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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma: Higher Education in Teaching and Learning 
SAQA QUAL ID QUALIFICATION TITLE
90678  Postgraduate Diploma: Higher Education in Teaching and Learning 
ORIGINATOR
University of Western Cape 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2021-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2022-06-30   2025-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the programme is to develop and strengthen students' knowledge in teaching and learning in higher education, and to enable academics to undertake advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in teaching and learning in higher education.

The qualification will enable learners to:
  • Develop, plan, implement and evaluate a learning programme.
  • Reticulate learning assumptions and theories informing the design of the programme.
  • Develop, plan, implement and evaluate an assessment strategy that is aligned with the aims and intended outcomes of the learning programme.
  • Use research to inform and enhance teaching and learning.
  • Undertake reflection and apply acquired knowledge to a related professional field of practice.
  • Acquire an understanding of certain areas of specialism and apply this in their own context.

    Rationale:
    There is an acknowledged and increased need for the professionalisation of the teaching role of academics in higher education in South Africa. A postgraduate diploma in higher education for academics offers university lecturers an opportunity to enhance their teaching practice in respect of adopting a more scholarly approach towards their teaching.

    An enhanced teaching practice will contribute towards the improvement of the present throughput rates and graduate success in higher education. In addition, for academics who have qualified in their own disciplines, a diploma course in higher education offers an opportunity to make the transition into the discipline and discourse of education as a site of study and, if they would wish to further their studies in this area, to articulate with Master's degrees in higher education (both general and specialised), regionally and nationally. Internationally and within South Africa, this is recognised practice. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are expected to be able to interpret, explain and/or develop an argument around and an understanding of newly-encountered material and demonstrate ability to marshal an approach used in one or more disciplines.

    Recognition of Prior Learning (RPL):
    RPL is applied to grant:
  • Access to the qualification to those learners, who do not meet the criteria for admission, but who have proven expertise and competency.
  • Exemption from certain modules on grounds of prior qualification of study concerned.

    Access to Qualification:
    Students must have obtained a Bachelor's Degree or equivalent.

    RPL may be used to grant access to learners not complying with the entry requirements. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The Post Graduate Diploma in Teaching and Learning consists of 3 compulsory core modules of 30 credits each (90 credits) and one elective module of 30 credits totalling 120 credits.

    Compulsory Core Modules:
  • Teaching and Learning.
  • Assessment.
  • Research for enhancing Teaching and Learning.

    Elective Modules.

    Learners are to select at least 1 module from the following:
  • ICTs for Teaching and Learning.
  • Postgraduate Supervision.
  • Citizenship, Social Inclusion and Difference.
  • Academic Leadership and Management.
  • Working and Learning.
  • Service-Learning in Community Engagement. 

  • EXIT LEVEL OUTCOMES 
    1. Communicate academic understanding in writing, orally and using visual, symbolic and/or other forms of representation.
    2. Critically analyse and evaluate the outcomes of interventions, techniques, strategies or processes in teaching and learning in higher education.
    3. Demonstrate knowledge and understanding of fundamental concepts and principles.
    4. Conduct research within the context of teaching and learning in higher education environment, including consideration of interdisciplinary aspects.

    Critical Cross-Field Outcomes:
    This qualification allows all the Critical Cross-Field Outcomes to be addressed. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Assessment Criteria are used in an integrated way to determine competence against the Exit Level Outcomes:
  • Academic/professional ideas and texts are presented and communicated effectively to a range of audiences offering professional insights, interpretations and solutions to problems and issues appropriate to teaching and learning in higher education.
  • Information for teaching and learning in higher education is efficiently and effectively retrieved and processed using appropriate ICTs.
  • A comprehensive, systematic and integrated knowledge of teaching and learning in higher education is demonstrated.
  • A wide range of knowledge in related areas of specialisation is analysed.
  • Complex problems in teaching and learning, are identified, analysed and addressed using a range of routine and advanced skills.
  • Conceptual and/or evidence-based solutions and theory-driven arguments are applied.
  • A coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in higher education are demonstrated.
  • The core concepts, theories and principles of the discipline are identified, described and explained.
  • The range and limits of applicability of the core concepts and principles are identified.
  • The core concepts and principles are applied.
  • Current research and advanced scholarship in teaching and learning is critiqued and sound theoretical judgements based on evidence are made.
  • A range of research methodologies and methods/techniques are understood and selected to solve research problems in teaching and learning.
  • Independent evaluation of quantitative and/or qualitative data is undertaken.
  • Current research and scholarly or professional literature in teaching and learning in higher education are used.

    Integrated Assessment:
    The coursework will be examined by internal and external examiners appointed by the relevant university committees. 

