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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: |
| Advanced Diploma in Science Education |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 112243 | Advanced Diploma in Science Education | |||
| ORIGINATOR | ||||
| University of the Western Cape | ||||
| 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 | 2019-09-18 | 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 is replaced by: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 118003 | Advanced Diploma in Science Education | Not Applicable | NQF Level 07 | 120 | Will occur as soon as [NEW] is registered |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of the Advanced Diploma in Science Education is to strengthen and enhance an existing specialisation in a subject, or to develop a new role or practice to support teaching and learning in a school. The qualification offers intellectual enrichment or intensive, focused, and applied specialisation, which meets the requirements of a specific niche in education such as Science Education. The learner will be equipped with a deep and systemic understanding of current thinking, practice, theory, and methodology in the area of specialisation. Rationale: This qualification replaces the previous Advanced Certificate in Education (ACE) that was made redundant in terms of the Minimum Requirements for Teacher Education dated 15 July 2011. The qualification is used to further strengthen and enhance an existing specialisation in a subject. Science and Mathematics are considered gateway subjects and identified as national priorities at the National Senior Certificate level. The qualification offers intellectual enrichment and intensive, focused, and applied specialisation. The qualification provide the learner with a deep and systematic understanding of current thinking, practice, theory, and method in science and mathematics. This qualification form part of in-service teacher's professional development. It is offered to take into account the Pedagogical Content Knowledge (PCK) needs of the discipline. Also, it addresses the problem of practising science with a need for advanced scientific knowledge, understanding and process skills to meaningfully deal with school science The primary underpinning of the qualification is the notion of elementary science from an advanced scientific perspective. It is an area of specialisation in dire need of support given the recent National Senior Certificate results as well as the achievement of South African learners in national and international benchmark tests. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
Any learner qualifies for admission via RPL policies of the institution. 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 NQF Level 7 totalling 120 Credits.
Compulsory Modules NQF Level 7, 48 Credits: Elective Modules NQF Level 7, 72 Credits (Select Six): FET Physical Sciences: Or FET Life Sciences: Or FET Mathematics: |
| EXIT LEVEL OUTCOMES |
| 1. Identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.
2. Make decisions and act ethically and professionally, and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment. 3. Develop appropriate processes of information gathering for a given context or use; and the ability to independently validate the sources of information and evaluate and manage the information. 4. Produce and communicate information, demonstrating the ability to develop and express his or her ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse. 5. Understand, apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice; and detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or methods. |
| ASSOCIATED ASSESSMENT CRITERIA |
| The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes:
Integrated Assessment: Learners are assessed regularly throughout all the modules of the qualification from both a summative and formative perspective. The qualification takes on a particularly practical and experimental approach with a practical assessment leading to a final practical examination and final written examination. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared against the following international qualifications presented in England:
Country: United Kingdom Institution: Cambridge University Qualification Title: Postgraduate Certificate of Education (PGCE) in Science/Mathematics. This is a one-year full-time qualification taught in partnership with local schools. The qualification caters for a lively mix of trainees, from different backgrounds, cultures and parts of the country that are either in their final year at university or those with higher degrees or mature learners who have decided to become teachers after a period in another occupation or a career break. These learners are expected to have a degree qualification in either the learner's teaching subject or a closely related subject which will enable them to cover the full range of secondary work up to university entrance standard. The primary purpose of the qualification is for professional development of teachers to help turn those with an interest in mathematical education or science education into inquiring, supportive and inspirational teachers and to equip them for leadership roles in the future. The Cambridge qualification has three integrated aspects, namely subject teaching, professional studies and professional placements in school. Subject Teaching focuses on current teaching approaches, resources and research in doing Mathematics. The course provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of Mathematics, and a sense of enjoyment and curiosity about the subject. It covers different content areas of the curriculum, while looking at particular aspects of teaching, such as using an interactive whiteboard. It also includes opportunities for critical reflection, and encourages learners to link their practical, school-based experiences with the research literature they have read. The General Professional Role of the Teacher (professional studies) course is concerned with those aspects of teaching and the general professional role of the teacher which are generic and relevant to the whole school, and is designed to support the professional development of all secondary trainees. The professional placements give learners the opportunity to work together with experienced mentors to develop their own practical teaching skills and competence. This qualification focuses primarily on strengthening, supplementing, upgrading and enriching teachers' knowledge, understanding and skills in Mathematics, which fits in with the scope of the Cambridge University, namely to help turn teachers with an interest in mathematical education into inquiring, supportive and inspirational teachers. Both qualifications are offered in one year. However, this qualification does not include professional studies and placements in schools. Similarities would cover current teaching approaches (pedagogical content knowledge), current thinking, practice, theory and methodology, as well as designing, implementing and reporting on lesson plans, the nature of Mathematics, content knowledge as prescribed by the curriculum and opportunities for critical reflection in mediating conceptual change. Country: United Kingdom Institution: Edge Hill University, Ormskirk, Lancashire, England. Qualification Title: Subject Knowledge Enhancement Science & Mathematics Professional Development Programmes. This is a flexible programme designed for non-Mathematics specialists who want to be retrained to teach Mathematics and/ Science (Biology) or want to enhance and extend their subject knowledge. Leaners without a breadth and depth of mathematical /science study in their degree (level 6) need to complete the one-year qualification as a condition of entry to the PGCE, which is a qualification on a master's level. The aim of the qualification is to develop learners' subject knowledge in Mathematics and/Science (Biology) to prepare them to teach the conceptual and applied aspects of the subject effectively, with competence, enthusiasm and confidence, to learners aged 11-16 years. The qualification addresses gaps in subject knowledge; the Mathematics curriculum and/or Science Curriculum; develop enthusiasm for working mathematically; promote learning in Mathematics and/ Science that is challenging and engaging for all learners; identify and build upon prior learning and develop capacity for future; the use of Mathematics and/Science in society; an understanding of the connections that exist between topics in Mathematics and/Science; the use of appropriate technology in teaching and learning. This qualification focuses primarily on guiding teachers, who wish to upgrade their qualifications or who want to enrich and supplement their existing knowledge and competence, in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. This is also the purpose of the Edge Hill qualification, namely to retrain teachers to teach Mathematics and/Science (Biology) Both are one-year qualifications, preparing learners for post-graduate studies. Similarities would cover content knowledge in Mathematics and/Science, learning in Mathematics and/Science that is challenging, thus problem solving, curriculum differentiation in order to engage all learners and the nature of Mathematics and/Science, including in society. The proposed qualification differs in the sense that it also includes conceptual change theory, accompaniment of learners with learning difficulties or misconceptions and learning theories. |
| ARTICULATION OPTIONS |
| This qualification allows for both horizontal and vertical articulation possibilities.
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: |
| When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement. |
| 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. |