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: 

Bachelor of Education in Senior Phase and Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
101508  Bachelor of Education in Senior Phase and Further Education and Training Teaching 
ORIGINATOR
University of KwaZulu-Natal 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 Bachelor of Education in Senior Phase and Further Education and Training Teaching [B.Ed (Senior Phase and Further Education and Training Teaching) qualification is to develop teacher competences so that they will be able to demonstrate focused knowledge and skills in teaching specialist school subjects at the Senior Phase and FET Phase of schooling. The qualification provides a well-rounded education that equips the graduate with requisite subject content knowledge, educational theory, pedagogical learning, practical learning, fundamental learning and situational learning. This qualification will provide teachers with an educational experience that will provide them the knowledge and practical competence required to function as a professionally qualified teacher in a school. Teachers will be able to develop academic and contextually grounded knowledge in education, specialist subject content and pedagogy enabling the graduate to take up a teaching career in South Africa and beyond its borders, taking cognisance of the contextual realities of schooling and the nature of learners. Teachers will also develop competence that will enable them to further their studies in Education academically through Postgraduate studies in Education, and/or professionally through alternate qualifications for professional growth.

Rationale:
The Bachelor of Education in Senior Phase and Further Education and Training Teaching qualification is one of two pathways for developing professional teachers to teach within the South African school system. The B.Ed (Senior Phase and Further Education and Training Teaching) qualification is needed to produce qualified teachers who would be able to take up a teaching posts. This qualification will enable teachers to qualify and professionalise as an Intermediate Phase teacher and is regulated by the National Teacher Education Framework as gazetted in 2007 and more recently by the Minimum Requirements for Teacher Education Qualifications (MRTEQ) gazetted in 2015.

Teacher supply has been a major concern in the current context of providing quality education of schooling. This programme is responding to this concern by producing appropriately qualified teachers who would be able to contribute towards a quality school education system. Teacher supply has been limited to higher education institutions within South Africa, and UKZN has been one of the major producers of teacher in this country since its inception. The School of Education has the experience, competence, capacity and capabilities of offering a well conceptualised, relevant and quality driven B.Ed (Senior Phase and Further Education and Training Teaching) qualification. This B.Ed (Senior Phase and Further Education and Training Teaching) qualification is a complete re-conceptualisation of an existing programme which has been developed to meet the standards as presented by the newly gazetted Minimum Requirements for Teacher Education qualifications.

The current context of teacher supply and demand in South Africa suggests a shortage of well and appropriately qualified teachers to meet its demands as a result of teacher attrition and the growth of the school education system. The supply of teacher through this programme will contribute to the pool of well and appropriately newly qualified teachers available for employment in identified areas of need and in locations where there is a scarcity of qualified teachers. In KwaZulu-Natal, the current situation on supply and demand suggests that is needed is in excess of approximately 5500 teachers to meet the demands as a result just of teacher attrition (based on a calculation of 5.5% attrition rate per year). There are approximately 15 000 teachers in KwaZulu-Natal who are either un- or under-qualified and are teaching in state schools. The production of newly qualified and appropriately qualified teachers will address this concern of on-going appointment of un- and under-qualified teachers.

The B.Ed (Senior Phase and Further Education and Training Teaching) programme is also needed to produce teachers who would be able to pursue post-graduate studies in Education leading to research and knowledge production in Education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL will be applied in terms of the RPL policy of the institution and the College of Humanities. Prospective students will be assessed through relevant documentation to determine admission competence. Further assessments may be required to establish literacy levels and specialist subject knowledge required for the study of their chosen teaching specialisation.

RPL criteria will be based on three specific components. These components are:
Workplace learning (teaching experience):
Criteria: Appropriateness and level of knowledge related to:
  • Schooling gained through teaching experience.
  • Subject knowledge competence.
  • Pedagogical content knowledge.

    Teaching subject competence:
    Criteria: Appropriateness and level of knowledge gained through prior studies in:
  • Subject content knowledge.
  • Pedagogical knowledge (generic).
  • Pedagogical content knowledge.

    Communication competence.
    Criteria:
  • Ability to communicate in the language of instruction.
  • Ability to converse in an additional language.

