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 THAT HAS PASSED THE END DATE:

Postgraduate Certificate in Education in Further Education and Training Teaching

SAQA QUAL ID	QUALIFICATION TITLE
97323	Postgraduate Certificate in Education in 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		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
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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
115922	Postgraduate Certificate in Education in Further Education and Training Teaching	Not Applicable	NQF Level 07	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Advanced Diploma in Further Education and Training. (FET) Teaching is to deliver professionally qualified beginner teachers for the FET phase of schooling. This is done by providing learner teachers with a well-rounded education that equips them with specialised teaching competence in at least one school subject in the FET phase of schooling, 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 developing this qualification the Faculty of Education is responding to the current national shortage of teachers in the country. The Department of Higher Education and Training (DHET) 2010 survey on the Teacher Education in South Africa indicated that South Africa is not producing sufficient new teachers to meet the system needs. The report stresses the need for the doubling of teacher production in South Africa and also indicated that there is a strong need for teachers to be trained in the scarce skills areas such as Economics and Management Sciences, and FET subjects such as Geography, Mathematics Literacy, Tourism and Life Orientation.

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 programmes to promote lifelong learning. The purpose of the University of Johannesburg's RPL policy, which directs the Faculty's RPL procedure, is to Recognize Prior Learning in order to provide for admission to programmes, grant advanced placement in programmes and grant credits for modules on the principles and processes that serve as basis for faculty-specific RPL practices.

A panel of selected staff members will determine, on a one-on-one basis, the competence of prospective students 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 an applicant's prior qualifications.

Ask for and assess a portfolio containing examples of the applicant's work in the field of education, training and development.

Observe the applicant's performance in authentic and/or in situ teaching-learning situations and/or contexts.

Conduct one-on-one interviews with applicants to discuss the results of the evidence collection process.

Entry Requirements:
To be able to gain access to the Advanced Diploma in Further Education and Training Teaching an applicant must have a first Degree on Level 7 with a minimum of 360 Credits with two school related subjects, one on second year level (or minimum 24 Credits at Level 6) and one on third year level (or minimum 24 Credit at NQF Level 7).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory module at NQF Level 7 totalling 120 Credits.

Education and Teaching Studies, 48 Credits.

Teaching Methodology and Practicum B, 36 Credits.

Teaching Methodology and Practicum A, 36 Credits.

EXIT LEVEL OUTCOMES

1. Exhibit understanding of acquaintance of the key aspects and theories related to teaching and learning practices in Further Education and Training.
2. Manage, organise and teach an intermediate phase class of learners effectively.
3. Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching conduct.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Appropriate content knowledge is integrated wherever it is relevant.

Knowledge of assessment standards and prescribed content is outlined.

Documents to support their own plans selected and used and incorporate information on why they find it useful is included.

Correct scientific terminology as stated in the work schedules is use to teach learners.

Teaching strategies such as mind maps/concept maps/flow charts/diagrams, etc are used as part of making sure that learners understand the context.

A range of process skills are effectively addressed and developed among learners (e.g., observing and comparing, measuring and estimating, classifying, questioning, hypothesising, recording information in tables and graphs, predicting, experimenting communicating what they see, draw graphs, etc.), that will develop their ability to be objective, think and reason in a variety of ways.

Associated Assessment Criteria for Exit Level Outcome 2:

Teaching and learning are planned according to the school's needs, learners, community, surroundings and resources.

Appropriate methods of teaching are used taking into account the assessment standards, core knowledge, resources available and inclusivity (differentiated teaching and learning styles).

All compartments to be taught and activities are planned to spread for the whole year.

Barriers to learning in the classroom identified and addressed.

Student teachers' knowledge and skills base to provide support to individual learners facing learning barriers is developed.

Learners are assessed in reliable and informed ways.

Classroom is managed effectively.

Reflect critically and theoretically in informed ways to improve on the teaching practice.

The diversity on how children learn is investigated, analysed and used in teaching and learning.

Barriers that affect teaching and learning are identified and communicated effectively to relevant stakeholders involved in teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 3:

Communicate accurately, coherently and effectively by means of oral, written, and technological skills when engaging with relevant stakeholders within the school context, as well as when preparing assignments, giving evidence of insight and respect for intellectual property conventions and rules.

The ability to become critically-reflective practitioners is developed.

Personal teaching philosophies are developed.

Resource portfolio is compiled and developed to improve personal practice within teaching and learning environment.

An insight into the challenges that face early childhood education in South Africa due to social challenges such as poverty, deep rural environments, HIV/AIDS, and the language and cultural diversity is demonstrated.

Integrated Assessment:
The broad assessment strategy of the Faculty assessment policy is:
There are a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, a portfolio or substantial assignment) to ensure that outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark. The seven roles of educators are infused across the curriculum. Consequently, assessment tasks in the qualification cover the seven roles.

Formative and summative assessment opportunities are available to learners. Formative assessment supports teaching and learning, provides feedback to the student, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the student 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. The marks reflect a pass or fail. 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: http//www.edgehill.ac.uk.
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, professional and vocational 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 leaning strategies and hands-on classroom experience. The qualification is offered as a one year full time or as a flexi qualification over three years 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, of 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 with others from various areas and backgrounds and abilities which imply that they can teach in diverse settings and classrooms.

University of Southern Queensland: Australia: http:www.usq.edu.
Post Graduate Certificate in Education (PGCE) - PGCertEd

The PGCE offered by the University of Queensland is a postgraduate qualification which aims to develop graduates 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.

ARTICULATION OPTIONS

Learners who have successfully completed the Advanced Diploma in Further Education and Training Teaching qualification will be able to teach in this phase, and they will be eligible for registration as educators in schooling, for employment in public and private schools and for further study.
The completed Advanced Diploma in Further Education and Training Teaching has the following articulation possibilities:

Horizontal articulation:

Completion of the Advanced Diploma in Further Education and Training Teaching allows entry into 120 Credits NQF Level 7 Advanced Diploma in Education or 120 Credits at NQF Level 6 Advance Certificate in Teaching.

Vertical articulation:

Completion of the Advanced Diploma in Further Education and Training Teaching allows entry into cognate a 120 Credits NQF Level 8 Postgraduate Diploma in Education.

Completion of the Advanced Diploma in Further Education and Training Teaching after completion of an approved Bachelors' Degree allows entry into a 120 Credits at NQF Level 8 Bachelor of Honours Degree.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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