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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
99337  Postgraduate Certificate in Education in Further Education and Training Teaching 
ORIGINATOR
MANCOSA Pty (Ltd) 
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
Registered  EXCO 0324/24  2024-07-01  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 
The purpose of the Postgraduate Certificate in Education in Further Education and Training Teaching qualification is to provide professional education and training to develop further competence, practical skills and reflexive skills needed beyond initial teacher education. This qualification offers a cap to potential learners' prior teacher qualification with a specific focus on developing their professional knowledge and teaching skills in teaching their approved specialisation in a South African school. The qualification further aims to develop reflective and adaptable educators who can respond to diverse classroom needs and educational contexts. The outcomes ensure that graduates not only understand the curriculum but can also apply innovative teaching methods to engage learners effectively. The qualification encourages a deep understanding of the South African education landscape, preparing teachers to make a positive impact in their professional roles from the outset of their careers. The qualification includes a diverse range of individuals. Graduates who have completed a Bachelor's degree in fields such as Mathematics, Science, Languages, Social Sciences, or Commerce often enrol for the qualification to pursue a career in teaching. Career changers and professionals from various industries also make up a significant portion of the learners, especially those who want to shift into education as a second career. Training phase. This variety of learners brings rich experiences and perspectives to the qualification, enhancing the learning environment for all participants.

Upon graduating with the qualification, learners will have gained foundational knowledge of key theories and principles that guide effective teaching and learning practices. They will be proficient in applying specific teaching methods aligned with the Curriculum and Assessment Policy Statement (CAPS) curriculum, demonstrating their ability to design lesson plans that incorporate diverse learner needs, available resources, and the varied educational contexts within South Africa. Graduates will also be familiar with key educational policies and acts that inform teaching practices within the South African school system. They will demonstrate the ability to teach their specialised subjects, considering the diverse contexts and resources available in different school environments. They will be capable of planning and adapting lessons based on student needs, resource availability, and contextual factors, while integrating appropriate teaching technologies. In their professional capacity, graduates will also apply relevant education policies and demonstrate a commitment to inclusive, responsive teaching practices that address the linguistic and cultural diversity of South African learners.

This qualification aims to produce graduates who are in possession of specific graduate attributes. such as critical thinking, problem solving proficiency, leadership potential, technological literacy, ethical principles, communication skills, adaptability to change and global perspectives.

Upon completion of the qualification graduates will be able to:
  • Apply problem-solving and critical thinking skills to address complex challenges in educational and professional contexts
  • Demonstrate subject matter expertise by effectively utilising advanced knowledge in relevant fields to improve teaching and learning outcomes
  • Achieve educational goals by developing and implementing pedagogically sound strategies that promote effective learning experiences
  • Foster cultural responsiveness by adapting teaching practices to meet the needs of diverse learners and promote inclusivity
  • Lead ethically and demonstrate a commitment to professional ethics, ensuring integrity in all educational and organisational practices
  • Utilise technological literacy to enhance teaching, learning, and professional communication in the digital age
  • Engage in reflective practice to continually assess and improve teaching methods and professional performance
  • Adapt to changing educational and professional environments by embracing flexibility and responsiveness in practice
  • Communicate effectively with learners, colleagues, and stakeholders, both verbally and in writing, to foster collaboration and understanding
  • Lead and collaborate effectively with teams, promoting a culture of shared responsibility and innovation in education
  • Commit to lifelong learning by continuously seeking professional development opportunities and staying informed about advancements in the field

    Upon completion of the programme, graduates will be able to:
  • Apply the prevailing school and curriculum policies that inform teaching practices
  • Explain foundational knowledge of theories and principles that inform teaching and learning
  • Articulate the diverse context in which teaching, and learning takes place within the South African school system
  • Plan lessons for teaching incorporating the use of teaching and learning technologies to facilitate effective learning
  • Apply the skills in teaching of the specialisation subjects taking cognisance of the teaching context, educational infrastructure and school resources across the diverse schooling context that is prevalent within South African communities
  • Develop an understanding of a learner-centred pedagogy to meet the diverse learner needs and contextual variations of the country
  • Communicate effectively in class through the medium of English
  • Converse with learners in one of the indigenous African languages

    Upon completion of the programme, graduates can aspire to the following positions:
  • FET Phase Teachers in private or public schools
  • Subject advisors
  • Curriculum developers
  • Educational administrators
  • Roles in community or non-governmental education.

