SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Certificate in Education in Senior Phase and Further Education and Training Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
111322	Postgraduate Certificate in Education in Senior Phase and Further Education and Training Phase Teaching
ORIGINATOR
Walter Sisulu University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			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	2019-08-23	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 Postgraduate Certificate in Education (Senior Phase and Further Education and Training Teaching) is a professional teaching qualification that 'caps' an under graduate Degree or approved Diploma. It offers entry-level initial preparation for learners who wish to develop focused knowledge and skills as classroom teachers in Senior Phase (SP) and Further Education and Training Phase (FET). For this purpose, the qualification equips learners with relevant knowledge, skills, values and attitudes as beginner teachers provided in an enabling environment for high quality academic, moral, cultural and technological learner-centred education.

The qualification will:

Lead to appropriate, career-focused and professional qualification that addresses rural development and urban renewal with primary emphasis on science, technology and development studies.

Enable learners to enter into teaching and apply their learning in rural and urban settings in response to local, regional, national development priorities, and taking cognisance of continental and international imperatives.

Offer specialised knowledge, practical skills and workplace experience with regard to these two phases.

Equip learners with the required educational theory and methods that will enable them to demonstrate competence and responsibility as academically and professionally qualified beginner teachers to teach grades 7 to 12 learners with diverse abilities and backgrounds (Minimum Requirements for Teacher Education Qualifications (MRTEQ), Government Gazette, 19 February, 2015, p.26).

The following applied competences will be addressed as indicated below:

Reflexive: The learners will provide the learners with skills of being a reflective practitioner. For example, during and just after school based experience, the learner will write a reflective journal that will assist during feedback sessions with the lecturer and other learner colleagues. This information will be used for further planning.

Practical knowledge: The qualification offers both in-campus teaching practice and school based experience. Learners will be placed in schools to apply what they have learnt in theory and from study of practice.

Theoretical foundation: All the courses and modules will provide a broad base on which the learners base their teaching practices.

Autonomy of learning: The qualification will assist in equipping learners with knowledge and skills of self-study and independent study.

Learners will therefore acquire practical and foundational competences with the reflexive competence to make judgements in a wide context. Teachers are members of a profession whose definitive aim is to enable systematic learning. In order to prepare prospective teachers for this comprehensive role, Postgraduate Certificate in Education (PGCE) (SP and FET Teaching) qualification will:

Cultivate a practical understanding of teaching and learning in a diverse range of South African schools, in relation to educational theory, phase and/or subject specialisation, practice and policy.

Foster self-reflexivity and self-understanding among prospective teachers.

Nurture commitment to the ideals of the teaching profession and an understanding of teaching as a profession.

Develop the professional dispositions and self-identity of learners as teachers.

Develop learners as active citizens and enable them to develop the dispositions of citizenship in their learners.

Promote and develop the dispositions and competences to organise learning among a diverse range of learners in diverse contexts.

Rationale:
This institution is currently offering a PGCE qualification, which needs to be aligned with the Higher Education Qualification Sub-Framework (HEQSF) and the Policy on Minimum Requirements for Teacher Education Qualifications (February, 2015). The aligned Postgraduate Certificate in Education (PGCE) (Senior Phase (SP) and FET Teaching) will enable learners who have completed a 360 Credit three-year Degree/approved Diploma with sufficient disciplinary learning to qualify as professional educators.

The qualification will offer an opportunity for access into initial professional preparation of learners who wish to develop focused knowledge and skills as classroom teachers in SP and FET Phase teaching. Furthermore, the qualification will provide specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to enter into teaching and apply their learning as beginner teachers in schools in varying contexts.

The qualification will help to balance the teacher supply and demand in the SP and FET Phase, taking into consideration attrition rate of teachers due to age and pandemic diseases.

In the light of current global and national educational thinking, the thrust of teacher education is towards enhanced professional status, identity, quality and responsibility. Becoming a professional teacher requires thorough preparation, which is achieved through a process of praxis, whereby theory informs practice and practice is in turn critically appraised by theory.

The qualification meets national requirements:
The qualification has been designed and developed as per the requirement of Knowledge Mix of the Learning Programme as per the Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ) Guidelines; Government Gazette, 19 February, 2015, p.26). See ANNEXURE 3: Programme Structure.

The national rationalisation of schools has necessitated the introduction of the qualification to be fit for the purpose of preparation of teachers for Senior and FET phases.