    Teachers who are in possession of a recognised Certificate or Diploma in Education or in other relevant fields may also present their qualifications for admission into the Bachelor of Education, with a possibility of transfer of credits in cognate previous studies. The institution's RPL policy will be used to determine the level of progression into the Bachelor of Education (BEd) Degree and/or the credit accumulation towards the BEd Degree based on a credit recognition process that includes alignment of outcomes in the respective modules under consideration.

    Entry Requirements:
    The minimum admission requirement for this qualification is:
  • National Senior Certificate (NSC) granting access to Bachelor's Degree studies.
    Or
  • National Certificate Vocational (NCV), Level 4, granting access to Bachelor's Degree studies.
    And
  • At least any one of the following subjects at Level 4: any language (HL or FAL); Business Studies, Dramatic Arts, Economics, Geography, History, Information Technology, Life Sciences, Mathematical Literacy. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Levels 5, 6 and 7 totalling 512 Credits.

    Compulsory Modules Level 5, 56 Credits
  • English Education: Language, learning and teaching in Education, 16 Credits.
  • IsiZulu for communication, 16 Credits.
  • Computer Literacy, 8 Credits.
  • Education Studies: An introduction to the study of Education, 16 Credits.

    Electives Modules Level 5:
  • Accounting Education 1, 16 Credits.
  • Grammatika vir Afrikaansonderrig, 16 Credits.
  • Introduction to Creative Arts, 16 Credits.
  • Introduction to Drama Education, 16 Credits.
  • English Education: Foundations, 16 Credits.
  • Children's isiZulu literature and media in education, 16 Credits.
  • Mathematics for FET teachers 1: Geometry and trigonometry, 16 Credits.
  • Foundational Chemistry, 16 Credits.
  • Geography Education 1: Development Studies, 16 Credits.
  • Diversity of Life 16 Credits.
  • Introduction to the Computer System and Data Representation, 16 Credits.

    Compulsory Modules Level 6:
  • Education Studies: Teaching, learning and classroom practices, 16 Credits.
  • Teaching Practice 1, 16 Credits.
  • Teaching Practice 2, 8 Credits.
  • Teaching Practice 3, 8 Credits.

    Electives Modules Level 6:
  • Objects Oriented Programming, 16 Credits.
  • Computer Science Education Method1, 16 Credits.
  • Computer Science Education Method 2, 16 Credits.
  • Drama and Performance Skills, 16 Credits.
  • History and Development of World Theatre, 16 Credits.
  • Drama Education Method 1, 16 Credits.
  • Drama Education Method 2, 16 Credits.
  • English Education: Introduction to theory and practice, 16 Credits.
  • English Education: Teaching theory and practice using contemporary literature, 16 Credits.
  • English Education: Introductory concepts, 16 Credits.
  • English Education: Literacies in the English classroom, 16 Credits.
  • Integrated isiZulu language and literacy studies, 16 Credits.
  • IsiZulu Film, Poetry and Drama in Education, 16 Credits.
  • IsiZulu Language Acquisition, Learning and Teaching 01, 16 Credits.
  • Teaching isiZulu Prose, Language Skills, Structure and Conventions, 16 Credits.
  • E-Communications and Computer Application, 16 Credits.
  • Ethical and Social Issues of Computer Systems, 16 Credits.
  • Information Systems Education Method 1, 16 Credits.
  • Information Systems Education Method 2, 16 Credits.
  • Biological Systems 1, 16 Credits.
  • Biological Systems 2, 16 Credits.
  • Introduction to Teaching and Learning Life Sciences, 16 Credits.
  • Teaching and Learning Life Sciences, 16 Credits.
  • Mathematics for FET teachers 2: Precalculus, 16 Credits.
  • Mathematics for FET teachers 3: Differential Calculus, 16, Credits.
  • Mathematics Pedagogical Content Knowledge for FET teachers 1: Geometry and Trigonometry, 16 Credits.
  • Mathematics Pedagogical Content Knowledge for FET Teachers 2: Algebra, 16 Credits.
  • Science Toolbox, 16 Credits.
  • Foundational Concepts in Physical Sciences, 16 Credits.
  • Life and Living, 16 Credits.
  • Introduction to Teaching and Learning in Natural Science, 16 Credits.
  • Teaching and Learning in Natural Science, 16 Credits.
  • Chemical Reactions, 16 Credits.
  • Mechanics and Waves, 16 Credits.
  • Introduction to Teaching and Learning Physical Sciences, 16 Credits.
  • Teaching and Learning in Physical Sciences, 16 Credits.
  • Geography for Educators 2 (Biogeography and Geomorphology), 16 Credits.
  • Geography Education 3 (Climatology), 16 Credits.
  • Industrialisation, development and modernity, 16 Credits.
  • Prejudices and war in History, 16 Credits.
  • Social Science Education Method 1, 16 Credits.
  • Social Sciences Education Method 2, 16 Credits.
  • Accounting Education 2, 16 Credits.
  • Accounting Education 3, 16 Credits.
  • Accounting Education Method 1, 16 Credits.
  • Accounting Education Method 2, 16 Credits.
  • Afrikaansonderrig: Letterkunde vir die klaskamer, 16 Credits.
  • Afrikaansonderig: Poesie en Linguistiek vir die onderwys, 16 Credits.
  • Metodiek van Afrikaansonderrig 1, 16 Credits.
  • Metodiek van Afrikaansonderrig 2, 16 Credits.
  • Creative Arts in Society, 16 Credits.
  • Culture and Creative Arts, 16 Credits.
  • Creative Arts Education Method 1, 16 Credits.
  • Creative Arts Education Method 2, 16 Credits.
  • Introduction to Programming, 6, 16 Credits, Elective.

