SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Education in Foundation Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
112484	Bachelor of Education in Foundation Phase Teaching
ORIGINATOR
SANTS
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			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	2019-10-14	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 qualification aims to develop resourceful, flexible, knowledgeable, and reflexive teachers for the Foundation Phase teaching and learning.

To this end, pre-service teachers will become competent in educational theory, the context of education, schools, and classrooms, the requisite disciplinary knowledge, and pedagogical content knowledge essential for Foundation Phase teaching and learning. They will develop a thorough understanding of the holistic development of the child from birth, as well as the educational and ecological contexts and issues that shape children's learning and experience of school. The preservice teachers will understand what their profession entails. Also the legislative framework, policy, curricular, and professional demands, challenges, and opportunities. They emphasise their professional roles and position as agents of change.

The design of the qualification and curriculum constitutes best practices in teacher education. The empirical work on the kinds of knowledge's pre-service teachers require are design and organising principles that ensure coherence, balance (in types of knowledge), logic, and progression. Three broad principles provide the overarching programmatic (and by implication, organising) and curriculum framework.

Rationale:
The rationale for the design and implementation of this qualification is two-fold. First, the qualification responds to the skills needed in the country, which, apart from the above, is also articulated in the 2015 research report by the Centre for Development and Enterprise (CDE). This research report identified the need for approximately 30 000 new teachers between 2013 and 2030. It posits that the teacher shortage is particularly acute in the Foundation Phase, specifically teachers able to use an indigenous African language as the language of teaching and learning.

Secondly, and given the institution's mission to reach and attract learners from diverse, primarily but not exclusively rural and socially disadvantaged contexts. Framing of the qualification is around conceptions of access and equity. Such conceptions subscribe to the South African constitution ideals that view access to education "as a basic human right" (as cited in du Plooy & Zilindile, 2014:189). It draws on Wally Morrow's (2007) work on access and by implication, equity to situate its rationale. Morrow (2007). In other words, this type of access is dependent on the institution's admission rules as well as learners' finances (Morrow, 2007).
Marrow (2007) refers to the second type of access as an epistemological access to education. He defines access to the types of learning and knowledge that institutions such as universities and tertiary institutions offer.

The National Plan for Higher Education acknowledges the efficacy of creating equitable access opportunities through a distance modality stating that it "indicate(s) the growing responsiveness. Also, to the needs of learners who are in employment who need to work to meet study costs" (in Morrow, 2009:152). Morrow cites this document to highlight four key factors instrumental in the efficacy and rapid expansion of Distance Education in South Africa. These are:
1) New modes of delivery through changes in ICT;
2) The need for greater cost efficiency;
3) Increased competition from private higher education providers; and
4) The role of distance education and resource-based learning in the context of resource restraints in expanding access, diversifying learners and enhancing quality (Morrow, 2009:151).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution allows admission to the qualifications through RPL Learners must apply for admission through RPL. The Academic Head of the qualification within the institution will design appropriate assessment instruments with the support of the Assessment Committee. The applicant will be required to complete the assessment instruments to form a Portfolio of Evidence (PoE) to prove their competence at the appropriate level in the selected respective subjects. Where applicant learner has prior experience in teaching in the Foundation Phase, knowledge and skills gained in this regard will be given due consideration through appropriate assessment and forming part of the overall PoE for RPL purposes. The Assessment Committee will make a recommendation to the Academic Board regarding each learner. Learners who are unsatisfied with the Board's decision will have the right to appeal through the appropriate appeals procedure.

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

National Senior Certificate, NQF Level 4 (granting access to Bachelor studies).
Or

Senior Certificate, NQF Level 4 (with endorsement).
Or

National Certificate Vocational, NQF Level 4 (granting access to Bachelor studies).
Or

Diploma in Grade R Teaching, NQF Level 6.
Or

National Professional Diploma in Education with Foundation Phase, NQF Level 6.

Senior Certificate (with conditional admission through mature age exemption). NQF Level 4 (Recognition of Prior Learning proving equivalence to any of the above linked-to historical or conditional admission through mature age exemption.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at NQF Level 5, 6, 7 totalling 494 Credits.

Compulsory Modules NQF Level 5, 168 Credits:

Academic Literacy, 8 Credits.

Critical Literacies for Teachers, 10 Credits.

Fundamental Mathematics 1, 8 Credits.

Fundamental Mathematics 2, 10 Credits.

Computer Literacy, 8 Credits.

Digital Pedagogies for Teachers, 8 Credits.

Education Studies 1: Theories of Child Development, 12 Credits.

Education Studies 2: Theories of Learning and Teaching, 12 Credits.

