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: 

Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
101814  Postgraduate Certificate in 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
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
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 the Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching [PGCE (Senior Phase and Further Education and Training Teaching)] qualification is to contribute to developing in learners, beginning teacher competence in teaching at least one specialist school subject in the Senior Phase (grades 7 - 9) and one specialist school subject in the Further Education and Training Teaching phase (grades 10 - 12).

Beginning teacher competence refers to teachers as knowledge professionals who are developed through disciplinary learning (with specific focus on the study of education and its foundations), pedagogical learning (specific and general), practical learning (learning in and from practice) as well as situational learning (learning in and about context). The qualification aims to provide teachers with an integrated and effective mix of knowledge, skills and values required to function as a professional qualified teacher who would be sensitive to the teaching context prevalent within South Africa. The qualification focuses on providing experiences for developing the teachers' reflexive competence that will contribute to the development of a self-directed teacher capable of reflecting in informed and theoretical ways on their learning experiences. The qualification will also contribute to developing critically engaged scholars who would be able to address social and contextual realities and challenges in schools with a view to becoming transformative in their approach to education and development. Teachers will develop competence that will enable them to further their studies in Education academically through post-graduate studies in Education, and/or professionally through alternate qualifications for professional growth.

Rationale:
The Postgraduate Certificate in Education (PGCE) qualification is one of two pathways for developing professional teachers to teach within the South African school system. The PGCE follows or 'caps' an appropriate general first Degree qualification (not an education Degree) at Level 7 or 8 or an appropriate 360 Credit Level 6 Diploma for more specifically appropriate scarce subjects. The PGCE Senior Phase and Further Education and Training Teaching qualification is needed to produce qualified teachers who are able to take up a teaching post in a primary school in grade 7 or a secondary school in grades 8 to 12 in the areas of their specialisations, teaching Senior phase and Further Education and Training (FET) phase specialist subjects. The PGCE Senior Phase and Further Education and Training Teaching is regulated by the National Teacher Education Framework as gazetted in 2007 and more recently by the Revised Minimum Requirements for Teacher Education Qualifications (MRTEQ) gazetted in 2015.

The provision of this qualification is a direct response to regional and national teacher demand, which will also serve national educational development initiatives that aim at developing and strengthening the human capital resources as well as the social and cultural values of the nation. Natural teacher attrition, coupled with significant improvement in access to schooling and retention of learners in the schooling system strongly indicate the need for a constant supply of high quality teachers.

Statistics on the national supply and demand of teachers indicate that the number of teachers that leave every year is higher than the number of teachers trained every year. The statistics show that the largest number of teachers leaving the profession was in Gauteng with 5 614 followed by KwaZulu-Natal (KZN) with 5 005, leaving the profession between 2005 and 2008. In KwaZulu-Natal, the current situation on supply and demand suggests that we need an excess of approximately 5500 teachers are needed to meet the demands as a result 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.

South Africa's national imperative is to meet the 2015 'Education for All Goals' is to attract a new group of young, motivated and appropriately trained teachers to the teaching profession every year as well as develop a competent teaching force. The production of newly qualified and appropriately qualified teachers through the PGCE qualification will address the concern of on-going appointment of un- and under-qualified teachers. The PGCE (Senior Phase and Further Education and Training Teaching) is also designed to meet the increased demand for teachers in the country, in scarce skills areas such as Mathematics, Sciences, Commerce, Languages, Arts and Technology.

The PGCE (Senior Phase and Further Education and Training Teaching) qualification is also needed to produce graduate learners who are able to pursue Postgraduate studies in Education leading to research and knowledge production in various fields of Education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The university has an RPL policy and system in place to support access and advanced standing in academic programmes.

RPL may serve the purpose of recognising prior learning by the award of credits for modules towards the PGCE qualification. A learner that transfers from one academic institution to another can apply for exemption for one or more modules.

Also, a learner who has obtained a minimum of two years of full-time teaching experience in a school, as a form of prior learning, may be awarded advanced standing and be exempted from modules. A learner will submit a Portfolio of Evidence of adequate attainment of level of competence. The portfolio should provide evidence in support of the specific RPL application. The portfolio should include relevant documentation (in written, visual or aural/oral form, as appropriate) in support of the application. In addition, an interview and/or lesson presentation(s) may be required. The assessment and moderation of the evidence in support of the application will be carried out by a panel of at least three academic members of staff from the relevant School and College. One of the panel members will be the Academic Leader of the programme. The institutional RPL processes for implementation and approval will be followed as set out in the RPL criteria and guidelines of South African Qualifications Authority (SAQA). This will include a pre-assessment stage (preparing the learner for assessment), assessment stage (assessment, moderation stage and feedback stage (recording of decisions, appeals process and post assessment support).

