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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97202  Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching 
ORIGINATOR
University of Johannesburg 
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  Higher Education and Training 
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
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 Senior Phase and Further Education and Training Teaching is to deliver professionally qualified beginner teachers for the Senior Phase (SP) and Further Education and Training (FET) phase of schooling. This is done by providing student teachers with a well-rounded education that equips them with specialised teaching competence in at least two school subjects one in the SP and one in the FET phase of schooling in order to have a nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa.

Rationale:
In applying for the Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching (PGCE (Senior Phase Further Education and Training Teaching)), to be offered in distance education online delivery mode, the Faculty of Education is responding to the increasing number of schools that are opting to offer full time teaching internships to students.

These are students who are enrolled for a teaching Degree through an accredited service provider, as well as schools, which employ teachers without a formal teaching qualification. In this context, the target student is an individual who wants to become a SP FET teacher, but who, due to geographical and/or other challenges, is unable to access a contact educational institution. In many cases, schools offering internships assist students financially with their course fees and other costs and students are able to earn a small stipend to support them, while they are studying. Online learning erases the barriers of time, geography and economics.

The programme was designed so that students can teach at least one school subject area, one SP subject and one FET phase of schooling. These students will support and nurture learning and development in diverse educational contexts and identify and address barriers to learning in the classroom. They will be able to formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching conduct. The programme integrates the knowledge mix of disciplinary, pedagogical, practical, and situational learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the University of Johannesburg's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules on the principles and processes that serve as basis for faculty-specific RPL practices.

A panel of selected UJ staff members will determine, on a one-on-one basis, the competence of prospective learner who apply for RPL. In determining an applicant's competence against the relevant exit level outcomes, this panel will do one or more of the following:
  • Verify the standard/quality of a learner's prior qualifications.
  • Ask for and assess a portfolio containing examples of the learner's work in the field of education, training and development.
  • Observe the learner's performance in authentic and/or in situ teaching-learning situations and/or contexts.
  • Conduct one-on-one interviews with learners to discuss the results of the evidence collection process.

    Entry Requirements:
    To gain access to the Postgraduate Certificate in Senior Phase and Further Education and Training Teaching an applicant must have a first Degree at Level 7 with a minimum of 360 Credits with two school related subjects, one on first year level and one on third year level.
    Or
    An approved National Diploma at Level 6 with a minimum of 360 Credits from an accredited higher education institution with two school related subjects, one on first year level and one on third year level. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of 3 compulsory modules at Level 7 totalling 120 Credits.

    Compulsory modules at Level 7, 120 Credits:
  • Education Studies and Teaching Studies, 48 Credits.
  • Teaching Methodology and Practicum A (Senior Phase), 36 Credits.
  • Teaching Methodology and Practicum B (FET Phase), 36 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a clear theoretical understanding of disciplinary educational knowledge, and an awareness of current issues in the teaching, learning, assessment and support of the adolescent learner, developmentally, cognitively, emotionally and psychologically.
    2. Display knowledge of Teaching as a profession, including knowledge of professional conduct and ethics and legal responsibilities, as well as the role of the wider societal context in the education of children.
    3. Demonstrate knowledge and skill in teaching and assessing their specialist subject within the school curriculum during practical teaching experiences, as well as awareness of the study of their subject in the world outside schools.
    4. Demonstrate the ability to reflect on own and others' professional practice, and learn to improve own practice by engaging in critical evaluation of recent research and literature linked to the subject specialism. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Provide evidence that they are au fait with adolescent development issues that may affect the learning of the further education and training phase curriculum.
  • Describe the fundamental of managing effective environments in South African Schools.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Plan and execute teaching competently in at least one Senior Phase and one Further Education and Training (FET) Phase school subject.
  • Apply the knowledge and skills learnt in the coursework relevant for teaching in the Senior Phase and FET Phase classrooms.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply curriculum differentiation in the planning and execution of the curriculum.
  • Demonstrate an understanding of subject teaching in the adolescent years of schooling.
  • Demonstrate knowledge of different teaching skills for different successive grades of the primary-secondary schools.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Articulate a coherent and theory-driven teaching philosophy that provides evidence of growth and development over a period of study.
  • Relate the ethical and professional foundation of the teacher professionalism as defined by South African Council of Educators (SACE) with the faculty of Education conceptual framework.
  • Identify the roles as a teacher who is caring, accountable and critically reflective.

    Integrated Assessment:
    Formative and summative assessment opportunities are available to learners. The summative assessment is either a written examination, a portfolio or an assignment and this is done to ensure that outcomes are assessed in an integrated manner. The weighting of the summative assessment contributes least 50% but not more than 60% of the final mark.

    Formative assessment supports teaching and learning, provides feedback to the learners, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the learner to do a summative assessment. Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions. 
    		•

    INTERNATIONAL COMPARABILITY 
    Edge Hill University, Lancashire United Kingdom offers the Post Graduate Certificate in Education (PGCE).

    The PGCE offered by Edge Hill University is a postgraduate qualification with the purpose to provide learners with a range of academic and professional knowledge, understanding, skills and values to become a high quality and skilled teacher in the secondary phase of schooling. The qualification aims to develop reflective and analytical skills as well as providing practical experience in planning effective lessons and learning strategies and hands-on classroom experience. The qualification is offered as a one-year full time with a combination of academic study, group discussion and reflection, practical and work-based learning in the classroom which will give the learner the knowledge and skills to become an excellent teacher. The qualification includes the development of the use of ICT, knowledge of educational theory, awareness of appropriate and innovative teaching and assessment methods, enhanced subject knowledge and a wider awareness of the role of the teaching profession through the study of professional values. Learners spend 26 weeks on placement in schools, putting their training into practice through assisting in and taking responsibility for classes and working alongside mentors and peers. Learners also work alongside learners from various areas and backgrounds and abilities which imply that they can teach in diverse settings and classrooms.

    University of Southern Queensland, Australia:
    The Postgraduate Certificate in Education (PGCE) is offered by the University of Queensland is a Postgraduate qualification which aims to develop learner's capability and dispositions to work as engaged professional educators in knowledge-building communities. Thus successful learners who complete the PGCE with the University of Southern Queensland will be able to locate and access knowledge of relevant theory and practice, critically evaluate and build knowledge, interpret and apply knowledge to the solution of significant problems, effective communicate knowledge and identify and participate in relevant communities of practice. The qualification provides learners the opportunity to address issues of particular interest which include approved workplace development activities. The qualification also includes the offering of ICT for professional engagement and to support professional interaction and learning.

    Conclusion:
    This qualification compares favourably with the above cited international qualifications in terms of the purpose and the competencies that learners will develop upon completion of the qualification. 

    ARTICULATION OPTIONS 
    The completed PGCE (Senior Phase and Further Education and Training Teaching) has the following articulation possibilities:

    Vertical Articulation:
  • Completion of the PGCE (Senior Phase and Further Education and Training Teaching) meets the entry requirements into cognate a 120 Credits Level 8 Postgraduate Diploma in Education.
  • With a first approved Bachelor's Degree, meets the entry requirements into a 120 Credits Level 8 Bachelor of Honours Degree.

    Horizontal Articulation:
  • Completion of the PGCE (Senior Phase and Further Education and Training Teaching) meets the entry requirements into a 120 Credits Level 7 Advanced Diploma in Education or a 120 Credits Level 6 Advanced Certificate in Teaching. 
    		•

    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 Johannesburg 


    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.