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 Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
101887  Postgraduate Certificate in Education in Further Education and Training Teaching 
ORIGINATOR
University of Limpopo 
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 qualification is to train teachers with higher academic skills and ethical values, which will contribute to the development of communities. These are the kind of teachers who will be equipped not only with the innovative teaching strategies but who will also help in the emancipation of the communities. Since the University is rural based, and the biggest in the Province, the qualification responds to rural community development needs through the production of quality teachers.

Rationale:
Teacher education in South Africa, in the past five years or so, as it is elsewhere in the world, has undergone profound changes. Many factors, including economic factors can be attributed to these changes. More specifically, the driving force behind these movements is the quest for quality provision of education in order to meet the Millennium Goals and other international imperatives such as 'Education for All'.

In view of these international imperatives and global competitiveness, South Africa has among other interventions introduced a number of policies to improve the quality of education. Among these policies is the transference of teacher education from the provincial custody to higher education. This responsibility has come with its own challenges and demands, one of which is the restructuring of teacher programmes. This University is not an exception to this national call to produce more and quality teachers. Hence the development of the Postgraduate Certificate in Education in Further Education and Training Teaching [(PGCE (FET Teaching)].

The Postgraduate Certificate in Education in Further Education and Training (FET) Teaching is a one-year teaching qualification pitched at Level 7 designed to cap an undergraduate Degree or an approved Diploma. It has the primary purpose to offer entry-level initial professional preparation for graduates who wish to develop focused knowledge and skills as classroom teachers in the FET Phase band in the following specialisations:
  • Mathematics, Science and Technology (MST).
  • Economic and Management Sciences (EMS).
  • Languages and Social Sciences.
  • Languages and Life Orientation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be achieved in part through the recognition of relevant prior learning and experience as per the University RPL policy in general. Moreover, the School has its own RPL policy which outlines the structure and processes that must be followed to recognise prior learning of a student when the need arises. Appropriate assessment tasks and tools are designed to assess individual candidates against the module/course outcomes on a case by case basis.

    Entry Requirements:
    The minimum requirements for admission into the Postgraduate Certificate are:
  • An appropriate Diploma, Level 6.
    Or
  • An appropriate Bachelor's Degree, Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises elective and compulsory modules at Level 7 totalling 120 Credits:

    Compulsory Modules at Level 7, 72 Credits:
  • Curriculum theory and principles, 20 Credits.
  • Philosophy of education, 20 Credits.
  • Teaching practice 1, 16 Credits.
  • Teaching practice 2, 16 Credits.

