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 Senior Phase and Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
104802  Bachelor of Education in Senior Phase and Further Education and Training Teaching 
ORIGINATOR
MANCOSA Pty (Ltd) 
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  2021-10-25  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 assist the greater South African context in meeting the demand of a shortage of qualified, professional teachers. The qualification provides education and training that equips graduates with substantial subject content knowledge, educational theory and methodology that will enable them to demonstrate competence and responsibility to the profession at large. The qualification also provides students with the ability to develop practical skills through workplace experience and teach across varying school contexts with an inclusive education perspective.

Rationale:
In 1986, the Human Sciences Research Council of South Africa (HSRC) found that one-third of the teachers employed in South African schools were unqualified and under-qualified. In 1995, the National Teacher Education Audit indicated that approximately one-third of the teachers employed across South African schools were unqualified and under-qualified. With interventions and agreements between the teacher labour movements and employers, the number of teachers in South African schools who are unqualified and under-qualified is currently still high and remains an enormous challenge, and mitigates against having well-qualified teaching staff to provide quality education as envisaged in the National Plan for teacher education. As a private provider, this institution is able to provide qualifications to graduates through supported distance education to address this ongoing concern. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Teachers who are in possession of a recognised Certificate or Diploma in Education (or in other relevant fields) may present their qualifications for admission to the Bachelor of Education, with a possibility of transfer of credits from cognate previous studies. The RPL policy will be used to determine the level of progression and/or credit accumulation towards the qualification.

RPL for admission would be considered on the following:
  • Appraisal of prior qualifications to meet admission requirements. The appraisal will be based on equivalence as identified by Universities South Africa. Appraisal of foundational knowledge required to pursue a teaching specialisation This appraisal will be determined through the evaluation of documents, certificates and course outlines of prior study that demonstrate relevant competences and outcomes.

    The process of RPL will include:
  • Appraisal of documents, certificates and course outlines of prior study which demonstrate relevant competences and outcomes.
  • An interview with the prospective candidate.
  • Evaluation of a portfolio of evidence of past work experiences, activities, publications and skills development to show that the student has achieved the required knowledge and skills for admission.

    Credit Accumulation and Transfer (CAT) is governed by the RPL Policy.

    CAT for credit recognition will be considered on the following:
  • Appraisal of credits obtained in past studies in related fields.
  • Appraisal of conversational language competence, especially that of the indigenous African languages.
  • Evaluation of experiential knowledge and skills in the use of Information and Communication Technology.

    Entry Requirements:
    The minimum entry requirements to this qualification are:
    1. Senior Certificate (SC) with endorsement.
    2. National Senior Certificate (NSC) granting access to Bachelor's Degree admission.
    3. National Certificate Vocational (NCV) granting access to Bachelor's Degree admission.
    Or
  • A Higher Certificate, Level 5.
    Or
  • An Advanced Certificate, Level 6.
    Or
  • A Diploma, Level 6.
    And
  • Appropriate subject combinations and levels of competence as determined by the specialisation requirements.
  • Competence in the language of instruction. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at Levels 5 to 7 totalling 512 Credits.

    Compulsory modules, Level 5, 24 Credits:
  • Introduction to Education 101, 8 Credits.
  • IsiZulu Conversational 102, 16 Credits.

    Compulsory modules, Level 6, 88 Credits:
  • South African School Education System 101, 8 Credits.
  • Education Studies 102: Curriculum Studies, 16 Credits.
  • English Communication 102, 16 Credits.
  • Education Studies 201: Teaching and Learning, 16 Credits.
  • Teaching Practice 201, 16 Credits.
  • Education Studies 202: Sociology, 16 Credits.

    Compulsory modules, Level 7, 80 Credits:
  • Education Studies 301: Psychology, 16 Credits.
  • Teaching Practice 302, 16 Credits.
  • Researching Teaching and Learning 401, 16 Credits.
  • Education Studies 402: Philosophy, 16 Credits.
  • Teaching Practice 400, 16 Credits.

    Elective modules (Choose TWO Further Education and Training (FET) subjects), 224 Credits:

    Level 5, 32 Credits:
    (Select two subjects):
  • Accounting FET 111, 16 Credits.
  • Business Studies FET 121, 16 Credits.
  • Economics FET 131, 16 Credits.
  • Mathematics FET 141, 16 Credits.
  • English FET 151, 16 Credits.
  • IsiZulu FET 161, 16 Credits.

    Level 6, 32 Credits:
    (Select two subjects):
  • Accounting FET 211, 16 Credits.
  • Business Studies FET 221, 16 Credits.
  • Economics FET 231, 16 Credits.
  • Mathematics FET 241, 16 Credits.
  • English FET 251, 16 Credits.
  • IsiZulu FET 261, 16 Credits.

