school management and leaders - edutel.co.za … · advanced diploma in education in school...

NQF level 07

Advanced Diploma in Education in School Leadership and Management

2020

Contents

1. Declaration and Names of Directors, Chief Executive and Senior Management 4

2. Names and Qualifications of Academic Staff 5

3. General Information 7

Course structure: NQF 07

4 Advanced Diploma in Education: School Leadership and Management 15.

5. Code of Conduct 20

We offer the following programmes

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3SETTING THE PACE IN HIGHER EDUCATION AND TRAINING

1. Declaration

I, the undersigned hereby declare that:� Edutel (Pty) Ltd is registered with the Department of Education and isHigher Education

accredited/has applied for accreditation, to offer the programmes reflected in this brochure.� Edutel (Pty) Ltd will not exceed the enrolment that theHigher Education number of s

facilities and equipment can reasonably accommodate.� Edutel (Pty) Ltd has sufficient space, equipment and instructionalHigher Education

material to provide education and training to meet the standards to set and achieve theobjectives of each programme.

� Edutel (Pty) Ltd will maintain full records of each student's admission,Higher Educationacademic progress and assessment of learning in respect of each programme.

� All the sites listed in this application are administered and controlled by Edutel HigherEducation (Pty) Ltd.

� Edutel (Pty) Ltd has the necessary academic and support staff withHigher Education ,appropriate qualifications and experience to achieve the objectives of each programme.,

� Officials from authorised institutions will be allowed unconditionally to conduct site visits, ,for purposes of verification and compliance with the conditions of registration.to ensure

AB PelserCEO

Names of Directors, Chief Executiveand Senior Management

Directors: Andries PelserOscar Stephen BashingJolene Pillay

Chief Executive Officer: Andries Bernardus Pelser

Senior Management: Oscar Bashing – General ManagerProf HJ Joubert - Academic Head and ADE Academic

Programme Co-ordinatorKevin Schoultz - RegistrarJolene Pillay - Programme Co-ordinator - Administration

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2. Names and Qualifications of Academic Staff

Academic Advisory BoardProf HJ Joubert (Progamme Coordinator) - B Sc(UP); TDHE(NKNWUP); FDE (CEFT); B Ed(UP);

M Ed(UP); Ph D(UP)Dr K Bipath – BA, TDHE, BEd, MEd(UJ) , DEd (UJ)Prof SA Coetzee - BA(PU for CHE); B Ed(NWU); M Ed (NWU); D Ed (Unisa); LLB (Unisa)Prof P du Plessis - BA (Unisa); B Ed Hons (Unisa); M Ed (RAU); PhD (UP).Me. M Frazer - National Diploma Marketing (Technical Witwatersrand); B-Tech Marketing

(UNISA); Masters in Commercii Marketing Management (UJ); Professional Diploma in DigitalMarketing (Digital Marketing Institute)

Dr J. Lotz - Diploma (Senior Primary) (P.O.K.); B.A. Psychology, Sociology (UNISA); B.Ed(Orhtopedagogics) (UP); M.Ed (Orhtopedagogics) (UP): D.Ed (Adult Education) (UNISA)

Dr MA Mohlakwana BA, TDHE, BEd (UP), MEd (UP), PhD (UP)Dr JW Van Rooyen - B Sc(UP); TDHE(NKP); B Sc Hons(RAU); B Ed(UP); M Ed(UP); Ph D(UP)

Academic staffJoubert Prof HJ (Progamme Coordinator) - B Sc(UP); TDHE(NKNWUP); FDE (CEFT); B Ed(UP);M

Ed(UP); Ph D(UP)

Fraser Dr J - THOD (PU), FDE(Gifted Children), B.ED Hons (Natal), M.ED (UP), PHD (UP),

ACEDu Preez Ms D – HED (NWU), HR Cert (Unisa), Project Man Cert (SUN), BEd (NWU), MEd (UP)Prinsloo Dr IJ - BA (UNISA); SPE(POK); B Ed(PU for CHE); M Ed(PU for CHE); D Ed(UNISA)Van Rooyen Dr JW - B Sc(UP); TDHE(NKP); B Sc Hons(RAU); B Ed(UP); M Ed(UP); Ph D(UP)


3. General Information

Our MissionEdutel commits to academic excellence ineducation, and the promotion of scholarshipthrough the creation of flexible, life-longlearning opportunities and an intellectuallystimulating and culturally vibrant, pleasantand safe environment in which students andstaff can flourish.

Edutel places a high premium on localrelevance, which is manifested through itscontribution to the prosperity,competitiveness and quality of life in SouthAfrica. In order to do so, Edutel mustnecessarily be sensitive to national needs andsocietal contexts of the country as well as thedemands of the time. Local relevance is alsomanifested in Edutel’s commitment to andpromotion of equity, access, equalopportunities, redress, transformation anddiversity.