    Compulsory Modules Level 7:
  • Education Studies: Curriculum, 16 Credits.
  • Education Studies: Psychology, 16 Credits.
  • Education Studies: Philosophy and Sociology, 16 Credits.
  • Education Studies: Researching Education, 16 Credits.
  • Teaching Practice 4, 16 Credits.
  • Computer Systems, Operating and Application Software, 16 Credits.

    Electives Modules Level 7:
  • Accounting Education 4, 7, 16 Credits.
  • Accounting Education 5, 7, 16 Credits.
  • Accounting Education Method 3, 7, 16 Credits.
  • Afrikaansonderrig: Sosiolinguistiek vir die onderwys, 16 Credits.
  • Afrikaansonderrig: Kinder-en-Jeugliteratuur vir die onderwys, 16 Credits.
  • Afrikaans Eduaction: Language awareness approaches and policy, 16 Credits.
  • Current issues in Creative Arts Education, 16 Credits.
  • Creative Arts Education Method 3, 16 Credits.
  • Objects Oriented Programming, 16 Credits.
  • Networks, Security and Web Authoring, 16
  • Computer Science Education Method 3, 16 Credits.
  • South African Theatre, 16 Credits.
  • Theatre Trends in the 20th and 21st centuries, 16 Credits.
  • Drama Education Method 3, 16 Credits.
  • English Education: Theory and practice using period literature, 16 Credits.
  • English Education: Theoretical and critical engagement with literary genres, 16 Credits.
  • English Education: Language awareness, approaches and policy, 16 Credits.
  • IsiZulu Prose and Introduction to Literary Theories in Education, 16 Credits.
  • IsiZulu sociolinguistics and language usage in education, 16 Credits.
  • Teaching isiZulu Poetry, Film, Drama and Language Skills 3, 16 Credits.
  • Database Theory and Implementation, 16 Credits.
  • Data Communications and Website Development, 16 Credits.
  • Ecological Studies, 16 Credits.
  • Genetics and Mechanisms of Evolution, 16 Credits.
  • Information Systems Education Method 3, 16 Credits.
  • Issues in Teaching and Learning Life Sciences, 16 Credits.
  • Mathematics for FET teachers 4- Statistics and Probability, 16 Credits.
  • Mathematics for FET teachers 5- Integral Calculus, 16 Credits.
  • Mathematics Pedagogical Content Knowledge for FET teachers 3, 16 Credits.
  • Issues in Teaching and Learning Natural Science, 16 Credits.
  • Energy and Change, 16 Credits.
  • Electricity and Atomic Structure, 16 Credits.
  • Modern Topics in Physical Sciences, 16 Credits.
  • Issues in Teaching and Learning Physical Sciences, 16 Credits.
  • Geography for Educators 4 (Map work and Geographic Information Systems), 16 Credits.
  • Social Sciences Education Method 3, 16 Credits.
  • History philosophy, theory and method, 16 Credits.
  • Themes from South African History, 16 Credits.
  • African History, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Develop an advanced academic knowledge of Educational studies.
    2. Demonstrate competence in teaching the Senior Phase and FET Phase teaching specialisation subjects.
    3. Demonstrate professional competence required of being a teacher, making educational decisions relative and sensitive to the contextual realities of the schooling system within South Africa.
    4. Demonstrate a caring, responsible attitude within ethical principles in promoting teaching and learning (values).
    5. Demonstrate individual intellectualism, critical engagement and beginning research skills to pursue post-graduate studies in Education (progression). 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • Develop a well-rounded knowledge base of the content knowledge relative to teaching specialisations.
  • Develop subject content knowledge incrementally and develop competence in teaching the respective teaching specialisations.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • Develop generic and specific teaching methodologies to teach specialisations.
  • Demonstrate practically the teaching skills with reflexive skills to further develop this competency.
  • Provide the scope for on-going and context based support for teacher development.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Develop professional competence of being a teacher by focusing on policies, professional ethics and situational learning.
  • Demonstrate professional competence required of a beginning teacher.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • Develop caring, responsible and attitudinal values in an integrative manner across the module offerings and site based learning through the teaching practice modules.
  • Work within an inclusive education framework and be guided by theoretical and philosophical frameworks.
  • Develop well-rounded knowledge base to locate their teaching practices in responsible and ethical processes and within a caring environment that promotes teaching and learning.

