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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: |
| Bachelor of Education in Senior Phase and Further Education and Training Teaching |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 101998 | Bachelor of Education in Senior Phase and Further Education and Training Teaching | |||
| ORIGINATOR | ||||
| University of Witwatersrand | ||||
| 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 this qualification is to provide a well-rounded education that equips graduates with the required subject content knowledge base, educational theory, and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified beginner teachers. Principles and theory are emphasised as a basis for entry into a professional teaching career. This qualification enables teachers to demonstrate initiative and responsibility in an academic and professional teaching environment. Rationale: The Bachelor of Education in Senior Phase and Further Education and Training Teaching is designed to develop qualified classroom teachers who will be able to demonstrate focused knowledge and skills in the teaching of particular subject specialisations to both senior phase and high school learners. The qualification requires a specific depth of, and specialisation in knowledge, together with practical skills and workplace experience, to enable successful teachers to enter into teaching and apply their learning as beginner teachers in schools in varying contexts. This qualification also requires intellectual independence and the development of research competence at an introductory level in the field of education, specifically teaching and learning, in order to provide a basis for postgraduate studies in the field of education as well as for further professional development as a teacher. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
Teachers who transfer their studies from another Higher Education institution offering initial teacher education to the institution will need to supply their transcript, module outlines and other relevant documentation (e.g. study guides) to the institution's Programme Coordinator. Where there is convergence regarding content covered, and at similar levels of conceptual and cognitive demand, learners will be given advance standing against applicable modules in this curriculum. Similarly, a learner transferring from another qualification into teaching may be given advance standing where they bring modules that offer content knowledge in a teaching subject offered in this qualification. Admission via alternative testing is to give mature age learners who have a Grade 12 Certificate but do not have the minimum points; a second will be given to enable learners to get into the School of Education via an alternative admissions process. These learners will write the national benchmark test with other humanities learners as well as a biographical questionnaire that elicits their interest in studying teaching as a profession and determines whether they have the attributes that correlates with university success such as resourcefulness and motivation. Teachers who are in possession of a recognised Certificate or Diploma in education or another relevant field, may also present their qualifications for entry into this qualifications with a possibility of transfer of credits, for cognate previous studies. Assessment of prior learning at Level 4 could also lead to entry or an advanced credit standing for courses. This means that the following teachers could qualify for admission: Entry Requirements: Or Or Or Or Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of compulsory and elective modules at Levels 5, 6, and 7 with a minimum of 480 Credits.
Compulsory Modules, Level 5: Elective Modules, Level 5: Compulsory Modules, Level 6: Elective Modules, Level 6: Compulsory Modules, Level 7: Elective Modules, Level 7: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate sound subject knowledge.
2. Teach subject(s), select, and determine the sequence and pace of content in accordance with both subject and learner needs. 3. Understand how learners learn, and be able to tailor teaching according to individual needs. 4. Communicate effectively in general, as well as in relation to subject(s), in order to mediate learning. 5. Develop literacy, numeracy and Information Technology (IT) skills. 6. Use available resources to plan and design suitable qualifications. 7. Understand diversity in the South African context in order to teach in a manner that includes all learners. 8. Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment. 9. Assess learners in reliable and varied ways and use the results of assessment to improve teaching and learning. 10. Demonstrate an understanding of teacher professionalism and display appropriate professional values, attitudes and behaviours. 11. Reflect critically on own practice, in theoretically informed ways in order to constantly improve and adapt to evolving circumstances. |
| 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: Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: Associated Assessment Criteria for Exit Level Outcome 11: Integrated Assessment: The assessment of teachers in this qualification takes place through written assignments, tests, examinations, laboratory work and during the practicum sessions in work-integrated learning. Staff is committed to providing opportunities for teachers to get formative feedback on their understanding of key concepts through classwork/tutorial tasks early in modules. In general, staff will provide written feedback to learners on improving the quality of their writing so that the development of writing competence is a shared responsibility across the institution, although it is noted that some modules are more reading/writing intensive than others. To optimise the value of formative feedback, it is expected that staff provide feedback to students prior to them taking summative assessments, like examinations. |
| INTERNATIONAL COMPARABILITY |
| This qualification compares favourably with the following qualifications:
Nigeria, University of Nigeria offers a 4-year initial teacher education qualification. In this qualification a learner can enroll to study teaching for different age groups and in different subject specialisations. The curriculum offered in this institution prepares teachers to teach in the following subject areas: Arts Education, Health and Physical Education, Science Education, Social Science Education, and Technical Education. Like in this qualification, in the qualification offered in Nigeria, there are subject specialisations offered in both English and local African languages. Their qualification contains compulsory modules that offer learners (regardless of phase and subject specialisation) theoretical grounding in curriculum studies, learning theory, history of education, computer literacy, psychology in education and sociology of education. In addition, this qualification promotes teaching that is inclusive of the learning needs of all learners because it contains core modules on inclusive education. The Nigerian curriculum does not offer inclusive education as a compulsory module. The teachers at the University of Nigeria complete two sessions of teaching practice in the schools, one session in their second year and the other in their fourth year of study. It is in these sessions that teachers are expected to plan, teach and assess a class of learners in a school. It provides them with an opportunity to develop links between the theory of the university coursework and the practices of classroom teaching. This qualification also has sessions of teaching practice in schools, albeit in every year of study. The curriculum at this institution offers courses in subject based pedagogy, which in Nigeria seems to be generic or infused in content courses. Australia, Swinburne University of Technology offers a four-year Bachelor of Education (Secondary). This institution offers four different options for teachers in selecting discipline specific subject choices as majors and minors. The qualification at Swinburne University has a fewer number of total credits than in this qualification. It has the following Exit Level Outcomes: |
| ARTICULATION OPTIONS |
| This qualification articulates with the following qualifications.
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 Witwatersrand |
| 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. |