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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 | |||
| 111014 | Bachelor of Education in Senior Phase and Further Education and Training Teaching | |||
| ORIGINATOR | ||||
| Akademiese Reformatoriese Opleiding en Studies (AROS) NPC | ||||
| 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 | 2019-08-16 | 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 Bachelor of Education in Senior Phase and Further Education and Training Teaching (BEd (Senior and Further Education and Training Teaching)) will contribute contribute to the pool of highly educated and fully equipped teachers in order to address the need for professional educators in South Africa. The Christian values-driven approach promotes the concept of viewing teaching as a 'calling' where the best interest of learners and schools are served. The purpose of the Bachelor of Education in Senior Phase and Further Education and Teaching Training is to produce graduates who have respect for all created life and the whole creation and who will see the teaching profession as a lifelong task with an eye to the reconstitution, transformation and restoration of society. The qualification will deliver the Senior phase and Further Education and Training (FET) teaching and learning teachers who will be able to act ethically and professionally, and who can justify their decisions and actions drawing on appropriate ethical values within the organisational and ethical contexts. They will be able to apply their Christian values in the teaching environment. On completion of the qualification, teachers will be able to demonstrate integrated knowledge of the main fields and disciplines associated with their chosen electives. They will be able to educate Senior and FET Phase learners while adapting to changing legislation and policies in a meaningful and innovative way. They will be able to interact effectively with all stakeholders. In order to comply with the specialist requirements for the knowledge mix in the BEd in Senior Phase Teaching Training Qualification, the following subject specialisation is included: Rationale: The Bachelor of Education in Senior Phase and Further Education and Training Teaching (BEd (Senior and Further Education and Training Teaching)) qualification has been designed according to current legislative requirements and the needs of various stakeholders. The specific educational needs of South Africa, as reflected in the DHET Strategic planning document (2010-2011) are met in the qualification. The qualification also complies with national teacher training and higher education statutory requirements detailed in the Policy On The Minimum Requirements for Teacher Education Qualifications (Government Gazette, Nr 38487, 19 February 2015), The Curriculum and Assessment Policy Statement for the FET phase (January 2012) of the Department of Basic Education, the Criteria for Programme Accreditation (2004) of the Council on Higher Education and the Higher Education Qualifications Framework (2007) are also met. Not only has the qualification been developed in line with The Minimum Requirements for Teacher Education Qualifications but was subjected to external comparison by education consultants and experts from the South African public tertiary and an international institution. Mapping of the qualification shows articulation with other Senior Phase and FET Teaching and Learning qualifications locally and abroad. The qualification is aimed at those teachers who want to enter into the teaching profession. In completing the qualification teachers will have a wide range of occupations in the field of education to choose from. The qualification's focus is mainly on delivering qualified teachers for schools. With the wide range of modules offered, teachers will be equipped to teach and specialise in different subjects in Senior and FET schools. In the qualification, teachers will be familiarised with a broad range of general as well as in-depth knowledge, to enable them to teach the South African national school curriculum from a more comprehensive foundation and background. The rationale of the qualification is to equip teachers with the knowledge, skills and values that will enable meaningful participation in and offer benefits for society as well as providing a basis for continuing learning in higher education and training, and enable teachers to be productive and responsible in the workplace. The qualification is value based with the purpose of developing teachers to engage and contribute in a changing diverse society. The Christian, values-driven character as summarised by "love others as you love yourself", promotes the inclusion of values in all teaching and learning. A caring and engaged teacher is an asset in any school. In this way the qualification aims to benefit the teacher and the schools where the teachers will work once the qualification has been successfully completed. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL is organised according to the institution s' Policy for Recognition of Prior Learning. Teachers who lack the minimum requirements for entry into the qualification, candidates who exited formal education but who accumulated experience, under-qualified teachers and those who wish to fast-track their progress, are eligible to apply for RPL. Advanced standing in the qualification can be applied for and achieved through Credit Accumulation and Transfer (CAT) or Recognition of Prior Learning (RPL). Application for advanced standing through CAT or RPL must be made on the relevant application form and be supported by evidence. RPL is applicable where: The institution s' RPL constitutes an essential element for providing access for candidates from all backgrounds to the cohort of formally qualified teachers. In order to provide the candidate with an opportunity to demonstrate knowledge and skills, the candidate will undergo a series of assessments specifically designed to assist them to display their competence. This assessment is subject to the same moderation process as all assessment processes. Entry Requirements: The minimum entry requirement for this qualification is: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 519 Credits.
Compulsory Modules, Level 5, 50 Credits: Electives Modules, Level 5, 22 Credits: (For the specialisation, choose at least two subjects in the FET Phase and the corresponding subjects in the Senior Phase, or one Senior Phase subject, one corresponding Further Education and Training subject and one support role): Compulsory Modules, Level 6, 152 Credits: Electives Modules, Level 6, 84 Credits: (Choose the same subjects as chosen for Level 5 and its corresponding subject methodologies as the disciplinary, pedagogical and practical learning of both the Senior and Further Education and Training (FET) phases are incorporated in the modules): Compulsory Modules, Level 7, 119 Credits: Elective Modules, Level 7, 92 Credits: (Choose the same two subjects as chosen for the Levels 5 and 6 and its corresponding subject methodologies as the disciplinary, pedagogical and practical learning of both the Senior and Further Education and Training (FET) phases are incorporated in the modules): |
| EXIT LEVEL OUTCOMES |
| 1. Apply proper leadership and innovative practices in the context of their calling and in the community.
