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:

Postgraduate Certificate in Education in Further Education and Training Teaching

SAQA QUAL ID	QUALIFICATION TITLE
111088	Postgraduate Certificate in Education in Further Education and Training Teaching
ORIGINATOR
Cape Peninsula University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	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		2031-06-30

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 Postgraduate Certificate in Education in Further Education and Training Teaching (PGCE (FET Teaching)) is to provide initial preparation for teachers and to develop teachers who can demonstrate general principles, as well as focused knowledge and skills appropriate to the FET band. It aims to build the knowledge, skills, and values required for teachers' professional practice, and to lay the basis for continuing professional development through lifelong learning.

The PGCE (FET Teaching) has the primary purpose of providing well-rounded education that prepares competent and professionally qualified teachers. The PGCE (FET Teaching) is a one-year qualification that aims to prepare school teachers and will include opportunities to specialise in two subject disciplines. In the PGCE (FET Teaching) teachers will not only learn teaching skills, but also the important role of teachers in serving the community.

The qualification strives to engage teachers with questions of what to teach, why to teach and how to teach. The aim is to prepare teachers to be active, creative and reflective practitioners in a world of change, and to equip them with an understanding of teaching as a professional practice. The qualification aims to provide teachers with a strong knowledge base and disposition of enquiry.

The PGCE (FET Teaching) strives to prepare teachers for a profession with complex and comprehensive aims, roles, knowledge, skills and attitudes. It is believed that knowledge is critical for human and economic development and thus envisage graduates who:

Are able to adapt in the world of work.

Have the capacity to generate new knowledge.

Can access existing global knowledge and use it for local benefit.

Based on the above, the qualification is underpinned by four general areas of knowledge that teachers must acquire in order to be successful in teaching:

Knowledge of required subject content and how to teach it.

Knowledge of learners and their development in social contexts.

Knowledge of theories of learning and meta-cognition (educational theory).

Knowledge of classroom practice (methodology), particularly curriculum construction, teaching methods and assessment - to enable them to demonstrate competence and responsibility as professionally qualified teachers.

The professional practice connects teaching with learning and requires teachers to be able to construct learning contexts and to point to evidence of that learning. Professional practice includes a range of dispositions of critical enquiry, ethical engagement, persistence and motivation, and capacity to act. It also requires that teachers be reflective of their own practice, and mindful of what it means to educate learners within a democracy.

The purpose would be to link this knowledge with the relevant skills, attitudes and activities in practice. The overarching objective of the qualification is therefore to prepare teachers for a changing world. In preparing teachers who are reflective practitioners, the qualification will create opportunities for teachers to deepen their understanding of what education entails, and to develop standards against which their own and others` thoughts and actions are evaluated.

Apart from the professional component, the Postgraduate Certificate in Education (PGCE) (FET Teaching) also focuses on curriculum studies as electives in a teacher's area of specialisation. Specialised curriculum studies introduce teachers to the specifics of:

Pedagogical content knowledge, i.e. the knowledge of how to teach in a specific grade/phase.

How learners perceive the subject matter they are exposed to. For example, Indigenous Knowledge Systems (IKS) in science where teachers are introduced to understand the mind of the African learner with respect to the impact of cultural values and beliefs to the teaching and learning of science.

Understanding the classroom setting and how to create a conducive learning environment.

The philosophy underpinning assessment and the different forms of assessment with reference to a specific phase.

Developing a research culture with the aim of producing independent and lifelong learners.

The bases for the above are embedded in the specialised elective subjects where teachers are prepared to:

To be well grounded in the content knowledge.

To apply the knowledge in their everyday context.

To have in-depth understanding of how to link the content with the practice and to use the everyday experiences of learners as the basis for the planning and preparation of their lessons.