The qualification will produce fully qualified teachers for the Senior and FET schools.

It will offer an opportunity for learners to become qualified professional teachers.

The qualification will offer an opportunity for access into initial professional preparation of learners who wish to develop focused knowledge and skills as classroom teachers in Senior and FET phases. The qualification will provide specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to enter into teaching and apply their learning as beginner teachers in schools in varying contexts. This will benefit the schools as learners from the qualification will be equipped to teach at both SP and FET phase.

The qualification will provide opportunities for teachers at schools to develop as Mentors of learner teachers during placement for School Based Experience.

The envisaged learners will have the breadth and depth of the disciplinary content knowledge suitable for the SP and FET teaching. They will also have sufficient time to develop pedagogic and practical learning for the particular specialisations (phase and/or subjects).

The qualification will also offer an opportunity for holders of qualifications in scarce skills to qualify as professional teachers of subjects in their fields within the school curriculum.

Learners from the qualification will add to the number of fully qualified SP Phase and FET Phase teachers to the benefit of the schools and communities in which they will be employed.

The qualification will develop SP and FET Phase teachers with theoretical insight, practical competence and integrity. Central to this, is the development of critically reflexive educators who have the capacity and the will to act as agents of appropriate change in a period of transformation. Prospective teachers will enter the profession as competent and inspirational teachers who have the broader educational vision and capacity to survive change, to adapt to it and pro-actively create it.

The current developments in the school education system, for example rationalisation of schools, have been taken into account in designing this qualification. The learners will be equipped to teach the curriculum prescribed for schools as indicated in the Curriculum and Assessment Policy Statement (CAPS) Grades R-12 (2012). Prospective teachers will qualify to teach in both Senior and FET phases of schooling.

This is a professional teacher qualification and will not only benefit the region, but South African education as a whole. More qualified teachers for these 2 phases are needed to provide quality education to learners.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an RPL Policy, which is aligned with the NQF RPL Policy. From the institution's RPL Policy, the Faculty of Education designed a Faculty of Education RPL Policy.

It is acknowledged that prospective learners may not necessarily need to acquire this qualification by attending all the institutional and workplace learning experiences. There may be prospective learners who have achieved learning outcomes comparable to some of the exit level outcomes of the qualification through other learning opportunities or through work experience. These learners may apply to be assessed through RPL to gain recognition for the outcomes already achieved and to ascertain which exit level outcomes they still need in order to obtain the qualification. Recognition will only take place where prior learning corresponds to the required NQF Level, and in terms of applied competencies relevant to the contents and outcomes of the qualification.

Access to the qualification is determined by clear entry requirements. Any learner who wants to enter the qualification through RPL is expected to provide a Portfolio of Evidence (PoE) of prior learning. The learner should draft a written application and submit this application with the PoE to the Center for Learning and Teaching Development (CLTD). Learner will also be advised to seek the assistance at the Faculty and Department responsible for the PGCE. Any RPL application for recognition of academic achievements at another higher education institution will be referred to the relevant faculty, where it will be dealt with in terms of the standing procedures for subject/course recognition. The learner is subject to a substantive assessment by the responsible persons at the Faculty and department responsible for this qualification. A report on this assessment will be provided to the Faculty RPL committee. The institution and the Faculty have an RPL Policy that will guide the RPL process.

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

Bachelors' Degree, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5 and 7 totalling 120 Credits.

Optional Modules, Level 5 (The competence of a learner will be assessed at the outset, if not competent or not done in the first Degree or Diploma, a learner will take one or both of the module(s):

Information and Communication Technologies, 4 Credits.

Conversational Sesotho, 4 Credits.

Compulsory Modules, Level 7, 72 Credits:

Principles of Learning and Teaching, 8 Credits.

School Based Experience, 32 Credits.

Education Studies I, 8 Credits.

Psychology of Learning and Teaching, 8 Credits.

Education Studies II, 8 Credits.

Education Studies III, 8 Credits.

Elective Modules, Level 7, 48 Credits:
Senior Phase Teaching (Choose 1 of the following subjects):

Arts & Culture, 24 Credits.

Economic & Management Sciences, 24 Credits.

English, 24 Credits.

IsiXhosa, 24 Credits.

Life Orientation, 24 Credits.

Mathematics, 24 Credits.

Natural Sciences, 24 Credits.

Social Sciences, 24 Credits.

Technology, 24 Credits.