    And Select two subjects
    Level 6, 32 Credits
  • Accounting Method FET 210, 16 Credits.
  • Business Studies Method FET 220, 16 Credits.
  • Economics Method FET 230, 16 Credits.
  • Mathematics Method FET 240, 16 Credits.
  • English HL and FAL Method FET 250, 16 Credits.
  • IsiZulu HL and FAL Method FET 260, 16 Credits.

    And Select two subjects
    Level 6, 32 Credits
  • Accounting FET 311, 16 Credits.
  • Business Studies FET 321, 16 Credits.
  • Economics FET 331, 16 Credits.
  • Mathematics FET 341, 16 Credits.
  • English FET 351, 16 Credits.
  • IsiZulu FET 361, 16 Credits.

    And Select two subjects
    Level 6, 32 Credits
  • Accounting Method FET 310, 16 Credits.
  • Business Studies Method FET 320, 16 Credits.
  • Economics Method FET 330, 16 Credits.
  • Mathematics Method FET 340, 16 Credits.
  • English HL and FAL Method SP 350, 16 Credits.
  • IsiZulu HL and FAL Method SP 360, 16 Credits.

    Level 7, 32 Credits:
    (Select two subjects):
  • Accounting FET 411, 16 Credits.
  • Business Studies FET 421, 16 Credits.
  • Economics FET 431, 16 Credits.
  • Mathematics FET 441, 16 Credits.
  • English FET 451, 16 Credits.
  • IsiZulu FET 461, 16 Credits.

    And Select two subjects
    Level 7, 32 Credits
  • Accounting Method FET 410, 16 Credits.
  • Business Studies Method FET 420, 16 Credits.
  • Economics Method FET 430, 16 Credits.
  • Mathematics Method FET 440, 16 Credits.
  • English HL and FAL Method FET 450, 16 Credits.
  • IsiZulu HL and FAL Method FET 460, 16 Credits.

    Elective modules (Choose ONE Senior Phase subject that is underpinned by the choice of FET subject), 96 Credits:

    Level 5, 16 Credits:
    (Select one subject):
  • Economics and Management Sciences SP 111, 16 Credits.
  • Mathematics SP 121, 16 Credits.
  • English SP 131, 16 Credits.
  • IsiZulu SP 141, 16 Credits.

    Level 6, 64 Credits:
    (Select one subject):
  • Economics and Management Sciences SP 112, 16 Credits.
  • Mathematics SP 122, 16 Credits.
  • English SP 132, 16 Credits.
  • IsiZulu SP 142, 16 Credits.

    And Select one subject
    Level 6, 16 Credits
  • Economics and Management Sciences Method SP 212, 16 Credits.
  • Mathematics Method SP 222, 16 Credits.
  • English HL and FAL Method SP 232, 16 Credits.
  • IsiZulu HL and FAL Method SP 242, 16 Credits.

    And Select one subject
    Level 6, 16 Credits
  • Economics and Management Sciences Method SP 311, 16 Credits.
  • Mathematics Method SP 321, 16 Credits.
  • English HL and FAL Method SP 331, 16 Credits.
  • IsiZulu HL and FAL Method SP 341, 16 Credits.

    And Select one subject
    Level 6, 16 Credits
  • Economics and Management Sciences SP 312, 16 Credits.
  • Mathematics SP 322, 16 Credits.
  • English SP 332, 16 Credits.
  • IsiZulu SP 342, 16 Credits.

    Level 7, 16 Credits:
    (Select one subject):
  • Economics and Management Sciences Method SP 412, 16 Credits.
  • Mathematics Method SP 422, 16 Credits.
  • English HL and FAL Method SP 432, 16 Credits.
  • IsiZulu HL and FAL Method SP 442, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate foundational knowledge of theories and principles that inform teaching and learning.
    2. Demonstrate knowledge of the diverse context in which teaching and learning takes place within the South African school system.
    3. Develop an understanding of learner-centred pedagogy to meet diverse South African learner needs and schooling contextual variations.
    4. Plan lessons for teaching incorporating the use of teaching and learning technologies to facilitate effective learning.
    5. Know and apply the prevailing school and curriculum policies that inform teaching practice.
    6. Demonstrate skill in the teaching of specialisation subjects taking cognisance of t learner diversity and inclusive education as it relates to teaching and learning, educational infrastructure and school resources across the diverse schooling context that is prevalent within South African communities.
    7. Communicate effectively in class through the medium of English.
    8. Converse with learners in one of the indigenous African languages. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply teaching and learning theories in lesson facilitation.
  • Use fundamental educational principles to inform all learning.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Consider the challenges within the diverse South African context when creating and adapting lessons.
  • Use the South African school system and its disparate contexts in the facilitation of lessons and apply to the nature of assessments.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use learner-centred teaching and learning strategies in lesson planning and delivery.
  • Consider the diverse teaching and learning challenges in various contexts.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use teaching and learning technologies to plan and facilitate effective lessons.
  • Incorporate skills, values and knowledge in lessons for effective learning to occur.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use the curriculum and school policies to inform all teaching and learning.
  • Apply school policies in context.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply learner diversity and inclusivity to the delivery of specialisation subject lessons.
  • Consider diverse teaching contexts which include limited resources in schooling communities when planning lessons.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Use English communication skills competently and effectively in the classroom.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Implement IsiZulu conversation language skills to increase language competence.

