SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education in Foundation Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
110816	Bachelor of Education in Foundation Phase Teaching
ORIGINATOR
Central University of Technology, Free State
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		Early Childhood Development
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	2019-08-19	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 Bachelor of Education in Foundation Phase Teaching is to produce qualifying learners who are able to integrate theory, principles, proven techniques, practical experience and appropriate skills competently in the field of teaching, thereby contributing towards addressing the critical need for foundation phase teachers in the province and beyond. This qualification will produce qualified teachers able to teach at Foundation phase of South African schools.

The qualification is designed to develop the competencies expected of a novice teacher. These are set out in Appendix C of the Policy on the Minimum Requirements for Teacher Qualifications.

The competences include, inter alia:

Sound subject knowledge and how to teach it taking account of both learner and subject needs.

Good communication skills and highly developed literacy, numeracy and Information Technology skills.

The ability to understand and teach in diverse contexts; to manage classrooms effectively; to assess learning in reliable and varied ways in order to improve teaching and learning.

In addition, newly qualified teachers must have a positive work ethic and be able to reflect critically on their own practice in conjunction with their professional community.

Rationale:
The qualification is a full time, four-year initial qualification for persons wanting to become qualified educators in primary schools. It aims to provide educators with adequate understanding of education as a specialised discipline and the accompanying competencies and attitudes to practice as Foundation Phase educators in the General Education and Training (GET) band. Teachers are members of a profession whose definitive aim is to enable systematic learning.

The qualification accredits the development of professional competence informed by the purpose of the qualification, sound knowledge and understanding of the area of specialisation and of educational theory.

The qualification aims to equip qualifying learners with the necessary knowledge, skills, values, attitudes and hands-on experience to pursue a teaching career. The qualification helps to establish the institution as an active role player in the development of the South African society in terms of providing well-trained foundation phase teachers.

According to the National Development Skills Plan (2011, the significance of all stakeholders need to be aligned to the support of the joint goal of achieving good educational outcomes that are responsive to the societal needs and economic development of the region. The National Development Skills Plan (2011) stipulates that all children should benefit from a high excellent education that requires a variety of early childhood development services and programmes that encourage the holistic development of children.

Concerns raised by the Organisation for Economic Cooperation and Development (OECD) (2012) report states that the existing higher education institutions and training programmes are not adequately aligned with the skill needs of the local and regional economy. Therefore, the need for the qualification is justified.

In addition, the increasing shortage of school teachers has a negative effect on the transition of students from secondary to higher education and training, and increases the dropout rate at universities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In line with the institution's policy on RPL provision is made for admission to non-traditional learners.

Subject to institutional policies, other language related qualifications may be considered for credits where those credits reflect cognate fields of learning.

A faculty RPL committee is constituted under the Faculty Board to evaluate each case individually and on its own merits.

The procedure for RPL is as follows: Learners submit their RPL applications to the Centre for Assessment and Graduation. The learner is required to complete an RPL application form. Upon submission, it should be accompanied with certified copies of all previous qualifications and a comprehensive Portfolio of Evidence (POE). The completed documents will be submitted to the Faculty of Humanities RPL committee for assessment. The POE is evaluated against the relevant outcomes before approval or disapproval.

The qualification may be achieved in part through the recognition of relevant prior learning and experience in accordance with the policies of the institution. The procedures and the assessment of individual cases are subject to the decision of the Academic Board.

To facilitate and promote access to the qualification, learners will also be selected based on Recognition of Prior Learning (RPL). Selection of such learners will be conducted on an individual basis in accordance with the Recognition of Prior Learning (RPL) policy of the institution. A functional system for RPL is in place. RPL applications for the institution are received by the Centre for Assessments and Graduations.

RPL concerns the evidence-based knowledge and learning that learners have acquired, whether by having completed formal education curricula, or through experience. At all times, the question will be the level at which the skills pitch. Skills will be assessed in the context of the exit-level skills required by the qualification and the modules. RPL will thus take place in terms of applied competencies demonstrated by the learners in their applications, taking into consideration the Exit Level Outcomes that have to be obtained.