    Rationale:
    Currently, public higher education institutions are not meeting the envisaged demand for teacher training. The qualification provides an opportunity for graduates from various fields to transition into teaching, thereby addressing the problem of unqualified teachers, under-qualified teachers and teacher shortages in general and enhancing the quality of education. Hence, a private provider like our institution is well positioned to provide quality qualifications and graduates through its supported distance education programme to address this ongoing concern of continually employing unqualified and under-qualified teachers.

    Given the current national priorities for improving educational outcomes, the qualification plays a pivotal role in advancing both the personal development of educators and the strategic goals of the country. In line with the National Development Plan 2030, the South African government has placed a strong emphasis on education as a key driver of economic development and social transformation. The qualification is integral to this vision, as it equips educators with the necessary skills to foster critical thinking, problem-solving, and innovation among learners. These are essential competencies that align with the Fourth Industrial Revolution (4IR), where education must prepare learners for a digitally driven future. Societally, graduates will enhance the quality of education in critical areas such as Mathematics, Science, and Technology, addressing skills shortages and contributing to the nation's intellectual growth. They also promote inclusive education, supporting diverse learners and fostering personal development. Economically, graduates of this qualification will play a key role in workforce development by educating a more skilled and competitive population, reducing unemployment, and driving innovation. The long-term benefits of education, such as improved earnings, health outcomes, and civic participation, further boost economic sustainability and growth. The professionalisation of teaching in South Africa is a major policy objective, with the South African Council for Educators mandating the registration and continuous professional development of teachers. Upon graduating with the Postgraduate Certificate in Education in Further Education and Training Teaching qualification, learners will be able to register as qualified educators with the South African Council for Educators.

    The range of typical learners in this qualification primarily includes individuals who already possess a Bachelor's degree in a specific field of study and are seeking to transition into the teaching profession. These learners may come from a variety of academic and professional backgrounds, but they share the common goal of wanting to become qualified educators in the Further Education and Training Teaching (FET) phase (Grades 10-12) in South African schools.
    Graduates from this qualification primarily operate in educational institutions in both private and public schools, specifically in teaching roles within the FET phase.

    Upon completion of the qualification, graduates can aspire to the following positions:
  • FET Phase Teachers in private or public schools
  • Subject advisors
  • Curriculum developers
  • Educational administrators
  • Roles in community or non-governmental education

    Upon completion of qualification learners can progress to a honours qualification at NQF level 8 thereafter to a master's at NQF level 9 and ultimately to a doctorate at NQF level 10 within the cognate field. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution recognises the important role that the Recognition of Prior Learning (RPL) plays in ensuring equitable access and participation in Higher Education. In this process, non-formal and/or informal learning is measured, evaluated, and checked for equivalence or parity with the formal programme entry requirements. The RPL assessment process will focus on ways of evaluating a person's knowledge and skills acquired through lifelong learning experiences (formal, non-formal and informal) against a set of pre-determined criteria.

    RPL Process
    Learners are required to submit an RPL application, and the MANCOSA RPL committee shall meet and provide outcomes regarding all RPL applications that are presented before the committee for decisions and recommendations regarding entry into the programmes which prospective RPL candidates have applied for. The decisions are communicated by the committee to the relevant stakeholders in the enrolment department. The RPL process focuses on establishing whether the student has acquired competence in the following areas:
  • Basic theoretical knowledge
  • Practical competence
  • Reflective competence
  • Applied competence

    The RPL applicant must:
  • Be at least 23 years of age for undergraduate programmes and at least 30 years of age for postgraduate programmes
  • Applicants must demonstrate relevant professional work experience as follows:
  • Undergraduate Programmes: A minimum of 3 years of related work experience.
  • Postgraduate Diplomas: A minimum of 4 years of related work experience.
  • Honours Programmes: A minimum of 5 years of related work experience.
  • Master's Programmes: A minimum of 8 years of relevant work experience.

    Submit a detailed Portfolio of Evidence with documents required to substantiate RPL application
  • Provide a comprehensive CV with detailed working experience
  • Submit certified copies of qualification certificates and transcripts
  • Provide a signed personal letter of motivation
  • Submit all relevant and appropriate certificates for short courses or trainings (formally, informally, or non-formal) completed to support the motivation to be accepted for the programme through RPL and as evidence of continuous assessment and learning
    Or
  • Produce a letter from the Human Resources (HR) Department for relevant and appropriate short courses or trainings (formally, informally, or non-formal) completed to support the motivation to be accepted for the programme through RPL and as evidence of continuous assessment and learning for those who are not in possession of certificates
  • For all Master's programmes- Submit a signed Recommendation letter written by a reputable person to be provided as an endorsement of the Applicants qualities, capabilities, performance and suitability for the programme
  • Sign a Declaration to confirm English Language and IT proficiency

    NB: If the applicant's highest accredited qualification has been completed within 5 years to date of the application period, the applicant has to articulate onto the appropriate qualification


    All RPL applications are subject to evaluation by the RPL committee. No more than 10% of a cohort will be admitted into the programme based on RPL. It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of a portfolio of evidence.

