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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Certificate in Education in Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
108877  Postgraduate Certificate in Education in Further Education and Training Teaching 
ORIGINATOR
Tshwane University of Technology (TUT) 
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  2019-02-13  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 Teaching is a professional teaching qualification that follows an undergraduate Degree or approved Diploma. 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 Further Education and Training (FET) subject. For this purpose, this qualification requires 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.

This qualification also provides a foundation for innovative research, entrepreneurship, the use of science and technology and community engagement in order to produce economically responsible citizens in the chosen FET subject.

This qualification will provide educators with teaching and learning competencies as learning facilitators at high schools in the FET phase. Educators should upon graduation be able to demonstrate knowledge and engagement in a FET subject, discipline or practice; an understanding of the theories, research methodologies, methods and techniques relevant to the subject field; and an understanding of how to apply such knowledge in basic and higher education. Educators should also be able to demonstrate an ability to interrogate multiple sources of knowledge in an area of specialisation and to evaluate such knowledge and processes of knowledge production.

Educators should further be able to demonstrate an understanding of the complexities and uncertainties of selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in a specialised field, discipline or practice. They should also be able to demonstrate an ability to critically review information gathering, synthesis of data, evaluation and management processes in specialised contexts in order to develop creative responses to problems and issues.

A completed Postgraduate Certificate in Education in Further Education and Training Teaching may be presented for entry into a cognate Postgraduate Diploma in Education or into a Bachelor of Education Honours Degree.

The intended outcomes of the qualification will be developed as follows:
  • Possess enhanced communication skills to ensure effective classroom communication and eloquent transmission of knowledge to learners through the utilisation of appropriate teaching and learning technologies (Information and Communications Technology (ICT) in Education, Language of Learning and Teaching, Language of Conversational Competence, Applied Research, Classroom Management and School Based Work Integrated Learning (WIL)).
  • Demonstrate sound subject content knowledge in chosen areas of specialisation and the ability to teach (related didactics) (Teaching and Learning Science: FET Subject, Languages, Foundations of Education, School based WIL).
  • Understand, nurture and practice commitment to the ideals of the teaching profession in a scholarly way (School Based WIL, Foundations of Education, Applied Research).
  • Assessing and reporting competently and effectively within the FET phase specialisations in order to improve teaching and learning (Foundations of Education, School Based WIL, Teaching and Learning Science: FET Subject).
  • Interpret the curriculum, plan and design effective learning experiences while managing the learning environment (Teaching and Learning Science: FET Subject, Foundations of Education, School Based WIL).
  • Be sensitive to the diverse needs of learners in the South African context with an understanding of the life-world of learners (Classroom Management).
  • Reflective teaching and the desire to continually improve professional knowledge and practice while engaging productively with members of their profession and the wider community (Foundations of Education, School Based WIL, Teaching and Learning Science: FET Subject).

    Rationale:
    The Postgraduate Certificate in Education in Further Education and Training Teaching (PGCE in FET Teaching) is the only qualification to train graduates who wish to qualify as professional teachers. It is the only qualification that provided professional registration with the South African Council for Educators (SACE) for graduates with Degrees other than the Bachelor of Education (BEd) qualification. Admission to the PGCE in FET Teaching is based on the subjects that the specialised in in the undergraduate Degree, according to guidelines issued by the Department of Higher Education and Training.

    The qualification will provide educators with teaching and learning competencies as learning facilitators at high schools in the FET phase. Educators should upon graduation be able to demonstrate knowledge and engagement in a FET subject, discipline or practice; an understanding of the theories, research methodologies, methods and techniques relevant to the subject field; and an understanding of how to apply such knowledge in basic and higher education. Educators should be able to demonstrate an ability to interrogate multiple sources of knowledge in an area of specialisation and to evaluate such knowledge and processes of knowledge production.