Entry Requirements:
The minimum entrance requirements are:
  • An approved undergraduate Bachelor's Degree (Level 7 or 8) with at least two approved university subjects aligned to school teaching subjects.
    Or
  • An approved Diploma with 360 Credits at Level 6 with specialised fields such as Tourism, Dance, Music, Dramatic Art, Business Studies, Accounting, Sport and Exercise, Technology, Fine Arts, Information Technology, Applied Science, Mathematical Technology and others specified in the Revised Minimum Requirements for Teacher Education Qualifications (Appendix E, 2015). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Level 7 totalling 128 Credits.

    Compulsory Modules: 64 Credits:
  • Education Studies: Teaching, Learning and Contexts, 16 Credits.
  • Education Studies: Curriculum and Policy, 16 Credits.
  • School Experience 701, 16 Credits.
  • School Experience 702, 16 Credits.

    Elective Modules:
  • Teaching Specialisation1: FET subject 701, 16 Credits.
  • Teaching Specialisation1: FET subject 702, 16 Credits.
  • Teaching Specialisation 2: Senior phase subject 701, 16 Credits.
  • Teaching Specialisation 2: Senior phase subject 702, 16 Credits.

    Teachers are also required to complete the following two non-credit bearing modules:
  • Computer Literacy endorsement.
  • Language endorsement. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the academic knowledge of Educational studies and ability to apply such knowledge to the practice.
    2. Demonstrate academic, reflexive and contextually grounded knowledge in educational theory as well as focused pedagogical learning (general and specific) which builds on the subject knowledge studied previously.
    3. Draw on the deep conceptual disciplinary and pedagogical knowledge to interpret the National Curriculum Statements for schools together with other national education policy documents to competently plan and implement a coherent sequence of lessons in the subject teaching specialisations.
    4. Demonstrate competence in teaching in both the Senior Phase and Further Education and Training (FET) subjects in the appropriate grades in schools.
    5. Demonstrate the ability to identify, manage and debate issues related to barriers to teaching and learning in the specific specialisations and phase.
    6. Demonstrate the ability to behave as a professional ethical teacher in accordance with professional ethics with full school responsibilities as a beginning teacher.
    7. Demonstrate research skills as developing teacher researchers that will enable them to pursuit self-directed professional development as well as Postgraduate studies in education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse selected topics related to education from different perspectives such as historical, socio-economic and psychological perspectives and applying such knowledge to the practice.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply academic, reflexive and contextually grounded knowledge in educational theory as well as focused pedagogical learning (general and specific) which builds on the subject knowledge studied previously.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply conceptual and pedagogical knowledge to select, plan, and effectively teach a coherent sequence of lessons in the subject specialisations as per the national curriculum requirements.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply acquired knowledge and skills to demonstrate the ability to plan and present lessons to a diverse range of learners and to demonstrate the ability to engage in reflection within the context of the subject specialisations.
  • Integrate innovative instructional strategies, technology and manipulatives in teaching of the subject specialisations.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Engage in critical debate around barriers to teaching and learning and apply acquired knowledge and skills to create a conducive teaching and learning environment which is inclusive of social issues in the lives of learners.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply the key principles described in the codes of professional ethics and conduct for the teaching profession.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Integrate acquired research skills in the academic writing and enable them to continue with self- directed professional development as well as Postgraduate studies.

    Integrated Assessment:
    The assessment process in the Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching qualification is guided by the institution's assessment policy, which is aligned to the teaching and learning policy and aims to enhance the quality of assessment practices in the University.

    There are various forms of assessment across all modules in the qualification. These assessments are appropriate to the qualification and the learning outcomes for each respective module. These assessments include formative assessments methods consisting of tests, assignments, tasks, project work, academic and research essays, oral presentations, seminars, portfolios of work, and summative assessments in written examinations, research essay and portfolio formats. The focus and content of the assessment tasks include knowledge of educational theories, demonstration of pedagogical content knowledge, demonstration of practical learning, application of knowledge and reflexive/reflection skills.