Meet EDUTEL� Edutel is a group of companies

specialising in the fields of education andtraining, skills development and services.The first Edutel company started off in1999 and in 2019 Edutel is celebrating20 years of excellence in the field ofeducation and training.

� Edutel (Pty) LtdHigher Education isaccredited with CHE/HEQC.

� Provisionally registered with theDepartment of Higher Education andTraining until 31 December 2021 as aprivate higher education institution underthe Higher Education Act, 1997.Registration certificate No.2017/HE07/001

� The qualification is registered on the NQFSAQA ID 101437

� Approved by TEPEC.� You will earn 50 CPTD points once you

completed the ADE programme.

What we offerEdutel offers the Advanced Diploma inEducation in School Leadership andManagement.

Course MaterialEdutel makes use of its own developers andapproved course material, assessment guidesand instruments, and sets a new standardwhen it comes to courseware development.We will continuously improve on our services.

The material for this qualification wasinternationally evaluated by Prof Lars Björk(PhD) University of Kentucky, College ofEducation, Department of Leadership Studies,111 Dickey Hall, Lexington, KY 40506-0017

Mode of delivery / InstructionDistance/Blended Learning.

Edutel Learner Management SystemEdutel makes use of Moodle as learnermanagement systems.

Assessment and ModerationAll Edutel’s assessors and moderators aresubject matter experts. To assess theachievement of the outcomes of thisprogramme an approach of continuousassessment will be followed. The assessmentprocess has two dimensions/components thatcomplement each other and are integrated

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but NOT mutually exclusive; viz. formativeassessment and summative assessment.Students will have two formal assessmentopportunities per module. Students mustcomplete one assignment (formativeassessment) and one examination (summativeassessment per module). The final mark for amodule comprises two marks - one formativeassessment marks (for the formal assignment)and one summative assessment mark (foryour examination). In each module, thesemarks carry the following weights:Assignment contributes 25% of the finalmark and examination or Portfolio ofEvidence contributes 75% of the final mark.

Formative assessment is a range of formalassignments employed by lecturers and non-formal assessment procedures used byfacilitators during the contact sessions inorder to modify teaching and learningactivities to improve student attainment. Thenon-formal assessment typically involvesqualitative feedback (rather than scores) forboth student and lecturer that focus on thedetails of content and performance. Lecturerswill provide comprehensive feedback onassignments to enhance students’ learningand understanding and to help them toprepare for the examination. Students mustobtain a mark for the assignment to obtain afinal mark for a module. In other words,students cannot pass a module withoutsubmitting the assignment and writing anexamination (or submitting a reflectiveportfolio). Students can re-submit theassignment only if they have not obtained atleast 40% for the first submission.

Summative assessment (or summativeevaluation) refers to the assessment ofstudents, and summarises their development

at a particular time. In contrast to formativeassessment, the focus is on the exit leveloutcomes of the program. Summativeassessment is characterised as assessment oflearning and is contrasted with formativeassessment, which is assessment for learning.Summative assessment consists of theaverage marks obtained for formalassignments, plus written examinations andthe continuous assessment of theProfessional Portfolio Phase submitted at theend of each semester.

Professional Portfolio and WorkplaceResearch Reports:As part of the final assessment to qualify forthe AdvDip (L&M), every student is expectedto submit a collection of different types ofevidence (direct, indirect and historical) asstipulated in the Study Guide for this module.In compiling this portfolio the student mustprove (i) Foundational competence(knowledge); (ii) Practical competence (skillsassociated with); (iii) Applied competence(personal and professional growth) and (iv)Reflective competence (the ability to criticallyreflect on all three previously mentionedcompetencies as part of their professionalpractice). The Professional Portfolio ofEvidence must portray an integration of allthe different modules covered during theentire programme, over the years of study.

The Workplace Project report runsconcurrently with the compilation of theProfessional Portfolio of Evidence and formspart of the compilation of the ProfessionalPortfolio.Phase I of the research project entails (i)equipping the student with a basicknowledge of research methodologies before(ii) doing a comprehensive SWOT analysis toprovide benchmark information to develop a


detailed workplace research project planbased on data-driven-decision-making inPhase IV. Students submit a status/projectreport on Phase 1 of the research project.

Phase II of the research project analyses thedata collected in Phase I and translating itinto management information to serve as thebasis for data-driven-decisions. Evidence-based enquiry (including use of data derivedfrom SIPs (SIM's), WSE, ANAs etc.).

Phase III of the research project translates themanagement information developed in PhaseII, into action plans to optimise on thestrengths and address the weaknesses of theorganisation. Students submit a status/projectreports on Phase III of the research project

Phase IV of the research project involves theintegration of the action plans developed inPhase III, into a comprehensive workplaceresearch report derived from the findings ofthe data obtained during the action researchphase; Project plan as well as status/projectreports on each complete phase of theresearch project.

