SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Certificate in Education in Further Education and Training Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
101980	Postgraduate Certificate in Education in 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:
The Postgraduate Certificate in Education in Further Education and Training Phase Teaching (PGCE 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 FET phase and/or subject(s). For this purpose, the qualification enables teachers to attain a specific depth and specialisation of knowledge, together with practical skills and workplace experience, to enable successful students to apply their learning as beginner teachers in schools in varying contexts.

On completion of the PGCE (FET Teaching) graduates will possess focused knowledge and skills as prospective classroom teachers in (a) specific subject(s) that 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 reflective competences in FET teaching.

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.

Rationale:
The Postgraduate Certificate in Education in Further Education and Training Phase Teaching (PGCE FET Teaching) is a professional teaching qualification that seeks to 'cap' a Bachelor's Degree or an approved Diploma. The Postgraduate Certificate in Education in Further Education and Training Phase Teaching qualification has been developed to align with the requirements of the Higher Education Qualifications Sub-Framework (HEQSF) and Revised Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ; DHET, 2015). The PGCE aims, to target undergraduate Degree or Diploma holders who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and/or subject(s).

The implementation of the MRTEQ (DHET, 2015) and the HEQSF (2014) necessitated the re-design of all initial teacher education programmes. The report of the HEQC (2009) following the review of education programmes in 2006 - 2007 indicated that various initial teacher training programmes 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 (DHET, 2015) instigated the design of several of these Initial Teacher Education programmes. Therefore the approach to curriculum design of teacher training programmes is to place emphasis on the implementation of the curriculum instead of on a professional teacher education programme 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 those qualifications, are designed within a theoretical framework, and are conceptualised from a curriculum perspective.

This qualification targets potential teachers who have successfully completed a Bachelor's Degree or Diploma with the necessary school subjects. Teachers 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:
For admission to the qualification, the learner must have either:

An approved Bachelor's Degree which includes 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 Diploma which includes at least 24 Credits at Level 7 in (an) appropriate discipline(s) to specialise in at least one FET school subject.

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 orSign 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: FET Phase (LoLT1) and Afrikaans for the Profession 2: FET Phase (LoLT1), 16 Credits.

English as Language of Learning And Teaching: FET Phase (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 Further Education and Training (FET) Subject 1, 20 Credits.

School FET Subject 2, 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 and adapt learning programmes and design and manage original learning programmes.

Demonstrate knowledge of concepts, principles and procedures relevant to the FET Phase, theories of learning, inclusivity, principles and practice of effective teaching and learning, other subjects to be taught, teaching strategies, and range of assessment approaches.

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

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

Transform 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 the learner works.

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

ASSOCIATED ASSESSMENT CRITERIA

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

Demonstrate a practical understanding of the "self" and interpersonal relationships.

Demonstrate a practical understanding of teaching and learning for the Further Education and Training (FET) Phases in relation to educational theory and practice.

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

Understand the pedagogy of reasoning and action.

Demonstrate subject content knowledge in the specific electives.

Apply appropriate pedagogical content knowledge.

Demonstrate an understanding of the 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 an understanding of the education system as well as applicable general pedagogic knowledge relevant in educational contexts.

Understand the forces influencing the curriculum, e.g. philosophy, social, psychology, history, technology and knowledge.

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

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

Integrated Assessment:
Formative Assessment:
Formative assessment will constitute 50% of the final mark for all modules, except Teaching Practice and Information and Communications Technology (ICT). 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. Continuous assessment will be applied in ICT.

Summative Assessment:
Examinations will constitute 50% of the final mark.

The institution's Work Integrated Learning (WIL) component 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 as observer and deliverer.

Semester Two: Ten consecutive weeks in the third school term (two weeks in July, four weeks in August and four weeks in September). The focus is on learning from and in practice, and in-service learning. The focus will be on the student teacher's roles of adaptor and creator/agent of change. During the ten weeks, students will be allocated a mentor who will guide 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.

INTERNATIONAL COMPARABILITY

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

The PGCE offered at the University of Cambridge and University of London is a Level 7 qualification (according to the Frameworks for Higher Education Qualifications (FHEQ) level award) with a minimum of 120 Credits. The qualification is offered on a one-year full-time or one to two years flexible basis. 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 University 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 National College for Teaching and Leadership's (NCTL) professional skill test. The institutions' qualifications also require students to demonstrate competence in language and computer skills. All three universities use Recognition of Prior Learning to admit students into their respective programmes.

As is the case with the institution's qualification, the PGCE programmes offered at both the University of London and Cambridge have, as overarching aimed at developing critical thinking. They also emphasise the use of reflection in practice and reflection on practice. Most importantly, the programmes at 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 to 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:

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.

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.

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

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

Prepare students wishing to enter teaching with a high quality introduction to education as a basis for proceeding to a PGCE.

Both the University of London and Cambridge have compulsory education studies modules focusing on education as a discipline, the 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. The institution's PGCE also has three modules (36 Credits) dedicated to Education Studies. The focus 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 institution's PGCE will be exposed to different learning activities in the form of lectures, 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 University 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 programmes, students are taught primarily through lectures and supervision in the Prelim to Part I and Part II modules. Part II modules, which have smaller groups, use a greater variety of methods including student presentations and practical activities.

Work Integrated Learning (WIL):
According to the MRTEQ (DHET, 2015) learners should spend a minimum of eight weeks and a maximum of 12 weeks in a formally supervised and assessed school-based practice during the one-year duration of the programme.

WIL at the University of Cambridge:
The Secondary Postgraduate programme is a partnership programme, run in conjunction with secondary schools throughout the region. Trainees spend at least 120 days of the 36-week course in partnership schools. The first term has a pattern of induction into the Faculty and the trainee's term one school, followed by work in the Faculty co-ordinated with two days each week at school. This grows into a four-week block placement in school to ensure progression and continuity in the teaching of classes. The second term begins with consolidation time 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 students and school staff. The programme ends with two weeks in the Faculty when the year's experience is enriched by undertaking special projects in the Faculty and schools. As well as essential focus on the trainee's subject, the programme 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 Professional Studies programme is provided in placement schools where inter-disciplinary groups of trainees work together in a weekly seminar programme.

WIL at the University of London:
The qualification comprises three modules. Students complete all three modules and have the option of studying their subject and Studies in Professional Issues and Research in Education (SPIRE) at Level 7. The programme offers a flexible route completed within one to two years.

As a programme that leads to Qualified Teacher Status, the PGCE must conform to NCTL/Department for Education (DfE) regulations. These state that the programme must include 120 days' school experience.

The PGCE (Further Education and Training Teaching) qualification evidently compares well with similar international qualifications.

ARTICULATION OPTIONS

The qualification offers horizontal and vertical articulation opportunities.

Horizontal Articulation:

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

Vertical Articulation:

A Postgraduate Diploma in Education, Level 8.

A Bachelor of Education Honours, 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