Further Education and Training Teaching (Choose 1 subject):

Accounting, 24 Credits.

Agricultural Science, 24 Credits.

Business Studies, 24 Credits.

Civil Technology, 24 Credits.

Computer Applications Technology, 24 Credits.

Consumer Studies, 24 Credits.

Economics, 24 Credits.

Electrical Technology, 24 Credits.

English, 24 Credits.

Geography, 24 Credits.

History, 24 Credits.

Hospitality Studies, 24 Credits.

IsiXhosa, 24 Credits.

Life Orientation, 24 Credits.

Life Science, 24 Credits.

Mathematical Literacy, 24 Credits.

Mathematics, 24 Credits.

Mechanical Technology, 24 Credits.

Music, 24 Credits.

Physical Sciences, 24 Credits.

Tourism, 24 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an understanding of Education Studies.
2. Demonstrate respect for professional ethics and issues related to knowledge of, and relationships between self and others in the life of an educator.
3. Reflect on own practice to support professional development.
4. Manage classrooms.
5. Demonstrate an understanding of the principles, practices and methods of general teaching practice.
6. Demonstrate an understanding of learners, learning, curriculum and general instructional and assessment strategies.
7. Demonstrate the ability to work in teams, organisations and groups.
8. Demonstrate an understanding of concepts, methods, rules and practices of Senior and Further Education and Training Phase Further Education and Training (FET) subject or field in order to create appropriate learning opportunities for learners.
9. Apply appropriate assessment methods for the Senior and FET Phases subject or field to ensure progress in learning.
10. Develop an understanding of possible barriers to learning experienced by learners.
11. Apply the theoretical knowledge and skills associated with the subject field or area to enhance teaching and learning.
12. Prepare learners for learning and work in real-life workplace environments.
13. Demonstrate an understanding of teaching practices across a variety contexts, including classroom practice.
14. Reflect on the workplace knowledge and skills associated with the subject field or area to enhance teaching and learning.
15. Reflect critically on experiences during school based experience based.
16. Demonstrate the ability to hold a basic conversation in at least one official African language.
17.Demonstrate the ability to integrate Information and Communications Technology (ICT) appropriately for own and learner development.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Describe strategies to manage differently resourced classrooms and schools.

Discuss, debate, critically assess and reflect on the principles of the Foundations of Education.

Engage critically with discourses, concepts and theories relevant to Senior and FET Phase school context.

Apply psychological principles and practice in the school context.

Associated Assessment Criteria for Exit Level Outcome 2:

Reflect a critical, committed and ethical attitude.

Foster a sense of respect and responsibility towards others.

Act in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.

Consider issues related to sustainable development, the environment and the green economy.

Associated Assessment Criteria for Exit Level Outcome 3:

Apply appropriate research strategies to enhance teaching, learning and professional practice.

Associated Assessment Criteria for Exit Level Outcome 4:

Apply appropriate management and administration procedures in respect of classrooms.

Use appropriate discipline and control of learning spaces.

Associated Assessment Criteria for Exit Level Outcome 5:

Engage with prevailing practices and methods of teaching.

Select and apply a variety of teaching practices in diverse settings.

Utilise blended learning approaches by integrating technology in teaching and learning as appropriately.

Associated Assessment Criteria for Exit Level Outcome 6:

Adjust teaching and learning practices to the context of Senior and FET Phases learners;

Interpret and enact curricular knowledge and practice in terms a broader understanding of relevant fields of knowledge.

Plan lessons and other learning experiences by selecting appropriate teaching and learning strategies;

Design and apply appropriate assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 7:

Model working in teams to the benefit of all participants.

Prepare learners to engage with members of teams, organisations or groups.

Associated Assessment Criteria for Exit Level Outcome 8:

Apply concepts, methods, rules and practices in relevant fields of knowledge, which underpin the subject/learning fields of specialisation.

Use the characteristic language, terminology and concepts of own subject/s or learning fields appropriately.

Plan lessons and other learning experiences by selecting appropriate teaching and learning strategies.

Adjust teaching and learning strategies to accommodate cultural, gender, ethnic, language and other differences among learners in a range of contexts.

Utilise blended.

Associated Assessment Criteria for Exit Level Outcome 9:

Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.

Use a range of assessment strategies to accommodate differences in learning style, pace and context.

Use assessment feedback to enhance teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 10:

Use inclusive education strategies and learner support to overcome barriers to learning.

