SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Certificate in Education in Senior Phase and Further Education and Training Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
101976	Postgraduate Certificate in Education in Senior Phase and Further Education and Training Phase Teaching
ORIGINATOR
University of the Free State
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	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:
This Postgraduate Certificate in Education in Senior Phase and Further Education and Training Phase (PGCE (SP and FET Teaching)) will offer entry-level initial professional preparation for undergraduate Degree or diploma holders who wish to develop focused knowledge and skills as classroom teachers in the SP and FET phases and/or subject(s). For this purpose, the qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful teachers to apply their learning as beginners in schools in varying contexts.

On completion of the PGCE (SP and FET Teaching) graduates will possess focused knowledge and skills as prospective classroom teachers in (a) specific subject(s) that will enable them to demonstrate applied competence, commitment and responsibility as academically and professionally qualified FET teachers for diverse education contexts. Successful graduates will be enabled to display practical, foundational and reflexive competences in SP and FET teaching.

Rationale:
This Postgraduate Certificate in Education in Senior Phase and Further Education and Training Phase (PGCE (SP and FET Teaching)) Teaching qualification has been developed to be aligned with the requirements of the Higher Education Qualifications Sub-Framework (HEQSF 2014) and Revised Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ 2015) and to accredit a professional teaching qualification that 'caps' a Bachelor's Degree or an approved Diploma. This PGCE aims, in accordance with the MRTEQ (2015), to provide "entry-level initial professional preparation for undergraduate Degree or Diploma holders who wish to develop focused knowledge and skills as classroom teachers in the [Senior and Further Education and Training phases] and/or subject(s)." This has been affirmed by the approval by the Teacher Education Programme Evaluation Committee of the DHET.

The implementation of the MRTEQ (2015) and the HEQSF (2014), necessitated the re-design of all initial teacher education qualifications. The report of the HEQC (2009) following the review of education qualifications in 2006 - 2007 indicated that various initial teacher-training qualifications were firmly set on complying with the directives of national documentation. The seven roles of the teacher as set out in the Norms and Standards for Teacher Training (DoE 2000) and in MRTEQ (2015) instigated the design of several of these Initial Teacher Education programmes. The outcome of such an approach to curriculum design is teacher-training programmes with the emphasis on the implementation of the curriculum instead of on a professional teacher-education qualification seeking to educate professionals who will be able to interpret, design and implement a curriculum. The challenge is thus to redesign initial teacher education qualifications in order to address the complexities of education in South Africa and to ensure that these qualifications designed within a theoretical framework are conceptualised from a curriculum perspective.

The key to preparing teachers for the South African schooling system is to provide them with the insights, skills and appropriate attitudes and values to deal positively with diversity. Issues of social justice, transformation and diversity permeate the majority of the modules that constitute the PGCE qualification.

This qualification targets potential students who have successfully completed a Bachelor's Degree or Diploma with the necessary school subjects. Students have the choice to study through the medium of either English or Afrikaans.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In exceptional circumstances where applicants do not meet the admission requirements, RPL for access may be considered via the institution's RPL office and according to institutional policy.

Entry Requirements:
The minimum requirements for admission into the qualification is either:

An approved Bachelor's Degree, Level 7. This Bachelor's Degree must include at least 24 Credits at Level 7 in an appropriate discipline(s) to specialise in at least one Further Education and Training (FET) school subject.
Or

An appropriate 360-Credit, Level 6 Diploma. This diploma must include at least 24 Credits at Level 7 in an appropriate discipline(s) to specialise in at least one FET school subject.
Or

Where a student does not have the sufficient disciplinary subject matter in the prerequisite qualification, he/she will be required to complete such additional module(s) before the qualification may be awarded.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules at Levels 5 and Level 7, and elective modules at Level 7, totalling 164 Credits.

Compulsory Modules, Level 5, 20 Credits:

Information and communications technology (ICT): Computer Literacy, 4 Credits.

Conversational Language 1 (Choose either Sesotho or IsiZulu or Sign Language), 8 Credits.

Conversational Language 2 (Choose either Sesotho or IsiZulu or Sign Language), 8 Credits.

Elective Modules, Level 5, 16 Credits:
(Students choose either LoLt 1 (Afrikaans for the Profession 1+2: Further Education and Training (FET) Phase) or LoLT 2 (English as Language of Learning and Teaching: FET Phase):

Afrikaans for the Profession 1 and 2 (LoLT1), 16 Credits.

English as Language of Learning and Teaching (LoLT2), 16 Credits.

Compulsory Modules, Level 7, 128 Credits:

General Pedagogy, 12 Credits.

Education Studies 1, 12 Credits.

Education Studies 2, 12 Credits.

Education Studies 3, 12 Credits.

Teaching Practice, 40 Credits.

School FET Subject 1, 20 Credits.

School SP Subject 1, 20 Credits.

EXIT LEVEL OUTCOMES

Exit Level Outcomes:

Understand what learners bring to the situation.