Professional Studies 1: Classroom Practice, 12 Credits.

Introduction to Language and Literacy Teaching in the Foundation Phase, 12 Credits.

Home Language and Literacy Teaching in the Foundation Phase 1, 10 Credits.

English First Additional Language and Literacy Teaching in the Foundation Phase 1, 10 Credits.

Mathematics Teaching in the Foundation Phase 1, 10 Credits.

Introduction to Life Skills Teaching in the Foundation Phase, 12 Credits.

Life Skills Teaching in the Foundation Phase 1: Personal and Social Well-being, 10 Credits.

Workplace Integrated Learning Year 1, 16 Credits.

Compulsory Modules NQF Level 6, 182 Credits:

Education Studies 3: Curriculum, Pedagogy, and Assessment, 12 Credits.

Education Studies 4: History of Education and Education Policies, 12 Credits.

Professional Studies 2: School and Classroom, 12 Credits.

Professional Studies 3: Social Justice and Current Issues in Education, 12 Credits.

Home Language and Literacy Teaching in the Foundation Phase 2, 12 Credits.

Home Language and Literacy Teaching in the Foundation Phase 3, 12 Credits.

English First Additional Language and Literacy Teaching in the Foundation Phase 2, 12 Credits.

Mathematics Teaching in the Foundation Phase 2,12Credits.

Mathematics Teaching in the Foundation Phase 3, 12 Credits.

Mathematics Teaching in the Foundation Phase 4, 12 Credits.

Life Skills Teaching in the Foundation Phase 2: Creative Arts, 12 Credits.

Life Skills Teaching in the Foundation Phase 3: Physical Education, 12 Credits.

Workplace Integrated Learning Year 2, 18 Credits.

Workplace Integrated Learning Year 3, 20 Credits.

Compulsory Modules NQF Level 7, 144 Credits:

Education Studies 5: Sociology of Education, 14 Credits.

Professional Studies 4: Teacher Identity and Profession 14 Credits.

Home Language and Literacy Teaching in the Foundation Phase 4, 14 Credits.

English First Additional Language and Literacy Teaching in the Foundation Phase 3, 14 Credits.

Mathematics Teaching in the Foundation Phase 5, 14 Credits.

Life Skills Teaching in the Foundation Phase 4: Natural Sciences and Technology, 14 Credits.

Life Skills Teaching in the Foundation Phase 5: Social Sciences, 14 Credits.

Research in Education, 22 Credits.

Workplace Integrated Learning Year 4, 24 Credits.

EXIT LEVEL OUTCOMES

1. Read, write and speak the language in ways that facilitate one's academic learning.
2. Interpret and use numerical and elementary statistical knowledge to facilitate one's academic learning and to manage teaching, learning, and assessment.
3. Use Computer Information and Communications Technology (ICT) in daily life and teaching.
4. Demonstrate an understanding of the theoretical and pedagogical fields of study that influence education and teaching and learning decisions and practices.
5. Function responsibly within an education system, located institution, and the community.
6. Demonstrate respect for and commitment to the educator profession.
7. Read, write, and speak the language/s of instruction in ways that facilitate teaching in the classroom.
8. Demonstrate an understanding of the principles underpinning the disciplines for the various learning areas, pedagogical content knowledge of the learning areas/subjects to be taught, planning and designing learning opportunities, resourcing teaching, and learning; reflecting on teaching.
9. Select, use, and adjust teaching and learning strategies in ways that meet the needs of both learners and context.
10. Manage and administer learning environments and supporting learners in ways to promote social justice ideals.
11. Monitor and assess learner progress and achievement.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Read academic and professional texts critically, integrate, and use the knowledge in their studies and their teaching.

Read and interpret with understanding written and graphic materials.

Use the information and communications technology to further their learning and facilitate the learning of others.

Convey the content in written, graphic, and other forms that are appropriate to the developmental level/s and language ability of the learners in their care.

Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback.

Use the primary language of instruction, English to explain, describe, discuss, and relate critical concepts.

Use and additional language to explain, describe, and discuss such critical concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcome 2:

Interpret numerical information in the learning areas/subject in their area of specialisation.

Apply their understanding of numerical and statistical information to their learning and everyday life.

Apply their understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance.

Apply their understanding of numeracy and elementary statistics to record, interpret, and report on the academic progress and achievement of learners.

Use elementary procedures for financial management, including budgeting.

Associated Assessment Criteria for Exit Level Outcome 3:

Use Microsoft Word in one's learning, teaching, assessment, and management/administration.

Develop and use power-point presentations effectively.

Use necessary information and communication technology to further their learning and facilitate the learning of others.

