SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Higher Certificate in Education

SAQA QUAL ID	QUALIFICATION TITLE
101813	Higher Certificate in Education
ORIGINATOR
University of South Africa
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher Certificate	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 05	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		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

Purpose:
The purpose of this qualification is to provide access, with a reasonable chance of success, to candidates with potential who otherwise would not meet the new minimum entry requirements. The curriculum is aimed at providing these students with the necessary basic skills to succeed within the Open Distance Learning (ODeL) environment and also some articulation into first year undergraduate Degree/Diploma qualifications offered. The purpose of the learning therefore will be to enhance generic competencies within ODeL such as basic language and learning skills, information management skills and teaching skills, as well as some elective subject knowledge.

In completing this qualification to meet the expected NQF Level 5 outcomes, students will have to:

Identify and solve problems and make decisions using critical and creative thinking through active engagement with problem-based disciplinary learning as well as continuous practice of the planning, acting, reflecting feedback loop.

Work effectively with others as members of a team, group, organisation and community through specific collaborative activities in the study materials, in myUnisa online for providing interaction with other students and/or tutors and/or lecturers.

Organise and manage themselves and their activities responsibly and effectively through guided completion of a suggested study programme to become increasingly more independent in planning and reflecting.

Collect, analyse, organise and critically evaluate information in order to complete assignments.

Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentation through the completion of fundamental modules, written assignments, and ongoing interaction with other students via the myUnisa forum and e-tutoring.

Use science and technology effectively and critically, showing responsibility towards the environment and health of others through completion of the modules on the use of being a teacher (online signature course), the use of technology for teaching and the completion of a module on environmental education.

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist is isolation through engagement with the core component of the programme and the assessment strategy that requires the ability to adapt to context and to justify changed practice with reference to appropriate experience, theory and policy.

Rationale:
One of the consequences of the institution's admission policy, necessitated by national requirements and as approved by Senate, is that students who have not at least 50% in the language of teaching and learning, or an equivalent of at least 50% in the language of teaching and learning, in terms of the National Curriculum Statement (NSC) will be excluded from Diploma and Degree studies. This applies for students even if they get a Diploma or Bachelor's endorsement on their NSC, but who do not meet the new 50% requirement for language of tuition. The new admission criteria will exclude a large number of students from university studies; including those with potential for success whose earlier schooling did not prepare them adequately. These students who have potential but who do not meet the admission criteria will be given the opportunity to access higher education through College-specific Higher Certificates that will address the gaps they may have, including in the language of tuition.

The rationale for this is therefore to enable students with potential who do not meet the new minimum admission criteria to:

Follow an alternative access pathway to enter CEDU (mainly) and other colleges' Diploma and Degree courses (to a lesser extent pending particular admission requirements as per individual college).

Prepare themselves for Open Distance Learning (ODeL), basic language and learning skills, information management skills and basic teaching skills.

Gain up to 48 Credits that can be recognised towards other qualifications. These credits will be accrued on Level 5 for articulation into first year undergraduate Degree or undergraduate Diploma courses.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL has a social justice function, aimed at enlightening and empowering potential students by opening up access to or providing advanced standing within formal programmes. The social justice function this qualification serves is to provide an access vehicle for non-qualifying students, to empower students and to develop their potential to be successful in their later undergraduate studies after completion of this course. For students who meet the minimum admission entry requirements the Recognition of Prior Learning will apply in accordance with institutional policies for direct admission into the undergraduate studies of their choice.

Entry Requirements:

National Senior Certificate (NSC) granting access to Higher Certificate studies.
Or

Nation Certificate (Vocational) (NCV) at Level 4, granting access to Higher Certificate studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory and elective modules at Level 5 totalling 120 Credits.

Compulsory Modules Level 5, 96 Credits:

Academic proficiency in English for student teachers, 12 Credits.

Language through an African lens, 12 Credits.

Developing information skills; to find, evaluate and organise information successfully ractical science for the classroom, 12 Credits.

Ethical information and communication: technologies for Development Solutions, 12 Credits.

Diversity, pedagogy and practice, 12 Credits.

Child and adolescent development, 12 Credits.

Being a professional teacher, 12 Credits.

Practical Science for the Classroom, 12 Credits.

Elective Modules Level 5, 24 Credits (Choose two modules):

Mathematics 1 for teachers, 12 Credits.