The Professional Portfolio of Evidenceprovides supportive evidence of all fourphases of the Research Project. The Portfoliothus provides an overview of the programmeand its purpose as a whole, collects evidenceof practice from each of the constituentmodules and provides an integrated record ofevidence of changed practice over theduration of the programme as a whole.

How do we operate?Edutel offers this qualification by distancelearning/blended learning.

What if I can do certain activities already?You will be able to undergo RPL assessment.This means that evidence of your experienceand previous studies could be used for anassessment process in order to declare youcompetent. This process is called Recognitionof Prior Learning.

How to apply for RPLEdutel Higher Education is a strong supporterof Recognition of Prior Learning. For thisreason, students are allowed to apply for RPLbased on their previous formal qualifications,short courses, on-the-job training etc.

Edutel can RPL candidates to a maximum of50% of the ADE and only 10% of an intakewill be granted RPL.

Recognition of Prior Learning - ACE SchoolLeadership and Management, NQF 6If you have passed your Advanced Certificatein School Leadership and Management with arecognised educational institution, you couldapply for recognition of prior learning on� Leading and Managing People and

Change (Module 2, 1st semester), and� Working within and for a School and

Wider Community (Module 4, 2ndSemester).

In order to receive credits for theabovementioned two modules, you will needto complete a few activities.

DurationThe duration of your programme could thenbe reduced to 1 year should you be able tosubmit your assignments and complete yourexaminations and RPL assessmentinstruments for Module 1 and 3 successfully.

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Course feeYour course fee will also be reduced. Please seethe ADE RPL application form for more detail inthis regard. Note: The R1 000 RPL applicationfee luded students applying for RPLis inc forbeing in possession of an ACE School Leadershipand Management.

Contact sessionsYou will only be required to attend contactsessions for the remaining modules.

ExaminationYou will qualify to enter for the examinations tocomplete the outstanding modules in May orNovember should you pass your assignmentswith the required sub minimum of 40%.

Can I enrol for the ADE and apply for RPLsimultaneously?Only in the case where you have alreadypassed your ACE in School Leadership andManagement, NQF 6, may you register andcomplete the RPL process at the same time.

If you have passed any other programmes andyou are of the opinion that you qualify for RPL,please follow the process below.NOTE: Please contact Ms Jolene Pillay [email protected] or 011 760-3668 for anapplication form.

RPL ASSESSMENT PROCEDURESThe following will be the sequence of activitiesrequired for the recognition of learning process:

PHASES1. Application phase� Candidate applies for assessment for

recognition of learning against aparticular module/s that forms part of the

qualification he/she wants to accessfor advanced standing.

� The candidate completes the RPLapplication form providing full detailsof previous qualifications and workexperience. Part of the applicationincludes a letter of motivation to beconsidered for RPL or CAT.

� There will be a RPL fee applicable.Please enquire with us forconfirmation of the fee. NOTE: Withcandidates applying for RPL based onhaving the ACE School Leadershipand Management the RPL fee isalready included in the course fee.� The Edutel Application form

should be electronically submittedto Edutel together with a� Certified copy of ID� Certified copies of all

qualifications obtained� Certified copies of study

records of qualificationsobtained (showing yoursubjects/modules/courses andmarks obtained

� A job description of yourcurrent position

� An extended CV� If you request formal subject/

module recognition ofsubjects/modules completedand passed, please attach thesyllabi or summation of thecontent covered.

� Proof of the RPL fee paid.� Copy of your performance

appraisal (if available).� Consideration of application

documents.� The programme coordinator


determines if RPL opportunity will beoffered.

2. Preparation Phase� RPL Advisors and RPL Assessors are

appointed. The function of the RPL Advisoris clearly defined as one of support andadvice throughout the process.

� Candidate is given the necessaryinformation required i.e. process to befollowed and possible evidence required.

� A preliminary screening process takes placewhere the viability of RPL assessment isdetermined. Candidates may beinterviewed.

� The programme coordinator determines ifRPL opportunity will be offered.

3. Advice and Evidence Gathering Phase� The preparation for the assessment is

programme specific and students will beinformed by the RPL Advisor about theassessment process. The assessmentprocess might involve the development ofa Portfolio of Evidence where evidence ofcompetencies should be included. It couldalso be a combination of assessmentmethods, depending on the applicant'sprevious qualifications and workplaceexperience.

� RPL Advisor formulates an assessment planin co-operation with the assessor.

� Assessment method, time schedule andreport are finalised.� All relevant documentation is

completed, including the RPLAssessment Plan and Contract.

� RPL Advisor guides the candidate withthe gathering and presentation of thePortfolio of Evidence.

