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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 101995 | Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching | |||
| ORIGINATOR | ||||
| University of Witwatersrand | ||||
| 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:
It offers entry-level initial professional preparation for 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). For this purpose, the qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to apply their learning as beginner teachers in schools in varying contexts. Rationale: The Postgraduate Certificate in Education is a professional teaching qualification that vertically articulates from an undergraduate Degree. The Postgraduate Certificate in Education (PGCE) will develop qualified classroom teachers who will be able to demonstrate focused knowledge and skills in the teaching of particular subject specialisations to learners in Senior Phase and Further Education and Training phase. The PGCE requires a specific depth of, and specialisation in, knowledge together with practical skills and workplace experience, to enable successful learners to enter into teaching and apply learning as teachers in schools in varying contexts. They will be able to demonstrate initiative and responsibility in an academic and professional teaching environment. The PGCE also requires intellectual independence and the development of research competence at an introductory level in the field of education, specifically teaching and learning, in order to provide a basis for Postgraduate studies in the field of education as well as for further professional development as a teacher. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
Teachers who transfer their studies from another Higher Education Institution offering initial teacher education to the School of Education will need to supply their transcript, course outlines and other relevant documentation (e.g. study guides) to the Postgraduate Certificate in Education (PGCE) Programme Coordinator. Where there is convergence regarding content covered, and at similar levels of conceptual and cognitive demand, learners will be given advance standing against applicable modules in this curriculum. Entry Requirements: The minimum entrance requirements is either: Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of compulsory modules at Level 7 and elective modules at Levels 5 and 7, totalling 120 Credits.
Elective Modules, Level 5: Compulsory Module: Elective Modules Level 7: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate the ability to teach, select and determine the sequence and pace of content in accordance with both subject and learner needs.
2. Demonstrate the ability to understand how the learners learn and tailor teaching according to individual needs. 3. Communicate effectively in general, as well as in relation to the subject in order to mediate learning. 4. Develop literacy, numeracy and Information Technology skills. 5. Use available resources to plan and design suitable learning programmes. 6. Demonstrate an understanding of diversity in the South African context in order to teach in a manner that includes all learners. 7. Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment. 8. Assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning. 9. Demonstrate an understanding of teacher professionalism and display appropriate professional values, attitudes and behaviours. 10. Reflect critically on one's own practice, in theoretically informed ways in order to constantly improve and adapt to evolving circumstances. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: Integrated Assessment: The assessment of teachers in this qualification takes place through assignments, tests, examinations and during the practicum sessions in work-integrated learning. Staff is committed to providing opportunities for learners to get formative feedback on their understanding of key concepts through classwork/tutorial tasks arly in courses. In general, staff provides written feedback to learners on improving the quality of their writing so that the development of writing competence is a shared responsibility across the Wits School of Education, although it is noted that some courses are more reading/writing intensive than others. To optimise the value of formative feedback, it is expected that staff provide feedback to learners prior to them taking summative assessments, like examinations. |
| INTERNATIONAL COMPARABILITY |
| The University of Exeter in the United Kingdom offers a Secondary Postgraduate Certificate in Education (PGCE) at their Graduate School of Education. The Exeter PGCE is also a one year qualification for graduates, who are required to have a major in their chosen subject specialism. The qualification aims to equip teachers to develop subject knowledge, and effective pedagogy and assessment strategies, in relation to the secondary school curriculum. In addition, the qualification develops teachers' understanding of how children learn and engage teachers with current research in their field.
The three-main components of the qualification are: specialist subject knowledge and pedagogy module, Education and Professional Studies Module and Professional Learning Module. This is similar to this PGCE which consists of a full year educational theory course and specialist methodology courses. The Exeter University core modules are: Secondary Education and professional Studies and Secondary professional Learning. They offer a vast range of subject specialisms which include: Biology, Chemistry, Dance, English, French, German, Geography, History, Mathematics, Physics, Physical Education, Religious Education and Spanish. This PGCE offers a comparable range of subjects including: Accounting, Business Studies, Dramatic Art, Economics, English, Geography, History, Life Sciences, Life Orientation, Mathematics, Physical Sciences, isiZulu and Visual Arts. Similar to this qualification, the University of Exeter PGCE consists of two School placements where teachers are placed in two contrasting schools. Teachers are visited and observe the teaching by a university tutor once in each school placement and this is supplemented by one-on-one weekly meeting with their subject methodologist. Whereas in this qualification, the PGCE teachers are visited three times on their extended six-week school placement. Both qualifications emphasise a developmental approach to teacher education. Also in both qualifications, teachers have an initial week of observation at a school before beginning to teach. The University of Exeter approach is carefully scaffolded as a developmental, incremental process. One of the major differences between this qualification and the Exeter qualification is the mode of delivery. This PGCE consists of six weeks on teaching experience (3+6) while the rest of the academic programme is delivered via face to face lectures/workshops at the university. In contrast, the Exeter qualification uses a blended learning mode, with a strong emphasis on School based learning (24 of the 27 weeks consist of School-Based learning; only three weeks consist of university based courses). In both qualifications, Teaching Experience assessment is based on performance in the classroom and engagement as a teacher supported by evidence in Teaching Files and Teaching journal. At Exeter, the core modules (Specialist Subject Knowledge and Pedagogy and the Education and Professional Studies module) are each assessed by a written summative assignment. The University of Queensland in Australia offers a Graduate Diploma in Education (GdipEd). This is the same as this PGCE which is a one-year preparation qualification for teachers who already hold a tertiary Degree. Similar to the University of Exeter, the qualification offers practical, school-based learned supplemented by formal academic courses. The qualification challenges participants to use their knowledge, expertise and experience to design learning environments that will engage learners in the learning process and cater for a variety of learning styles. Teachers undertaking the GdipEd (Secondary) complete 75 days of supervised practicums scheduled in two extended blocks (7-8 weeks each), one in each semester of the qualification. The qualification descriptor foregrounds the role of teachers in the promotion of a just and inclusive society. This focus on social justice is evident in the range of subjects and courses offered. While they offer the usual school subjects (such as Geography, History, Maths, English, IT, PE), they also offer courses on teaching and diversity, inclusive practices in the classroom, world religion in youth cultures and youth disadvantage, diversity and risk. |
| ARTICULATION OPTIONS |
| This qualification offers the following articulation possibilities:
Horizontal Articulation: Vertical Articulation: |
| 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 Witwatersrand |
| All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |