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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 | |||
| 109294 | Bachelor of Education in Senior Phase and Further Education and Training Teaching | |||
| ORIGINATOR | ||||
| Durban University of Technology | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | 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 | 2019-03-08 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2034-06-30 | |||
| 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 aim of this qualification is to properly equip the qualifying learners with the subject content knowledge base, educational theory and methodology which will enable them to demonstrate the necessary skills to become educators. The qualification is grounded in theoretical knowledge, practical and pedagogical activity as it builds knowledge and experience of teachers; develops professionally relevant knowledge, research skills and understanding of education practice in preparing educators for Senior Phase and Further Education and Training phases in the schools and Technical and Vocational Education and Training (TVET) colleges. The Bachelor of Education in Senior Phase and Further Education and Training Teaching will provide for 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 or in a sub-field of education, as well as for further professional development as a teacher. Qualifying learners will demonstrate effective communication skills consisting of writing, speaking, technology and numeracy for planning and presenting lessons and computing marks in teaching specialisation subjects in the Senior Phase and Further Education and Training (FET) Teaching up to grade nine and twelve respectively of school education. Furthermore, the ability to appropriately select teaching methods to suit teaching and learning contexts will be visible as well as the possibility to illustrate broad understanding of chosen discipline when presenting lessons for each of two electives in the FET phase. An Introduction to Microsoft excel will be demonstrated and applied in marks record keeping. Fundamental proficiency and competencies in numeracy and technological application when allocating marks in assessment tasks and calculating year marks for 'learners' using Microsoft excel will be evident. This qualification introduces learners to cultural diversity and the ability to adapt to social dynamics. The pre-service educators will demonstrate diversity, social responsibility and ethical principles to analyse and interpret the Curriculum and Assessment Policy Statement (CAPS) for proper implementation of a variety of appropriate teaching and assessment strategies. The contents of the Curriculum and Assessment Policy Statement (CAPS) shall be defined and discussed with appropriate teaching and assessment strategies under diverse, social and ethical considerations. Qualifying learners will demonstrate competence as active and reflective thinkers with the ability to commit within the sustainability of personal and career learning. This is followed by a doctrine of learning to take active, personal responsibility for own learning; enhance both professional's personal life and career development. Graduates will be able to analyse and evaluate knowledge while contributing to systematic and disciplined thinking with particular reference to linguistics, business, science and technology. Rationale: Teacher supply and demand in South Africa has been of a cyclic nature. The teacher education audit of 1995 published by the then Department of Education had suggested that there was general an oversupply of teachers and a specific shortage of teachers in scarce skills areas. With the closing down of the College systems for producing teachers, followed by a period of low employment rates of newly qualified teachers, the teacher supply-demand balance shifted to that of under-supply of teachers. At present, the Department of Higher Education and Training has initiated several programmes to increase the training of teachers, especially in teaching specialisations that have been identified as scarce skills and in critical shortage areas. Teaching specialisations in technology fields have been identified as being in short supply. The Bachelor of Education (Bed) in Senior Phase and Further Education and Training Teaching will contribute to the supply of appropriately qualified teachers with required competence to meet the needs of qualified teachers. The six knowledge mixes integrated into the qualification design incrementally developed the learner to become a competent teacher who would be able to provide quality teaching that is needed to support and build the school education system into an efficient system. The Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ) which replaces the Norms and standards for Educators (NSE, 2000) utilises the recommendations regarding teacher qualifications in the National Policy Framework for Teacher Education and Development (NPFTED) (DoE 2007b) based upon the Ministerial Committee on Teacher Education which were published in 2006. The Policy specifically requires a teacher to be a "specialist in a particular learning area, subject or phase; a specialist in teaching and learning; a specialist in assessment; a curriculum developer; a leader, administrator and manager; a scholar and lifelong learner; and a professional who plays a community, citizenship, and pastoral role" (DOE, 2011). The Higher Education Quality Committee (HEQC) of Council on Higher Education (CHE) also undertook a review of teacher qualifications (CHE 2010). From the HEQC review and accreditation process relating to the Bachelor of Education degrees, valuable information on the quality and design of programmes was obtained. The qualification will seek to address some of the issues the policy identified. In particular, the critical challenges facing education in South Africa today, that is, teacher poor content and conceptual knowledge. The qualification incorporates situational and contextual elements which will assist teachers to develop competencies that will equip them with skills to deal with diversity and transformation. In South Africa, a significant shortage of qualifying learners with skills in Commerce exists. The government has on numerous occasions indicated the need to increase the development of Commerce skills particularly in the areas of entrepreneurship, chartered accountants and actuarial sciences. Research has revealed that one of the reasons for the