Teaching Practice, the Work Integrated Learning (WIL) element of the PGCE (FET Teaching), provides teachers with the opportunity to experience what is currently expected in the field of teaching such as the roles, skills and attitudes required to be an effective teacher in the FET band. This includes how to behave in a professional and ethical way. Teaching Practice also provides an opportunity for teachers to apply and/or test the theories of teaching and learning learnt in qualification, in the classroom and to become reflective practitioners to make learning more enriching, meaningful and appropriate for their learners.

Rationale:
The Postgraduate Certificate in Further Education and Training Teaching (PGCE (FET Teaching)) qualification aims to improve current teaching, learning and assessment practices through the personal and professional development of prospective teachers. The qualification aims to develop in teachers the ability to critically reflect on and improve their teaching practices in an effort to enable systematic learning for others in diverse South African contexts.

The PGCE (FET Teaching) serves as a professional 'capping' qualification for teachers who have completed an appropriate 360 or 480 credit Bachelor's Degree or National Diploma with subjects appropriate to teach at an FET level. It aims to build the knowledge, skills and values required for teachers' professional practice, and to lay the basis for continuing professional development through lifelong learning.

On 20 May 2013, the Western Cape Minister of Education announced that 41% of teachers working in the province will retire within the next 15 years (Die Burger 2013), which indicates that the province is likely to face an undersupply of teachers. As the largest provider of teacher education in the Western Cape this announcement has a direct impact on institutional planning. By offering a PGCE (FET) Teaching larger number of teachers will be able to access the qualification and thereby enter the teaching profession.

International and local comparisons was done by visits to local universities mentioned under 'stakeholder engagement' and consulting with international universities through ongoing e-mails and literature reviews. The rationale for offering this qualification is to prepare teachers, who are mature and have a good academic content base, to teach sought-after subjects in the Further Education and Training Band (Grade 10 to 12).

The PGCE (FET Teaching) will draw the majority of its teachers from local universities and private Higher Education providers.

Multi-linguicism in the qualification will cater for a diverse teacher's intake and a supply of teachers for diverse national school contexts. In the changing world, South Africa faces its own particular challenges of economic and social change. Given the evidence that, in terms of existing benchmarks of performance per grade level, our learners perform significantly lower than they ought to, there is a dire need to prepare teachers who are able to generate high quality teaching and learning in schools. Teachers need to be equipped to deal with contexts of change, the challenges of a society which is culturally and linguistically diverse, as well as with schools in very different contexts. This belief forms the basis of the PGCE (FET Teaching) qualification.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning is subject to policies of the institution. In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning. Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/ or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of learner and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

RPL will be guided by internal policy, SAQA, and CHE RPL policy guidelines on an individual, learner-by-learner basis. RPL may have two modes, namely:

Credits in lieu of prior qualifications, provided there is equivalence in the new qualification both in terms of learning content and NQF level. Learners who transfer their studies from another Higher Education Institution who offer's an equivalent qualification, and follow the process required by the institution's RPL policy, will be exempted and given credits to the extent of modules completed. This will apply if the applicant's content knowledge is similar to that included in the qualification;

Where substantial learning in the teaching, workplace or the industrial workplace as a result of meaningful workplace (informal and non-formal) experience has been attained. Such learner can present themselves for assessment of prior learning (APL).

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

An appropriate 360-Credit Bachelor's Degree.
Or

A National Diploma with one Further Education and Training (FET) school subject, passed at a third year level.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework (NQF) Levels 5 and 7 totalling 126 Credits.

Compulsory Modules NQF 5, 6 Credits:

Language of Learning and Teaching (LOLT), 3 Credits.

Language of Conversational Competency (LoCC) (Xhosa), 2 Credits.

Information and Communications Technology (ICT) skills, 1 Credit.

Compulsory Modules NQF 7, 80 Credits:

Education Studies, 24 Credits.

Professional Studies, 8 Credits.

Educational Leadership and Management, 16 Credits.

Teaching Practice 4, 32 Credits.

Elective Modules NQF Level 7, 40 Credits (choose two):

Curriculum studies: Accounting, 20 Credits.

Curriculum studies: Business Studies, 20 Credits.