    Educators should further be able to demonstrate an understanding of the complexities and uncertainties of selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in a specialised field, discipline or practice. They should be able to demonstrate an ability to critically review information, synthesise data, evaluate and manage processes in specialised contexts in order to develop creative responses to problems and issues. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Institutions policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this programme. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved through RPL must not exceed 50% of the total credits and must not include credits at the exit level.

    Assessment for RPL must be done in compliance with the institution's policy on assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments, unless otherwise recommended by the Senate Committed for Recognition of Learning (SCRPL).

    Assessments must be conducted by academic staffs (subject matter experts) that have appropriate RPL knowledge and/or experience.

    Entry Requirements:
    The minimum admission requirement for a Postgraduate Certificate in Education in Further Education and Training Teaching is an appropriate Diploma or Bachelor's Degree.

    An appropriate Diploma or Degree includes sufficient disciplinary learning in appropriate academic fields to enable the development of teaching subjects in the Further Education and Training Phase.

    The underpinning disciplinary knowledge, or component thereof in the prior qualification, must be studied as a major subject in the entry qualification.
    For example,
    to specialise in the teaching of Physical Sciences only, the candidate must have completed either a full major at Level 7 in Physics or Chemistry, and completed at least 32 Credits in the other at Level 6 or higher.

    In addition, there are also a number of 360 Credits Exit Level 6 Diplomas offered by accredited public and private higher education institutions, which are also appropriate for Diplomas in the following fields teaching-particularly for specialisation in Further Education and Training Teaching. Diplomas in the following fields are appropriate for this purpose:
  • Engineering.
  • Hospitality.
  • Fine Art.
  • Dance.
  • Music Dramatic Art.
  • Business Studies.
  • Accounting.
  • Design.
  • Engineering Graphics and Design.
  • Information Technology.
  • Sport and Exercise Technology.
  • Applied Sciences.
  • Mathematics Technology.
    Holders of university degrees in the mentioned fields do not present themselves in significant numbers as entrants into teaching. Providers of teacher education programmes are encouraged by Department of Higher Education and Training (DHET) to consider holders of diplomas in these appropriate and scarce fields for admission. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 5 and 7, totalling 135 Credits.

    Compulsory Modules at Level 5 (9 Credits):
  • Information and communications technology (ICT) in Education, 6 Credits.
  • Language of Learning and Teaching: English, 3 Credits.

    Elective Module at Level 5 (Choose 1):
    Language of Conversational Competence (LoCC) (Chose one) (6 Credits):
  • IsiXhosa, 6 Credits.
  • IsiZulu, 6 Credits.
  • Sepedi, 6 Credits.
  • Sesotho, 6 Credits.
  • Setswana, 6 Credits.
  • Tshivenda, 6 Credits.
  • Xitsonga, 6 Credits.

    Compulsory Modules at Level 7 (92 Credits):
  • Applied Research in FET Subject 4, 20 Credits.
  • Classroom Management 4, 8 Credits.
  • Foundations of Education 4A, 16 Credits.
  • Foundations of Education 4B, 16 Credits.
  • School Based WIL 4A, 16 Credits.
  • School Based WIL 4B, 16 Credits.