    Integrated Assessment:
    Formative and Summative Assessment:
    Assessment will attempt to integrate knowledge, skills, attitudes and applied competence.
    Integrated assessment centres on the:
  • Extent to which the student has grasped the concepts of each module.
  • Application of management theory to a practical context.
  • Balance between theory and practice and its relevance to the level of the qualification.
  • Development of strategic and leadership capabilities of the student.
  • Use of appropriate technology to ensure effective communication of ideas.
  • Development of critical thinking and problem solving.

    The assessment methods measure the extent to which the teacher has achieved competence in the different areas of study delivered through the modules. These assessment methods include:
  • Interpretative and analytical problem solving in the written examination.
  • Research and work based assignments.
  • Classwork.
  • Self-assessment activities.
  • Work-Integrated Learning.

    Formative Assessment:
    The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited number of outcomes.

    Summative Assessment:
    This includes examination or equivalent assessment, such as a research essay or portfolio, in order to determine a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

    Principles of Assessment:
  • Appropriateness: The method of assessment is suited to the performance being assessed.
  • Fairness: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manageability: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
  • Integration into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Validity: The assessment focuses on the relevant academic standards.
  • Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible.
  • Authenticity: The examiner is satisfied that the work being assessed is attributable to the person being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required academic standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Students can contribute to the planning and accumulation of evidence. Assessed candidates understand the assessment process and the criteria that apply.
  • Consistent: The same examiner would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other examiners. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Exit Level Outcomes, purpose and content areas were compared with those of qualifications offered at several international universities.

    Canada:
  • Institution: Crandall University.
    Name of Qualification: Bachelor of Education.
    Purpose: The goal of the Bachelor of Education is to develop teachers who will become student-centred educational leaders with a commitment to the important mission of educating future generations.

    Upon successful completion of the Bachelor of Education Degree, students will be well prepared to take on teaching challenges in a broad range of classroom settings. They will also be eligible to apply for a New Brunswick Level 5 Teaching Certificate which equips them to teach in the elementary or secondary school classroom.

    Similarities:
    Similar core modules are offered.

    Differences:
    A limited bouquet of electives is offered in the Bachelor of Education in Senior Phase and Further Education and Training Teaching. Crandall University offers an internship whereas this institution will be offering designated block teaching practicum sessions during the course of the year.
  • Institution: University of Ottawa.
    Name of Qualification: Bachelor of Education.
    Purpose: This qualification is designed to educate teachers to be knowledgeable, skilled and reflective professionals capable of working in partnership with members of the community.

    The Bachelor of Education is divided into three divisions: primary/junior (K-Grade 6), junior/intermediate (4-10) and intermediate/senior (7-12). In all three divisions, students learn educational theory and explore research in the field. Students also receive instruction on current teaching approaches and skills. Through field studies and the practicum, students are given opportunities to reflect on the links between theory and practice and consider their own emerging practice.

    Similarities:
    The qualifications are both four years in duration.

    Differences:
    A limited bouquet of electives is offered in the Bachelor of Education in Senior Phase and Further Education and Training Teaching. Work-Integrated Learning is not done in the first year to allow students the opportunity to develop a clear understanding of the content before they begin their teaching practice. The University of Ottawa offers primary, senior and secondary training qualifications.

    Australia:
    Institution: Deakin University.
    Name of Qualification: Bachelor of Education (Primary).
    Purpose: The purpose is to study towards a creative, rewarding and challenging career and gain the knowledge, skills, understanding and values required to teach young people. The aim is for graduates to be professional educators who can demonstrate that they are classroom ready and able to make a difference to students' learning.

    There is a strong demand for qualified teachers. Graduates may find employment as teachers within the private or public education sectors.

    Similarities:
    The qualifications are both four years in duration.

    Differences:
    Deakin offers contact qualifications. A limited bouquet of electives is offered in the Bachelor of Education in Senior Phase and Further Education and Training Teaching WIL is not done in the first year to allow students the opportunity to develop a clear understanding of the content before they begin their teaching practice. Deakin only offers primary teacher training. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers horizontal and vertical articulation opportunities.

    Horizontal Articulation:
  • An Advanced Diploma, Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, Level 8.
  • A cognate Postgraduate Diploma, Level 8.
  • Postgraduate diplomas in business and management, Level 8. 
    		•

    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. MANCOSA Pty (Ltd) 


    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.