In this qualification, RPL will be provided only for entrance requirements or for credits.

Entry Requirements:
The minimum entry requirement for this qualification is:

National Senior Certificate, NQF Level 4, granting access to Bachelor's Degree studies.
Or

Senior Certificate, NQF Level 4, with endorsement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at Levels 5, 6 and 7 totalling 535 Credits.

Compulsory Modules, Level 5: 155 Credits:

Academic Literacy and Communication Studies, 12 Credits.

Advanced Digital Literacy, 6 Credits.

Basic Digital Literacy, 6 Credits.

Grade R and Foundation Phase Studies, 6 Credits.

Micro Teaching and Observation I, 6 Credits.

School Based Learning I, 12 Credits.

Education I (Learner and Learning), 31 Credits.

English First Additional Language, 6 Credits.

Language of Conversation I, 12 Credits.

Foundation Phase Mathematics I, 12 Credits.

Life skills I, 10 Credits.

Foundation Phase Specific Subject Methodology: Life Skills I, 6 Credits.

Foundation Phase Specific Subject Methodology: Mathematics I, 6 Credits.

Foundation Phase Specific Subject: Literacy Practice, 12 Credits.

Language of Learning and Teaching I, 12 Credits.

Compulsory Modules, Level 6, 204 Credits:

Grade R and Foundation Phase Studies, 6 Credits.

Home Language I, 6 Credits.

Language of Learning and Teaching II, 12 Credits.

Micro Teaching II, 6 Credits.

Life Skills II, 10 Credits.

Education II (Working in Classroom and Curriculum Studies), 38 Credits.

Foundation Phase Mathematics II, 12 Credits.

Language of Conversation II, 12 Credits.

Home Language II, 6 Credits.

English First Additional Language II, 6 Credits.

School Based Learning II, 24 Credits.

Learning Barriers, 12 Credits.

Micro Teaching III, 6 Credits.

Foundation Phase Specific Subject Methodology: Life Skills II, 6 Credits.

Foundation Phase Specific Subject Methodology: Mathematics II, 6 Credits.

Foundation Phase Specific Subject Methodology: Literacy Practices II, 12 Credits.

School Based Learning III, 24 Credits.

Compulsory Modules, Level 7, 176 Credits:

Foundation Phase Mathematics III, 12 Credits.

Education III (Being a Teacher and Learner Centered Schools), 38 Credits.

Life Skills III, 10 Credits.

Home Language III, 6 Credits.

English First Additional Language III, 6 Credits.

Language of Conversation III, 12 Credits.

Foundation Phase Specific Subject Methodology: Literacy Practices II, 12 Credits.

Foundation Phase Specific Subject Methodology: Mathematics III, 6 Credits.

Foundation Phase Specific Subject Methodology: Life Skills III, 6 Credits.

Introduction to Classroom Research, 25 Credits.

Education IV (School Administration), 19 Credits.

School Based Learning IV, 24 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate sound knowledge regarding the subjects they will be teaching.
2. Demonstrate sound knowledge of how to teach their subject(s) and how to select, determine the sequence and pace content in accordance with both subject and learner needs.
3. Demonstrate understanding of who their learners are and how they learn.
4. Demonstrate competence in communicating effectively in order to mediate learning.
5. Demonstrate sound knowledge about the school curriculum; unpack its specialised content.
6. Ability to use available resource appropriately, to plan and design suitable learning programmes.
7. Demonstrate competence with regard to understanding diversity in the South African context in order to teach in a manner that includes all learners.
8. Manage classrooms effectively across diverse context in order to ensure a conducive learning environment.
9. Assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning.
10. Demonstrate positive work ethic, display appropriate values and conduct themselves in a manner that benefit, enhances and develops the teaching profession.
11. Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues on their own practice.

ASSOCIATED ASSESSMENT CRITERIA

The following Associated Assessment Criteria are assessed in an integrated across all Exit Level Outcomes.

Display knowledge, skills, values, principles, methods and procedures relevant to the phase, subject discipline or practice.

Select and use different approaches to teaching and use them in ways that are appropriate for the learners and the context.