    Associated Assessment Criteria for Exit Level Outcomes 5:
  • Develop individual intellectualism, critical engagement and beginning research skills.
  • Develop critical engagement with educational issues and research skills to initiate research processes to explore the educational issues systematically.

    Integrated Assessment:
    The assessment process is guided by the institution's assessment policy.

    There are various forms of assessment across all modules in the qualification. These assessments include test, assignments, project work, activities and summative examinations. The focus and content of these assessment tasks include demonstration of disciplinary and content knowledge, application knowledge and reflexive skills. Integrated assessment, therefore, forms a core to these assessment tasks. In addition, students are required to demonstrate their integrated knowledge and competence within a real classroom situation where they will be assessed by their school mentor as well as by university supervisors during the school-based teaching practice sessions.

    All modules will have internal moderators. In addition, all exit level modules will be externally moderated. The moderation process is governed by the university's policy on assessment and includes a holistic approach to moderation. This holistic approach includes moderation of module outlines, readings lists, assessment tasks and examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared with the Bachelors Degree and Postgraduate Certificate in Education route offered at Middlesex University, London. The duration of the qualification is 3 years. Upon completion, the teachers will acquire a qualified teacher status and the competency to teach in 2 teaching subjects at secondary school.
    The structure of the qualification is as follows:
  • Core (e.g. Education modules).
  • Elective modules to specialise in three teaching subjects, and.
  • Generic professional skills: English language competence; Inclusive Education, ICT.

    This qualification has been compared with the Bachelor of Secondary Education offered at the University of Alberta in Canada. The duration of the qualification is 4 years. Upon completion, the teacher will acquire Certification to teach in Alberta and competency to teach in 2 teaching subjects.
    The structure of the qualification is as follows:
  • Core - Education modules studies for 3 of the 4 years - includes Sociology, History, Philosophy.
  • Electives - major teaching subjects.
  • Generic Professional skills: Inclusive Education, Special needs, English competence
    Teaching Practice: 14 weeks.

    This qualification has been compared with the Bachelor of Education (Science).

    Bachelor of Education (Secondary) offered at the University of Botswana. The duration of the qualification is 3 years. Upon completion teachers will acquire a Qualified teacher status to teach Science in secondary school (qualified to teach other secondary school subjects).
    The structure of the qualification is as follows:
  • Core - Foundations of Education.
  • Teaching specialisation (e.g. Science, Mathematics, other secondary school teaching subject)
  • Teaching Practice - school based - managed by a Department within the Faculty of Education. 
    		•

    ARTICULATION OPTIONS 
    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Advanced Diploma, Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours Degree, Level 8.
    Or
  • A cognate 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. University of KwaZulu-Natal 


    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.