    Elective Module at Level 7 (Choose 1) (28 Credits):
    Teaching and Learning Science: (28 Credits each).
  • FET Subject, 28 Credits.
  • Physical Education, 28 Credits.
    FET subjects: Accounting/Agricultural Science/Business Studies/Computer Applications Technology/Civil Technology/Consumer studies/Dance studies/Design/Dramatic Arts/Economics/Electrical Technology/Engineering Graphics and Design/English/Geography/History/Hospitality Studies/Information Technology/isiZulu/Life orientation/Life Sciences/Mathematics/Mechanical/Technology/Music/Physical Sciences/Sepedi/Tourism/Visual Arts. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Possess enhanced communication skills to ensure effective classroom communication and eloquent transmission of knowledge to learners through the utilisation of appropriate teaching and learning technologies.
    2. Demonstrate sound subject content knowledge in chosen areas of specialisation and the ability to teach (related didactics).
    3. Understand, nurture and practice commitment to the ideals of the teaching profession.
    4. Assessing and reporting competently and effectively within the Further Education and Training (FET) phase specialisations in order to improve teaching and learning.
    5. Interpret the curriculum, plan and design effective learning experiences while managing the learning environment efficiently.
    6. Be sensitive to the diverse needs of learners in the South African context with an understanding of the life-world of learners.
    7. Reflective teaching and the desire to continually improve professional knowledge and practice while engaging productively with members of their profession and the wider community. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use information and communications technologies to further their own learning and facilitate the learning of others.
  • Convey the content of their subject in written, graphic and/or other forms which are appropriate to the development levels and language ability of the learners.
  • Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, and acknowledgement of feelings and demonstration of mediation skills.
  • Use language of instruction to explain, describe and discuss in order to enhance learning.
  • Integrate technology resources to transfer knowledge in the teaching and learning environment.
  • Solve problems through the application of Computer, Information and Integration literacy.
  • Communicate clearly and professionally with all education stakeholders' i.e. learners, parents, colleagues and the broader community.
  • Identify and analyse the new development possibilities in using teaching and learning technologies.
  • Demonstrate the ability to use a basic social conversation in at least one official African language.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Concepts, principles, processes and procedures relevant to the specific area of specialisation described and explained correctly.
  • Theoretical and practical knowledge and skills applied in practice according to desired standards.
  • Demonstrate a commitment to the epistemic values and principles which characterise the field of knowledge in their chosen subject areas.
  • Use the characteristics language, terminology and concepts of their subject specialisation appropriately and confidently.
  • Critically discuss the content of curricula knowledge in the subject area and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
  • Evaluate and select learning materials to suit the area of specialisation and specific phase (FET).
  • Accommodate differences in learning styles, pace and ability in the planning and use of teaching and learning strategies.
  • Identify and assist learners with special needs and barriers to learning and development.
  • Select and use teaching and learning strategies appropriate to the subject and phase.
  • Create expectations relevant to the appropriate level/phase of the qualification.
  • Use teaching and learning support materials to facilitate learner progress and development.
  • Critically study teaching and learning material, integrate and apply this knowledge in the learning environment.
  • Read and interpret with understanding written and graphic materials relating to their areas of specialisation.
  • Select and use study methods appropriate to their own needs as well as the demands of their specialisation.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Ability to co-operate with colleagues professionally in an educational setting.
  • Professional behaviour, work ethics and personal values of a high standard is demonstrated.
  • Demonstrate the ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.
  • Use internal and external networking opportunities effectively.
  • Engage critically with education policies, procedure and systems which impact on institutions and classroom, as well as on the national education and training landscape.
  • Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
  • Show a commitment to act in and actively promote the best interests of learners, parent, communities, colleagues and the profession.
  • Be respectful and responsive to basic human rights and the principles of equity.
  • Promote the values and principles of the constitution, particularly those related to human rights and the environment.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Select, adapt and/or design assessment tasks and strategies appropriate to the area of specialization and a range of learning contexts.
  • Explain the link between the methods of assessment and the overall assessment purpose.
  • Design and administer assessment tasks using clear language and instructions.
  • Collect, from a variety of assessment methods, sufficient confirming evidence of learner competence.
  • Ability to design and select relevant assessment methods in order to facilitate learning within the relevant area of specialisation and phase.
  • Use a variety of assessment strategies to accommodate differences in learning styles, pace and contexts.
  • Evaluate own and others assessment strategies in terms of their validity, fairness, reliability, and sensitivity to gender, culture, language and barriers to learning and development.
  • Assess and record systematically the progress of individual learners.
  • Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement.
  • Justify choice and design of assessment strategies, methods and procedures in ways which shows knowledge of a range of assessment approaches.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Select and/or design materials and resources appropriate to learning programmes.
  • Adaptor design coherent learning programmes and lessons appropriate for the learners, context and area of specialisation, taking into relevant curriculum policies.
  • Plan lessons, work schedules and other learning programmes through selecting appropriate teaching and learning strategies.
  • Justify selection and design of learning programmes, which show an understanding of a range of theories about teaching, learning, child development and curriculum.
  • Evaluate and improve learning programmes, lessons and teaching and learning materials.
  • Organise curricular, cross curricular and extracurricular activities.
  • Identify and explain the components of progressive education.
  • Interpret the National Curriculum Statement (NCS) and Curriculum and Assessment Policy Statement (CAPS) documents.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Create and maintain learning environments, which are safe as well as conducive to learning.
  • Manage learning environments democratically, and in ways that foster creative and critical thinking.
  • Discipline learners consistently, firmly, fairly and in ways which promote growth.
  • Create learning environments that are sensitive to culture linguistic, gender and other differences.
  • Resolve classroom conflicts in an ethical and sensitive way.
  • Perform administrative duties required for the effective management of diverse learning environments.
  • Teach learners to manage themselves their time, physical space and resources in order to prepare them for the real life world.
  • Take appropriate action to assist or refer learners in the solution of personal or social problems.
  • Evaluate and, where necessary, adjust their own action in ways that show knowledge and understanding of management and administration.
  • Reflect knowledge and understanding of a variety of ways of managing diversity in the classroom.
  • Apply educational laws, policies and development plans to their own teaching.
  • Encourage, create and maintain a supportive and empowering environment for learners.
  • Analyse and discuss the various management tasks of an educator.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Read academic texts critically, integrate and use the knowledge in their own studies.
  • Assess the teaching and learning strategies used in a particular context in the light of the extent to which the objectives of the learning experiences have been achieved.
  • Explain on the basis of classroom research and reflection, the success or failure of teaching and learning strategies.
  • Interpret and use assessment results to inform future teaching, learning and assessment strategies.
  • Reflect on learner progress and performance.
  • Select, create, justify, deliver and reflect upon and improve extracurricular activities.
  • Evaluate their own professional progress effectively through systems like the Integrated Quality Management System (IQMS).
  • Show the ability to reflect on the teaching and learning situation by utilising basic research skills.