Apply teaching strategies to match the profile of learners.

Create and maintain learning environments which are safe and conducive to learning.

Associated Assessment Criteria for Exit Level Outcome 11:

Engage with the world of work as related to Senior and FET Phases subjects in relation to how learners learn.

Incorporate relevant school based knowledge and skills into teaching and learning.

Utilise blended learning approaches by integrating technology in teaching and learning as appropriate.

Associated Assessment Criteria for Exit Level Outcome 12:

Equip learners for entry into workplace learning and participation in the world of work.

Associated Assessment Criteria for Exit Level Outcome 13:

Apply teaching principles across a variety of contexts, including classrooms.

Develop appropriate lesson plans, methods and media to enhance learning.

Design and conduct assessment.

Prepare and teach lessons appropriate for Senior and FET Phases subject for effective learning.

Associated Assessment Criteria for Exit Level Outcome 14:

Analyse and compare the curriculum with prevailing practices in the school to understand the implications for teaching and learning.

Incorporate such practices in teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 15:

Report on lessons learnt and their applicability to teaching the subject.

Apply school-based learning experiences in the preparation and teaching of lessons.

Associated Assessment Criteria for Exit Level Outcome 16:

Use basic social conversation to engage with learners in at least one African language.

Associated Assessment Criteria for Exit Level Outcome 17:

Use information and communications technology to further own learning and facilitate learning.

Integrated Assessment:
In this qualification, integrated assessment provides an opportunity for learner teachers to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across Exit Level Outcomes. Teaching, learning and assessment are integrated and assessment is done on a continuous basis. Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification. Assessment tasks consist of individual work or co-operative work where research in the form of task and assignments as well as reporting is done individually or is divided between learners, or group work where groups complete a task, assignments or presentations. All assessment tasks include the application of theory and basic skills learnt in all modules/courses. Some of the assessment tasks are an integration of two or more NQF Level 7 modules.

Integrated assessment is used extensively across the qualification, including in the School Based Experience. Self and formative assessment takes place in various ways in the face-to-face context, including through classroom activities, written work, research-based or practical-based or observation-based assignment tasks, group projects, portfolios, essays, oral presentations, practical demonstrations, and tests. Applied and integrated assessment will be focused on applied and integrated competence. The assessment evidence will include: Assignments and/or examinations, providing evidence of the ability to apply knowledge to practice. Observations in context in order to observe ability to communicate with comprehension. A portfolio of evidence reflecting insightful understanding between theory and practice, experiences and skills acquired during School Based Experience (SBE). Demonstration of the ability of the learners to apply theory into practice.

Summative Assessments are integrated into the learning in that they take place at the end of each of the constituent modules/courses of the qualification.

INTERNATIONAL COMPARABILITY

A detailed comparative analysis of the Postgraduate Certificate in Education in Senior Phase and Further Education and Training Phase Teaching [PGCE (Senior Phase and Further Education and Training Teaching)] with international teacher education Postgraduate Diplomas/Certificate qualifications has been done. The PGCE (Senior Phase and Further Education and Training Teaching) qualification compares well with those teacher education Postgraduate Diploma/Certificates offered internationally. The analysis involved comparing qualifications from four (4) universities in 4 different countries, namely:

The University of Namibia's Professional Diploma in Education (PDED) provides an alternative route to learners who would like to become 'competent beginner' secondary teachers, similarly to this qualification.

The PGCE Secondary qualification of the University of Hull is intended for those who want to teach the age range of 11-16. Part of their qualification extends studies and experience to cover preparation for post-16 years of age teaching.

The Graduate Diploma in Education (Secondary Education) qualification of Curtin University, Bentley enables those with approved qualifications to become certified secondary teachers. As secondary school teachers are usually employed to teach more than one school subject. The minor teaching area qualifies you to teach lower secondary school students up to year 10. However, learners with this qualification will qualify to teach in the Senior Phase (Grades 8 and 9) and Further Education and Training (Grades 10-12).

The Postgraduate Diploma in Education qualification of International University of the Caribbean (IUC), Jamaica is targeted towards persons who are interested in teaching but have an accredited Bachelor's Degree in an area other than Education. Similarly, this qualification is targeted towards persons with the Bachelor's degree or Diploma with the required teaching subjects as per the minimum admission requirements.

The area of comparison is the rationale of the qualifications which are similar with the international qualifications.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Education, NQF Level 7.

Vertical Articulation:

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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