    RPL for access:
    Assesses whether a candidate's prior experience and learning meet the entry requirements for a programme, enabling them to be accepted into the programme. In contrast, RPL for credits and/or exemptions evaluates if this prior learning can be counted towards specific modules within the programme, potentially shortening the duration or reducing the coursework required. Essentially, RPL for admission determines eligibility for entry, while RPL for credits and exemptions grants academic credit or module exemptions based on previous learning.
    All RPL applications are subject to evaluation by the RPL committee. No more than 10% of a cohort will be admitted into the programme based on RPL. It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of a portfolio of evidence. Where appropriate, interviews will also be conducted to assess applicants for selection purposes

    Awarding of Credits:
    The following standard applies:
    Credits are awarded for individual modules if, in the opinion of the assessors, the applicant has satisfied at least 80% similarity of the outcomes or meets all or most of the outcomes to determine the suitability of being admitted into the programme. Credit will only be awarded if the applicant passed the module with a 50% or above pass mark with a 12-credit and above. Credits will also be given through Recognition of Prior Learning in accordance with established practice at South African higher education institutions. Assessment for Credit Accumulation Transfer (CAT) is conducted using the portfolio of evidence (PoE) submitted by the applicant. The maximum amount of 'specific' credit granted is 50% and credits may only be accumulated for modules, which are prescribed within the structure of a named award.

    Entry Requirements:
  • An appropriate bachelor's degree, NQF Level 7 with sufficient disciplinary content learning in the appropriate fields leading to a teaching specialisation.
    Or
  • An appropriate Diploma NQF Level 6, 360 credits with sufficient disciplinary content learning in the appropriate fields leading to a teaching specialisation. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at NQF Level 7 totalling 144 Credits

    Compulsory Modules, Level 7, 72 Credits
  • Education Studies: Curriculum, Teaching and Learning 101, 16 Credits.
  • Education Studies: Sociology and Philosophy 102, 16 Credits.
  • Professional Studies and Professional Ethics 101, 08 Credits.
  • Teaching Practice 102, 08 Credits.
  • Teaching Practice 103, 16 Credits.
  • English Communication and Academic Literacy 101, 08 Credits.