Curriculum studies: Economics, 20 Credits.

Curriculum studies: Computer Applications Technology, 20 Credits.

Curriculum studies: Mathematical Literacy, 20 Credits.

Curriculum studies: Mathematics, 20 Credits.

Curriculum studies: Physical Sciences, 20 Credits.

Curriculum studies: Life Sciences, 20 Credits.

Curriculum studies: Engineering Graphics and Design, 20 Credits.

Curriculum studies: Life Orientation, 20 Credits.

Curriculum studies: Consumer Studies, 20 Credits.

Curriculum studies: Hospitality Studies, 20 Credits.

Curriculum studies: Tourism, 20 Credits.

Curriculum studies: Design, 20 Credits.

Curriculum studies: Visual Arts, 20 Credits.

Curriculum studies: English, 20 Credits.

Curriculum studies: Drama, 20 Credits.

Curriculum studies: Geography, 20 Credits.

Curriculum studies: History, 20 Credits.

Curriculum studies: Afrikaans, 20 Credits.

Curriculum studies: Research in Further Education and Training (FET) Teaching and Learning, 20 Credits.

EXIT LEVEL OUTCOMES

1. Create integrated knowledge of theories of learning and meta-cognition (educational theory), to develop the ability to critically reflect on own and others` teaching and thinking processes.
2. Plan and implement Leadership and Management strategies in teaching and learning.
3. Become a specialist in one Further Education and Training (FET) subject discipline offered in the FET band at school by teaching the subjects based on the specific requirements for FET teaching at South African schools.
4. Develop a professional disposition and critique own understanding of teaching as a profession.
5. Create a strategy to implement principles and practises of inclusivity in teaching, learning and research.
6. Be a specialist in, and fully conversant in the Language of Learning and Teaching (LOLT).
7. Become conversant in isiXhosa.
8. Apply Information and Communications Technology (ICT) Skills for teaching and learning.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Communicate or present own ideas and opinions from a psychological, philosophical, inclusive and sociological perspective in well-formed arguments, using appropriate knowledge from the discipline of Education.

Critically reflect on own and others` teaching methods, thinking processes and perspectives.

Develop the capacity to generate new knowledge.

Associated Assessment Criteria for Exit Level Outcome 2:

Develop a keen sense of reflection and critical thinking while engaging with the basic principles and practices of Leadership and Management in the Educational discipline.

Understand the diversity and complexity of Management approaches for the Further Education and Training (FET) teaching context.

Interpret and apply the integration of management theory and practice in teaching and learning.

Evaluate acquired knowledge with insight and thoughtfulness.

Associated Assessment Criteria for Exit Level Outcome 3:

Teach within the requirements of the National Curriculum.

Develop and apply knowledge of subject content and classroom practice (methodology) to enhance curriculum construction.

Generate comprehensive lesson plans.

Present a lesson in or on various topics within the subject content using diverse teaching and learning strategies.

Present evidence of a suitable assessment strategy and the methods used to assess learners.

Use different types of media and teaching resources in teaching and learning.

Include indigenous knowledge systems in teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 4:

Critically reflect on, evaluate and address own learning needs in a self-directed manner.

Engage with and form part of a community of practice.

Create a professional development portfolio for continuing professional development.

Develop an appreciation for lifelong learning.

Learn in and from practice.

Apply professional knowledge, skills and attitudes to real situations through work-based activities in a classroom or related setting.

Associated Assessment Criteria for Exit Level Outcome 5:

Develop teaching practices that caters for learners from diverse social and cultural contexts.

Strive towards social justice in their teaching.

Work effectively in a diversity of contexts that characterise the South African educational landscape through improvisation and innovation.

Display a critical appreciation for multi-culturalism and multi-multilingualism and necessary sensitivity to these issues in the classroom.

Associated Assessment Criteria for Exit Level Outcome 6:

Apply language with a high degree of competence in teaching and learning.

Apply knowledge and skills of Language of Learning and Teaching (LOLT) in a variety of texts and contexts.

