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:

Bachelor of Education in Foundation Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
101962	Bachelor of Education in Foundation Phase Teaching
ORIGINATOR
Centre for Creative Education/Iziko La Bantu Be Afrika NPC
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	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		2033-06-30

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 prepare teachers for the education sector as Foundation Phase teachers. Graduates will be prepared to teach in a wide variety of contexts in South African society, to act as knowledgeable, committed professionals in their careers, to be life-long learners and to contribute to the teaching profession.

Teachers will learn approaches to meeting the wide ranges of learning and behavioural challenges that more and more children suffer from, and ways of providing support in the overcoming of these challenges. Some components promote individual study, though the greater proportion of components being interactive, collaborating with others with the aim to develop social skills, as preparation for effectively facilitating processes of teaching and learning.

The qualifying teacher will have extensive knowledge of current educational principles, detailed subject-related knowledge and will be well developed in critical and analytical thinking abilities.

The qualification is a specialisation in Foundation Phase teaching, so that the qualifying teacher will be able to teach competently and effectively, be competent in managing classes through providing interesting, engaging and creative lessons, have an integrated teacher identity, able to employ well-developed interpersonal and social skills.

Qualifying teachers will also be prepared to support learners in schools in overcoming deficits in learning, emotional development and self-worth.

Graduates will be competent in all aspects of being a professional teacher, a good leader, administrator/manager, working with human values, appreciation of diversity, a positive approach to challenges and care for environment, as well as in community, citizenship and pastoral roles.
In broad terms, the teacher will have developed:

Competences relating to fundamental learning.

Competences relating to the subjects and content of teaching.

Competences relating to teaching and learning processes.

Competences relating to the school and the educator profession.

The qualification equips the teachers with the knowledge, skills and values needed by a beginner teacher, including the specialised knowledge needed for the transition from informal learning in Grade R to the formal learning in Grades 1 - 3. It combines academic abilities in terms of a broad and detailed understanding of educational principles, and the ability to work reflectively with these in mastering the practical demands of class teaching. The practical demands include effective teaching, class management and interpersonal interaction, and the professional attitudes and values that belong to the teaching profession.

Rationale:
Education in South Africa requires teachers that are highly skilled to teach in different contexts of society, able to support the process of redress of past injustices in the provision of education in the past. There is a need for modelling an empowering form of education, which develops learners as active, creative and values-driven human beings, able to adapt to a continually changing world in which entrepreneurial skills will be more needed than before. The need for teachers in the South African schooling system is well known.

This qualification is for persons seeking to become fully qualified as professional educators in schooling, specialising in Foundation Phase teaching. The qualification serves to implement the requirements for the teaching profession stipulated by the South African Council for Educators (SACE) and those for employment in public schools stipulated by the Department of Higher Education and Training (DHET). It adheres to the Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015).

The typical teachers come from all sectors of society, who after completing their National Senior Certificate successfully, wish to embark on a teaching career, due to their interest in working with children in the age range of the Foundation Phase. An interest in the educational and social well-being of their future learners is a prerequisite. Graduates may apply for positions in any school of their choice, including National Curriculum schools, Waldorf Schools or other independent schools.

The learning pathway towards this qualification requires both academic and practical development in a broad spectrum of knowledge, competences and skills. This pathway specifically develops depth of insight into the needs of children in the Foundation Phase, in which play, creativity, imagination and active learning underpins every learning process.

Teachers will benefit from the qualification both professionally and personally, through four years of intensive study, personal development and practical teaching experience in a variety of schools. They will be qualified to seek employment as Foundation Phase teachers. The learners whom they teach will benefit from the wide range of skills the graduate has obtained in making learning interesting, engaging and pleasurable, as well as supportive of their development academically, socially and emotionally.

Teachers who qualify will have interpersonal skills in working with colleagues, the parents of learners in their care, and the teaching profession. Their work will benefit society at large, and lay foundations for providing the nation and the economy with new generations of well-developed, emotionally and socially competent citizens that will build and benefit society.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL principles are adhered to as described as policies and/or recommendations nationally or in the sector. Institutional internal RPL policies are available on request.
RPL can be used sporadically for the two purposes of:

Enabling suitable candidates, who lack certain entry requirements, to undertake these studies.

Enabling candidates who have already undergone, and are able to demonstrate, relevant prior learning to avoid repetition of learning.

RPL is implemented to avoid repetition of learning can be used to shorten a candidate's trajectory towards graduation. For all modules awarded RPL evidence is compiled to show the candidate's levels of understanding and skills, in line with the assessment criteria for the respective modules. Examinations that are required for other students are also required in the case of RPL students.

Entry Requirements:
The minimum requirements for admission into a Bachelors Degree are:

A National Senior Certificate granting access to Bachelor Degree studies with competency in English.
Or

A National Certificate (Vocational) Level 4 granting access to Bachelor Degree studies and with achievements in three fundamental subjects including the medium of instruction, which is English.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises elective and compulsory modules at Levels, 5, 6 and 7 totalling 493 Credits.

Compulsory Modules Level 5, 102 Credits:

Education 1, 13 Credits.

Subject Studies 1, 29 Credits.

Subject Studies 2, 7 Credits.

Subject Studies 3, 6 Credits.

Personal and Professional Development 1, 8 Credits.

Personal and Professional Development 2, 9 Credits.

Personal and Professional Development 3, 9 Credits.

Personal and Professional Development 4, 4 Credits.

Arts in Education 1, 9 Credits.

Teaching Practice 1, 8 Credits.

