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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: |
| Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 101815 | Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching | |||
| ORIGINATOR | ||||
| Nelson Mandela University | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | 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 Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching [PGCE Senior Phase and Further Education and Training Teaching (SP & FET)] as one year professional teaching qualification "caps" an undergraduate Degree or an approved Diploma (MRTEQ, 2011). This qualification aims to develop graduates as competent, professional teachers who are abled and committed to the enhancement of education in diverse high schools in South Africa and beyond. As such the qualification aims to provide teachers with the required knowledge, understanding and skills to enhance teaching and learning in two school subjects (one FET and one SP subject). 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. It is thus 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 its 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. 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. 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 qualification in Education (Soudien & Menon, 2010), highlighted that there is a need for the re-design of the Postgraduate Certificate in Education (PGCE) programmes. The various recommendations from those reviews and this report have informed the new 'Minimum Requirements for Teacher Education Qualifications' (MRTEQ) Policy (2011). All of these policy recommendations have been taken into account in the re-curriculation of the institution's new PGCE qualification that is being submitted for accreditation. The PGCE qualification will replace the current PGCE (31830) on the PQM and will aim to address the increasing need for properly qualified SP and FET Phase teachers, as is evident in the past and expected annual increases in applications and admissions. The primary employer of teachers, the Department of Basic Education, emphasise 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, the PGCE 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):
In the event that an applicant does not meet the stipulated minimum admission requirements, such an applicant will be considered for admission through Recognition of Prior Learning on presentation of evidence of learning and or experience. The RPL will be applied in accordance with the institution's Policy on Recognition of Prior Learning. The applicant will be required to document their evidence of knowledge and skills in a Portfolio of Evidence which will be evaluated by a team of academic staff led by the Head of Department. The department may in addition conduct interviews and assess to determine whether the applicant has the sufficient and appropriate competences and experience. The RPL implementation will use a triangulated verification approach using inter alia any academic records, portfolios and interviews as described in sections 5.5-5.7 of the institution's policy. The outcome of the RPL application process and a recommendation from the Head of Department will be presented to the Faculty Management Committee (FMC) for final decision. The resolution of the FMC will be communicated to the applicant. Entry Requirements: Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of compulsory and elective modules at Levels 5 and 7 totalling 126 Credits.
Compulsory Modules at Level 5: 6 Credits: Compulsory Modules at Level 7: 72 Credits: Elective Modules at Level 7: 48 Credits: Select one of the FET Method subjects below: Select one of the SP Method subjects below: |
| EXIT LEVEL OUTCOMES |
| 1. Critically engage with disciplinary educational knowledge literature and discourses related to philosophy, sociology, history of education, psychology, politics and economics from an educational perspective in social responsible humanising ways.
2. Demonstrate the ability to organise, design, plan and implement systematic and effective teaching, learning and assessment in different educational contexts in a humanising manner pertaining to national school curriculum specifications at school based level. 3. Demonstrate sound methodological and subject specific curriculum knowledge, skills, attitudes and values to facilitate effective teaching, learning and assessment in school related subjects in a humanising manner by coherently integrating educational theory, curriculum theory, subject discipline knowledge, teaching strategies and self-identity. 4. Demonstrate the ability to teach effectively in English as Language of Learning and Teaching [LOLT]. 5. Demonstrate conversational competence in isiXhosa. |
| 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: Integrated Assessment: Assessment in the Postgraduate Certificate in Education (PGCE) serves a variety of functions: Formative diagnostic assessment: aids to enhance learning by giving PGCE learners the opportunity to develop the curriculum's knowledge, skills, attitudes and awareness linked to the profession. It is acknowledged that critical to successful formative assessment is feedback which forms the basis for self-reflexive professional development. Further, formative assessment assists to ascertain whether students have a solid understanding and in instances where this is not the case, to assist to plan for interventions in order to serve a remediation purpose. Summative assessment: serves the purpose to inform decisions about PGCE learners' achievements for purposes of, for examination, promotion and graduation. Learners are encouraged to submit draft summative assignments to obtain feedback in order to improve their work before submitting the assignment for formal assessment. Integration of assessment: The Professional School-Based Learning Experience module (school-based learning) requires learners to apply integration in order to develop evidence-based portfolios that reflect the earner's professional engagement in educational contexts. A learner could be required to present and defend his/her portfolio through either a presentation and/or interview, including in the presence of the external moderator. The requirements for this portfolio will be stipulated in the Professional Learning Guide. LOLT will be assessed as part of Work-Integrated Learning while in schools. Support will be provided to learners not sufficiently proficient and they will be re-assessed during the course of the PGCE year. Baseline, formative, diagnostic and summative assessment will be used within the PGCE, as well as the integration of assessment in praxis. The formative assessment opportunities refer to informal class discussions, class tests, online activities, hand-in or submission of a first draft of an assignment, etc. It is therefore envisaged that learners will have had an opportunity to provide a draft assignment for formative feedback before a summative mark is allocated. The provision of constructive feedback to learners is also important for future assessment tasks, as it affords opportunities to learn from past assignments. Assessment findings should also be provided in general to learners as a whole group by providing them with what was noticed in general. This could assist learners to learn from generalities. In order to ensure quality, fairness, reliability and consistency, assessment tasks of learners will be moderated internally on a continuous basis by a module coordinator. An external moderator will also be used to further enhance the quality process. External moderators are appointed for a period of three years for a specific module and after the three year cycle, a new external moderator is appointed. As all PGCE modules are continuous assessment only, a wide range of assessment activities will be used, for examination: |
| INTERNATIONAL COMPARABILITY |
| The South African PGCE is an initial teacher training capping a bachelor's degree qualification which satisfies the requirements to become a professional teacher in South Africa. In terms of programme design, admission requirements, Exit Level Outcomes and purpose of the qualification, this qualification is internationally comparable to the following qualifications:
Postgraduate Certificate in Education (PGCE) which is one year qualification offered to candidates who have completed a bachelor's qualification to allow for developing as professional teachers. Examples include: In some countries the comparable qualification is named Postgraduate Diploma in Education. Again this caps an undergraduate degree and prepares candidates to become professional teachers. Examples include: The Graduate Diploma in Education in some countries also caps an undergraduate degree and prepares candidates to become professional teachers. For example, Graduate Diploma in Education (Secondary Education) (Curtin University). In the United States of America and Canada, a comparable programme also caps an undergraduate degree. At the University of British Columbia the comparable qualification is a one academic year programmed named Bachelor of Education-Secondary option. |
| ARTICULATION OPTIONS |
| This qualification allows for systemic articulation options.
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: |
| 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. |
| NONE |
| 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. |