| Code | Faculty | Department |
|---|---|---|
| 09122070 | Faculty of Education | Department: Education Management and Policy Studies |
| Credits | Duration | NQF level |
|---|---|---|
| Minimum duration of study: 1 year | Total credits: 120 | NQF level: 07 |
Recognition of prior learning (RPL)
Chancellor's examinations in the Faculty of Education
A final-year student who has failed a maximum of three semester modules or their equivalent with a final mark of at least 40% in each, may be admitted by the Dean to a Chancellor's examination in these modules during January of the following year, provided that this will enable the student to comply with all the requirements for the postgraduate diploma.
Diploma with distinction
The advanced diploma is awarded with distinction to a student who has obtained a credit weighted average (GPA) of at least 75% (no rounding).
University of Pretoria Programme Qualification Mix (PQM) verification project
The higher education sector has undergone an extensive alignment to the Higher Education Qualification Sub-Framework (HEQF) across all institutions in South Africa. In order to comply with the HEQSF, all institutions are legally required to participate in a national initiative led by regulatory bodies such as the Department of Higher Education and Training (DHET), the Council on Higher Education (CHE), and the South African Qualifications Authority (SAQA). The University of Pretoria is presently engaged in an ongoing effort to align its qualifications and programmes with the HEQSF criteria. Current and prospective students should take note that changes to UP qualification and programme names, may occur as a result of the HEQSF initiative. Students are advised to contact their faculties if they have any questions.
Minimum credits: 15
Candidates cannot be credited with both PFO 335 and PFO 336; thus students only select one of the two modules.
Module content:
This module focuses on the school principal’s provision of systematic, quality learning opportunities for children through effective leadership and management of teaching and learning.
Module content:
By the end of this module, students will develop (skills) examples of educational ICT enhanced interventions using word-processing software, presentation software, spreadsheet software and internet-based resources. They will also be able to identify and assess the appropriateness of different kinds of educational ICT for different contexts and learning purposes (knowledge); and demonstrate a commitment to using appropriate educational ICT in appropriate ways to enhance teaching and learning (attitudes/values).
Module content:
The RPL-bridging module requires students to provide sufficient evidence to demonstrate that they have adequate knowledge and skills according to the NQF-level 7 learning outcomes for each of the modules EDM 335, EDO 335 and ELP 335. This module consists of specific workplace assignments drawn from the relevant modules as a Professional portfolio and workplace project.
Candidates cannot be credited with both PFO 335 and PFO 336.
Module content:
Professional portfolio Part 1. The professional portfolio integrates work across the programme and includes a practical workplace project. This module consists of specific workplace assignments drawn from the relevant modules as a Professional portfolio and workplace project.
Candidates cannot be credited with both PFO 335 and PFO 336.
Minimum credits: 15
Module content:
The module focuses on supporting effective leadership and management of extra- and co-curricular activities as integral to the development of well-rounded individuals.
Module content:
This module focuses on people as the key resource of the school and explores the need for both theoretical understanding and practical competences in leadership and management of people, to manage oneself and others in both the school and the wider school communities.
Minimum credits: 15
Module content:
This module focuses on understanding the school as an organisation, to manage organisational systems
holistically in context and to lead and manage the use of ICT, physical and financial resources and addresses issues related to building and enhancing the school as a safe, disciplined and caring environment, conducive to effective teaching and learning.
Module content:
The module focuses on the understanding of schools’ existence within particular social and economic communities that have an influence on and may be influenced by the school, and the school’s leadership and management staff and structures.
Minimum credits: 15
Module content:
This module helps student-principals locate the school and its practices within the wider context of the education system. Contemporary policy context applicable to schooling in South Africa. Legislative mandates, policy, planning, school development and governance. School values, vision, mission, policies and plans. School Governing Body and stakeholders. Curriculum management and renewal.
Module content:
Professional portfolio Part 2. The professional portfolio integrates work across the programme and includes a practical workplace project. This module consists of specific workplace assignments drawn from the relevant modules as a Professional portfolio and workplace project.
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