� Applicants might be asked to make apresentation.

� The RPL Advisor only facilitatesthe process of evidencegathering: the candidate hasthe responsibility of undertakingthis task.

4. Assessment Phase� The RPL Assessor and the RPL

Advisor should not be one and thesame person.

� The assessor assesses thecandidate's application informationand all other assessment evidencesubmitted by the candidate. Thiscould include the candidate'spresentation and evidence of thecandidate's competencies.

� Assessor performs assessment andmakes a judgement:� The academic department does

moderation in the case ofexemption with credits.

� The academic programmecoordinator considers therecommendation for decisionmaking.

� Academic Head confirms therecommendation.

Assessment methods� Assessment methods and tools must

be appropriate to the outcomesbeing assessed and function withinthe principles of good assessment.The candidate will become involvedin the planning of the RPLassessment along with the Advisorand Assessor. The followinginstruments and/or techniques maybe utilised:� Knowledge Questionnaires

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� Portfolio of Evidence� Practical activities� Interviews� Presentations� Case studies� Reflective reports

Sources of Evidence� Direct� Indirect� Historical

5. Internal Moderation Phase� The Training and Quality Assurance

Committee approves InternalModerator. An academic staff memberis not directly involved in the RPLprocess and setting the assessmenttools moderates the internal assessmentprocess.

� Internal Moderator and RPL Advisor andAssessors review the RPL process toensure quality and fairness.

� Internal Moderator moderates theassessment methods and instrumentsprior to the RPL assessment process.Assessment must be valid and fit forpurpose.

� Internal moderator moderates theassessment outcomes and makesrecommendations where necessary.

� Declaration of Competence isconfirmed.

� An External Moderator will beappointed in cases where a candidateappeals against the assessmentoutcome .

� Internal Moderation reports aresubmitted to the Academic Head priorto the feedback phase.

6. Feedback Phase� The student is informed whether

he/she complies with theassessment criteria or does notcomply. Constructive feedback isprovided.

� The Edutel Higher Education’sappeal procedure may be followedshould the student find itnecessary.

� An external moderator will beappointed to moderate the RPLprocess and assessment processand outcome as part of theappeal procedure.

Since RPL does not lead to credits beingawarded against modules that one isexempted from, it follows that if acandidate is granted exemption from one ormore modules that lead to a particularqualification, the candidate will completethe qualification in question with a totalnumber of credit points that are less thanthe normally required number of credits forthe qualification.

The academic record of that student willreflect ‘exempted’ against the modules orcourses the she or he was exempted from;while credits will be reflected against thecourses or modules that she or he did, gotassessed for and achieved the requiredscores.

Sources of Evidence� Direct� Indirect� Historical


Services and supportCounselling services and support form an integralpart of pre-assessment advice. This supportcontinues throughout the RPL process up to, andincluding, the summative assessment activities.The extent of such support and services dependson the context of the RPL and does not onlyencompass the actual evidence gathering. Inother words, it is dependent on your needs.Candidate support will also include the extent towhich you are able to choose assessmentmethodologies that you feel comfortable with andthat are within the parameters of the qualificationor part qualification. Barriers to potentialachievement and special needs, need to beaddressed as far as possible.

DisabilityEdutel Higher Education seeks to address anyunfair discrimination on the basis of disability andthereby provides access to these students whowish to further their studies.

Health and WellnessEdutel takes the health and wellness of its staffand students seriously and therefore has a welldeveloped policy in place, managed by a Healthand Wellness Committee.

DurationDuration of the Diploma is 2 years.

Fees: See Edutel’s application form for fees andterms.

When can I register?There are 2 study cycles per academic year.Study cycle 1Register between 1 March and 31 August(30 September for 2020).Examinations in May

Study cycle 2Register between 1 September and 28February.Examination in November (year afterregistration) and May (the year after).

Do I have to buy extra books?No, all material will be provided.

Language PolicyOur language of tuition is English.

Cancellation PolicyCancellations of course fees will not beaccepted once you are accepted andregistered as a learner. Consideration willonly be given to exceptional cases. You maycancel your studies, but you will remainliable to pay your course fees.

Learners' Financial AidLearners can arrange to pay their coursefees by bank debit order, cash monthly, cashin advance, credit card, in some cases, bysalary stop order (Fundi). Learners can applyfor study loans at various financialinstitutions.

Student Support ServicesYou will have support for your queries at allreasonable times from a number of subjectmatter experts. The best method ofcontacting your lecturers would be via an e-mail, addressed to the relevant person atEdutel. This person will then forward yourquery to the relevant lecturer, who will, inturn, contact you. Include your studentnumber and as many contact details aspossible.

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You may:� make appointments with staff;� ask for assistance with assignments;� request clarification with the content of the

material;� request assistance with general queries;� request past examination papers, if they are

available.