Associated Assessment Criteria for Exit Level Outcome 4:

Demonstrate an understanding of the fields of knowledge which underpin their subject/learning area/s of specialisation.

Use the characteristic language, terminology, and concepts of their subject/s of learning area/s appropriately, and with confidence.

Critically discuss the content of curricular knowledge in their area/s of specialisation, and apply appropriate values and conceptual frameworks to problem-solving in the relevant fields of knowledge.

Interpret curricular knowledge in practice, in their area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in there are of specialisation (Phase and subjects/learning areas).

Associated Assessment Criteria for Exit Level Outcome 5:

Initiate and maintain effective, professional communication with parents, guardians, and other members of the community and involve them in school affairs.

Demonstrate an ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.

Use internal and external networking opportunities effectively.

Engage critically with education policies, procedures, and systems that impact on institutions and classrooms, as well as on the national education and training landscape.

Apply school policies and developmental plans to their teaching.

Associated Assessment Criteria for Exit Level Outcome 6:

Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed, and ethical attitude.

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

Promote the values and principles of the Constitution.

Evaluate their professional progress effectively.

Show a commitment to act in and actively promote the best interest of learners, parents, communities, colleagues, and the profession.

Associated Assessment Criteria for Exit Level Outcome 7:

Demonstrate an understanding of the fields of knowledge which underpin their subject/learning area/s of specialisation.

Use the characteristic language, terminology, and concepts of their subject/s of learning area/s appropriately, and with confidence.

Interpret curricular knowledge in practice, in their area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in there are of specialisation (phase and subjects/learning areas).

Associated Assessment Criteria for Exit Level Outcome 8:

Select and design materials and resources appropriate to learning taking cognisance of issues such as teaching approach.

Select, adapt, or design coherent learning qualifications and the lesson is appropriate for the learners, context and specialisation, taking in to account national, regional and school curriculum policies, learner contexts, and learner differences.

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

Justify the selection and design of lessons in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development, and curriculum.

Evaluate and improve learning qualifications, lessons, and materials based on experience, classroom research.

Associated Assessment Criteria for Exit Level Outcome 9:

Select and use teaching and learning strategies appropriate to the subject/learning areas, phase, and topic and based on careful assessment, appropriate to the learners in their classes.

Accommodate diversity in the planning, adjustment, and use of teaching and learning strategies.

Use teaching and learning support materials to facilitate learner progress and development.

Assess the teaching and learning strategies used in a particular context in light of the extent to which the achievement of the objectives of the learning experience.

Explain, based on classroom research, the success or otherwise of teaching and learning and or curriculum issues.

Associated Assessment Criteria for Exit Level Outcome 10:

Create and maintain learning environments, which are safe as well as conducive to learning.

Manage learning environments in ways that foster creative and critical thinking.

Discipline learners in ways that are firm, growth-promoting and fair.

Create learning environments that are sensitive to cultural, linguistic and gender and other differences.

Resolve conflict situations within classrooms ethically and sensitively.

Associated Assessment Criteria for Exit Level Outcome 11:

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

Explain the link between the method of assessment, the overall assessment purpose and the outcomes assessed.

Design and administer assessment tasks using clear language and instructions.

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

Evaluate their own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, language and barriers to learning and development.

Assess and record systematically, the progress of individual learners.

Use assessment results to provide constructive feedback on learner progress and achievement.

Interpret and use assessment results to inform future teaching, learning and assessment strategies.

Justify the choice and design of assessment strategies, methods, and procedures.

Integrated Assessment:
Assessment in this qualification takes place through written assignments, tests, examinations, and during practical teaching in workplace integrated learning.

Formative Assessment:
The use of the following formative assessment methods: portfolios, academic assignments, research projects, etc.

Student teachers have the opportunity to get feedback on their understanding of critical concepts through classwork/tutorial tasks early in modules. The teachers are given written feedback to improve the quality of their writing. Also, the development of writing competence is a shared responsibility across the qualification, although some modules are more reading/writing intensive than others. To optimise the value of formative feedback, feedback on formative assessment tasks takes place before the summative assessments, like tests and examinations.

Tests and assignments are part of the continuous assessment for each module. The weight of the tests and assignments is a minimum of 40% of the final mark for the module, but in most modules contributes 60% of the final mark.

Work Integrated Learning assessment consists of assessment during their Work Integrated Learning sessions at schools by a qualified teacher appointed and trained. Several feedback opportunities and repeat opportunities are scheduled to provide formative assessment and opportunity for improvement. Marks and rubrics are used to develop a continuous assessment score This counts for 60% of the overall assessment.

