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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 | |||
| 109454 | Bachelor of Education in Senior Phase and Further Education and Training Teaching | |||
| ORIGINATOR | ||||
| Tshwane University of Technology (TUT) | ||||
| 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 | 360 | Not Applicable | NQF Level 07 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0821/24 | 2019-05-29 | 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 develop Senior Phase and Further Education and Training (FET) classroom teachers who can demonstrate focused knowledge and skills to apply technology in their teaching. It aims at providing innovative teachers with the required competence and technological skills in subject content knowledge, theory of education and methodology. Qualified teachers should be able to demonstrate initiative and responsibility in an academic and professional environment. Learners will be competent to assess and reflect on improving teaching and learning. The qualification will equip them with practical skills and work place experience. They must be able to conduct innovative research in the field of education. Rationale: The qualification primarily provides an innovative, responsible and accountable teacher who will be equipped with the required subject content knowledge. The qualification will further provide the teacher with knowledge to demonstrate their personal competence effectively in educational theory, management and pedagogy. This will enable them to be proficient in both specialised theoretical and practical fields that the profession requires from a qualified beginner teacher. This qualification provides a foundation for innovative research, entrepreneurship, the use of science and technology and community engagement in order to produce economically responsible citizens in the above-mentioned domains. It aims to provide educators with the acquisition, integration and application of disciplinary, pedagogical, practical, fundamental and situational learning in the Senior Phase and Further Education and Training through science and technology. Qualifying learners will be able to interact as responsible citizens within the global community. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution's policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits achieved through RPL must not exceed 50% of the total credits and must not include credits at the exit level. RPL for entry level admission (without Grade 12) is an application for admission into an entry level qualification where the applicant does not hold a Senior Certificate or equivalent qualification, and where application is made for RPL to be granted on the basis of work experience, prior learning and maturity. Applicants need to provide evidence of significant and relevant prior learning before applications will be considered. The RPL will take place on an individual, learner-by-learner-basis and will involve an assessment of the prior learning that the candidate has. Assessment for RPL must be done in compliance with the institution's policy on assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments, unless otherwise recommended by the institution. Assessments must be conducted by academic staffs (subject matter experts) that have appropriate RPL knowledge and/or experience. Entry Requirements: Senior Certificate or equivalent: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of compulsory and elective modules totalling 498 Credits.
Compulsory Modules, Level 5 (61 Credits): Elective Modules, Level 5 (35 Credits): A) Choose ONE Senior Phase (SP) module (8 Credits), TWO Further Education and Training (FET) modules (20 Credits): b) Choose ONE of the following Local Operations and Classical Communication (LoCC) subjects (7) Credits: FET Subjects (Choose TWO of the following according to combinations (20 Credits): Compulsory subjects, Level 6 (136 Credits): Electives, Level 6 (84 Credits): Choose THREE Senior Phase (SP) modules (28 Credits) and THREE Further Education and Training (FET) modules (56 Credits): Senior Phase (SP): Elective Modules, 28 Credits. Senior Phase subjects. Choose ONE of the following, 6 Credits: And Senior Phase subjects: Choose ONE of the following (16 Credits): And Senior Phase subjects: Choose ONE of the following (6 Credits): Choose Three Further Education And Training (Fet) Modules (56 Credits): FET Subjects Choose TWO of the following according to combinations, 12 Credits: FET Subjects: Choose TWO of the following according to combinations: 32 Credits: FET Subjects: Choose TWO of the following according to combinations: 12 Credits: Compulsory Modules at Level 7, 148 Credits: Elective Modules at NQF Level 7, 34 Credits : Choose ONE Senior Phase (SP) module (10 Credits), and TWO Further Education and Training (FET) modules (24 Credits): Senior Phase subjects. Choose ONE of the following, 10 Credits: FET Subjects: Choose TWO of the following according to combinations, 24 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Ensure effective classroom communication and eloquent transmission of knowledge to learners through the utilisation of appropriate teaching and learning technologies.