How we contact youEdutel makes use of an SMS service to send youimportant information as well as whatsappmessages.

How you can contact usThe following methods are available to contact us:� Telephone� E-mail� Fax� Facebook� Twitter� Whatsapp� Edutel website

Academic SupportEdutel will assist students with regard toWorkplace Integrated Learning.Mentorship support during student’s studies. Thementor must have a proven track record in thequalification of the student.Periodic Online Zoom sessions to enhance studies.Instructional DVDs for use in own time.A Support Division and the Call Centre at Edutel inGauteng.

If required, access via Edutel staff to the variousEducation Departments. this is made possible byth extensive contact base which Edutel has as aresult of the many years distance of learningexperience with teachers at the various HEinstitutions. The administration booklet issued

upon registration and covering eventsduring the year.

Online and telephonic tutoring.

Contact sessionsAt the onset of the programme, an onlinerecording of the orientation contact sessionwill be send to you. During this onlineorientation session, a training sessionintroducing students to Moodle and Zoommeetings will be conducted. Alladministrative matters, such as submittingassignments, registering and writingexaminations, will be explained during thisorientation contact session.

In addition to the online orientation session,contact sessions will be held once asemester, via online zoom sessions, arrangedat convenient times. The zoom sessions wasintroduced to help address the challengesbrought about by the Covid pandemic.These sessions will also be available todownload via the Moodle platform aftertransmissions, should you miss the session.During these sessions the module contentwill be facilitated, and students can obtainclarification and assistance with studyqueries. Each contact session is facilitatedby an experienced person with thenecessary academic qualifications andfacilitation skills. The details of the contactsessions are provided in the AdministrativeBooklet.

Media Centre ServicesThe Media centre covers a wide variety ofresources for your use.� Access to additional reading material

such as reference books and journals


which are relevant to students’ studies.� Lists of recommended books which are

available at other institutions.� A list of internet websites that are relevant to

students’ studies and which can be accessed viathe web.

� Access to the services of EBSCOhost (electroniclibrary).

� Printing and copying services at a cost.� Internet access.� Downloaded online zoom sessionsfor use after

the presentation date.� The services of a person to assist in the search

for information.

Research projectYou will be required to conduct a research projectevery semester. These research project activitiesand evidence will be filed in two portfolio’s ofevidence files.

You will submit the first portfolio at the end ofyour second semester and the final Portfolio ofEvidence at the end of your fourth semester.

You will need 50% in order to meet therequirement of the research projects.

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Selection CriteriaSelection criteria are first and foremost basedon the minimum entry requirements of thequalification.

The programme seeks to target principals whoapply for enrolment and thereafter seniormanagement team members who aspire toprincipalship. Students must form part of theSMT of a school.

Why do this qualification?To empower/enable the student to developthe skills, knowledge, and values needed tolead and manage schools effectively andcontribute to improving the delivery ofquality education across the school system.

The programme AIMS to:(i) Provide leadership and management so as

to enable the school to give every learnerquality education.

(ii) Provide professional leadership andmanagement of the curriculum and toensure that the schools provide qualityteaching, learning and resources for,improved standards of achievement for alllearners.

(iii) Strengthen and support the role ofprincipalship.

(iv) Develop principals, HODs, SMT membersand district staff who are able to criticallyengage and self-reflectivebecomepractitioners.

(v) Enable principals to manage theirorgani ations as learning organi ationss s

and instil values supportingtransformation in the South Africancontext.

The RATIONALE for the development andimplementation of the programme is to:(I) Develop a course which provides an entry

criterion to principalship and schoolmanagement or teachers.

(ii) Provide school managers with aprofessional qualification which is careerrelated.

(iii) Provide a formal professionalqualification, which is consistent with theprofessional profile of a school principaland senior managers.

REALISATION of intended outcomes:The programme is designed and structured insuch a way that it forms an integrated wholedespite the fact that is made up of differentitmodules. Provision is made for a logicalprogression from one module to the next andthe of the different modulesrelation isemphasised continuously by cross referencingto other modules as the programme unfolds.A programme (mind map is provided for this)purpose. individual module also containsEacha module (mind map that depicts the logical)unpacking of that specific module.The of foundational (knowledge),relationpractical (skills) and applied (professionalgrowth) competence is emphasised in allmodules throughout the programme. Itculminates in the reflective ortfolio ofPEvidence based on the research project where

4. Course structure: NQF 07

Advanced Diploma in Education: School Leadership and Management,120 credits, SAQA ID 101437


competence is proved by integrating andapplying the content of the entire curriculumin their schools; thus realising the aims andpurpose explained above.

The students will have the opportunity toidentify a mentor with a proven track recordin school leadership and management in theschooling environment support theirwho willstudies. These mentors will be empowered inthe knowledge and skills of mentorshipthrough an initial webinar training sessionand then a follow up later in the students'study programme.