    Integrated Assessment:
    Since various interactive teaching methods will be used in teaching this programme in order achieve the stated outcomes and to link theory and practice, a variety of assessment methods will also need to be used. Methods such as interactive teaching, debates, oral presentation from students, peer evaluations of group work, group assignments and projects, class quizzes, structured summaries, slides and videos, discussion and presentation of case studies will be evident. The assessment methods used will be aligned with the teaching method, and a variety of assessment opportunities will be used to ensure the stated outcomes are achieved.

    Assessment in this qualification will either be done in a continuous or examination termination mode. There is no specific final or year-end examination in modules assessed in a continuous mode. The assessment opportunities completed during the learning process accumulates into a final module mark. A variety of assessment opportunities will be used and a final, Integrated Assessment opportunity will conclude the relevant module.

    Modules which are assessed in an examination termination mode is developed as such: Year modules require a minimum of four to six assessment opportunities during the course of the year, while a minimum of two to four assessment opportunities are required for semester modules. Integration of knowledge culminates in a final, written examination.

    Specific contact time will also be allocated for micro teaching during which the students will be prepared to apply all teaching skills necessary good teaching practices. These practical skills will be developed through case study analysis, practical application, simulated activities with lecturer demonstrations and feedback on student activities. Feedback will be provided to students in the form of formative assessment to build their confidence and ensure practical competence. Initially, demonstrations will be conducted whereby the students can observe the specific skills and techniques. Group work and co-operative learning techniques will then be utilised to ensure specific skills are mastered. In this process, peer teaching and peer evaluation will be used as a strategy to ensure learning and mastering of skills.