Summative Assessment:
A range of assessment practices are in place. Teachers are required to do summative assessments in the form of written tests, exams and ongoing continuous assessments as well as through Portfolios of Evidence, assessment of Reflective Journals, lesson plans and formal assessment during School Practice/WIL.

For most modules the Examination mark contributes 40% to the final mark, but may be a maximum of 60%.

The summative assessment of the Work Integrated Learning, is a Portfolio of Evidence. The pre-service teachers compile a portfolio that includes lesson plans, profiles of schools, learners, etc., written reflections, and exemplars of learning and teaching support materials. The WIL counts for 40% of the overall assessment.

INTERNATIONAL COMPARABILITY

The comparison of the Bachelor of Education in Foundation Phase Teaching to the following international qualifications:

In Australia, the following institutions offer a Bachelor of Education (Early Childhood and Primary) or Bachelor of Education (Early Childhood/Primary): (AQF Level 7, 4 Years):

Australian Catholic University.

Charles Darwin University.

Open Universities Australia.

Swinbourne University of Technology.

University of Newcastle.

Avondale College of Education.

The similarities of the Australian qualification to the Bachelor of Education in Foundation Phase Teaching is as follows:

The Bachelor of Education in Foundation Phase Teaching and the Australian qualification overlap regarding Foundation Phase Teaching, Educational Theory and Professional Studies, Work Integrated Learning, Teaching approaches, Mathematics, Language and Literacy.

Both Qualifications are Bachelor degrees of four years and at an Level of 7 on the NQF or AQF Level 7.

However, the differences are:

The focus of the Bachelor of Education in Foundation Phase Teaching is ages 6 to 8 or 9 (grades 1 to 3) in the diversity of South African schools. While the Australian qualification covers ages 0 to 12, thus includes Early Childhood, Foundation Phase and Intermediate Phase.

The Bachelor of Education in Foundation Phase Teaching does not enable the graduate to teach in the Intermediate Phase. The reason is that the qualification prepares the teachers with subjects specific for the Foundation Phase, and focuses on the Foundation years of schooling in South Africa, grades 1-3.

In New Zealand, the following institutions offer Bachelor of Education (Teaching) or Bachelor of Education (Teaching) Primary Level or Bachelor of Teaching (Primary) or Bachelor of Teaching and Learning (Primary), Level 7.

University of Otago.

University of Auckland.

Bethlehem Tertiary Institute.

Eastern Institute of Technology.

Laidlaw College Incorporated.

University of Canterbury.

The similarities of the New Zealand qualification to the Bachelor of Education in Foundation Phase Teaching is as follows:

The BEd (Foundation Phase Teaching) and the New Zealand qualification overlap regarding Foundation Phase Teaching, Educational Theory and Professional Studies, Work Integrated Learning, Teaching approaches, Mathematics, Language and Literacy.

Both Qualifications are Bachelor's qualifications of 4 years and at level of 7 on the respective qualifications framework.

However, the differences are:

The focus of the Bachelor of Education in Foundation Phase Teaching is ages 6 to 8 or 9 (grades 1 to 3) in the diversity of South African schools. While the New Zealand qualifications covers all grades including Grade R, Foundation Phase and Intermediate Phase.

The Bachelor of Education in Foundation Phase Teaching does not enable the graduate to teach in the Intermediate Phase. The reason is that the qualification prepares the teachers with subjects specific for the Foundation Phase, and focuses on the Foundation years of schooling in South Africa, grades 1-3.

In the United States of America the following institutions offer a Bachelor of Science in Elementary Education or Bachelor of Arts in Elementary Education or Bachelor of Science in Education/Elementary Education:

University of Central Florida;

Northwest University;

West Governor's University;

University of Phoenix;

University of West Alabama.

The similarities of the American qualification to the Bachelor of Education in Foundation Phase Teaching is as follows:

Theory, Pedagogy, Childcare and Work Integrated Learning (Praxis), various English Language and Literacy, Mathematics and Social Sciences form part of both the USA and South African qualifications.

However, the differences are:

The US qualifications contains both Kindergarten and Intermediate Phase Teaching. However, in South Africa the focus of the BEd (Foundation Phase Teaching) is grades 1-3 in the diversity of South African schools.

The Bachelor of Education in Foundation Phase Teaching does not enable the graduate to teach in the Intermediate Phase. The reason is that the qualification prepares the teachers with subjects specific for the Foundation Phase, and focuses on the Foundation years of schooling in South Africa, grades 1-3.

Conclusion:
From the comparative analysis it is evident that this qualification compares favourably in terms of the curriculum with international qualifications for teacher qualifications for the early years of the school programme.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Cognate 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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