Identify areas where learning is required.

Construct the most suitable situation/environment for learning.

Operate (e.g. facilitate learning) within diverse education contexts.

Work with colleagues, students and the community at large in an interdependent way and provide leadership.

Act on and contribute towards change in the curriculum, the broader education context and society.

Interpret/adapt learning programmes and design/manage original learning programmes.

Demonstrate knowledge of:
> Concepts, principles and procedures relevant to the Senior Phase and Further Education Teaching (SP and FET) phases.
> Theories of learning.
> Inclusivity.
> Principles and practice of effective teaching and learning.
> Other subjects to be taught.
> Teaching strategies, range of assessment approaches.
> Critique and be decision makers that can adapt/change accordingly.
> Transform their own subject competence into conceptual learning experiences.
> Reflect on professional practice based on an integrated knowledge base.
> Demonstrate a reflective critical disposition towards the history of the education context of the diverse communities in which they work.

Use language skills (main and additional) clearly and accurately.

Critique and be decision makers who can adapt/change accordingly.

Transform subject competence into conceptual learning experiences.

Reflect upon professional practice based on an integrated knowledge base.

Demonstrate a reflective critical disposition towards the history of the education context of the diverse communities in which they work.

Act with integrity by maintaining the highest level of professional work ethics.

ASSOCIATED ASSESSMENT CRITERIA

The following Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcomes:

Understand of the "self" and interpersonal relationships.

Understand teaching and learning for the Senior Phase and Further Education and Training (SP and FET) phases in relation to educational theory and practice.

Demonstrate the dispositions and competences to organise learning among a diverse range of learners in diverse contexts.

Demonstrate pedagogy of reasoning and action.

Demonstrate subject content knowledge in the specific electives.

Use appropriate pedagogical content knowledge.

Ensure alignment of outcomes, content, assessment.

Use the Language of Learning and Teaching (LoLT) and conversational language (Sesotho/Isizulu/Sign Language).

Demonstrate foundational educational knowledge - the theories underpinning understanding of the education system as well as applicable general pedagogic knowledge relevant in educational contexts.

Identify forces playing in the curriculum - e.g. philosophy; social; psychology; history; technology; knowledge.

Demonstrate knowledge of the contexts of education - the physical, social, economic and political environment in which teachers work and teach.

Exercise attributes such as passion, integrity and commitment in enhancing education as profession.

Integrated Assessment:
Assessment in this qualification will be continuously applied and will be used in the following ways:

Formative assessment: For all modules, except Teaching Practice and Information and communications technology (ICT), formative assessment will constitute 50% of the final mark. Examinations will constitute the remaining 50%. Formative assessment tasks will include role play; reflective journal writing; case studies; tests; portfolios; presentations and projects. For Teaching Practice, a portfolio must be compiled according to a set structure. ICT will apply continuous assessment.

INTERNATIONAL COMPARABILITY

In order to establish international comparability, Postgraduate Certificate in Education (PGCE) qualifications offered at the University of Cambridge and the University of London were scrutinised. The PGCE qualification is envisaged by the institution is at the same level and compares well with those offered in these two universities.

The PGCE offered at the University of Cambridge and University of London is a Level 7 qualification (according to Framework for Higher Education Qualifications (FHEQ) level award) with a minimum of 120 Credits. The qualification is offered on a 1-year full time or 1-2 years part-time. This is similar to the PGCE envisaged by the institution. The minimum requirements for the PGCE are similar as these universities accept students who have completed their first Degrees or equivalent qualifications. Both the Universities of Cambridge and London further require their students to have a grade C in their GCES examinations in English and Mathematics. They also require them to have passed the NCTL's professional skill test. The South African qualification also requires students to demonstrate competence in language and computer skills. All three universities can also use Recognition of Prior Learning to admit students into their respective programmes.

As is the case with the South African qualification, the PGCE qualifications offered at the Universities of London and Cambridge have as overarching aim of the development of critical thinking. They also emphasise the use of reflection in practice and reflection on practice. Most importantly the programmes in these two universities are aimed at ensuring that theorisation about education and teaching is put into practice.

The following are the aims of the University of London's PGCE qualification:

Develop knowledge, skills and understanding needed to become a responsible professional who can make positive and informed contributions educational policy.

Engage students in practical and theoretical enquiry as a key in their development as teachers.

Enable students to reflect on the personal and professional development and respond positively to change.

Provide the experiences necessary to meet the standards for qualified teacher status.

The following are the aims of the University of Cambridge's PGCE qualification:

To draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to provide an understanding of education and the contexts in which it takes place.

To enable students to study the foundation disciplines of education - history, philosophy, psychology and sociology - and to appreciate their contribution to their understanding of educational policy and the process and practice of education.

Encourage students to engage with fundamental questions concerning the aims and values of education and its relationship to society.