    The teaching methods will include amongst others the annual Work Integrated Learning (WIL) assessment which requires a critical observation, lesson presentation, administration and classroom management in the school setting. Reflection of teaching and learning in the schools are achieved through Research Projects in the final year. Furthermore, micro lessons and interactive teaching methodologies are used daily in the various subjects. All of these are aimed at achieving the qualifications outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Postgraduate Certificate in Education (PGCE) (Further Education and Training Teaching) is benchmarked with international models and programmes of the same status in the United Kingdom. The Postgraduate Certificate in Education (PGCE) course offered at several universities in the United Kingdom (UK), mainly focuses on developing a candidate's teaching skills, and not on the subject to be taught. From candidates it is expected to have a good understanding of the chosen subject(s) at Degree level. PGCE courses are available at universities and colleges throughout the UK.

    The programme followed in the University of Edinburgh, Scotland, can be compared as an example of a PGCE programme offered at universities in the UK.

    University of Edinburgh:
    Aims:
    To develop in students:
  • The knowledge, skills, attitudes and competencies necessary for a beginning teacher.
  • Knowledge of the distinctive traditions, practices, and forms of organisation of education in Scotland.
  • The ability to relate theory to practice in all aspects of education.
  • The attitudes and values necessary to support reflective practice.
  • Skills in professional research and enquiry, including skills in action research.
  • A critical understanding of the teaching and learning process, including those relating to special needs, new technology, and equal opportunities.
  • An ability to work successfully in collaboration with others.
  • Skills in planning, reviewing and monitoring their own and academic development.
  • Enhanced ability to work in a critical, innovative and creative manner.
  • Enhance communicative skills.

    These aims as found in the Edinburgh system, are also embedded in outcomes and assessment criteria of the PGCE (Further Education and Training Teaching).

    Programme design:
    This programme is designed to prepare students adequately for the range of roles that teachers are expected to play. It is coherent and progressive and features assessment that will support student learning to provide reliable feedback and reporting. These requirements lead to the following principles for the design of the programme:
  • Student learning will address an appropriate set of unifying themes and core topics.
  • University-based studies will be organised around a sequence of tightly integrated lecturers and workshops.
  • Placement experience will be built on an effective partnership between the University and schools.
  • Assessment tasks will be well matched to the development model and will be guided by explicit performance-related criteria.

    The PGCE (Further Education and Training Teaching) accredits a professional teaching programme that Curriculum Assessment Policy Statements (CAPS) an approved Degree or Diploma. 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 Further Education and Training (FET) subject. For this purpose, this qualification requires 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.
  • Student learning will address an appropriate set of unifying themes and core topics as guided by the CAPS document.
  • This programme will be based on lectures, work integrated learning (WIL) and independent student studies.
  • Placement for WIL will be organised by the established unit responsible for placing undergraduate students at schools.
  • Formative as well as summative assessment strategies will determine the academic progress of students.

    Teaching roles:
    Teaching in the early 21st century is a highly complex profession. A teacher is required to be proficient in not one major role, but several.
  • The teacher in the classroom, has to be a competent reflective practitioner, responding effectively to the learning needs of a wide range of pupils.
  • The teacher in the school, has to be a good collaborator and positive contributor to the school ethos through the formal and informal curriculum.
  • The teacher in the curriculum development process, has to be a subject specialist, curriculum developer, and contributor to educational innovation.
  • The teacher in the profession, has to be an active member of a community of educationalists with hared obligations, values and responsibilities.
  • The teacher in society, has to conduct and sustain relationships at many levels: for example, at local level with parents, other professional agencies, and education authorities; at national level, with assessment authorities, policy making, advisory and research bodies; at international level with exchange programmes.

    The teaching roles are aligned with the Exit Level Outcomes. 
    		•

    ARTICULATION OPTIONS 
    The qualification offers the following horizontal and vertical articulation opportunities.

    Horizontal Articulation:
  • Advanced Diploma in Education, Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, Level 8.
  • Postgraduate Diploma 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. Tshwane University of Technology (TUT) 


    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.