Associated Assessment Criteria for Exit Level Outcome 7:

Possess knowledge of the language to enable communication with Lectures and possess the correct pronunciation of isiXhosa; greetings; forms of address; sentence constructions, the noun class system of isiXhosa, tenses and moods.

Associated Assessment Criteria for Exit Level Outcome 8:

Understand the value of the use of ICT in Education.

Develop Information and communications technology (ICT)-based (e-learning) teaching and learning materials for use in teaching practice.

Integrated Assessment:
Integrated assessment forms part of continuous assessment and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices will be fair, reliable and valid. It will also be in keeping with academic disciplinary and professional field norms and standards.

Formative assessment is aimed at enhancing learning and provides teachers with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment consists of a variety of assessment tasks relevant to the field of study.

In this qualification assessments will consist of a variety of tasks such as problem-solving, individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and poster design.

Summative Assessment will take place at the end of a section of work or quarter, and is aimed at assessing the teachers' attainment against the Exit Level Outcomes of the qualification and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.

Integrated assessment cuts across a number of subject modules in a qualification and is aimed at the holistic development of teachers and contributes to teachers' personal and professional development in the field of study in terms of foundational, practical and reflexive competence. Integrated Assessment in this qualification will take place at the end of the year as summative assessment, when teachers will be assessed holistically by means of project reports, portfolios of evidence, an oral presentation or a written exam, related to the needs and requirements of academic discourse and the teaching profession.

INTERNATIONAL COMPARABILITY

PGCE qualifications offered in the United Kingdom provided key information regarding Work-Integrated-Learning (WIL) and informed the PGCE curriculum. Several international universities' websites were also investigated to gain a deeper understanding of their PGCE qualifications.

The Postgraduate Certificate in Education (PGCE) in Further Education and Training (FET) Teaching was compared with qualifications offered in England, Scotland and New Zealand. The following aspects were compared: entry requirements, duration and the practical component.

Universities in England offers a PGCE, for which the entry requirement is a Degree that includes specific subjects related to those offered in schools. PGCEs offered at universities England in commonly require practical experience in schools. The University of Hull, for example, offers a Secondary Postgraduate Certificate, which concentrates on the teaching of 11 to 16 year olds, and extends to post-16 teaching. The institution has a large number of partnership schools where its learners are placed. Learners spend one third of their time on the PGCE at the institution; the other two thirds is spent on teaching practice. Cambridge University offers a PGCE (Secondary), as does Oxford University. Oxford University's PGCE also involves a close partnership between it and local schools. The university's qualification integrates work in the institution and in school throughout the year. The design of the PGCEs offered in England is similar to this qualification.

At Edinburg University in Scotland the Postgraduate Diploma in Education (PGDE) (Secondary) is offered. The entry requirement to this qualification is a United Kingdom (UK) honours degree or international equivalent that includes at least two graduating modules, of at least 80 UK credits, in subjects related to teaching. The 36-week qualification is divided equally between time spent University-taught courses and school placement.

In New Zealand a Graduate Diploma in Teaching [GradDipTchg (Secondary)] is offered at the Massey University. Entry onto this qualification is a Bachelor's Degree at Level 7 on the New Zealand Qualifications Framework (NZQF), a Graduate Diploma or a Diploma for Graduates at Level 7, a Bachelor's Degree with Honours at Level 8, a Postgraduate Diploma at Level 8 or a Master's Degree at Level 9 on the NZQF consisting of 240 Credits. The Graduate Diploma of Teaching (Secondary) requires that learners have two teaching subjects appropriate to the secondary school curriculum. The Graduate Diploma in Teaching) includes 15 weeks of practice teaching, comprised of three blocks at three different schools. Like England, the design of the PGCEs offered in Scotland and New Zeeland are similar to this qualification.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Education, NQF Level 7.

Vertical Articulation:

Postgraduate Diploma in Education, NQF Level 8.

Bachelor of Education Honours, NQF 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.

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