    Elective Modules at Level 7, 48 Credits:
  • Method of Accounting Teaching I, 12 Credits.
  • Method of Accounting Teaching II, 12 Credits.
  • Method of Agricultural Sciences Teaching I, 12 Credits.
  • Method of Agricultural Sciences Teaching II, 12 Credits.
  • Method of Business Management Teaching I, 12 Credits.
  • Method of Business Management Teaching II, 12 Credits.
  • Method of Economics Teaching I, 12 Credits.
  • Method of Economics Teaching II, 12 Credits.
  • Method of English Teaching I, 12 Credits.
  • Method of English Teaching II, 12 Credits.
  • Method of Geography Teaching I, 12 Credits.
  • Method of Geography Teaching II, 12 Credits.
  • Method of History Teaching I, 12 Credits.
  • Method of History Teaching II, 12 Credits.
  • Method of Life Orientation Teaching I, 12 Credits.
  • Method of Life Orientation Teaching II, 12 Credits.
  • Method of Life Sciences Teaching I, 12 Credits.
  • Method of Life Sciences Teaching II, 12 Credits.
  • Method of Mathematics Teaching I, 12 Credits.
  • Method of Mathematics Teaching II, 12 Credits.
  • Method of Physical Science Teaching I, 12 Credits.
  • Method of Physical Science Teaching II, 12 Credits.
  • Method of Sepedi Teaching I, 12 Credits.
  • Method of Sepedi Teaching II, 12 Credits.
  • Method of Tshivenda Teaching I, 12 Credits.
  • Method of Tshivenda Teaching II, 12 Credits.
  • Method of Xitsonga Teaching I, 12 Credits.
  • Method of Xitsonga Teaching II, 12 Credits.
  • Introduction to Educational Research, 12 Credits.
  • Research Project, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Display sound knowledge of the concepts of a teacher, learner, learning support material and associated theories and integrate these in the context of reflective creation of opportunities for learning, management of learning environments and monitoring of learning progress in a variety of contexts.
    2. Exhibit commitment, willingness and desire to work and develop in the context of collaborative practice.
    3. Demonstrate awareness and interpretation of ethics underpinning teaching as a profession, show ability to take full responsibility for own work and decisions taking into account the potential consequences of own actions and those of others.
    4. Show ability to select, analyse and apply enquiry and investigation methods, reflect on and solve complex problems using evidence-based solutions and theory-driven arguments as well as communicate findings to enhance change.
    5. Demonstrate sufficient competences and skills that allow for efficient access to and evaluation of information including learning resources and communication platforms, all in support of their own learning needs and their teaching activities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Describe knowledge of the concepts of a teacher, learner, learning support material and associated theories in the context of Further Education and Training (FET) teaching in the specified subject area adequately.
  • Develop learning opportunities, learning environments and learning materials show creativity, innovativeness and are effective for their purpose at FET teaching phase in the appropriate discipline.
  • Create appropriate assessment opportunities to assess the task at hand, showing all characteristics of effective assessment practices.
  • Demonstrate learning progress in FET phase specified subject area is recorded, reflected upon and effectively addressed.
  • Utilise theories of learning appropriately to identify learner's needs, diversity, and challengers in order to promote inclusivity and learning in the classroom.
  • Create an engaging and safe learning environment for the subject speciality and phase of teaching and adjustments made on reflection of the outcomes of the teaching process.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Utilise appropriate levels of enquiry in reflective practice to advance teaching and learning in FET teaching in the subject discipline.
  • Identifies team members and is able to work effectively as a collaborative member of the team.
  • Contributes meaningfully to collaborative practice using well thought out, fact based arguments and problem-solving skills.
  • Communicates arguments and ideas to advance the practice of education in the FET phase effectively to multitude of stakeholders, taking into cognizance various view points and stances.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate ethics of a professional educator by working in a professional and ethical manner depicting decorum and empathy expected within the education FET context.
  • Demonstrate responsibility by taking decisions in the work practice thought and sensitivity to the situation at hand.
  • Evaluates the potential consequence of own actions and decisions, and those of others, and makes appropriate recommendations and adjustments, seeking advice from legitimate council where necessary.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate core disciplinary knowledge of the specified discipline(s) is shown through appropriate lesson plans, classroom discussion and enquiry.
  • Demonstrate integration of core disciplinary knowledge with that of other related fields in teaching approach, argument and discussion, and in report writing.
  • Demonstrate various methods of research on disciplinary and pedagogical matters through the appropriate acquisition of literary sources, compilation and reflection, and criticism of these works.
  • Reflect upon complex problems sufficiently and solved using evidence-based solutions and theory-driven arguments and findings.
  • Communicate problem solving initiatives, research and enquiry effectively to various stakeholders (learners, parents, professional staff, school boards, Principals) to advance the specific subject knowledge and pedagogy, as well as education in the FET teaching phase.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Source out appropriate learning resources from a variety of academically viable platforms in order to address a research problem.
  • Evaluate sources of information for relevance and applicability to solve a particular contextualised problem in the FET teaching phase.
  • Identify gaps in the learning process through reflective exercises and self-directed learning is evident in report writing and oral communications.
  • Identify innovative methods and resources, through action research practices, and use them to enhance the learning taking place in specified subjects at the FET teaching phase.

    Integrated Assessment:
    Learning and assessment are integrated throughout this qualification. Continuous formative assessment is required to ensure that learners get feedback on their progress towards the achievement of specific learning outcomes. Summative assessment is concerned with the judgement of the learning in relation to the Exit-Level Outcomes of the qualification. Such judgement includes integrated assessment which assesses the students' ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification. Assignments designed to meet the requirements of integrated assessment are such as to achieve: An integration of the achievement of Exit-Level Outcomes in a way that demonstrates that the purpose of the qualification as a whole has been achieved, either into or in the component parts of the programme of study; evaluation of learner performance to demonstrate applied competence; and Criterion-referenced assessment, which is clearly explained to and understood by the learners and that can be applied in the Recognition of Prior Learning. The wide range of knowledge, skills, competencies and attitudes are integrated using innovative methods. In the assessment of outcomes due recognition is given to criteria and methods of assessment that assess these appropriately and adequately. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification is comparable with qualifications in other developed countries, like Australia, Northern Ireland, England, Scotland and Wales. For example, it is comparable with programmes such as Post Graduate Diploma in Higher Education and Teaching in Australia and Ireland.

    The Diploma, in Australia and Ireland is offered as an academic development qualification specialising in different areas such as policy studies and higher education management. The qualification is also comparable with Postgraduate Diploma in Teaching and Learning in higher education at Oxford University. The qualification offers academics with the opportunity to update their teaching and students' learning.

    In England, Wales, and Northern Ireland, and elsewhere, holders of this qualification become teachers. The students are only those who have an undergraduate Degree. A Bachelor's Degree is required to be accepted in the programme. For example, in Canada the candidate needs a degree to enter, this similar to ours. Also in Singapore and Sri Lanka candidates need a Bachelor's Degree. This is comparable to our proposed qualification, which also requires a Bachelor's Degree to be admitted into the programme.

    Given these international perspectives, it is probable that our students will be marketable across many countries. It is therefore important that we maintain international standard to continue our competitiveness with the best in the world. 

    ARTICULATION OPTIONS 
    This qualification offers articulation options.
    Horizontal Articulation:
  • Advanced Diploma in Education (Adv Dip (Ed)).
  • Advanced Certificate in Teaching (Adv Cert (Teaching)).

    Vertical Articulation:
  • Bachelor of Education Honours Degree (BEd Hons). 
    		•

    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 Limpopo 


    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.