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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 Intermediate Phase Teaching |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 101811 | Bachelor of Education in Intermediate Phase Teaching | |||
| ORIGINATOR | ||||
| Nelson Mandela University | ||||
| 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 replaces: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 87249 | Bachelor of Education: Intermediate Phase: Language | Level 6 | NQF Level 07 | 360 | Complete |
| 87250 | Bachelor of Education: Intermediate Phase: Science and Mathematics | Level 6 | NQF Level 07 | 360 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
This qualification aims to develop graduates as competent, professional teachers to be abled and committed to the enhancement of education in diverse schools in South Africa and beyond. Furthermore this qualification aims to provide teachers with the required knowledge, understanding and skills to enhance teaching and learning in all the Intermediate Phase subjects (Languages, Mathematics, Life Skills, Natural Science and Technology, Arts and Culture, Social Sciences and Economic Management Sciences). The Exit Level Outcomes and the Associated Assessment Criteria are designed to engage with the teacher competencies provided by the Department of Education in the MRTEQ of 2011. Rationale: The current challenges in education in South Africa are well documented, as is the poor performance of learners in critical learning areas. The legacy of apartheid education and history still prevails in schools, and this affects educational contexts and the people who participate in it. It is therefore of paramount importance to ensure that future teachers are enabled with the requisite skills, knowledge, values and attitudes to attend fully to the needs of learners, and the overall goals of education, including to help build a better, socially just society in which citizens can live a decent life. South Africa needs teachers who are responsible, accountable and highly motivated to teach their subjects-teachers who are empowered to not only apply theory to and in practice, but to critically reflect on the suitability and appropriateness of specific approaches, strategies and techniques within diverse learning contexts-teachers who can educate the 21st Century Learner. The outcome of National Reviews of Teacher Education programmes that took place in 2007/8, captured in the Report on the National Review of Academic and Professional Programmes in Education (Soudien & Menon, 2010), highlighted a need for the re-design of the Bachelor of Education in Intermediate Phase Teaching (BEd Intermediate Phase) qualifications. The recommendations from those reviews and this report have informed the new 'Minimum Requirements for Teacher Education Qualifications' (MRTEQ) Policy (2011). These policy recommendations have been taken into account in the re-curriculation of this qualification submitted for accreditation. This qualification will replace the BEd Intermediate Phase Programmes and will aim to address the increasing need for suitably qualified Intermediate Phase teachers who can function and contribute to more effective education in Intermediate Phase as it is evident that the previous qualifications did not fully prepare Teachers for the changing context and demands of education in South Africa in the past, hence the need for a revised curriculum to address these demands and to meet the requirements of the 'Minimum Requirements for Teacher Education Qualifications' (MRTEQ) Policy (2015) is warranted. The primary employer of teachers, the Department of Basic Education, emphasises in their publication, Action Plan to 2014: Towards the Realisation of Schooling 2025 (Department of Basic Education, 2011), the need for new teachers to be nurtured at university level, to enable well qualified young teachers to enter into teaching in the school sector. As such, this qualification will play an important role to realise this need of the Department of Basic Education. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
Entry Requirements: Or AND |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification comprises compulsory and elective modules at Levels 5, 6 and 7 totalling 481 Credits.
Compulsory Modules, Level 5, 106 Credits: Elective Modules, Level 5. Choose one as LOLT, 10 Credits: Choose one (only if English 1st Language has been chosen): Choose one, 10 Credits: Compulsory for no additional language option, 10 Credits: Choose one, 5 Credits: Choose one, 10 Credits: Choose one (same Language choice as year 2), 5 Credits: Choose one, 10 Credits: Choose one (same Language choice as year 3), 5 Credits: Compulsory Modules, Level 6, 110 Credits: Elective Modules, Level 6: Choose one (same Language choice as year 1), 10 Credits: Choose one: same language choice as year 1 (only if English 1st Language has been chosen): Choose one (same Language choice as year 2): Choose one (same Language choice as year 2) only English 1st Language has been chosen: Compulsory Modules, Level 7, 110 Credits: Elective Modules, Level 7: Choose two (if additional Language was chosen) CHOOSE THREE (if no additional Language option was selected): Choose one (same Language choice as year 3): Choose one (same Language choice as year 3) only English 1st Language has been chosen: Choose two (if additional Language was chosen) CHOOSE THREE (if no additional Language option was selected): |
| EXIT LEVEL OUTCOMES |
| 1. Engage critically with theoretical knowledge related to educational philosophy, sociology, history, psychology, politics and economics from an educational perspective.
2. Select, organise, design, plan and implement systematic and effective teaching, learning and assessment in different educational context to respond to diverse learner needs. 3. Coherently integrate educational theory, pedagogical content knowledge and subject discipline knowledge in praxis. 4. Demonstrate the ability to teach effectively in English and Afrikaans or isiXhosa as Language of Learning and Teaching [LOLT]. 5. Demonstrate conversational competence in Afrikaans and isiXhosa. 6. Demonstrate the ability to mediate learning through developing numeracy, literacy and information technology skills. 7. Demonstrate sound subject knowledge in Intermediate phase subjects (Languages, Mathematics, Natural Science and Technology, Social Sciences, Life Skills, Arts and Culture and to a lesser degree Economic Management Sciences). |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Integrated Assessment: The procedures and requirements as stipulated in the institutions assessment policy will be followed. The assessment will be used for a variety of reasons. These can be categorised as follows: The nature of assessment will be based on the nature of the modules, including what the lecturer(s) facilitating the module deem most appropriate assessment for and of learning. A wide range of assessment activities will be employed, including: |
| INTERNATIONAL COMPARABILITY |
| The qualification is grounded in substantial theories and philosophies on teacher education. The work of local and international scholars has been consulted e.g. Shulman, Darling-Hammond, Feiman-Nemser, Cochran-Smith, Rusznyak, Morrow, Nsemang and so forth.
This qualification is comparable with a range of programmes including the Middle School Teacher Education Programmes offered in Oldenburg (Germany), Gothenburg (Sweden), St Cloud (USA), and Makarere University (Uganda). |
| ARTICULATION OPTIONS |
| This qualification offers horizontal and vertical articulation opportunities.
Horizontal Articulation: Vertical Articulation: |
| 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 (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. | Nelson Mandela University |
| 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. |