2. Demonstrate the knowledge needed to equip learners with the relevant values, skills and knowledge applicable to their developmental level. 3. Demonstrate competence in the education of learners in the Senior Phase and Further Education and Training (FET) Teaching and Learning. 4. Portray (present and communicate) extensive and specialised educational and theoretical subject knowledge and skills reliably and coherently using academic and professional conventions appropriate to the qualification. 5. Effectively apply knowledge in the classroom/school/community. 6. Apply basic research principles and practice lifelong learning. 7. Evaluate different sources of information and select information appropriate to tasks and apply well developed processes of analysis and synthesis. 8. Demonstrate the ability to work effectively in a team. 9. Demonstrate knowledge of the Bible and Christian values and the intention to live according to these Biblical principles. |
| 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: Integrated Assessment: Assessment and moderation for the Bachelor of Education (BEd) in Senior Phase and FET teaching is done according to the Assessment Policy, the Moderation Policy and the Examination Policy of the institution. The National Qualifications Framework (NQF) Levels and relevant taxonomies are used to ensure that learning is assessed at the correct level. All summative assessment activities are moderated, while the moderation process is verified according to the requirements of the Moderation Policy. All summative assessment of modules at the exit level (NQF Level 7) is externally moderated. Assessment is seen as the collection, evaluation, interpretation and use of information in order to make decisions about the level of competence of a teacher as well as to improve teaching and learning. Teaching, learning and assessment is planned in an integrated way, and includes the assessment of the teacher's attitudes, values, knowledge and skills. Continuous assessment is done in order to support the learning process. The principles of assessment such as reliability and validity are taken into account during all assessment activities. Exit Level Outcomes and Associated Assessment Criteria are clearly formulated and explained to all teachers at the beginning of each lesson. A range of methods, tools and techniques is used. Formative as well as summative assessment is done and aligned with the qualification Exit Level Outcomes. Sufficient evidence is collected for each module. The results of the continuous assessment activities count for 50% of the module mark and the final summative examination at the end of the semester for 50% of the module mark. Experiential learning is seen as the integration of theory and practice, and assessment in the workplace is done regarding the theoretical and practical aspects of teaching and learning in the Senior Phase and FET Teaching and Learning. Assessment of this learning in the school situation takes place through cooperation between the institution, the subject lecturers, mentor teachers, school heads of departments and school principles. All will be provided with guidelines and criteria for assessing the teachers. Regular contact sessions for teachers and lecturers will provide for ongoing formative assessment in order to identify strengths and weaknesses and to use the results for improvement of teaching practice. The monitoring of practical work will be done on different levels, and includes regular feedback from schools as well as a summative report to be completed by the school at the end of each semester. The lecturers will visit schools in order to evaluate teaching practice as well as the authenticity of evidence provided by teachers. Summative assessment will be done at the end of each semester on the evidence provided in a portfolio compiled by the teacher. No examination is done, with the moderated mark of the portfolios providing the final mark for the module. |
| INTERNATIONAL COMPARABILITY |
| The BEd (Senior and Further Education and Training Teaching) qualification was subjected to external comparison which indicates the possibility of articulation with similar qualifications abroad. For example, this qualification is similar to qualifications in countries such as Australia (Deakin University), America (Dordt College) and the Netherlands (De Driestar University).
A comparative analysis of teacher education curricula was used in preparing this qualification. Education faculties across the globe have a reputation of being cornerstones for research and academic enquiry in general. This is because of their traditional focus on the exploration of the intellectual, social and psychological development of young minds until adulthood stages. This qualification follows the same principles and draws inspiration from the academic prowess of education qualifications from countries such as Australia, America and the Netherlands. Bachelor of Education (BEd) qualifications from the countries above are registered against their local qualification frameworks, and as a result, they are seen as globally comparable and competitive. The BEd in the Senior and FET phases ranks and compares very well with similar education qualifications from these countries. The BEd (Senior and Further Education and Training Teaching) qualification was compared with the international institutions' qualifications. The academic adviser contracted by the institution to coordinate the design and development of the qualification had first-hand knowledge of education training qualifications in the Netherlands, Belgium, Scotland, Finland, Canada and the United State of America (USA) during study trips to universities in these countries. Best practices had been identified during these visits, and they were incorporated in the development of this qualification. At Deakin University, Australia the Bachelor of Teaching (Secondary)/Bachelor of Arts is offered. The purpose of the qualification is to qualify learners with skills for systematic and critical thinking that will complement the teaching profession. The following modules are similar to the modules contained in the BEd (Senior and Further Education and Training Teaching). At Dordt University, United States of America a Teacher Preparation Programme is offered. Dordt University delivers the Teacher Preparation programme with teaching endorsement for Grades 5-12. Like the BEd Senior phase and FET training teaching, this qualification includes professional units that prepares learners for teaching in secondary classrooms while paying attention to the exploration of the intellectual, social and psychological development of young minds until adulthood stages. In addition, this qualification also has a strong focus on one year teaching experience in a partner school. The BEd Senior phase and FET training teaching has a similar focus with the teaching experience period allocated in shorter periods over four years. There are some differences between the qualifications in relation to entry requirements and regulation on entry to the teaching profession examinations. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
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. |