Postgraduate Diploma in School Leadership and Management

Purpose

The qualification has as purpose the intellectual development and professional training of critical, reflective school leaders and managers to effectively lead schools. The qualification aims to grow analytical thinking and problem-solving skills that will enable diplomates to interrogate multiple sources of knowledge, evaluate evidence, arguments and assumptions, to reach applicable judgments and to communicate them effectively in a school and/or educational setting. In doing so, this qualification integrates educational theory as well as theory underpinning education management and leadership, with basic methods and techniques to research practice. In addition, the qualification prepares learners to undertake master level study by providing them with the necessary research capacity in the methodology and research techniques.

Rationale

The qualification prepares educators for leadership in the field of School Leadership and Management. Within the ambit of national priorities to enhance and sustain the quality of education, this qualification responds to the need for qualified school leaders to contribute to or take the lead in education through effective leadership and management skills. The qualification is designed in accordance with applicable legislation, which has set the revised minimum requirements for teacher education qualifications. Accordingly with advanced knowledge, theory, methodology, competencies and transferable skills, diplomates will critically engage with challenging issues within the ambit of their responsibilities, thus meeting the specific educational and societal needs and expectations of the country. Holders of qualification 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 diplomates 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.
• Learners may apply for exemption to the maximum of 60 Credits.
• Learners interrupting their studies for longer than three years will not receive any exemptions for modules previously completed.

Entry Requirements

• An approved and recognised four-year Bachelor of Education.
• A three-year general Bachelors' Degree capped by a PGCE (or equivalent)/120 Credit Level 7 Advanced Diploma in Education in a cognate specialisation.
• A preceding cognate qualification(s) that meet(s) Level 7 Exit Level Outcomes.

This qualification consists of compulsory and elective modules at NQF Level 9, totalling 128 Credits.

Compulsory Modules

• Education theory, 8 Credits.
• Foundations of Education Management and Leadership, 8 Credits.
• Methods for researching practice, 16 Credits.
• People management and leadership, 16 Credits.
• Legislative and policy framework for education in South Africa, 16 Credits.
• Managing teaching and learning, 16 Credits.
• Managing complex social issues in schools, 8 Credits.
• Capstone project in Education Management and Leadership, 32 Credits.

Elective Modules (choose one)

• Social justice education, 8 Credits.
• Project Management, 8 Credits.
• Leadership and organisational change, 8 Credits.

1. Apply professional management and leadership knowledge and practices to deal with issues related to the teaching and learning and the people in the school, as well as the complexities in society that impact on quality education.
2. Make decisions and take actions that are framed within the South African legal framework.
3. Deal with management issues and complexities within the school environment, as well as the social environment that impact on the activities of the school.
4. Manage complexities, such as teenage pregnancies within the national legal frameworks and policies and challenge school leaders to manage such situations in the school.
5. Use current educational debates and translate those into leadership and management practices.
6. Act as change agents that are able to tackle the context specific challenges posed by the South African school system.

Associated Assessment Criteria for Exit Level Outcome 1

• The role and responsibilities of the School Management team in managing the teaching and learning are identified.
• Vision, missions and policies pertaining to teaching and learning are formulated and analysed.
• Strategies to deal with student learning and barriers to learning are developed.
• Curriculum quality and assurance at all levels of school is managed.
• An assessment policy for the school can be constructed.

Associated Assessment Criteria for Exit Level Outcome 2

• Acts and policies related to a number of social problems and schooling or education are interpreted and applied.

Associated Assessment Criteria for Exit Level Outcome 3

• Human Resources and employment legislation and policies are interpreted and applied.
• Strategies to deal with diversity and inclusion in the school are identified.
• Talent and performance are managed.
• Emotional intelligent leadership characteristics are identified and applied.

Associated Assessment Criteria for Exit Level Outcome 4

• The Psycho-social and social development theory that underlines the social problems that schools have to manage, such as poverty, truancy, usage of substance, teenage pregnancy are identified and strategies are developed to deal with them.

Associated Assessment Criteria for Exit Level Outcome 5

• Development of Education Management and Leadership as sub-discipline of education is outlined.
• Foundational theories that underpin management and leadership are identified, interpreted and applied to case studies.
• Management and leadership styles and approaches are identified.

Associated Assessment Criteria for Exit Level Outcome 6

• Approaches to sound climate and culture for responsibility and positive behaviour are developed and fostered.
• Data can be gathered and report on findings can be compiled on the following aspects:

> Influence of organisational culture on change.

> The psychodynamic nature of changes.

> Resistance to change.

> Stress caused by change.

Integrated assessment

Learners will demonstrate the attainment of NQF Exit Level 8 requirements in terms of assessed activities such as PowerPoint group presentation, tests/online tests (through the Learning Management System [LMS], Blackboard), essays, poster presentations, teamwork activities, individual and group projects, reflective journal writings, reports of in-context research, a teaching portfolio of learning evidence and a capstone project.