What entry requirements must I fulfil?Minimum admission requirements:A four year B Ed, or a general first degree ordiploma, plus an Advanced Diploma inTeaching, or a former PGCE of HigherDiploma in Education (Postgraduate) (HDEPG) may be presented for admission.

A former Advanced Certificate in Education(Level 6 on the former 8-level NQF), a formercollege Higher Diploma in Education orFurther Diploma in Education may also bepresented for admission into an AdvancedDiploma in Education.

In addition, as an interim measure for aperiod to be determined by the Minister ofHigher Education and Training in consultationwith the CHE, an Advanced Certificate inTeaching may also be presented for admissioninto an Advanced Diploma in Education.

Further specialisation in a teaching subject,offered through an Advanced Diploma inEducation at Level 7, requires cognate studiesin that subject at Level 6 in the entryqualification.

What exit-level outcomes will I haveachieved?1. Lead and manage a school as an

organisation.2. Lead and manage people and change

within the school environment.3. Lead and manage teaching and learning in

a school.4. Work within and for the school and the

broader community.5. Conduct continual research and compile a

professional portfolio which reflectsschool management.

ICT skills - Computer LiteracyAll students receive a Computer Literacymanual with their material, as well as accessto an online ICT workshop. Students will beable to RPL for the ICT Module:Communication and ICT Skills in theClassroom, NQF 5, 15 credits, once they havesuccessfully completed the ADE: SML. Youwill also qualify for 10 CPTD points once youcompleted the ICT module

If you are not computer literate when youenrol for the ADE, you are required to attendthe computer literacy online workshop thatmust be completed before the programmestarts. For more information, consult yourAdministration Booklet that you will receivewith your material once registered.

Qualification rules/communicationsLearners are required to achieve 20 credits1 .

How long will I be busy?2 Years.

Accreditation statusThis programme is approved by CHE andTEPEC.

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Rules of combinationProfessional Portfolio and Workplace ProjectThis module provides an overview of theprogramme and its purpose as a whole,collects evidence of practice from each of theconstituent modules and provides anintegrated record of evidence of changedpractice over the duration of the programme,as a whole. This module is divided into foursections.

Each section of Module 1 runs currently withModules One, Two, Three, Four, Five and Six.

This module provides a record of evidence ofgrowing applied competence across theprogramme in an integrated way: it is theglue that binds the whole programme together.

During their engagement with thisintroductory and over-arching module,student-principals will develop a Portfolio ofEvidence that will run throughout and acrossthe programme.

This module therefore requires the development

of appropriate NQF Level 6 academic literacy skills.

Year 1 Semester 1Module 1: Leading and managing the schoolas an organisationThis module helps student-principals tounderstand the school as an organisation, tomanage organisational systems holistically incontext and to lead and manage the use of ICT,physical and financial resources. It also addressedissues related to building, and enhances theschool as a safe, disciplined and caringenvironment conducive to effective teaching andlearning.

Phase I of the research project entails (i)equipping the student with a basicknowledge of research methodologiesbefore (ii) doing a comprehensive SWOTanalysis to provide benchmark informationto develop a detailed workplace researchproject plan based on data-driven-decision-making in Phase IV.

Year 1 Semester 2Module 2: Leading and ManagingPeople and ChangeThis module emphasises people as the keyresource of the school and explores theneed for both theoretical understandingand practical competencies in leadershipand management of people, to manageoneself and others in both the school andthe wider school communities. It recognisesthat education is predominantly aboutchange and that change needs to bemanaged effectively, to facilitatecontinuous improvement in, and for theschool.Phase II of the research project analysesthe data collected in Phase I translating itinto management information to serve asthe basis for data-driven-decisions.

Evidence-based enquiry (including use of

data derived from SIPs (SIM's), WSE, ANAs

etc.) Submit a status/project reports on

Phase 2 of the research project.

Year 2 Semester 1Module 3: Leading and managingteaching and learning in a schoolThis module emphasises that schools existto provide systematic, quality learningopportunities for children and therefore -effective leadership and management of


teaching and learning is a critical role for theschool principal. It will equip them with thenecessary competencies to lead quality teaching,manage curriculum implementation effectivelyand track and support improved learning.

Phase III of the research project translates themanagement information developed in Phase IIinto action plans to optimise on the strengths andaddress the weaknesses of the organisation.Submit a status/project reports on Phase 1 of theresearch project.

Year 2 Semester 2Module 4: Working within and for a Schooland Wider Community (consisting of 2themes)

Theme A: Law, policy, governance, schoolplanning and school developmentThis module helps student-principals locate theschool and its practices within the wider contextof the education system. It addresses issuesrelated to this theme focuses on gaining a deepunderstanding of the policy context. Secondly, itfocuses on the principal's ability in providingleadership and management regarding thelegislative mandates, the ability to self-evaluateand to enhance one's own capacity to lead andmanage effectively.