2. Apply subject content knowledge in chosen areas of specialisation and the ability to teach related didactics. 3. Practice, nurture and understand commitment to the ideals of the teaching profession. 4. Assess and report competently and effectively within the Senior and Further Education and Training (FET) phase specialisations in order to improve teaching and learning. 5. Interpret the curriculum, plan and design effective learning experiences while managing the learning environment efficiently. 6. Demonstrate sensitivity to the diverse needs of learners in the South African context with an understanding of the life-world of learners. |
| 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: Since various interactive teaching methods will be used in teaching this qualification in order achieve the stated outcomes and to link theory and practice, a variety of assessment methods will also need to be used. Methods such as interactive teaching, debates, oral presentation from learners, peer evaluations of group work, group assignments and projects, class quizzes, structured summaries, slides and videos, discussion and presentation of case studies will be evident. The assessment methods used will be aligned with the teaching method, and a variety of assessment opportunities will be used to ensure the stated outcomes are achieved. Assessment in this qualification will either be done in a continuous or examination termination mode. There is no specific final or year-end examination in modules assessed in a continuous mode. The assessment opportunities completed during the learning process accumulates into a final module mark. A variety of assessment opportunities will be used and a final, integrated assessment opportunity will conclude the relevant module. Modules which are assessed in an examination termination mode is developed as such: Year modules require a minimum of four to six assessment opportunities during the qualification of the year, while a minimum of two to four assessment opportunities are required for semester modules. Integration of knowledge culminates in a final, written examination. Specific contact time will also be allocated for micro teaching during which the learners will be prepared to apply all teaching skills necessary good teaching practices. These practical skills will be developed through case study analysis, practical application, simulated activities with lecturer demonstrations and feedback on learner activities. Feedback will be provided to learner in the form of Formative Assessment to build their confidence and ensure practical competence. Initially, demonstrations will be conducted whereby the learners can observe the specific skills and techniques. Group work and co-operative learning techniques will then be utilised to ensure specific skills are mastered. In this process, peer teaching and peer evaluation will be used as a strategy to ensure learning and mastering of skills. The teaching methods will include amongst others the annual Work Integrated Learning (WIL) assessment which requires a critical observation, lesson presentation, administration and classroom management in the school setting. Reflection of teaching and learning in the schools are achieved through Research Projects in the final year. Furthermore, micro lessons and interactive teaching methodologies are used daily in the various subjects. All of these are aimed at achieving the qualification outcomes. |
| INTERNATIONAL COMPARABILITY |
| The structure of qualifications and standards framework of a number of overseas countries were studied for making comparison.
England and Wales: In England and Wales teachers in the maintained sector must have gained Qualified Teacher Status (QTS) and be registered with either the General Teaching Council for England or the General Teaching Council for Wales. There are many paths in which a person can work towards gaining their QTS, the most popular of which is to have completed a first degree (such as a BA or BSc) and then a Postgraduate Certificate in Education (PGCE). Other methods include a specific teaching degree or on-the-job training at a school. All qualified teachers in England must serve, after training, a statutory one year induction period that must be passed in order to remain a registered teacher. In Wales this period lasts for two years. During this period a teacher is known as an NQT (Newly Qualified Teacher). Schools are obliged to provide guidance, support and training to facilitate the NQT's success during this year. Local education authorities are also obliged to provide professional development opportunities. Teachers in independent schools are not statutorily required to hold QTS, although independent schools increasingly prefer teachers to hold this qualification unless they have already gained significant teaching experience. The post-experience PGCE at the University of Buckingham is designed for independent school teachers. Some specialist independent schools, such as those following Montessori principles, require teachers trained in that specific educational philosophy. The University of Birmingham in the United Kingdom offers the GCSE English and Mathematics at grade C or above are required. GCSE Science at grade C or above is preferred but not essential, unless learners