UCT advanced diploma is a game changer

School leaders and district officials give the University of Cape Town’s (UCT) School of Education’s Advanced Diploma: School Leadership and Management (AdvDip SLM) a gold star as a profound career, community and management-skill differentiator.

Tailored to senior, working educators, this part-time one- or two-year course offers practical, context-aware training towards boosting leadership skills, insight and performance in the educational arena today.

“It was great being on the other side of the desk again. I was in a space that challenged what I believed, exposed my weaknesses and illuminated my strengths,” said Keith Niekerk, the deputy principal of Westerford High School in Rondebosch. 

“Would I recommend it to others? Most definitely. The programme gives you leverage and huge advantage over peers who apply for promotion posts. The language of the profession really equips you to articulate around the many intricacies of a demanding sector.”

“This course will strengthen our school’s capacity by equipping leaders with strategic vision, evidence-based, change-management skills and inclusive decision-making practices.”

One of a series of continuing in-service teacher development and content knowledge initiatives offered by UCT’s School of Education, this NQF Level 7 qualification aims to equip school and education leaders with key pedagogical and managerial skills through small-cohort, workshop-based learning and deep peer interaction, notably around research, reflective practice and practical projects.

“This course will strengthen our school’s capacity by equipping leaders with strategic vision, evidence-based, change-management skills and inclusive decision-making practices that directly translate into improved school culture and learner outcomes,” said Charnelle Arendse, the departmental head and acting deputy principal of Belmor Primary School in Hanover Park.  

Arendse is a Top 50 finalist for the 2026 GEMS Education Global Teacher Prize, selected from 5 000 nominees in 139 countries in this Varkey Foundation/UNESCO initiative.

Taking school leadership to the next level

“The programme was rigorous enough to test my knowledge and allow me to grow and develop further. And the lecturers are top-notch,” said Xolani Kulata, a learning support advisor, Metro Central Education District, Western Cape Department of Education.

“It’s made me a better ethical leader. It strengthened my communication skills, which has benefited both my professional and personal life, and allowed me to have a better understanding of the cultures of schools. I would recommend it to anyone looking to broaden their leadership and management skills for any given institution.”

The advanced diploma covers topics like strategic leadership, business planning skills, the operational management of school resources, South African education policies and contextual awareness, team management and personal leadership development.

“Effective leaders now cultivate teacher leadership, coordinate resource allocation and foster community partnerships to sustain learning outcomes.”

“Engaging with leadership theories and case studies expanded my leadership views by revealing how different models, transformational, situational, and distributive leadership, inform adaptive decision‑making and stakeholder engagement,” said Arendse. “Effective leaders now cultivate teacher leadership, coordinate resource allocation and foster community partnerships to sustain learning outcomes.”

In a modern world, the roles of the principals and school management teams have shifted from top‑down control towards a more collaborative instructional leadership, with shared accountability, and data‑driven change and improvement.

“The programme gave me the language in which to articulate on the level that is congruent with the high office of leadership. Being able to manage personnel on all levels is where the programme has its greatest benefits. It has given me an understanding of the law and policies pertaining to the position. My eyes have been opened to the full scope of the role of a principal,” said Niekerk.

Positive impact within the school ground and beyond

Kulata, who supports and monitors 24 schools, added: “It broadened my knowledge of how to better my community, my school’s culture and my personal involvement. It gave me the capacity to be able to advocate for inclusive education and helped me become an ethical leader to ensure that the schools in which I am placed benefit.

“All the course components have been absolutely invaluable; however, the module, Working with the Community and also Leading Extra- and Co-Curricular Activities proved to be a paradigm shift, as it dawned on me that what we do as a school is transformational beyond the fence,” Arendse noted.

“We may come from diverse backgrounds and school communities, but we can make a difference if we realise the power we have as leaders to impact our learners beyond the classroom.”

Arendse, inspired by interaction with classmates and lecturers, spoke of a commitment to building stronger professional learning communities, implementing data-informed instructional improvements and mentoring emerging leaders within her community towards sustainable systems that elevate teaching quality, foster equity and drive measurable gains in learner engagement and achievement.

“I am committed to imparting what I have learnt onto my colleagues at Belmor and beyond. Many classmates shared testimonies about the power of education beyond the classroom, through extra and co-curricular activities, along with community mapping, to truly transform communities. We may come from diverse backgrounds and school communities, but we can make a difference if we realise the power we have as leaders to impact our learners beyond the classroom.”

The power of peers

Kulata cited collaboration with other leaders, sharing measurable and innovative ideas, as a highlight – a sentiment echoed by all canvassed.

“Networking with peers has brought education closer towards greater collaborative endeavours. Sharing knowledge, expertise and camaraderie has also been impactful. We created a platform on which to share resources, furniture and soft skills.”

“I now have new friends who remain in contact, and it has been most rewarding to see the number of individuals who have sought promotion and been successful. 

Arendse described her experience as life altering, thanks to people she met, both lecturer and classmate.

“My learning experience at UCT has been profoundly enriching.”

“My learning experience at UCT has been profoundly enriching,” she said. “Wise, knowledgeable lecturers guided my growth through interactive sessions that encouraged critical thinking, while colleagues from all walks of life brought different perspectives that deepened classroom discussion.”

Through teamwork, participants were able to combine strengths, solve complex problems and learn from one another’s cultural and intellectual backgrounds, making the knowledge immediately applicable and personally transformative, Arendse continued.

“Exposure enlarges. I have experienced a complete paradigm shift as a result of my experience at UCT, the diverse groups of people I met, lessons learned and potential recognised that I didn’t even know I had. It allowed me to be part of something bigger than just myself or my school.”

Niekerk commented: “It was great being on the other side of the desk again. I am a high achiever and I learned that I can be quite impetuous and bratty when I don't get the marks I think I deserve. I have also discovered that I have a penchant for academia.” 

Kulata added: “The university’s vibe freshened my mind, and reawakened my love for education and leadership.”

“I loved being a student at UCT,” said Arendse. “Yes, I am a teacher – but a lifelong learner too and the rapport, debates, collaborations and laughs were priceless. Our shared learning experiences, under the leadership of amazing staff, left me feeling enriched and energised.”

Niekerk concluded: “Lifelong learning should be a must on everyone’s list.”