Theme B: Working with and for thecommunityThis Theme starts from the understanding thatschools exist within social and economiccommunities that have an influence on, and maybe influenced by the school, and the school'sleadership and management staff and structures.Then investigates how the wider community thatthe school serves can provide a source of supportand resources for the school. In turn, the school

itself can play an important role in thewellbeing and development of thecommunity.

Phase IV of the research project involvesthe integration of the action plansdeveloped in Phase III into a comprehensiveworkplace research report derived from thefindings of the data obtained during theaction research phase; Project plan as wellas status/project reports on each completephase of the research project.

The Professional Portfolio of evidenceprovides supportive evidence of all fourphases of the Research Project.The Portfolio thus provides an overview ofthe programme and its purpose as a whole,collects evidence of practice from each ofthe constituent modules and provides anintegrated record of evidence of changedpractice over the duration of theprogramme as a whole.

Even though there is a progression fromone semester to the other and a logicaldevelopment in the knowledge and skillsbases of the respective modules in thedelivery of the programme, successfullypassing one module is not a prerequisite forprogression to the next module in the waythe programme is structured.

RULES OF PROGRESSION:Despite the fact that there is a progressionfrom one semester to the other, and alogical development in the knowledge andskills base of the respective modules in thedelivery of the programme, successfullypassing one module is not a prerequisite forprogression to the next module in the waythe programme is structured.

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Policies and ProceduresEdutel Higher Education (Pty) Ltd has acomprehensive set of policies and procedures toensure that students get quality education andsupport. This includes, but are not limited to:� Health & Wellness Policy� Student Support Policy� RPL Policy� Policy on disability.

For a comprehensive list of services offered by EdutelGroup visit our website at:

www.edutel.ac.za


5. Code of Conduct

“Edutel as an organisation realises that, when serving its customers through its employees,product and services, it will be confronted with instances where value-based decisions have tosbe made and judgements required as to what is an ethical business practice or ethicallyacceptable action. For this reason the management of Edutel wishes to commit theorganisation and all its resources to ethically and morally defendable behaviour in all itsoperations and in all interactions with its constituents at all times.”

A.B. PelserChief Executive Officer

Vision StatementTo be a significant role player in higher education in South Africa that is recognised foracademic excellence and focus on quality. Edutel Higher Education strives to be known forinternational competitiveness, local relevance and a commitment to continuous innovation;and to be the learning institution of choice for students, staff, and employers of graduates. Wewill be a Higher Education Institution with an inclusive and enabling value-driven culture thatprovides an intellectual home for the rich diversity of South African academic talent and onethat is committed towards discharging our social responsibilities.

Mission StatementEdutel commits to academic excellence in education, and the promotion of scholarshipthrough the creation of flexible, life-long learning opportunities and an intellectuallystimulating and culturally vibrant, pleasant and safe environment in which students and staffcan flourish.

Edutel places a high premium on local relevance, which is manifested through its contributionto the prosperity, competitiveness and quality of life in South Africa. In order to do so, Edutelmust necessarily be sensitive to national needs and societal contexts of the country as well asthe demands of the time. Local relevance is also manifested in Edutel's commitment to andpromotion of equity, access, equal opportunities, redress, transformation and diversity.

Ethics

Attending instruction learningIt is expected of who are scheduled to attend sessions ensurestudents contact that they toarrive at the designated venue on time bring along all relevant materials and associatedandequipment to ensure that they are well prepared and benefit from the instructionalinterventions.

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Participation in instructional learningStudents are expected to participate in all activities and discussions taking place duringinstructional learning sessions. should appreciate these opportunities and at all timesStudentsutilise such learning opportunities to their advantage.

Conduct towards co- and facilitatorsstudentsStudents studentsare expected to respect the dignity of their co- and facilitators. Theirbehaviour towards other and facilitators should always be civilised, courteous andstudentssupportive. Foul language, disrespect and a discriminatory attitude towards any other studentor facilitator will not be tolerated and will be dealt with in the strictest possible manner.

Dress codeStudents are expected to ensure that their personal appearance and dress code conform toacceptable norms, are not offensive and do not detract from the professional image that isprojected by Edutel co-and students.

Employer relationsStudents Workplace Integrated Learningshould recognise that when attending , that suchattendance is treated under the same employment terms and conditions of work as applied byemployers.

Workplace learning and assessmentsStudents are expected to apply themselves as diligent, motivated and productive employeeswhile performing their duties . They should understand that the workplaces areduring WILextensions of the instructional learning components and that they must utilise everyopportunity at the workplace to apply their learning and, in so doing, develop their knowledge,skills and experience. should actively and positively participate in all assessments andStudentsensure that all assessments are conducted in a fair and just manner.

