and effectively address the professional and ongoing learning needs of self and others.

Rationale

In South Africa, there is a recognised and growing demand for the professionalisation of educators in Higher Education (HE). This qualification will offer educators an opportunity to enhance their teaching practices by adopting a more scholarly approach to traditional, digital, and emerging learning, teaching and assessment methods.

The achievement of numerous development goals in South Africa hinges on the quality of education. Higher education plays a crucial role in this endeavour by assisting learners in higher education acquire the knowledge and skills necessary for lifelong learning in the 21st century.

The demand for this qualification has arisen as higher education institutions transform to meet the challenges of providing epistemological access, which aims to create conditions for learner academic well-being. Epistemological access is the central concept guiding the curriculum content selection and ensuring the theoretical and practical coherence of this qualification's curriculum.

Given the changing circumstances brought about by unique challenges, the qualification is designed to address the learning needs of dynamic generations of learners in an increasingly technology-driven world.

While higher education educators are typically well-qualified in their respective disciplines, they may have limited exposure to the systematic study of current education-related theory, methodologies, practices, and research. Furthermore, the constantly evolving higher education landscape requires continuous professional growth. Educators are held accountable to learners, peers, and the community for the quality of their teaching, which necessitates their ongoing development and learning.

A formal qualification in higher education learning and teaching can enhance the learning experiences in higher education. This qualification will be offered in both contact and distance mode of provision.

Graduates of this qualification will not be eligible for registration with the South African Council for Educators (SACE), as it is not included in the policy on the Minimum Requirements for Teacher Education Qualifications (DHET, 2015).

Recognition of Prior Learning (RPL)

The RPL policy of the university provides clear guidelines to prospective learners who intend to gain access or obtain credits towards this qualification. Candidates may apply at the office of the registrar for RPL for admission or for credit towards. No more than 10% of a cohort of learners in a qualification may be admitted through an RPL process.

The following rules are applicable as outlined in the policy on the Recognition of Prior Learning as uploaded in the institutional profile in section B:

• Formal, informal, and non-formal learning experiences submitted for RPL will be assessed against the current qualification and module requirements of the institution.
• Credits achieved through RPL will not exceed 50% of the total credits of the qualification.
• Applicants need to provide evidence of significant and relevant prior learning before applications are considered.
• Assessment for RPL is done by subject matter experts in compliance with the institution's RPL policy.
• At least two RPL assessments must be conducted by subject matter experts to enable applicants to demonstrate acquired learning.
• All applications are processed via the RPL office and must first be submitted to the Faculty Committee for Teaching and Learning (FCTL) and Faculty Board for recommendation to the Senate Committee for RPL (SCRPL). Applications meeting the requirements are recommended by the SCRPL to the Senate for approval.

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.

Or

• Postgraduate Certificate: Higher Education and Training, NQF Level 7.

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

Compulsory Modules, Level 8, 96 Credits

• Learning and Teaching in Higher Education, 24 Credits.
• Assessment in Higher Education, 24 Credits.
• Scholarly Inquiry on Learning and Teaching I, 12 Credits.
• Scholarly Inquiry on Learning and Teaching II, 12 Credits.
• Curriculum development and design, 12 Credits.
• Technology Enhanced Facilitation of Learning, 12 Credits.

Elective Modules, Level 8, 24 Credits (Select two modules)

• Design and implementation of Work Integrated Learning, 12 Credits.
• Academic Leadership and Management, 12 Credits.
• Learner Support and Development, 12 Credits.
• Quality Assurance in Higher Education, 12 Credits.

1. Illustrate extensive knowledge, critical understanding of and engagement with key principles, theories, approaches, methods and techniques that inform contemporary views of learning and teaching and apply these in the context of higher education to enhance learner learning experiences.
2. Identify, select, apply and transfer appropriate best practices to address and solve complex, abstract and unfamiliar problems in the higher education context.
3. Apply reflexive practice to identify and address ethical issues related to different value systems in the higher education context.
4. Apply learning and teaching strategies and evidence-based reflective approaches in a self-critical manner to inform and effectively address the professional and ongoing learning needs of self and others.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse the relationship between discipline and knowledge about learning, teaching and assessment in pursuit of optimising effective learning and teaching in the context of a particular higher education discipline.
• Apply different theories, perspectives, methods, and techniques related to learning and teaching in the context of higher education.
• Interrogate and critically reflect on key historical, philosophical, ideological, and social principles that inform contemporary views of learning and teaching in the context of higher education.
• Engage and contextually apply current policies and legislation at the forefront of governing and informing the higher education environment in South Africa.
• Critically analyse the factors that influence quality assurance in higher education.
• Evaluate the impact of technology as a key enabler and accelerator of learner engagement in higher education.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify, access, and review information from multiple sources and interpret in the learning and teaching context.
• Apply the knowledge and understanding of research concepts, principles, and processes in the context of higher education.
• Apply learning and teaching concepts and theories to various higher education contexts.
• Select appropriate learning, teaching and assessment strategies and approaches, informed by best practice principles, to optimise learning and teaching in the higher education context.
• Realise and communicate creative insights, rigorous interpretations, and solutions aimed at addressing learning and teaching-related problems and improving learning outcomes in the higher education context.

Associated Assessment Criteria for Exit Level Outcome 3

• Illustrate positive work ethics, appropriate values, and conduct that benefits, enhances, and develops the higher education teaching profession.
• Apply decisions that are based on ethical and professional considerations.
• Display ethical conduct in the context of higher education.

Associated Assessment Criteria for Exit Level Outcome 4

• Take accountability for own work, decision-making and use of resources.
• Take responsibility for decisions and actions of others and self where appropriate.
• Evaluate personal, academic and professional growth and progress from multiple perspectives in a learning and teaching context are evaluated.
• Manage learning by critically reflecting on values, beliefs, assumptions, behaviours and practice in pursuit of growth, development and improvement, and espousing best teaching practice.
• Analyse and apply teaching practice and evidence-based reflective approaches to inform professional conduct.

INTEGRATED ASSESSMENT

All modules in this qualification are assessed in a non-examination termination mode of assessment. There is no specific final or year-end examination in modules assessed in a non-examination termination mode. In all modules, between four and six assessments are conducted, of which the final assessment needs to be an integrated, specified academic task assessment (according to the institution's Standard Operating Procedures on assessment).

Both formative and summative assessments will be used to support learning for this qualification. A variety of assessment methods are used in the modules, such as

� assignments

� reports

� projects

� tests

� various types of presentations

� peer reviews

� case studies

� quizzes

� graded discussion forums

� reflective writings and take-home exams.

Formative Assessment

Formative assessment will be a combination of online discussions, quizzes, and other online activities. Formative assessment will be used to inform learners about their progress on a continuous basis throughout the course of study. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Marks collected from this evidence will be used for the sole purpose of learner and lecturer reflection, growth and development.

Formative assessment will be used to support the learner developmentally and to provide feedback to all involved in the learning process about how learning and teaching can be improved. Throughout the qualification, formative assessment strategies will be used to ensure that exit-level outcomes are achieved, that any academic problems are addressed immediately, and that learners receive ongoing, structured feedback. submit an 'exit ticket' (e.g. summarise a concept in a chat box)

Summative Assessment

Summative assessment will involve assessment opportunities that take place at the end of a learning experience of varying durations. Information will be gathered about a learner's level of competence upon completion of a module. Results will be expressed in marks in terms of the level of competence achieved, regarding level descriptors, specific outcomes, and assessment standards.

This type of assessment will be used for promotional purposes and will take the form of

� small tasks

� assignments

� take-home exams.