SAQA 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 Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
110091  Postgraduate Certificate in Education in Further Education and Training Teaching 
ORIGINATOR
University of the Western Cape 
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  2019-07-25  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 purpose of the Postgraduate Certificate in Education in Further Education and Training Teaching (FET) phase teaching is to provide a well-rounded education that equips graduates with the required knowledge of educational theory and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified beginner teachers in their subjects of specialisation. The qualification will develop FET teachers with the knowledge, skills and applied competencies identified as critical to enter the world of work as beginner teachers in order to teach learners from Grades 10-12.

This qualification is structured to ensure knowledge specialisation, the development of developing practical skills and work integrated learning experiences in order to prepare beginner teachers for teaching in diverse contexts. As such, learners will be enabled to develop disciplinary, pedagogical, practical, foundational, and situational learning reflexive competencies in teaching and learning in the FET phase of schooling.

The Postgraduate Certificate in Education (FET) phase teaching, is a professional teaching programme that 'caps' an undergraduate degree. 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 students to apply their learning as beginner teachers in schools in varying contexts.

Rationale:
Within South Africa there is a strong public school system as well as a private, independent school system. The South African news media frequently reports on the dire shortage of qualified teachers in South Africa, which highlights the need for additional teacher training. The majority of learner intake into the Postgraduate Certificate in Education in Further Education and Training Teaching in Further Education and Training (PGCE: FET) Teaching, will come from both public and private schools and include learners wanting to do a career change.

This qualification is developed to fill a capacity gap in the existing teacher training system in South Africa and provides an opportunity for those learners wanting to pursue an education career. The curriculum incorporates the essential components (theory, application and practice) as specified for a Postgraduate Certificate in Education (FET) Phase Teaching: Teaching in the Government Gazette of 15 July 2011, No. 34467, "The Minimum Requirements for Teacher Education". This has resulted in a curriculum that places a particular emphasis on educators as community builders and agents of transformation in the South African context.

The Postgraduate Certificate in Education (FET) phase teaching is an initial teacher training qualification that learners can apply for once they have completed their undergraduate Degree that is relevant for teaching purposes in schools. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Access to the qualification can also be provided in terms of the Recognition of Prior Learning (RPL) policy and its admission criteria stipulated by Senate. In the RPL process learners have to undergo a Portfolio Development Course to support the learner's admission. The PDC focus on written submission explaining the reasons for the candidates' interest in in the discipline as an adjunct to their existing professional competencies and indicating the nature of a possible research project.

Entry Requirements:
The minimum entry requirement is:
  • A Bachelor's Degree in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at National Qualifications Framework(NQF) Level 7 totalling 120 Credits.
    Compulsory Modules: 90 Credits:
  • Authority and Discipline Identities, 15 Credits.
  • Education Practice, 30 Credits.
  • Learner Achievement Levels, 15 Credits.
  • Psychology of Teaching and Learning, 25 Credits.
  • English Language Communication, 5 Credits.

    Elective Modules: (Choose one - 5 Credits):
  • African Language Communication, 5 Credits.
  • Afrikaans Language Communication, 5 Credits.

    Elective Modules: (Choose one - 25 Credits):
  • Method of Accounting, 25 Credits.
  • Method of Afrikaans, 25 Credits.
  • Method of Business Studies, 25 Credits.
  • Method of Economics, 25 Credits.
  • Method of English, 25 Credits.
  • Method of Geography, 25 Credits.
  • Method of History, 25 Credits.
  • Method of IsiXhosa, 25 Credits.
  • Method of Life Orientation, 25 Credits.
  • Method of Life Science, 25 Credits.
  • Method of Mathematics, 25 Credits.
  • Method of Physical Science, 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Select, determine the sequence and pace of content in accordance with both subject and learner needs.
    2. Apply strategies of how learners learn, and be able to tailor teaching according to individual learner needs.
    3. Communicate effectively in general, as well as in relation to the subject(s) in order to mediate learning.
    4. Demonstrate developed literacy, numeracy and Information Technology (IT) 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 and 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 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:
  • Demonstrate the ability to teach subjects of specialisation.
  • Select, sequence and pace content in accordance with subject and learner needs.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply various learning strategies of how learners learn.
  • Identify individual learner needs.
  • Adapt teaching according to individual learner needs.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Present work to peers for assessment in various courses, including microteaching; and formal presentations of independent studies.
  • Show competence in explaining concepts with and without the use of PowerPoint presentations and informally through the report backs of group discussions.
  • Communicate concepts of a lesson using the appropriate language register during school based practicum sessions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate adequate development and acquisition of literacy, numeracy and Information Technology (IT) skills.
  • Demonstrate an understanding of how learners learn
  • Use developed literacy, numeracy and Information Technology (IT) skills to develop and facilitate teaching, learning and assessments.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Access and locate appropriate resources that could assist in facilitating meaningful learning.
  • Use relevant and available resources to plan and design learning programmes.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Show understanding of diversity within the South African context.
  • Show sensitivity to diversity within the South African context in the planning, execution of lessons, and deliberations with the lessons.
  • Teach inclusively.
  • Teach according to individual learner needs.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Manage classrooms effectively across diverse contexts.
  • Create and manage conducive learning environments.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Assess learners in reliable and varied ways.
  • Use learner assessments to improve own teaching practices.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Demonstrate an understanding of teacher professionalism.
  • Display appropriate professional values, attitudes and behaviours during the school based practicum sessions.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Reflect critically on own practice and identify areas of improvement.
  • Execute improvement plan and self-regulate improvement.