Mathematics 2 for teachers, 12 Credits.

Science for the classroom 1, 12 Credits.

Science for the classroom 2, 12 Credits.

Technology 1 for the classroom, 12 Credits.

Technology 2 for the classroom, 12 Credits.

Guidance, Counselling and Life Skills Development, 12 Credits.

Introduction to environmental education, 12 Credits.

Art and Handwork, 12 Credits.

Introduction to Grade R teaching, 12 Credits.

EXIT LEVEL OUTCOMES

1. Engage with the body of knowledge relating to education and its core subfields.
2. Value African philosophies/Indigenous Knowledge Systems and understand how to use this knowledge in the different subfields of education.
3. Identify, analyse and address different education and training matters within different education subfields.
4. Value the ethics and professional practice of the professional teacher.
5. Appreciate the interrelatedness of factors impacting on education from a systemic perspective.
6. Produce and communicate information by appreciating the ethical dimensions within an information society.
7. Manage and taking responsibility for own learning.
8. Take on a leadership role by being intellectual independent and being accountable and responsible for actions.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Interpret the body of knowledge to demonstrate students' awareness and ability to access and process information through critical engagement.

Contextualise the body of knowledge within own context.

Associated Assessment Criteria for Exit Level Outcome 2:

Explore the body of knowledge on relevant theories, models and policy documents from an African perspective.

Appraise Indigenous Knowledge Systems within different education and training contexts.

Associated Assessment Criteria for Exit Level Outcome 3:

Explain concepts clearly and communicate to show critical thinking and informed understanding of the different subfields when finding solutions in same and different contexts.

Appraise approaches in terms of the selection of methods, procedures or techniques within the different education and training subfields in relation to the relevance within a particular context.

Associated Assessment Criteria for Exit Level Outcome 4:

Display a consideration for historical and current perspectives through discussions and evaluations of the profession of teaching.

Take due cognisance of the diversity that exists in sites of practice through discussions of the profession of teaching in a developing context such as that in South Africa.

Justify statements of a personal philosophy of teaching by appropriate reference to theory, observed practice and personal experience.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate awareness and sensitivity of linguistic and cultural diversity in order to enhance personal relations in day-to-day situations.

Display an understanding of how support can be provided to learners who experience barriers to learning through discussions.

Associated Assessment Criteria for Exit Level Outcome 6:

Demonstrate an understanding in relation to copyright and intellectual property rights, privacy, conduct and expectations within a digital environment through online assessment tasks.

Demonstrate efficient, organised and secure electronic working environments by the management of digital files, systems and application software.

Associated Assessment Criteria for Exit Level Outcome 7:

Retrieve information that is relevant to a task from different reference sources and information systems.

Demonstrate that the responses are in line with the body of knowledge and appraised for suitability.

Associated Assessment Criteria for Exit Level Outcome 8:

Demonstrate self-management skills through problem based tasks/assignments/self-identified assignments.

Illustrate responsibility and accountability for planned actions by critical reflection upon outcomes.

Integrated Assessment:
Although each module in the qualification will be assessed independently, all education modules will model the development of a prospective teacher as a reflective practitioner as introduced in the core CEDU signature module "Being a Teacher". This involves engaging students in an iterative process of reflection on questions such as the following: What should I do and why? What did I do and why? What will I do differently next and why?.

INTERNATIONAL COMPARABILITY

In general, these qualifications are short, focussed and prepare students with the experiences, pace and standards that are required of tertiary education. In most of the cases, the bridging course is not contributing any credits towards a particular Degree and/or a recognised qualification. In many instances, such qualifications are focussed on critical fields such as health, science, mathematics and languages. For examinationple, this qualification compares with:

Curtin University offers a "UniReady Enabling Programme" tailored to address specific needs of students.

University of Technology Sydney offers bridging courses in mathematics, physics and chemistry only.

University of Sydney offers bridging courses in biology, chemistry, mathematics and physics only.

For these reasons, this particular qualification compares well with the above-cited qualifications as it focuses on English, mathematics, science and technology.

What makes this qualification unique is that it further offers the students the opportunity to develop holistic competencies within the Open Distance Learning (ODeL) environment.

ARTICULATION OPTIONS

This qualification offers vertical articulation options:

Vertical Articulation:

Diploma in Education, Level 6.

Bachelor of Education (B.Ed.) Degree, Level 7.

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 South Africa