Apply understanding of the knowledge appropriate to the specialisation.

Mediate learning in a manner that is sensitive to the diverse needs of learners, including those with barriers to learning.

Construct learning environments that are appropriately contextualised and inspirational.

Communicate effectively, showing recognition of, and respect for the differences in others.

Demonstrate sound knowledge of subject content and various principles, strategies and resources appropriate to teaching in a South African context.

Interpret and provided learning programmes, design original learning programme, identify the requirements for a specific context of learning, select and prepare suitable textual and visual resources for learning.

Select sequence and pace learning in a manner sensitive to the differing needs of both the subject and the learners.

Make decisions appropriate to the level and participate in school decision-making structures.

Manage learning in the classroom and carry out classroom administrative duties efficiently

Achieve on-going personal, academic, occupational and professional growth, through pursuing reflective study and research in the field.

Integrate assessment into the teaching and learning process.

Provide helpful feedback to learners.

Design and manage both formative and summative assessment in ways that are appropriate to the level and purpose of learning.

Interpret and use assessment results to feed into process of the improvement of learning programmes.

Practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others.

Ability to develop a supportive and empowering environment for the learner and respond to the educational needs for the learner and fellow-educators.

Develop supportive relations with parents and other stakeholders.

Integrated Assessment:
Formative Assessment involves integrated types of assessment, used to inform learners about their progress on a continuous basis through the whole year. Marks collected from this evidence are recorded for promotional purposes. Formative assessment includes types as:

Assignments.

Projects.

Practical work.

Informal assessment.

Summative Assessment refers to assessment that takes place at the end of a learning experience. Results are expressed in marks in terms of level of competence achieved, with regard to level descriptors, specific outcomes and assessment standards. This assessment is also used for promotional purposes.

INTERNATIONAL COMPARABILITY

International comparison for the Bachelor in Education Foundation Phase Teaching was compared with international qualifications from the University of Queensland in Australia and of the University of Roehampton, London in the United Kingdom.

Bachelor of Education (Primary) (Bed) (Primary) - Queensland University - Australia.
The Bachelor of Education (Primary) is a teacher qualification designed for effective teacher preparation in the unique contemporary context. The qualification is aimed at developing capacities required by teachers working in the information age, a time of rapid change where education is recognised as playing an increasingly important role in society. The qualification develops teachers across the year Levels 1-7, spanning the Early and Middle Phases of Learning. In particular, the qualification focuses on the development of skills, understandings and attributes that enable teachers to demonstrate specialist abilities with respect to:

Literacy and numeracy.

Diversity and differentiated learning.

Leadership and research.

Connected practicum.

BA Primary Education - University of Roehampton - London - United Kingdom:
The BA Primary Education provides a teacher with a direct route to becoming a primary teacher, which upon completion will be recommended for Qualified Teacher Status (QTS). The qualification will give the teacher the opportunity to focus on one of many subjects offered, from History, to Music to Physical Education, this in-depth qualification also offers you the chance to specialise in teaching children aged 3-7 or those aged 5-11. The qualification will further equip the teacher with the knowledge, skills and experience to become a successful primary teacher.

The university is committed to developing teachers in diverse settings who have high expectations of all pupils, who respect their social, cultural, linguistic, religious and ethnic backgrounds, and who are committed to raising their educational achievement.

Teachers studying for this qualification could elect to specialise in one of two age ranges:

Foundation Stage and Key Stage 1 (3-7-year-old children).
Or

Key Stage 1 and Key Stage 2 (5-11-year-old children).

Conclusion:
The international qualifications compare favourably with this one in terms of the purpose since all seek to provide initial preparation for teacher at early and middle phases of learning. Furthermore, comparability shows that these qualifications will equip teachers with knowledge, skills and experience to become a successful primary teacher. The qualification also acknowledges the development of subject knowledge and pedagogical content knowledge by the teacher which is core to teaching as a professional practice.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Education, Level 7.

Vertical Articulation:

Bachelor of Education Honours, Level 8.

Postgraduate Diploma in Education, 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.	Central University of Technology, Free State