    Integrated Assessment:
    Learners are assessed regularly throughout all the modules of the qualification from both a summative and formative perspective. The qualification also takes on a particular teaching practice approach with a practical assessment leading to a final practical examination.
    In the assessment strategy as a whole, learners must demonstrate evidence of competence through a variety of options:
  • Assignments (Essays).
  • Case studies.
  • Problem-solving assignments.
  • Teaching practice in simulated and 'in situ' contexts.
  • Portfolios of learning materials.
  • Projects.
  • Written examinations.
  • Oral examinations.

    The final integrated assessment will be via Work-Integrated-Learning in the Field Praxes (school experience) and will assess the following competences:
  • The ability of the students to teach competently and effectively in South African schools.
  • The ability of the students to integrate the knowledge and skills delivered through the different courses/modules which make up the Postgraduate Certificate in Education Further Education and Training(FET) Phase Teaching.
  • The ability of the students to integrate the seven roles of an educator and apply them in their teaching experience.

    The final integrated assessment will assess whether students are able to integrate the ability to perform important teaching actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence), and reflect on and make changes to teaching practices (reflexive competence).

    The assessment criteria and evidence requirements are as follows:
    In a practical teaching and learning situation, a simulated situation, or a situation that combines the practical, the simulated and the written, students are required to:
  • Generate, explore and consider options for appropriate action.
  • Identify the most appropriate course of action in relation to the particular context, topic, learner group, level of learning and resources available.
  • Explain the reasons for that particular selection as well as what was taken into account in making the selection.
  • Perform the identified action, while continuously monitoring and adapting performance as required.
  • Explain the reasons for the performance.
  • Evaluate own performance and identify areas for improvement.
  • Reflect on learner progress and performance.
  • Develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar qualifications in England and the United States of America.

    The qualifications used were:
    Country: Unite Kingdom.
    Institution: City and Guilds - London England.
    Qualification: Certificate in Further Education Teaching.

    Units:
  • Identify and assess learners' needs.
  • Plan and manage the learning process.
  • Use techniques and facilitate learning.
  • Principles of learning.
  • Communication seminar paper.
  • Develop resources.
  • Support and guidance.
  • Assessment.
  • Educational issues.
  • Personal development.

    As indicated above, the City and Guilds: Certificate in Further Education Teaching is fairly compatible with the South African qualification. The major difference lies with their unit titles as opposed to the module titles. The content, however, is compatible. The programme is offered as a one-year course.

    Country: USA.
    Institution: Pace University, New York City.
    Qualification: Advanced Certificate in Teaching (Adolescent):

    Courses:
  • Human development in the school context.
  • Educational Psychology.
  • Language meaning and the development of global perspectives in diverse schools.
  • Foundations of education.
  • Secondary methods: Learning to teach.
  • Secondary methods: Making content meaningful.
  • Literacy in the content area.
  • Student teaching in the adolescent classroom.
  • Teaching internship.

    The Pace University: Advanced Certificate in Teaching (Adolescent) qualification does not fully compare with this Postgraduate Certificate in Education (FET) Phase Teaching. The American qualification focuses more on 'teaching adolescents' with issues around that and language, whereas the South African qualification incorporates a specialisation and teaching methodologies.

    The qualification is similar to those offered by many tertiary institutions worldwide. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers the following articulation possibilities:

    Horizontal articulation:
  • Postgraduate Certificate in Education in Foundation Phase Teaching, Level 7.
  • Postgraduate Certificate in Education in Intermediate Phase Teaching, Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Education, Level 8.
  • Bachelor Honours Degree in Education, 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 Western Cape 


    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.