  • INTERNATIONAL COMPARABILITY 
    Postgraduate Diplomas (or Certificates, in some countries) are offered as an academic staff development qualification; some of these specialize in different areas (e.g., higher education policy studies, or higher education management), but most provide a teaching qualification for university academic staff.

    Some examples are:
  • Macquarie University, Sydney Australia: Postgraduate Diploma in Higher Education and Teaching.
  • National University of Ireland (Nui Maynooth): Postgraduate Diploma in Higher Education.

    The following two qualifications align well with this post-graduate diploma:
  • The Oxford Learning Institute of the University of Oxford: Postgraduate Diploma in Teaching and Learning in Higher Education (Part-time).

    The qualification offers experienced academics an opportunity to take fresh perspectives on their teaching and their students' learning. The primary aim of the qualification is to enhance teaching, course design and the learning environment at Oxford by building a cadre of educational leaders able to provide educational advice and guidance within their departments or colleges.

    Upon the successful completion of the qualification, it is expected that learners will be able to:
  • Make explicit their own teaching goals and philosophy, comparing and contrasting those to the goals of the course on which they teach.
  • Put student learning and its improvement at the centre of discussions and decision-making about teaching.
  • Link general (generic) educational research with their discipline and subject matter.
  • Reflect on, articulate and critique their own teaching practices in relation to their goals, philosophy, student responses and the educational literature.
  • Analyse and identify possible solutions to student performance gaps, based on an understanding of the various factors involved in supporting the achievement of students with diverse backgrounds and experiences.
  • Use evidence- and theory-based reasoning to design and critique teaching, courses, assessment and educational evaluation.
  • Analyse the weaknesses in the learning environment of their own departments, faculty or college and propose initiatives that would address one or more key weaknesses.
  • Appreciate how contextual factors influence both learning and teaching.

    The qualification consists of the following 8 compulsory modules:
  • Perspectives on the aims of higher education and your own teaching goals.
  • Student learning and development.
  • Feedback and assessment.
  • Diversity and inclusivity.
  • Teaching settings and strategies.
  • Discipline-specific teaching concerns.
  • Course design.
  • Leading educational change: evaluating and improving teaching in your context.

    The Asia University: Postgraduate Diploma in Higher Education.
    Teaching is specially designed for the professional development of university and college teachers to enhance their knowledge and skills in higher education teaching and learning.

    This part-time qualification is fully accredited by the Malaysian Qualifications Agency.

    Qualifying learners will be able to:
  • Examine teaching and learning activities.
  • Use understanding of the nature of learning in assisting learners.
  • Use relevant assessment principles to implement effective assessment of learning.
  • Explore the use of e-Learning tools to complement learning.
  • Critically evaluate approaches in curriculum design.
  • Facilitate learning through academic and personal counselling.
  • Manage and supervise research activities effectively.

    The qualification comprises 8 compulsory modules, namely:
  • Nature of Student Learning.
  • Assessment And Evaluation In Higher Education.
  • Counselling in Higher Education.
  • Course, Curriculum and Programme Design.
  • Instructional Methods and Strategies In Higher Education.
  • E-Learning In Higher Education.
  • Academic Leadership and Research Supervision.
  • Micro-Teaching.

    Conclusion:
    This qualification, similar to those offered by the institutions mentioned above and by other universities globally, aims to enable academics and others teaching in higher education to approach the practice of teaching in higher education with a critical perspective on theories of student learning relevant to their disciplinary context. Learners develop an understanding of the principles of teaching and learning, course design and review, and of the assessment of student learning in higher education. 

  • ARTICULATION OPTIONS 
    This qualification articulates horizontally with:
  • Postgraduate Diploma: Higher Education Studies, at NQF Level 8.

    Vertically the qualification may articulate with the following qualifications:
  • Master of Education: Assessment: Quality Assurance: Education and Training, at NQF Level 9.
  • Master of Education: Education Management, at NQF Level 9.
  • Master of Education: Education Management: Research, at NQF Level 9.
  • Master of Philosophy: Education Policy and Practice, at NQF Level 9. 

  • MODERATION OPTIONS 
    Learners work will be moderated via a system of external peer review and evaluation of all examinations. At least one internal examiner at least one external examiners will be appointed in the various areas of focus. The minimum qualifications for examiners: should have a PhD plus at least 5 years research experience in specific focus areas. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    All assessors must be in possession of a relevant qualification at least one NQF Level higher than that of this qualification.
    All assessors should have practical experience in the areas being assessed and should preferably have practical experience in the areas being assessed. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of Western Cape 



    All qualifications and part qualifications submitted for public comment, or registered on the National Qualifications Framework, are public property. Thus, the only payment that can be made for them is for service and reproduction: it is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.