To provide the opportunity to study another academic subject alongside education and to develop enjoyment and rigour in academic enquiry within this field.

To equip students with the skills to conduct research and enquiry within the field of education thus enabling them to pursue postgraduate study in education.

To prepare students wishing to enter teaching with a high-quality introduction to education as a basis.

The other factor that is common is the manner in which the qualification is packaged. Both the universities of London and Cambridge have compulsory education studies modules focusing on education as a discipline, structure and organisation of secondary education in England and Wales, key development in education policy including statutory documents and frameworks related to the work of a secondary teacher, critical debates around the nature and aims of education and a look at the current issues in education. Another key focus of the education modules is engaging in educational debates and critical judgement on professional ideas. This PGCE also has three modules (36 Credits) dedicated to Education Studies. The focus is in these modules is on education for social transformation, responsive teaching for meaningful learning and the education system in global and national context.

Learning Activities:
Students registering for the South African qualification will be exposed to different learning activities in the form of lecturers, independent study, group work, learning from and in practice, field work and practical work. This is similar to the approach that is used at the University of Cambridge and of London.

University of Cambridge: Students will encounter a wide range of different teaching methods which will vary according to the subject they are combining with education and may include, as well as lectures and supervisions, laboratory work in the sciences, field work in geography, practical work in drama and personal tuition in music performance. Specifically, in education course students are taught primarily through lectures and supervisions in the Prelim to Part I and Part I. Part II courses, which have smaller groups, use a greater variety of methods including student presentations and practical activities.

University of London: At both Levels 6 and 7, a range of teaching methods is employed to support the learning outcomes - taught subject sessions, practical workshops, group tutorials/seminars, individual and group presentations and supported self-study.

Work Integrated Learning:
According to the Minimum Requirements for Teacher Education Qualifications (2015) students should spend a minimum of 8 weeks and a maximum of 12 weeks in a formally supervised and assessed school-based practice during the one-year duration of the programme.

The South African PGCE Work Integrated Learning (WIL) will be scheduled for 12 weeks as follows:
Semester One: Two weeks at the beginning of the school year. The emphasis is on learning from practice via observation and assignments. Skills such as observation, reflection and presentation will also be developed in weekly micro-lesson situations during teaching practice and elective school subject lectures on campus during the first semester. The focus will be on the student teacher's roles of observer and deliverer.

Semester Two: 10 consecutive weeks in the third school term (2 weeks in July, 4 weeks in August and 4 weeks in September). The focus is on learning from and in practice and on service learning. The focus will be on the student teacher's roles of adapter and creator/agent of change. During the ten weeks students will be allocated a mentor who will be guiding the students through the different roles i.e. phase or subject specialist, learning mediator, designer of learning programme/materials, leader, administrator and manager, assessor and community, citizenship and pastoral role.

Work Integrated Learning at the University of Cambridge:
The qualification is a partnership course, run in conjunction with secondary schools throughout the region. Trainees spend at least 120 days of the thirty-six-week course in partnership schools. The first term has a pattern of induction into the Faculty and the trainee's term 1 school, followed by work in the Faculty co-ordinated with two days each week in school. This grows into a four-week block placement in school to ensure progression and continuity in the teaching of classes. Term 2 begins with a time of consolidation in the Faculty before an extended second school placement in a second and contrasting school. This placement continues into the third term of the course and provides maximum opportunity to build good relationships with classes and school staff. The course ends with two weeks in the Faculty when the years' experience is enriched by undertaking special projects in the Faculty and schools. As well as essential focus on the trainee's subject, the course places emphasis on the general professional role of the teacher. A series of keynote lectures providing critical perspectives on current educational issues form the main component of the Faculty-based Professional Studies programme supplemented by classroom management and voice awareness workshops. A programme of Professional Studies is also provided in placement schools where inter-disciplinary groups of trainees work together in a weekly seminar programme.

Work Integrated Learning at the University of London:
The qualification comprises of 3 modules. Students complete all 3 modules and have the option of studying their Subject studies and Studies in Professional Issues and Research in Education (SPIRE) at Level 7. The programme offers a Flexible route completed within 1 to 2 years.

As a qualification leads to Qualified Teacher Status, the PGCE must conform to NCTL/DfE regulations. These state that the qualification must include 120 days school experience. Given these requirements, the breakdown of hours on the programme is as follows:

Conclusion:
The PGCE (Further Education and Training Teaching) qualification compares well with similar qualifications internationally.

ARTICULATION OPTIONS

A completed Postgraduate Certificate in Education may be presented for articulation possibilities with the following qualifications:

Horizontal Articulation:

Advanced Diploma in Education, Level 7 in order to develop a new role to support teaching and learning or to further strengthen and enhance an existing specialisation in a subject.

Vertical Articulation:

Postgraduate Diploma in Education, that specialises further in a subject, phase or practice contained in the initial qualification, Level 8.

Bachelor of Education Honours Degree, Level 8.

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.	University of the Free State