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 Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
111401  Postgraduate Certificate in Foundation Phase Teaching 
ORIGINATOR
University of Fort Hare 
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 Postgraduate Certificate in Foundation Phase Teaching is a NQF Level 7 qualification. It aims to respond to teacher shortage by focusing on a specialisation in the Foundation Phase which is a specific niche area in education. It offers an entry level initial teacher preparation for graduates who wish to develop focused knowledge and skills as classroom teachers in Foundation Phase or for graduates who wish to change career paths. For this purpose, the qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to apply their learning as teachers in schools in varying contexts.

Rationale:
The PGCE is a NQF Level 7 qualification aiming to respond to teacher shortages by equipping and preparing learners with focused knowledge and skills required for classroom practice in the foundation phase. The Foundation Phase is a niche area in the Eastern Cape in which the University is situated.

The qualification offers an entry level initial teacher preparation qualification to learners who wishes to develop focused knowledge and skills as classroom teachers in the foundation phase. Also equipping learners who wishes to change career paths will make teachers available to teach in the Foundation Phase, a phase which in the Eastern Cape is staffed by unqualified and under-qualified teachers.

In addition, the UFH PGCE qualification has been accredited by the Department of Higher Education. A completed PGCE in Education may be presented for entry into a cognate Post Graduate Diploma in Education. Teachers with a Bachelor's qualification and who have completed a PGCE in Education as an initial professional qualification, may also proceed to a B Ed Honours qualification.

The correlation between the provision of qualified teachers and excellence in teaching and learning at Foundation levels will favourably impact on the societies. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior of Learning (RPL):
A range of RPL assessment methodologies are contained in the institution's RPL policy which allows the institution to assess prior knowledge for access upon the learner's enquiry. These methods of assessment may include portfolios of evidence; structured or unstructured interviews; written tests and examinations, assignments and essays, amongst others. The RPL procedure will be determined by the Faculty admissions committee in consultation with the Teaching and Learning Centre. The RPL procedure will primarily be applied for access and credits.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor's Degree with sufficient disciplinary learning in an appropriate academic field to enable the development of teaching specialisation phases or/and subjects as specified for the Foundation Phase, NQF Level 7.
    Or
  • An appropriate Diploma, NQF Level 6.
    Or
  • Bachelor of Education, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework (NQF) Level 7 totalling 128 Credits.

    Compulsory Modules at NQF Level 7,128 Credits:
  • English First Additional English Language Teaching, 8 Credits.
  • Foundations of Education 1, 16 Credits.
  • Foundations of Education 2, 16 Credits.
  • Home Language Teaching, 8 Credits.
  • Language for Conversational Purposes, 8 Credits.
  • Life Skills Education, 8 Credits.
  • Mathematics Education, 16 Credits.
  • School based Work Integrated Learning, 24 Credits.
  • Curriculum Studies, 8 Credits.
  • The Professional Teacher 1: Assessment and teacher administration, 8 Credits.
  • The Professional Teacher 2: Creating successful classrooms: Pedagogy and classrooms as communities, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate specialist knowledge.
    2. Demonstrate knowledge and practice on learning mediation in a variety of contexts.
    3. Function as a leader, administrator and manager in a variety of teaching and learning contexts.1.
    4. Understand the value of being a scholar, researcher by becoming a life-long learner.
    5. Understand the assessment of learning.
    6. Manage learning for self and others. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Develop specialist knowledge in the phase, subject discipline or practice.
  • Demonstrate the ability to integrate the phase specific knowledge across practices.
  • Evaluate the key terms, concepts, facts, principles in the Foundation Phase.
  • Demonstrate an understanding of how this knowledge relates to other phases.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate an understanding of knowledge as contested.
  • Interpret official curriculum policies
  • Design context specific learning programmes and material that addresses policy requirements.
  • Mediate learning in a variety of contexts.
  • Use e-technologies in appropriate ways to enhance teaching and learning.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Take full responsibility for his/her work, decision-making and the use of resources.
  • Communicate own ideas and opinions in well-formed arguments using appropriate professional discourse.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate the ability to identify, analyse, evaluate and critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Develop appropriate processes of information gathering for a given context or use.
  • Independently validate, evaluate and manage the information.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify, evaluate and address his or her learning needs in a self-directed manner and to facilitate collaborative learning processes.

    Integrated Assessment:
    The following methods of assessment shall be integrated for this qualification.
    Formative Assessment.
    A multi-dimensional formative assessment (50%) will include the following:
  • Written assignments.
  • Oral assignments e.g. presentations.
  • Journal writing to promote thorough professional thought, action and reflection.
  • Portfolio presentations.
  • Tests.

    Summative Assessment.
    Summative assessment (50%) shall be carried out through examinations moderated by internal and external examiners.
  • Work Integrated Learning is also done in the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    In the United Kingdom the PGCE is offered in several universities, including Oxford University, University College London, Manchester University and the University of Birmingham. As in the UK, the PGCE is offered to learners with a 3-year accredited undergraduate qualification. In the UK, as in South Africa, the PGCE is offered as a one-year full-time or a two-year part-time qualification. The qualification is similar to the UK's qualification in that learners are required to take modules that prepare them to be subject specialists; to plan, facilitate and assess learning; and to undertake professional roles of teachers beyond teaching and learning, including managing discipline, school administration, working with parents and other bodies that interface with schools. A major difference with the UK regarding provision of the PGCE qualification is that in recent years, some PGCEs in the UK are 'school-led', that is, designed and implemented by schools themselves in the form of apprenticeships rather than led and implemented by higher education institutions. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Education, NQF Level 7.
  • Advanced Diploma in Teaching, NQF Level 7.
  • Postgraduate Certificate 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.
     
    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.