|
|
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: |
| Bachelor of Education in Senior Phase and Further Education and Training Teaching |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 112523 | Bachelor of Education in Senior Phase and Further Education and Training Teaching | |||
| ORIGINATOR | ||||
| University of Fort Hare | ||||
| 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 | 2019-10-30 | 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 Bachelor of Education in Senior Phase and Further Education and Training Teaching offers an initial teacher education qualification for those who want to qualify as professional educators for the Senior and Further Education and Training (FET) phases. The qualification aims at developing the professional competence of educators to develop knowledge and skills as a subject/discipline specialist at the Senior and FET phases. The curriculum of the qualification intends to offer adequate disciplinary knowledge in subject content and education fields, necessary pedagogical and practical knowledge required for the teaching of the selected subjects in the Senior and FET phases in South African schools. This qualification aims to: Teachers are required to study two specialisation subjects at least up to the second-year level to give them adequate content knowledge for FET school subjects. The teachers will also be grounded in the Foundations of Education and other pedagogics. This knowledge will enable teachers to critically reflect on the current practices in our schools to bring the much-needed reforms in classroom practices in the schools. Rationale: The qualification will produce the much-needed teachers in the Social Sciences and Humanities, Mathematics and Sciences, Commerce and Agricultural Science. Teachers in these subjects are in demand in the country in general and in the Eastern Cape in particular. The qualification will prepare teachers with adequate subject knowledge. Teachers will reflect on their classroom practices, to produce learners who will contribute to the socio-economic and technological development of the province and the nation. Teachers must go to different categories of schools for teaching practices to make them aware of the diverse contexts of the schools. Thus the curriculum accommodates the immediate needs of the local schools and the province. It also provides the global views and perceptions on education to prepare them for work even outside the borders of South Africa. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution will apply the RPL Policy for credit-bearing purposes, as well as admission purposes. Determination of advanced-standing status occurs with the help of the RPL Policy. The faculty has an RPL committee. If the teacher has previously acquired skills/knowledge that is relevant to the qualification and has evidence of that, the committee follows due process to evaluate the prior learning of the learner. The faculty RPL committee assesses the evidence provided by the teacher and submits a report to the faculty. The faculty implements the recommendation made by the faculty RPL committee. 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 National Qualifications Framework Levels 5, 6, and 7 totalling 486 Credits.
Compulsory Modules, Level 5, 56 Credits: Elective Modules at Level 5: COMMERCE Choose any three modules from the following: AGRICULTURAL SCIENCE Choose three appropriate modules depending on the area of specialisation between crop science, animal science and agricultural economics: SCIENCE Choose any two or three modules from the following: SOCIAL SCIENCES Choose any two or three modules from the following Compulsory Modules, Level 6, 78 Credits: Elective Modules, Level 6: COMMERCE Choose any two modules from the following: AGRICULTURAL SCIENCE Choose appropriate modules depending on the area of specialisation between crop science, animal science and agricultural economics. SCIENCE Choose any two from the following: Choose one of the two subjects below: Optional Modules (for those who would like to do support roles in schools: Maximum of two modules): Optional Modules (Maximum of 2 for those who want to do support roles in schools): Compulsory Modules, Level 7, 120 Credits: Elective Modules, Level 7: Choose one of the two chosen at second year level: SOCIAL SCIENCES Choose modules depending on the subject specialisation: COMMERCE Choose any two depending on the subject choice: SCIENCES Choose any two modules depending on the subject specialisation: AGRICULTURAL SCIENCE Choose any two modules depending on the subject specialisation: |
| EXIT LEVEL OUTCOMES |
| 1. Critically engage with and reflect on the theoretical knowledge in the philosophical, psychological, historical and sociological foundations of education and the political, economic and sociological perspectives in education to review the current practices in a more socially responsible, responsive and humanising way.
2. Demonstrate an understanding of the subject content and knowledge in both general pedagogy and pedagogical content knowledge in the areas of specialisation. 3. Demonstrate competence in selecting, organising, designing and implementing teaching, learning and assessment strategies lessons taking care of the diverse needs of learners and the diverse contexts of the schools. 4. Reflect on own practices and practices in the school concerning theory and identify and implement improvement strategies. 5. Converse and teach in the local/ regional language of the learner and the language of learning and teaching. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Integrated Assessment: Assessment during the year consists of a combination of formative and summative assessments. Formative and summative assessments result in promotion and certification. Formative Assessment: Test(s), small task(s) and assignment(s) form part of formative assessment and is used to compile the semester mark, which constitutes 50% of the final mark in the module. Teachers receive at least one formal test, one small task and one major assignment. Summative Assessment: The end of the semester or end of year mark form part of the summative assessment and constitutes the remaining 50% of the final marks in each module. In the case of experiential learning (teaching practice), teachers must develop portfolios as evidence of work done during the teaching practice. Lecturers will visit the teachers during the experiential learning for giving support and assessing them through ''School-Based Assessment' lessons. Subject mentors and principals of schools will write confidential reports on teachers. The portfolios, scores for the 'School-Based Assessment' lessons and evaluation and confidential reports from the mentors and principals, are used in assessing the teachers in practice teaching. |
| INTERNATIONAL COMPARABILITY |
| The Faculty of Education at the institution over the years have maintained relationships with international universities. The faculty had an academic partnership with the University of Alberta in Canada, the University of Newcastle in Australia, and Umeå University in Sweden. The institution had an exchange programme for both lecturers and learners with these universities. Under a partnership programme, University of Alberta provided training workshops in Mathematics, English and Natural Science for senior phase teachers in the Eastern Cape.
Similarities: In both universities, the Faculty of Education introduced a four-year Bachelor of Education programme. This qualification focuses on the preparation of secondary school teachers who are interested in the intellectual, social, moral and psychological development (holistic development) of the individual learner. In both universities, the B. Ed qualifications prepare learners to teach two subject areas in Grades 7-12. Differences: At Alberta, the qualification consists of 120 units of course weight (120) overall and a total of 14 weeks of teaching. This institution's learners have to complete a minimum of 360 and a maximum of 512 Credits to Graduate. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
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: |
| 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. |