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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Higher Education in Teaching and Learning 
SAQA QUAL ID QUALIFICATION TITLE
90679  Postgraduate Diploma in Higher Education in Teaching and Learning 
ORIGINATOR
Cape Peninsula University of Technology 
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
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 Postgraduate Diploma in Higher Education in Teaching and Learning is to enhance the professional competence, scholarly engagement and pedagogical leadership of academic staff and educators working in higher education. The qualification benefits learners by strengthening their capacity to design, implement, evaluate and lead inclusive, transformative and research-informed teaching and learning practices in complex higher education environments. It enables learners to develop specialised and integrated knowledge of higher education pedagogy, curriculum design, constructive alignment, assessment literacy, educational research, digital learning and ethical professional practice.

A qualified learner will be able to:
  • Critically engage with advanced theories, scholarship and reflective practice in higher education teaching and learning.
  • Design, implement and evaluate coherent curricula that align learning outcomes, teaching strategies and assessment practices.
  • Apply assessment principles of validity, reliability, fairness, transparency and academic integrity to higher education contexts.
  • Conduct and use small-scale, evidence-based inquiry to improve teaching, learning and assessment practice.
  • Promote inclusive, socially just and contextually responsive pedagogical practices within the South African higher education landscape.
  • Communicate scholarly and professional insights clearly and exercise pedagogical leadership within departments, faculties and institutional teaching enhancement initiatives.

    The typical graduate attributes include critical and analytical thinking, evidence-informed judgement, ethical and accountable professional practice, curriculum and assessment competence, reflective practice, inclusive pedagogical responsiveness, responsible digital practice, scholarly communication, collegial collaboration, innovation and commitment to continuous professional development.

    Rationale:
    The qualification responds to the need to professionalise university teaching, particularly for newly appointed academics and academic staff who enter higher education primarily through disciplinary expertise rather than formal preparation in higher education pedagogy. It supports the goals of institution's Vision 2030 by advancing innovation, inclusivity, sustainability and transformative learning through academic staff development, curriculum transformation and pedagogical excellence.

    The qualification confirms a distinct need within the higher education sector by providing a structured postgraduate pathway for practising and emerging higher education educators to develop advanced competence in curriculum design, teaching, learning, assessment, educational research and pedagogical leadership. The scope of the qualification, its institutional context and blended delivery model respond specifically to the institution's academic staff development needs and the professionalisation of teaching in higher education.

    The qualification benefits the sector by improving the quality of curriculum, assessment and teaching practice; benefits society by supporting improved learner success, inclusion and transformation in higher education; and benefits the economy by contributing to the development of competent graduates through improved higher education provision.

    The typical learners are newly appointed academics, early-career and mid-career lecturers, clinical educators, academic developers, staff involved in curriculum delivery, assessment and quality enhancement, and suitably qualified candidates who demonstrate engagement with teaching in higher education contexts. The qualification does not lead to statutory professional registration, licensing or membership with a recognised professional body.

    Graduates will typically operate as lecturers, higher education teachers, academic developers, curriculum developers, assessment practitioners, clinical educators, teaching and learning coordinators, quality enhancement practitioners and emerging pedagogical leaders within higher education institutions. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, module exemption (credit) or advanced standing.

    RPL for access:
  • Applicants 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 or other appropriate assessment methods 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 should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • An applicant may apply for RPL to be exempted for modules that form part of the qualification. For an applicant to be exempted from a module, the applicant needs to provide sufficient evidence in the form of a portfolio or via appropriate assessment methods that demonstrates that competency was achieved for the learning outcomes that are equivalent to the module's learning outcomes.

    RPL for credit:
  • An applicant may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio and/or appropriate method of assessment 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 Requirement:
  • Bachelor of Education, NQF Level 7.
    Or
  • Advanced Diploma in Education, NQF Level 7.
    Or
  • Advanced Diploma in Technical and Vocational Teaching, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, NQF Level 8, 90 Credits:
  • Teaching and Learning, 30 credits.
  • Assessment in Higher Education, 30 credits.
  • Research for Enhancing Teaching and Learning, 30 credits.

    Elective Modules, NQF Level 8, 30 Credits: (Choose one Module)
  • Work-integrated Learning, 30 credits.
  • Digital Technology in Teaching and Learning in Higher Education, 30 credits.
  • Curriculum Development, 30 credits.
  • Difference, Social Inclusion and Citizenship in Higher Education, 30 credits.
  • Service-Learning and Community Engagement in Higher Education, 30 credits.
  • Recognition of Prior Learning (RPL), 30 credits.
  • Academic Leadership and Management in Higher Education, 30 credits.
  • Post-graduate Supervision, 30 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a comprehensive, systematic and integrated knowledge of teaching and learning in higher education and a depth of knowledge in related areas of specialisation.
    2. Demonstrate a coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in higher education.
    3. Critique current research and advanced scholarship in teaching and learning and make sound theoretical judgments based on evidence.
    4. Understand a range of research methodologies and methods/techniques and select these appropriately for research problem/s in teaching and learning.
    5. Identify, analyse and address complex problems in teaching and learning, using a range of routine and advanced skills, conceptual and/or evidence-based solutions and theory-driven arguments.
    6. Integrate appropriate digital technologies and academic resources to design and facilitate effective teaching, learning and assessment across face-to-face, blended and online higher education environments.
    7. Identify, analyse, synthesise and undertake independent evaluation of quantitative and/or qualitative data, and engage with and evaluate current research and scholarly or professional literature in teaching and learning in higher education.
    8. Present and communicate academic/professional ideas and texts effectively to various audiences, offering professional insights, interpretations and solutions to problems and issues appropriate to teaching and learning in higher education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and apply relevant theoretical frameworks to one's own teaching practice.
  • Demonstrate disciplinary depth through case studies or teaching interventions.
  • Show integration of knowledge across various areas of higher education.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Critically evaluate and compare key teaching and learning theories.
  • Apply these theories to practical teaching contexts.
  • Identify and justify relevant epistemological approaches.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Review and synthesise scholarly literature in a chosen field of teaching and learning.
  • Construct coherent arguments supported by credible research evidence.
  • Evaluate the validity and relevance of research findings.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Compare and contrast research methodologies used in teaching and learning research.
  • Justify the choice of methodology for a specific research problem.
  • Design a small-scale study using appropriate methods.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Formulate researchable or practice-based problems in teaching and learning.
  • Propose context-sensitive and theoretically sound solutions.
  • Use analytical tools or conceptual frameworks to evaluate alternatives.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluate and select appropriate digital technologies to support learning outcomes.
  • Integrate digital tools into curriculum design, teaching and assessment.
  • Demonstrate ethical and responsible digital practice.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Analyse and interpret empirical data from teaching and learning research.
  • Synthesise findings from literature and data to draw valid conclusions.
  • Critically appraise academic journal articles and research reports.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Produce coherent and well-structured academic writing and reports.
  • Communicate complex concepts in accessible language.
  • Deliver oral or visual presentations using scholarly conventions.

