Postgraduate Diploma in Life and Counselling Skills

Purpose

The Postgraduate Diploma in Life and Counselling Skills will enable Teachers and School Counsellors to professionally deal with the complexities and challenges of life, as well as the teaching of life skills, the value of physical activeness and selecting a career. The qualification aims to ensure Teachers and School Counsellors acquire the necessary analytical thinking and problem-solving skills that will enable them to interrogate multiple sources of knowledge, evaluate evidence, arguments and assumptions, to reach applicable judgments and to communicate them effectively to a range of audiences. In doing so, this qualification integrates theory respective to the field of specialisation with practice to promote innovation, distinctiveness and leadership in academic, professional and human pursuits.

In addition the qualification prepares Teachers and School Counsellors to undertake further study by providing them with the necessary research capacity in the methodology and research techniques.

Rationale

This qualification prepares Teachers, Life Orientation Teachers and School Counsellors for advanced leadership in the field of Life and Counselling Skills. Within the range of national priorities to improve the quality of education 'this qualification responds to the need for qualified Educators to professionally deal with the complexities and challenges of life as well as the teaching of life skills. The qualification is designed in accordance with applicable legislation, which has set the revised Minimum Requirements for Teacher Education Qualifications (MRTEQ), and the qualification descriptors in the Higher Education Qualifications Sub-Framework (HEQSF). Equipped accordingly with advanced knowledge, theory, methodology, competencies and transferable skills, Teachers and School Counsellors will professionally deal with the complexities and challenges of life, as well as the teaching of life skills, the value of physical activeness and being able to select a career. Additionally, Teachers and School Counsellors will be able to critically reflect on contemporary issues within their own ambit of responsibility and as such contribute to effective life skills teaching and counselling in schools, bringing about change and providing support.

Upon qualifying, Teachers and School Counsellors will therefore have the qualities necessary for educational leadership in contexts requiring the professional exercise of initiative and personal responsibility, critical reflection and decision-making in complex and unpredictable situations. In addition Teachers and School Counsellors will be prepared for Postgraduate studies or appropriate Postgraduate professional training.

Recognition of Prior Learning (RPL)

The formal RPL policy and procedures of the University apply and include the following

• Exemptions will only be granted for appropriate Level 8 modules (old NQF Level 7) with the same credit value passed at other institutions.
• Students may apply for exemption of modules.
• Students interrupting their studies for longer than three years will not receive any exemptions for modules previously completed.

A recognised professional teaching qualification is required for entry into the Postgraduate Diploma in Life and Counselling Skills, such as:

• A Bachelor of Education.

Or

• A three-year general Bachelor's Degree capped by a Postgraduate Certificate in Education (PGCE) (or equivalent).

Or

• A Level 6 qualification and an Advanced Diploma in Education (ADE).

This qualification comprises compulsory and elective modules at Level 8, totalling 128 Credits.

Compulsory Modules, 120 Credits

• Education Theory, 8 Credits.
• Foundations of Education Psychology, 8 Credits.
• Methods for Researching Practice, 16 Credits.
• Perspectives on Life Skills Teaching, 16 Credits.
• Career Education and Counselling, 16 Credits.
• The theory and Practice of Counselling, 16 Credits.
• Physical Education, 8 Credits.
• Capstone Project in Life Orientation/Counselling Skills, 32 Credits.

Elective Modules, 8 Credits (Choose one)

• Social Justice Education.
• Leadership for Organisational Change.
• Social Support.

Critically reflect upon the education system in order to contribute to the transformation of life skills education and the counselling of learners across the school system.

Associated Assessment Criteria for Exit Level Outcome

• Engage with current practices and challenges related to Life Skills, Career Education, Counselling and Physical Education.
• Show an understanding of life skills and counselling complexities, which have to be interpreted within national and international frameworks as well as national education directives.
• Account for each school and regions unique context in order to bring about change in the lives of the learners.

Integrated Assessment

The qualification provides for a continuous assessment approach. No formal examinations will be written. The assessment approach of the qualification is based on the principles of integrated assessment since the assessment activities are focused on the different dimensions of the purpose of the qualification. Where applied competence is required, theory and practice are integrated and aligned with the level descriptors of an NQF Exit Level 8 qualification. Each module consists of a minimum of three and a maximum of four assessment opportunities. Various methods for assessment are included, as well as a capstone project. The capstone project challenges Teachers and School Counsellors to integrate the knowledge and skills acquired and to demonstrate their abilities to be critical, reflective Education Managers in schools and regions and whether they will be able to act as agents of change in the quest for improved quality education in the country.

The study guides contain comprehensive assessment expositions on the assessment activities, weights of each activity, specifications on what is expected as well as the due dates. A general course guide contains the procedures and policies that Teachers or School Counsellors should be informed about, such as the procedures for absence from class, remarking, etc. The setting of tests and summative assessment activities, as well as the internal and external moderation processes related to assessment, necessitate rigorous security processes and the management of risks.