    Elective Modules, Level 7, 336 Credits
  • FET Teaching Specialisation Accounting 110, 32 Credits
  • Teaching Specialisation Business Studies 120, 32 Credits.
  • Teaching Specialisation Economics 130, 32 Credits.
  • Teaching Specialisation Mathematics 140, 32 Credits.
  • Teaching Specialisation Life Science 180, 32 Credits.
  • Teaching Specialisation English 150, 32 Credits.
  • Teaching Specialisation isiZulu 160, 32 Credits.
  • Teaching Specialisation Afrikaans 170, 32 Credits.
  • isiZulu conversational 101, 08 Credits.
  • Teaching Specialisation Physical Science 190, 32 Credits.
  • Teaching Specialisation Geography 1100, 32 Credits.
  • IsiXhosa Conversational 101, 08 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply relevant education legislation, policies and curriculum frameworks to guide effective teaching practice.
    2. Understand foundational and practical knowledge of learning theories, teaching principles and subject content within the FET phase.
    3. Plan learner-centred lessons that consider diverse learner needs, resources, and school contexts.
    4. Demonstrate competence in teaching specialisation subjects with awareness of contextual, infrastructural and resource realities.
    5. Communicate in diverse classroom contexts using English and an indigenous African language to support learning. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate knowledge of the diverse context in which teaching and learning takes place within the South African school system.
  • Understand relevant curriculum theory, learning theories teaching theories and pedagogies and identify their implications for teaching practice.
  • Use key theoretical constructs of curriculum, teaching and learning to explain the current school education system and practices.
  • Understand and explain the main current research into learning and teaching in the context of South African school education system.
  • Reflect on own teaching practices from a theoretical perspective.
  • Develop an understanding of the concepts of Sociology and Philosophy.
  • Discuss dominant sociological theories that have informed education over time.
  • Understand the nature of diversity in the school context with a view to promoting social harmony, social justice and social inclusion as it relates to school education.
  • Understand the dominant philosophies that have informed Education over time.
  • Understand the Outcomes approach to teaching and learning and its influence on school curriculum in South Africa.
  • Use key theoretical constructs from Sociology and Philosophy to understand the nature of teaching and learning in South African schools.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate knowledge on how to teach the teaching specialisation within the Further Education and Training (FET) phase of schooling.
  • Develop skills in planning for and, teaching own specialisation(s).
  • Demonstrate reflexive competence to inform future practices, taking into consideration the diversity of the learner population and the teaching context.
  • Reflect on planning and teaching with a view to improving own practices.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Develop appropriate lesson plans that take into consideration the content to be taught, the diversity of learners and the availability of resources in a school.
  • Understand teaching, learning and assessment strategies in the teaching of Accounting, Business Studies and Economics and Management Sciences in the FET phase of schooling.
  • Understand the Curriculum and Assessment Policy Statement (CAPS) for own subject specialisations at the FET phase of the school curriculum with a view to integrating that knowledge in facilitating learning.
  • Use a range of specific teaching methods that informs the teaching of subject specialisations within the CAPS curriculum.
  • Appraise the learning situation with a view to selecting appropriate teaching and learning resources, including classroom technologies, to facilitate effective teaching and learning.
  • Develop appropriate assessment tools for assessing learning in subject specialisations.
  • Demonstrate applied competence by teaching a section of the subject specialisation.
  • Know what records need to be kept as professional teachers.
  • Plan specific lessons, either individually or in clusters of lessons.
  • Use teaching and learning technologies in own teaching.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use appropriate technology to ensure effective communication of ideas.
  • Understand the different genres in English language communication.
  • Present a written piece of work that is grammatically correct and coherent.
  • Communicate orally in English using appropriate voice, structure and form.
  • Conduct a conversation through the medium of isiZulu.
  • Understand the nature and role of code switching in conversational isiZulu.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate an understanding of the characteristics of a professional teacher.
  • Demonstrate knowledge of the schooling system in South Africa.
  • Understand the policies that inform teaching and learning in the South African school education system.
  • Know the teacher code of conduct and the professional ethics expected of teachers.
  • Understand teacher roles within and outside of school.

    Integrated Assessment:
    Three forms of assessment will take place, namely:
  • Formative assessment: The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited number of outcomes.
  • Summative assessment: Examinations or equivalent assessment such as a research essay or portfolio in order to determine a representative of the Exit Level Outcomes practised and assessed in the formative stage. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.
  • Teaching Practice assessment: Continuous assessment - Both teaching practice sessions are supervised through the appointment of in-school mentors and the institutions' appointed supervisors. The assessment of the learner is done by both the school-based mentor teacher and the institution's appointed supervisor. The assessment includes an appraisal of a portfolio consisting of lesson plans, classroom observations, self-reflective reports and mentoring (supervision) reports. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Arab Emirates (UAE)
    Name of Institution: Exceed College
    Name of Programme: Postgraduate Certificate in Education

    Purpose of Programme:
    The Postgraduate Certificate in Education (PGCE) programme equips aspiring educators with the skills and knowledge to thrive in international teaching careers. This intensive six-month programme utilises a blended learning approach with weekly synchronous activities. Core educational principles of curriculum design, pedagogy, assessment, and learning theories are explored alongside established and emerging trends in international education. The programme delves deeper into critical areas like sustainable practices, social justice within education, digital pedagogies, and the crucial process of internationalising curricula. Through a focus on reflection and collaboration, the Postgraduate Certificate in Education programme fosters a deep understanding of global perspectives in education, ensuring graduates are at the forefront of the ever-evolving educational landscape.

    Learning Outcomes:
  • Gain real world skills through a well-rounded educational experience
  • Engage in practical learning through seminars

    Content:
    Modules within the programme include:
  • Transformative Learning
  • Instructional Leadership
  • Critical Reflection in Educational Practice

    Similarities:
  • Both qualifications aim to prepare highly skilled teachers who are equipped to handle the demands of contemporary classrooms.
  • Both qualifications require applicants to have attained a Bachelor's Degree from a recognised university in order to be accepted onto the programmes.
  • For both qualifications, applicants must submit copies of their academic record and qualification certificate when applying.

    Differences:
  • The Postgraduate Certificate in Education in Further Education and Training Teaching programme is tailored specifically for the Further Education and Training phase in South Africa, focusing on preparing educators for teaching at the high school level Grade 10 to 12.
    In contrast, the Postgraduate Certificate in Education programme offered in the United Arab Emirates focuses on equipping aspiring educators with the skills and knowledge to thrive in international teaching careers.
  • The programme in South Africa has a duration of 18 months whilst the programme in the United Arab Emirates has a duration of 6 months.