    Integrated assessment, therefore, forms the core to thes assessment tasks. Assessment procedures in some modules in this qualification could be based entirely on continuous assessment.

    Teachers are required to demonstrate their integrated knowledge and competence within a real classroom situation. The assessments in the School Experience modules will include a variety of learner tasks such as lesson plans, observation records and reflection reports, teaching and learning resources accumulated in a professional development portfolio as well as assessment through formative and summative reports by school teacher(s) and university appointed supervisors. The integrated assessment for teaching practice will focus on assessing the extent to which a teacher can teach competently and effectively in South African schools.

    The formative and summative reports on teachers' workplace teaching experiences in schools from teacher mentors and university tutors as well as learner professional portfolios are submitted to the Teaching Practice unit for moderation and final assessment. This internal moderation is done by the Academic Leader of Teaching Practice and/or another appointed lecturer(s) from the School to assess consistency of assessment in terms of the assessment criteria for the respective School Experience module. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with the following international qualifications:
    Provider: University of Bath-spa (United Kingdom).
    Qualification: Secondary Postgraduate Certificate in Education.

    This is a one-year full-time qualification. The focus is on being a specialist teacher such as Biology, Religious Education, Music, Social Science etc, the qualification structure is linked to the teaching specialisation and includes university based courses on pedagogical content knowledge, resources development and integration, classroom management.

    This is supported by the partnership school-based qualification where learners attend teaching practice in schools for 16 weeks.

    Provider: University of Canterbury (New Zealand).
    Qualification: Graduate Diploma in Teaching and Learning (Secondary.

    This is a one year full-time or two years part time qualification. To qualify for admission, learners must have completed a three-year Bachelor's Degree, with study to at least third year level in a secondary school subject area and approval as a candidate by the Dean of Education, on the recommendation of a Selection Committee.

    The University of Canterbury in New Zealand offers university graduate learners with a completed relevant Bachelor's degree with possible entry into the teaching profession through the Graduate Diploma in Teaching and Learning (Secondary) or GradDipTchLn (Secondary). This is similar to the PGCE qualification. This is a one year full-time qualification.

    There are several admission routes into the Graduate Diploma in Teaching and Learning such as an appropriate Bachelor's Degree at Level 7 of the New Zealand Qualifications Framework (NZQF) with at least two subjects up to university level 3 in subjects appropriate to the secondary school curriculum; or Master's Degree or Bachelor's Degree with Honours, to a specified NZQF level; or a Graduate Diploma at Level 7 of NZQF. Final approval of a candidate is done by the Dean of Education, on the recommendation of a Selection Committee. The main purpose of the GradDipTchLn (Secondary) is to develop a competence to achieving the graduating teacher's standards of the country and be able to teach year levels 7 to 13 (ages 11 to 18) in intermediate and secondary phases.

    The curriculum structure of the GradDipTchLn (Secondary) covers subject curriculum knowledge, educational theory, curriculum studies, classroom management and professional (teaching) practice. Teaching practice takes place over three block sessions equivalent to 14 weeks in a year in three different schools. Learners work closely with a trained mentor teacher and supported by university tutors.

    In conclusion, the comparison between the PGCE (Senior Phase and Further Education and Training Teaching) and the international qualifications cited above revealed that there are several similarities. The entry requirements are similar as all prospective students are required to have a three year completed relevant Degree suitable for teaching the national secondary school curriculum. The duration of all the mentioned qualifications is a one year full time. The purpose of the qualification is similar since all qualifications strive to develop beginner teacher competence as set out in specific national standards. The curriculum structures include education studies, curriculum studies, pedagogical content knowledge, practical learning, resources development and classroom management. These qualifications all have a practical learning component that is integrated, supervised and assessed and requires a learner to spend at least ten weeks in different school contexts. The duration in a school does vary across the qualifications. 

    ARTICULATION OPTIONS 
    This qualification offers vertical specific articulation opportunities with the following qualification
    offered at this institution:

    Vertical Specific Articulation:
  • Postgraduate Diploma in Education, Level 8.
  • Bachelor of Education Honours, Level 8.

    This qualification also offers systemic horizontal and vertical articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Advanced Diploma in Education, Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Education, Level 8.
  • Bachelor of Education Honours, 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.