bleak background of poor performance in Economic and Management Sciences by learners in South Africa has been attributed to teachers having a history of being challenged in terms of pedagogy and content, particularly with regards to Economic and Management Sciences learning areas. The Economic and Management Sciences specialisation acknowledges this claim and endeavours to provide Economic and Management Sciences teachers with new knowledge and applied competences that would be appropriate so the graduates are qualified to teach the various subjects in Economic and Management Sciences Education at schools and Technical and Vocational Education and Training (TVET) colleges. There is still a shortage of language teachers in the country. With the decision of the Department of Basic Education to offer African Languages from Grade R in all schools as from 2014 in selected schools in each province, training of language teachers is needed. The implementation of this process would be incremental, so that learners exit at Grade 9 level having learnt an African language for at least one phase. Some schools are expected to introduce African languages as additional languages. The aim is to promote multilingualism as envisaged by the Constitution and the Language in Education Policy (LEP). The Department of Basic Education wants to ensure that all African languages are equally developed and used by learners in their 12 years of schooling. The Department maintains that it has all the resources. The country has a great constitutional and social goal of promoting social cohesion and nation building in all its citizens. With reference to language education there is, therefore, a great need to train language teachers to fulfil this political mandate. The Languages specialisation will respond to this need by developing and equipping Language teachers with the relevant knowledge and applied competences. South Africa has one of the most progressive curricula in school Science and Mathematics and Technology in the world, however, the country faces the challenge of implementation. Reasons cited for this is quality of the Mathematics and Science and Technology teacher education. Studies have indicated that the poor performance in Science and Mathematics by learners in South Africa, can be attributed primarily to teachers with a history of weak pedagogy and poor content. The Curriculum and Assessment Policy Statement (CAPS) curriculum policy is well established into the school education system. This means that newly qualified teachers need to know, understand and be able to teach within this new curriculum policy for school education. This qualification develops this competence in newly qualified teachers. Each graduate would be CAPS compliant, meaning that they would know the CAPS curriculum for the phase and teaching subject, be able to plan learning programmes for the specific phases and teaching subjects and be able to teach and assess learners in the respective phase and teaching subject. Hence graduates of this qualification will contribute to the policy intentions of the school education systems and that of the needs of the Department of Basic Education. The Bachelor of Education in Senior Phase and Further Education and Training (FET) teaching qualification provides knowledge and skills designed to meet Provincial and National needs of qualified teachers in the country hence alleviate shortage of professional teachers in schools, whilst making provision for further studies. The proposed qualification offered across four specialisations, will reduce the shortage of trained teachers in the Senior Phase as well as the FET Phase. The choice of major subjects offered to students also serves to address National and Provincial needs: |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The Institutions' Recognition of Prior Learning (RPL) Policy provides for the assessment of an applicant's previous non-formal and informal learning and experience to determine the extent to which this meets the required learning outcomes, competency outcomes, or standards for entry or access into a specified level of formal study at the Institution. A variety of assessment methods is used to determine the relevance, depth and extent of an applicant's prior learning for the purpose of either admission, or exemption/s or advanced standing. The assessments are done by the Centre for Excellence in Learning and Teaching (CELT). The structure of this qualification makes the RPL possible for access into the qualification for candidates described in the Institution's RPL Policy who do not qualify for admission with their matric results. Entry to the Institute of Higher Learning is achieved through the Recognition of Prior Learning, which includes formal, informal and non-formal learning and work experience to determine the extent to which the applicant has achieved the required learning outcomes in the qualification as outlined in the curriculum of the programme. Interviews and a portfolio of evidence are used to determine the relevance, depth and extent of the applicant's prior learning. If the student is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification, through this Integrated Assessment, then the candidate will be allowed to register in the programme. Entry Requirements: Minimum Entry to this Bachelor's Degree are: |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification comprises compulsory and elective modules on Levels 5, 6 and 7 totalling to 508 Credits.
Compulsory Modules - Level 5 (92 Credits): Compulsory Modules, Level 6 (116 Credits): Compulsory Modules, Level 7 (88 Credits): Elective Modules: Elective Modules, Level 6 (Senior Phase: choose one - 16 Credits): Elective Modules, Level 6 (Further Education and Training: choose one - 16 Credits): Specialisation: (Choose one specialisation - elective modules on Level 5, 6 and 7): Elective Modules, Level 6: Elective Modules, Level 7: Languages Modules (Choose minimum of 14 Modules - 168 Credits): Elective Modules, Level 6: Elective Modules, Level 7: Natural Sciences (Choose minimum of 14 Modules - 168 Credits): Elective Modules, Level 6: Elective Modules, Level 7: Technology (Choose minimum of 14 Modules - 168 Credits): Elective Modules, Level 6: Elective Modules, Level 7: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate effective problem solving capability by applying logical, critical and creative thinking strategies in diverse contexts of education, and in science, technology, languages or business.