    The qualification in South Africa has 6 core modules and 12 electives whilst the programme in the United Arab Emirates has only 3 core modules.

    INTERNATIONAL COMPARABILITY 2

    Country: UK
    Name of Institution: The University of Manchester
    Name of Programme: Postgraduate Certificate in Education Secondary

    Purpose of Programme:
    The University of Manchester Initial Teacher Education (ITE) partnership strives for excellence through high expectations of the institution and the trainee teachers at every stage, from recruitment, through training, and into employment. The University of Manchester's vision is to empower future generations. The University of Manchester's Postgraduate Certificate in Education programme echos the principles and values of The University of Manchester's vision and strategic plan. As a well-established provider of Initial Teacher Education, the University of Manchester recognises that teaching is:
  • a challenging, complex, intellectual, and ethical endeavour
  • Critical in improving student learning and in enabling the positive, transformational contribution that education can make to communities, and to the development of more socially just and sustainable societies

    It is the University of Manchester's intent to provide all of trainee teachers with an inclusive, rich, broad, balanced and challenging curriculum, which is sufficiently flexible and adaptable to meet trainee personal and professional needs whilst also addressing both local and national priorities and needs.

    Learning Outcomes:
    It is the University of Manchester's intent to produce teachers who are:
  • Competent and confident professionals who learn from research, direct experience, their peers, and other sources of knowledge
  • Epistemic agents, acting as independent thinkers, who learn to search for theories and research that can underpin, challenge or illuminate their practice. Learners learn to analyse and interrogate evidence and arguments, drawing critically and self-critically from a wide range of evidence to make informed decisions during their practice
  • Able to engage in inquiry-rich practice and are encouraged to be intellectually curious about their work with the capacity to be innovative, creative, and receptive to new ideas
  • Responsible professionals who embody high standards of professional ethics, who act with integrity and recognise the social responsibilities of education, working towards a socially-just, anti-racist and sustainable world

    Content:
    The programme includes modules such as:
  • Learning, Teaching, and Assessment in the Curriculum
  • Inclusive Educational Practice
  • Developing Practitioner Enquiry
  • PGCE Secondary Biology
  • PGCE Secondary Business Education
  • PGCE Secondary Chemistry
  • PGCE Secondary Economics and Business Education
  • PGCE Secondary Engineers Teach Physics
  • PGCE Secondary English
  • PGCE Secondary French
  • PGCE Secondary Geography
  • PGCE Secondary German
  • PGCE Secondary History
  • PGCE Secondary Mathematics
  • PGCE Secondary Mathematics with Economics
  • PGCE Secondary Physics
  • PGCE Secondary Physics with Maths
  • PGCE Secondary Spanish

    Similarities:
  • Both the programmes in South Africa and the United Kingdom are aimed at preparing graduates to enter the teaching profession, with an emphasis on equipping learners with practical skills for classroom environments.
  • The module Secondary Business Education and the module Secondary Mathematics in the United Kingdom are comparable to the Teaching Specialisation Business Studies and Teaching Specialisation Mathematics in South Africa.
  • Upon completion of both programmes, graduates are recommended for qualified teacher status within their respective countries.
  • Both programmes include a work integrated component..

    Differences:
  • The Postgraduate Certificate in Education Further Education and Training Teaching programme in South Africa has a duration of 18 months whilst the Postgraduate Certificate in Education Secondary programme in the United Kingdom has a duration of 10 months.
  • The qualification in the United Kingdom has Chemistry and Physics modules whilst the programme in South Africa does not offer specialisation in Chemistry and Physics.
  • The qualification in South Africa has 6 core modules and 12 specialisation modules whilst the programme in the United Kingdom has 3 core modules and 15 specialisation modules..

    Conclusion
  • To conclude, the Postgraduate Certificate in Education in Further Education and Training Teaching programme offered in South Africa demonstrates favourable comparability with international programmes within the education field.
  • The proposed programme has been compared to three international institutions, evaluating aspects including learning outcomes, programme duration, and content as well as admission requirements.
  • The comparison revealed both similarities and differences, and the Postgraduate Certificate in Education in Further Education and Training Teaching programme in South Africa remained favourable in alignment with these similarities and differences.
  • Notably, the Postgraduate Certificate in Education in Further Education and Training Teaching programme is distinctively tailored to the needs of South Africa, reflecting its appropriateness for the specific requirements of the country. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, NQF Level 8.

    Diagonal Articulation:
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    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. MANCOSA Pty (Ltd) 


    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.