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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 Further Education and Training Teaching |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 101817 | Postgraduate Certificate in Education in 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 this qualification is to contribute to developing in teachers competence in teaching two specialist school subjects in the Further Education and Training phase (grades 10-12) in schools. 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). This 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. This qualification focuses on providing experiences for developing teachers' reflexive competence that should contribute to the development of a self-directed teacher capable of reflecting in informed and theoretical ways on their learning experiences. This 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 Postgraduate studies in Education, and/or professionally through alternate qualifications for professional growth. Rationale: This qualification is one of two pathways for developing professional teachers to teach within the South African school system. This qualification '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 qualification is needed to produce qualified teachers who are able to take up a teaching post in a secondary school in grades 8 to 12 in the areas of their specialisations, teaching Further Education and Training (FET) phase specialist subjects. This qualification 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 the 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 quit every year is higher than the number of teachers trained every year. The statistics show that the largest number of teachers leave the profession was in Gauteng with 5 614 followed by KZN with 5 005, leaving the profession between 2005 and 2008. In KwaZulu-Natal, the current situation on supply and demand suggests 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 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 this qualification will address the concern of on-going appointment of un-and under-qualified teachers. This qualification is also designed to meet the increased demand for teachers in the country, in scarce skills areas such as Mathematics, Sciences, Commerce, Languages and Arts. This qualification is also needed to produce graduate students 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 systems 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 student that transfers from one academic institution to another, can apply for exemption for one or more modules. Also, a student 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 student 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 SAQA. This will include a pre-assessment stage (preparing the student for assessment), assessment stage (assessment, moderation stage and feedback stage (recording of decisions, appeals process and post assessment support). Entry Requirements: The minimum requirements for admission into the postgraduate certificate are: Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification comprises compulsory and elective modules at Level 7 totalling 128 Credits.
Compulsory Modules Level 7, 32 Credits: Elective Modules Level 7, 64 Credits: Teachers are also required to complete the following two modules: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate academic knowledge of Educational studies and ability to apply such knowledge to their 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 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 their 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 their 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 teacher. 7. Demonstrate research skills to pursuit self-directed professional development as well as Postgraduate studies in Education. |
| 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 assessment process in the PGCE Further Education and Training Teaching programme is guided by the institution's assessment policy (2012), which is aligned to the teaching and learning policy (2012) and aims to enhance the quality of assessment practices in the University. There are various forms of assessment across all modules in the programme. These assessments are appropriate to the qualification Level 7 and the learning outcomes for the programme as well as 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 examinationinations, 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 these assessment tasks. Assessment procedures in some modules in this programme could be based entirely on continuous assessment. Students 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 student 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 student can teach competently and effectively in South African schools. The formative and summative reports on students' workplace teaching experiences in schools from teacher mentors and university tutors as well as student 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. Students 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 student 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 student can teach competently and effectively in South African schools. The formative and summative reports on students' workplace teaching experiences in schools from teacher mentors and university tutors as well as student 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 similar international qualifications offered in England (University of Bath-Spa) and New Zealand (University of Canterbury). Attention was paid to the duration, admission requirements, main purpose of the programme, curriculum structure and the practice teaching component of the programme.
The University of Bath-Spa in England offers a Secondary Postgraduate Certificate in Education (PGCESec) with specialisation in a variety of secondary phase school subjects and with a recommendation for Qualified Teacher Status (QTS). This is a one year full-time programme. The admission requirement is a completed three-year Bachelor Degree. The main purpose of the PGCE is to develop a specialist teacher in at least one of the subject fields such as Biology, Religious Education, Music, Social Science, Physical Science and Drama. Disciplinary knowledge in a subject must be in place and therefore the selected PGCE subject field must have been taken in the initial degree as a major subject up to third year level. At the University of Bath-Spa in England, the PGCE curriculum structure is linked to the teaching subject specialisation and includes university based modules on pedagogical content knowledge, resources development and integration, classroom management. This is supported by the partnership school-based teaching practice programme. Teachers are required to do their practical teaching in two different partner schools. The duration of practice teaching is 20 weeks consisting of two block sessions, the first is a 6-week phase and the second is a 14-week phase under the guidance of a trained mentor and supported by university tutors. Assessment in the university modules and teaching practice components are progressive and designed to provide evidence to support a teacher in achieving competence towards Qualified Teacher Status (QTS). The University of Canterbury in New Zealand offers university graduates with a completed relevant Bachelor's Degree possible entry into the teaching profession through the Graduate Diploma in Teaching and Learning (Secondary) or GradDipTchLn (Secondary). This is equivalent to the PGCE programme. This is a one year full-time programme. 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 a Master's Degree or Bachelor's Degree with Honours, to a specified NZQF level; or a Graduate Diploma at Level 7 of NZQF. The main purpose of the GradDipTchLn (Secondary) is to develop competence to achieving the graduating teachers standards of the country and be able to teach year level 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. Students work closely with a trained mentor teacher and supported by university tutors. In conclusion, the comparison between the PGCE 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 teachers are required to have a three year completed relevant Degree suitable for teaching the national secondary school curriculum. The duration of all the mentioned programmes are one-year full time. The purpose of the qualification is similar since all qualifications strive to develop 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. The qualifications all have a practical learning component that is integrated, supervised, assessed and requires a teacher to spend at least ten weeks in different school contexts. The duration in a school does vary across the programmes. |
| ARTICULATION OPTIONS |
| This qualification offers vertical specific articulation opportunities with the following qualifications
offered at this institution. Vertical Specific Articulation: This qualification also offers systemic articulation options with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements: 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. |
| 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. |