Assessments and proof of competenceStudents are expected to provide proof of competence through recognised assessment andmoderation procedures and instruments. It is expected of to fully participate in thesestudentsactivities and to ensure that all evidence submitted as proof of their competence is a true andaccurate reflection of their own ability and skills, and that no part of any evidence can beclaimed to present the efforts of another person in whatever capacity or association with thestudent Students. are expected to demonstrate extreme honesty and integrity in thesematters.


Use of facilitiesStudents are expected to use all physical facilities, including furniture and equipment, withutmost care and respect and to refrain from any wilful acts of vandalism, abuse or negligence.

Appeals procedureStudents who are not satisfied with the manner in which their learning efforts have beenassessed are required to utilise Edutel's appeals procedure and to refrain from trying to resolvesuch matters in other ways.

CommunicationStudents are encouraged to communicate with Edutel and its employees using recognisedchannels of communication established for such purposes. These channels include personalcontact, written (fascimile, letter or e-mail) or telephonic communication. areStudentsexpected to resolve any issues with Edutel directly and not to use intermediaries to addresssuch matters.

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GRIEVANCE POLICY FOR EDUTEL

PurposeThe purpose of this policy is to formulate the values and philosophy of Edutel HigherEducation (Pty) Ltd studentswhen dealing with grievances of its .

ObjectivesThe objectives of this policy is to:� establish a fair process for to air their grievances;students� provide a mechanism for dealing with grievances in order to protectstudent student

morale and motivation;� maintain sound and effective working relationships in the organisation.

ScopeThis policy is applicable to all categories of attending training interventions offered bystudentsEdutel .Higher Education (Pty) Ltd

Policy statementsAll may lodge grievances without any fear of victimisation or prejudice.studentsAll grievances are to be handled with the utmost discretion and with the dignity and privacy ofstudents in mind.Grievances shall be settled as speedily and effectively as possible.This policy deals with individuals' grievances and grievances in small groups.The Human Resources Manager or his/her delegate acts as advisor to both parties in thegrievance investigation.The policy does not replace normal communication between and Edutelstudents HigherEducation (Pty) Ltd. and should therefore be utilised in cases where informal communicationhas been exhausted or is clearly inappropriate.Students studentshave the right to be assisted by a co- of their choice at any stage of theprocedure.The grievance must be raised within five working days of the occurrence that gave rise to it,failing which, unless special circumstances exist, the will have no recourse to thestudentgrievance procedure.

RevisionThis policy to be revised after two years from date of acceptance.

ResponsibilityThis policy is the responsibility of the Training Quality Assurance Committee of Edutel HigherEducation (Pty) Ltd.


GRIEVANCE PROCEDURE FOR EDUTEL

Phase 1The student must orally communicate the grievance directly to the Edutel ProgrammeCoordinator. The student must indicate that he/she is lodging a formal grievance.The Programme Coordinator must:� Listen in private to the student's problem.� Encourage the student to speak openly about his/her grievance.� Give the student the assurance that he/she will not be victimized.� As relevant questions to obtain all facts relating to the grievance.� Respect the need for confidentiality.The Programme Coordinator must endeavour to resolve the problem as soon as possible andfurnish the student with an answer within 3 working days of the grievance being raised.

Phase 2If a student is not satisfied with the result of the above:

� An official grievance form must be completed and handed to the Edutel ProgrammeCoordinator. This must take place within 3 working days of the Programme Coordinatorinforming the student of the outcome of phase 1.

� Upon receipt of the grievance form, the Programme Coordinator, after consultation withthe student must communicate the outcome to the student in writing within 3 workingdays for the purpose of solving the grievance.

� If the student's grievance is not settled to his/her satisfaction, the parties will proceed tothe next phase.

Phase 3The grievance form is handed to the Human Resource Manager who, within 3 days of receivingthe form, arranges a grievance investigation, which will involve the following people.

� The student.� Witnesses (if any)� Programme Coordinator� Human Resource Manager.

� During the investigation an effort must be made to settle the grievance and theProgramme Coordinator concerned must comment in writing regarding his/her findingwithin 3 working days of the grievance investigation having been completed.

If the student is not satisfied with the findings of the grievance investigation, the partiesproceed to Phase 4.

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Phase 4The student may make use of any appropriate statutory dispute settling mechanisms asdefined in the Labour relations Act, unless otherwise agreed upon by the student and Edutel.


VISIT OUR WEBSITEwww.edutel.ac.za

HEAD OFFICEABSA Building, 1st Floor

C/O Ontdekkers Road & Crane AvenueRoodepoort , RSA, 1724

Tel No: +27(11) 760-3668Fax No: +27(11) 763-8648

E-mail: highereducation edutel.ac.za@

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