wish to pursue a career in Primary or Early Years teaching. It also offers the Bachelor of Education which is three years of study, each worth 120 credits, including a compulsory two-week vocational placement for the second year and completion of a dissertation. BA Education (Single Honours) learners have the opportunity to study a module outside their main discipline through taking a Widening Horizons module in Year 1 with the option to study overseas at partner institutions during Year 2. The qualification articulates with a PG Diploma in Education or a Master's Degree in Education. United States of America and Canada: In the United States and Canada, the Bachelor of Education is awarded for coursework that last from one to five years, depending on the requirements established by the place where the province or state in which the university is located. In Canada, a B.Ed. degree is required for teaching certification. A B.Ed. program may have direct entry from high school; as a combined degree with another bachelor's degree (e.g., B.A./B.Ed.); or as an after-degree program where the learner has obtained a bachelor's degree, usually in the field in which the learner wishes to teach. A good rapport or previous experience with young children or teens is also a desired characteristic of learners. There are several streams to a Bachelor of Education, each corresponding to the particular level of instruction. In the United States, this includes elementary school education, middle school education, and high school education. Learners in the elementary education stream generally study for a Liberal Studies degree. In the high school (secondary education) stream, the learner specialises in one to two subject areas. Upon completion of the degree, they will prepare and eventually sit for the state's Board of Education certification examination. A typical B.Ed. qualification may include coursework in pedagogy, educational psychology, educational policy and leadership, assessment, curriculum development; and lesson planning, social justice, special education, and instructional technology. The State of Alabama University offers the Bachelor of Education. Learner have to first obtain a bachelor's degree in the desired certification areas from a teacher education qualification at a college or university that has formal approval from the Alabama State Department of Education. The learner then need to complete an approved educator preparation programme to become a certified teacher. Learners then have to pass the Alabama Teacher Testing Requirements where learners must take two tests - the first is a basic skills assessment, measuring competence in reading, writing and mathematics. Learners then must take the subject and grade-level specific Praxis II exams appropriate to the endorsement areas they are seeking Finland: The education system in Finland is globally exceptional as teachers need a Master's degree in Education (M.Ed.) to be qualified for teaching on primary or secondary education. The University of Turka offers Master's Degree in Education and Learning that learners need to do in three years. It has been seen that success in Finland's high OECD PISA scores is strongly influenced by the high education level of teachers. Hong Kong: The University of Hon Kong offers a Bachelor of Education (honours). There are two types of recognised teacher statuses in Hong Kong: Registered teacher (the higher qualification) and permitted teacher (the temporary, lower qualification). Private schools may be exempted from having teachers of either statuses. Registered teachers' qualified status is the highest form available for a professional qualification in the field in Hong Kong, and it is theoretically permanent for its holder with the possibility of the status being stripped off by the government in the case of a violation of the law or the professional code. Permitted teachers are not considered qualified teachers, and their statuses are only temporary and subject to annual renewal and review. Registered teachers are not discipline or level bounded, whilst permitted teachers may be, with the school intending to hire having to first consult the government on the suitability of said applicant. Usually, learners fulfilling the requirements below can apply to be registered as a teacher: 1. A holder of a valid and locally recognised teaching qualification from a recognised university, i.e. a five-year Bachelor of Education (BEd) degree or a Postgraduate Diploma in Education (PGDE). Postgraduate Certificates in Education (PGCE) are no longer considered, and neither a Master of Education nor a Doctor of Education degree from anywhere is considered a teaching qualification. The Education University of Hong Kong, The University of Hong Kong, Chinese University of Hong Kong, and Hong Kong Baptist University are currently the only recognised institutions. 