2. Demonstrate competence in research by performing a scientific inquiry in Education. 3. Demonstrate effective communication skills of writing, speaking, technology and numeracy for planning and presenting lessons and computing marks in teaching specialisation subjects in the Senior Phase and Further Education and Training (FET) Teaching up to grade nine and twelve respectively of school education. 4. Demonstrate diversity, social responsibility and ethical principles to analyse and interpret the Curriculum and Assessment Policy Statement (CAPS) for proper implementation of a variety of appropriate teaching and assessment strategies. 5. Demonstrate their competence as active and reflective thinkers with an ability to commit in sustaining ongoing personal and career learning. 6. Demonstrate fundamental learning and disciplinary learning in subject content modules, teaching methods modules and practical methods of Work-integrated learning (WIL) towards developing a well-rounded broad education base complaint in subject content. 7. Demonstrates organisational, managerial and coordination to facilitate planning and delivery of teaching in specialisation subjects in Languages, Technology, Natural Sciences or EMS of the FET and Senior Phase teaching. |
| 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: Assessment practices in the Bachelor of Education (B.Ed.) Qualification will be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification. Continuous assessment would be assessed using: The Assessment Policy of the institution states amongst other aspects that: |
| INTERNATIONAL COMPARABILITY |
| The University of College of Northern Denmark (UCN) is one of the top universities with best practices in Bachelor of Education. Flinders University's education degrees put a student at the forefront of educational change. Multidisciplinary approach connects diverse disciplines to generate education solutions and initiatives that build the citizens of the future.
Denmark: University College of Northern Denmark (UCN): The Bachelor of Education qualification is a 4-year Bachelor of Arts (BA) qualification and the objective of the qualification is to train teachers for the primary and lower secondary schools and to provide learners with a basis for further training. Learners are expected to play an active role and develop a critical and analytical approach to their acquired competences. Learners will acquire intercultural communication and research skills and they will develop skills to facilitate international cooperation. In this sense, the purpose of this qualification is similar to that of the Bachelor in Education (Bed) programme. The qualification type is similar to the 4-year B Ed Degree. The Bachelor in Education offers majors in: Art, music, biology, special needs, home economics, languages or sports. The education focus of the (UCN) BA Degree corresponds to the junior and senior phases of the South African B Ed Degrees. No focus is apparent with regards to the Further Education and Training (FET) sector. One of the UCN BA Degree "science" specialisation corresponds to a large extent to the natural sciences specialisation of the B Ed Degree with regards to module content, credits and focus. In addition, the UCN BA Degree language specialisation, has limited synergy with the languages specialisation of the B Ed Degree with regards to module content, credits and focus. With regards to Work Integrated Learning (WIL), learners completing the UCN BA Degree receive high quality theoretical instruction and 24 weeks of supervised school experience during their studies. This is almost identical to the Bachelor of Education in Senior Phase and Further Education and Training Teaching. Australia: Adelaide Flinders University: The Bachelor of Education (Primary or Secondary) equips learners with all the necessary skills to become a registered secondary school teacher and to provide students with a basis for further training. Learners are expected to reflect critically on teaching, theory and life to achieve excellence and creativity in their teaching practice. In this sense, the purpose of this qualification is similar to that of the Bachelor of Education in Senior Phase and Further Education and Training Teaching. The qualification type is similar to the 4-year B Ed Degree. The Bachelor of Education offers majors in: Art (applied linguistics, archaeology, Australian studies, creative writing, criminology, drama, English, French, geography and environmental studies, history, Indonesian, information technology, international relations, Italian, law and society, mathematics, Modern Greek, philosophy, politics, psychology, sciences, and screen and media), Health Sciences, Sciences (Mathematical Sciences, Biological Sciences, Earth and Environmental Sciences, Technological Sciences, and Chemical and Physical Sciences) and languages (Chinese, French, German, Indonesian, Italian, Japanese, Modern Greek, Spanish, or teaching English as a second language) components. The education focus of the Degree corresponds to the junior and senior phases of the South African BEd Degrees. No focus is apparent with regards to the FET sector. One Degree "science" specialisation corresponds to a large extent to the natural sciences specialisation of the BEd Degree with regards to module content, credits and focus. In addition, the Language and Technology degree specialisation, has limited synergy with the Languages and Technology specialisations of the B Ed Degree with regards to module content, credits and focus. There are no obvious similarities with respect to the South African B Ed in EMS specialisation. With regards to WIL, learners completing the Degree receive high quality theoretical instruction and 17 weeks of supervised school experience during their studies. This is close to the Bachelor of Education in Senior Phase and Further Education and Training Teaching. |
| ARTICULATION OPTIONS |
| This qualification has the following articulation possibilities:
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. |
| NONE |
| 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. |