    Integrated Assessment
    The assessment strategy of this programme aligns with the institution's Learning, Teaching and Assessment Policy (2025).

    Formative assessment:
    Learning and assessment are integrated. Continual formative assessment is necessary to provide learners with feedback on their progress toward achieving the learning outcomes.

    Summative assessment:
    Various assessment methods are utilised, including essays, research projects, and developing a video or contributions to a wiki. Assessment will ensure engagement with both theory and practice. There will be more than one assessment opportunity per module. Learners should achieve a minimum of 50% for each module to graduate. Learners should achieve a minimum of 50% for each module before graduating. Modules will use various assessment methods, including essays, the development of a video or a contribution to a wiki. Assessment will ensure engagement with both theory and practice. There will be more than one assessment opportunity per module. Every module will have components of both formative and summative assessment. Learners should achieve a minimum of 50% for each module to graduate. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared with similar qualifications from Ireland and Namibia.

    Country: Ireland
    Institution name: Maynooth University.
    Qualification title: Postgraduate Certificate/Diploma in Higher Education Teaching, Learning and Assessment.
    Duration: One year full-time.
    Credits: 60 ECTS.

    Purpose:
    The programme provides staff who teach in higher education with opportunities to engage with theory, concepts and contemporary discourse in learning, teaching and assessment. It promotes the application of learning in participants' own practice and supports professional development in higher education teaching.

    Admission requirements:
    Applicants must be Maynooth University staff members who hold a primary degree at NFQ Level 8 and are teaching in the university. Applicants must normally be teaching for at least eight hours in the semester in which they take modules, because the programme requires a teaching context for applied learning and assessment.

    Similarities:
  • Both qualifications professionalise higher education teaching by strengthening academic staff competence in learning, teaching and assessment.
  • Both qualifications integrate educational theory, reflective practice, assessment literacy and the scholarship of teaching and learning.
  • Both qualifications use flexible or blended modes of delivery to accommodate practising higher education educators.

    Differences:
  • The South African qualification is registered at NQF Level 8 with 120 credits, while the Maynooth University Postgraduate Diploma carries 60 ECTS and is positioned within the Irish higher education context.
  • The South African qualification foregrounds transformation, inclusivity and responsiveness to the South African higher education context, while Maynooth University focuses on staff teaching practice within its institutional context.

    Country: Namibia
    Institution name: Namibia University of Science and Technology.
    Qualification title: Postgraduate Diploma in Higher Education.
    Duration: One-year full-time.
    Credits: Level 8.

    Purpose:
    The qualification provides pedagogical skills for professionals in higher education to reflect on educational philosophies, pedagogy and experiences in order to enhance academic practice. It develops teaching, assessment, curriculum development and technology integration skills and promotes scholarly, reflective and evidence-based professional practice.

    Admission requirements:
    Applicants must hold at least a Bachelor's degree or equivalent qualification at NQF Level 7 from a recognised institution. Candidates are encouraged to be teaching in higher education, and those not currently teaching must secure an experienced higher education mentor for support during the programme.

    Similarities:
  • Both qualifications are postgraduate diplomas at Level 8 and are directed at improving teaching, learning and assessment practice in higher education.
  • Both qualifications develop reflective, scholarly and evidence-informed educators who can design curricula, improve assessment practice and integrate digital technologies in teaching and learning.
  • Both qualifications provide a progression pathway towards further postgraduate study in higher education or related fields.

    Differences:
  • The South African qualification carries 120 credits and includes compulsory and elective modules, while the NUST qualification is offered online and explicitly requires access to a teaching context or mentor support for applied activities and assessments.
  • The NUST qualification places explicit emphasis on online delivery, weekly reflections, teaching observations and classroom-based action research, while the South African qualification emphasises blended provision, transformation, curriculum design, assessment and pedagogical leadership within the South African higher education context. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for the following articulation options:
    Horizontal Articulation:
  • Postgraduate Diploma in Higher Education, NQF Level 8.
  • There are no possible horizontal articulation options between Sub-Frameworks for this qualification.

    Vertical Articulation:
  • Master of Education, NQF Level 9.
  • Master of Philosophy in Higher Education Studies, NQF Level 9.

    Diagonal Articulation:
    There are no diagonal articulation possibilities for this qualification. Diagonal articulation to the OQSF is not possible, as there are currently no NQF level 9 OSQF qualifications. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. Cape Peninsula University of Technology 


    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.