2. A holder of a recognised, usually local, associate degree or its equivalent. Even though a bachelor's degree is not stated as an explicit requirement, it is very rare for any applicant to not have one, and all new registered teachers have been graduates. This requirement is indeed an obsolete one as it is now not possible to obtain a teaching qualification without first, or together, obtaining an undergraduate degree. India: The University of Delhi offers a two year Bachelor of Education. In India, the National Council for Teacher Education (NCTE) determines the qualifications required for being a school teacher. The Bachelor of Education (B.Ed.) is an undergraduate course offered for those interested in pursuing a career in teaching. The B.Ed. degree is mandatory for teaching at the secondary (classes 6 to 10) and higher secondary (10+2 or classes 11 and 12). The minimum qualification required for entry into B.Ed. course is Bachelor of Arts (B.A.), Bachelor of Commerce (B.Com) or Bachelor of Science (B.Sc.). While learners from the Arts stream are trained to teach subjects like History, Civics, Geography, and languages, the students from the Science stream are trained to teach Mathematics, Physics, Chemistry, and Biology. The duration of the course is two years from session 2015-16 as per NCTE Regulations, 2014. After B.Ed., students can pursue Master of Education (M.Ed.) in any Indian university or teacher-training institutes offering the course. The National Council for Teacher Education is the statutory body which regulating teacher training courses in the country of India. The Bachelor of Elementary Education (B.El.Ed.) programme is a four-year integrated professional degree offered after the higher secondary stage of school. B.El.Ed. is designed to integrate the study of subject knowledge, human development, pedagogical knowledge, and communication skills. Both professional and academic options are available to students who graduate with a B.El.Ed Degree. Australia: The Victoria University offers Bachelor of Education Studies. The 4-Year Bachelor of Education combines practical/pedagogical study with a Major sequence in the academic discipline of Education. In the majority of Australian universities, there is usually 2 distinct types of the Bachelor of Education: Primary and Secondary. The subjects and degree programs are quite different in both degrees e.g. for a learner studying the Bachelor of Education (Primary) the focus of their degree would lie in behaviour, children, basic literacy, how children learn etc. For a learner studying the Bachelor of Education (Secondary) they would therefore be teaching roughly 11- to 18-year-old adolescents and their qualifications would have less focus on those kinds of areas by the Primary degree. Instead, the degree is based around the learner's intending teaching subjects; usually 1 or 2. In New South Wales, these teaching areas provide the major focus for their degrees in their final years. They consist of: English, Mathematics, Science (Biology, Physics & Chemistry), Geography, History, Business Studies, Legal Studies, Economics, Society & Culture and Languages. The longer duration of the course allows for more practical experiences and greater personal or professional development before teaching service. Most Australian State Teacher-Certification bodies require either a Bachelor of Education, or a bachelor's degree in one or two subject areas, with a Graduate Diploma in Education as a minimum. A B.Ed. is not to be confused with the lesser degree Bachelor of Teaching, which is usually an 'End-On' course similar but slightly longer than a Graduate Diploma in Education. Nigeria: In Nigeria, the Bachelor of Education degree is awarded at Universities and Colleges of Education across the nation as a first degree. There are a few specialised Universities of Education in the country that exist to train teachers professionally. Some of these specialised Universities include Tai Solarin University of Education and Ignatius Ajuru University of Education that offer the Bachelor of Education. The B.Ed can be done as combined honours with a B.A. or B.Sc. It can also be done as a single honours degree with specialisations in Nursery and Primary Education, Curriculum Development, Educational Administration and Policy Studies, among others. Learners usually undergo intensive teaching practices at the 2nd and 3rd years of study. Upon graduation, they are registered by the Teachers Registration Council of Nigeria (TRCN) and can be employed as teachers afterwards. Postgraduate education usually take the form of an M.Ed, PGDE, and GDE. Most countries require a 4/5 year Bachelor of Education Degree to allow for registration as a qualified teacher at secondary level. The exception to the rule is Finland which requires a Master's Degree. All countries compared, except India, requires a qualification similar to the South-African National Senior Certificate as an admission into the Bachelor of Education Degree. In India the minimum admission requirement into Bachelor of Education is a Bachelor's Degree in any discipline, similar to the admission to the Postgraduate Certificate in Education in Further Education and Training Teaching in South Africa. In all of the countries students will qualify by majoring in one or two fields of specialisation, similar to this BEd (Senior Phase and Further Education and Training Teaching), and they register with a specific council/body before employment. |
| ARTICULATION OPTIONS |
| Completion of a Bachelor of Education in Senior Phase and Further Education and Training Teaching Qualification meets the minimum entry requirements.
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. |