Compulsory Modules Level 6, 255 Credits:

Education 1, 17 Credits.

Education 2, 18 Credits.

Education 3, 3 Credits.

Subject Studies 1, 18 Credits.

Subject Studies 2, 33 Credits.

Subject Studies 3, 18 Credits.

Personal and Professional Development 1, 6 Credits.

Personal and Professional Development 2, 21 Credits.

Personal and Professional Development 3, 7 Credits.

Personal and Professional Development 4, 6 Credits.

Arts in Education 1, 1 Credit.

Arts in Education 2, 10 Credits.

Arts in Education 3, 11 Credits.

Arts in Education 4, 10 Credits.

Teaching Practice 1, 12 Credits.

Teaching Practice 2, 24 Credits.

Teaching Practice 3, 40 credits.

Compulsory Modules Level 7, 136 Credits:

Education 3, 12 Credits.

Education 4, 36 Credits.

Subject Studies 3, 16 Credits.

Subject Studies 4, 16 Credits.

Personal and Professional Development 3, 4 Credits.

Personal and Professional Development 4, 14 Credits.

Arts in Education 4, 2 Credits.

Teaching Practice 4, 36 Credits.

EXIT LEVEL OUTCOMES

Exit Level Outcomes:

Demonstrate sound subject knowledge.

Demonstrate an understanding of children and how they learn.

Demonstrate the ability to communicate effectively, in order to mediate learning.

Demonstrate literacy, numeracy and IT skills.

Demonstrate knowledge about school curriculum and use of resources.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria:
The Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes.

Demonstrate an understanding of diversity, learning and social problems.

Demonstrate the ability to manage classrooms effectively.

Demonstrate an ability to assess learners in reliable and varied ways, and to use the results.

Demonstrate a positive work ethic, appropriate values and conduct.

Demonstrate an ability to reflect on own practice.

Integrated Assessment:
A variety of assessment approaches are used to ascertain teachers' abilities in each of the expected outcomes. Formative assessment, with feedback from which learners are benefiting while still in the process of learning, is complemented by summative assessment once a unit has been completed.

Formal examinations take place to assess the main, cognitive modules. For modules that have a formal examination, a standard weighting of 60% for course work and 40% for the examination defines the learners' final mark for the unit. Specific competence tests ensure that learners meet the requirements in literacy, numeracy and Information technology (IT) skills.

In preparing students for teaching practice, teachers must demonstrate their competence in applying theory learned and their developing teaching skills by giving micro-lessons (simulated teaching) during their Subject Studies in the institution. These are assessed according to specified criteria, which the teachers practise applying before assessment takes place.

For the assessment of the Work-integrated Learning (Teaching Practice), in authentic classroom situations in schools, the following arrangements are in place:

The host teachers are prepared in how to support and assess the teacher's progress in applying teaching skills during the practice teaching period.

The institution's academic staffs monitors and assess students' progress. At least two visits per 3-week Teaching Practice block are scheduled, of which the last visit forms the summative assessment.

In each module, the expected levels of the Associated Assessed Outcomes are chosen, and made known to the learners, in accordance with the level descriptors and the specifications defined for the module aims and content. All teachers' achievements are monitored continuously, and formally evaluated annually in terms of each learner's readiness to progress to the next year of study.

INTERNATIONAL COMPARABILITY

The qualification submitted compares favourably with similar Degrees offered internationally.

The University of South Australia offers a four-year full-time Bachelor of Education for Junior Primary or Primary. It comprises 144 units distributed across four strands: Education Studies, Children's Learning and the Curriculum, General Studies and Electives.

The La Trobe University in Melbourne, Australia, offers a four-year Bachelor of Early Childhood qualification. This qualification offers skills needed by teachers in early childhood education, primary education and child care.

The Bachelor of Education (B.Ed) (Primary) from the Queensland University, Australia, spans the Early and Middle Phases of Learning. In particular, the qualification focuses on the development of skills, understandings and attributes that enable learners to demonstrate specialist abilities with respect to: Literacy and Numeracy, Diversity and Differentiated Learning, Leadership and Research, and Connected Practicum.

In the United Kingdom, the age ranges for Early Childhood and Primary Teacher Education are named the Foundation Stage and Key Stages 1, 2 and 3. Combinations of these in a Teaching Qualification are possible such as: Foundation Stage and Key Stage 1 (3-7 year old children) or Key Stage 1 and Key Stage 2 (5-11 year old children).

The University of Wolverhampton United Kingdom (UK) offers a 4-year Bachelor of Arts (BA) (Hons) Primary Education, which is similar to the minimum level of studies to become a teacher in South Africa.

The BA Primary Education offered by the University of Roehampton, London, is a 3-year Degree.

In Africa, limited options for studying towards a Bachelor of Education are available, as few countries expect beginner teachers to qualify with a Degree.

The Kisii University as well as the Africa Nazarene University in Kenya both offer a four-year full-time Bachelor of Education (Primary Education).

The University of Namibia offers a four-year full-time Bachelor of Education in Pre-Primary and Lower Primary. This prepares students to teach from Pre-primary to Grade 4. Students are required to take core modules in Education, as well as in all school subjects in this phase. All modules are compulsory except for different options in Namibian languages or Sign Language.

ARTICULATION OPTIONS

This qualification allows for articulation options.
Horizontal Articulation:

Advanced Diploma offered, Level 7.

Vertical Articulation:

A cognate Bachelor of Education Honours Degree, Level 8.

A cognate Postgraduate Diploma in Education, Level 8.

MODERATION OPTIONS

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.

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