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 Education in Further Education and Training Teaching

SAQA QUAL ID	QUALIFICATION TITLE
112985	Postgraduate Certificate in Education in 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
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	2019-11-22	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 purpose of the Postgraduate Certificate in Education (PGCE) in Further Education and Training Teaching is to offer a professional qualification to teachers. These teachers have either completed a structured first Degree or an approved Diploma for professional, academic and occupational purposes. The qualification focuses on developing professional competence of teachers to build knowledge and skills to apply as a subject/discipline specialist in the FET phase. Teachers will be able to display a deeper understanding of specialised knowledge. They will also acquire practical skills to justify or change their practice by reflecting on it based on a preliminary understanding of educational theory.

The curriculum will comprise of the following:

Pedagogical learning: through the FET subject specialisations.

National/regional professional priorities, such as the implementation of general pedagogy, curriculum, and other related issues.

Disciplinary learning: is congruent with the basic competencies of the beginning teacher in the development of the different competencies within the modules.

Practical learning: placement of teachers in schools in a school-based Work Integrated Learning (WIL) enables them to understand the school contexts.

Fundamental learning: aimed at developing literacy skills.

Situational learning to understand diversity in the South African context to teach in a manner that includes all the learners, and

Identify learning or social problems and work in partnership with professional service providers to address such problems.

The qualification aims to:

Prepare critical educators, creative problem solvers and agents of change.

Produce quality educators who will be able to deal with the diverse development challenges in both urban and rural contexts.

Produce teachers who can critique current and outdated knowledge and pedagogical practices.

Produce teachers who are committed, loyal, and who are patriots and willing to serve at different levels, i.e. local, provincial and at the national level.

Produce teachers who can turn situations around and produce excellent academic achievement even in difficult and challenging situations.

Produce teachers who will make effective use of relevant technology in teaching.

Rationale:
The PGCE aims to respond to teacher shortages by equipping and preparing learners with focused knowledge and skills required for classroom practice at the FET phase. Equipping learners who wish to change career paths will make teachers available to teach in rural areas, which in the province and nationally is staffed by unqualified and underqualified teachers. The positive correlation between the provision of qualified teachers and excellence in teaching and learning at the FET phase will favourably impact on the society served by the institution.

The qualification will target practitioners who completed a structured first degree or an approved diploma who intend to develop knowledge and skills that can be applied as a subject/discipline specialist in the FET phase level. A completed PGCE may be presented for entry into a cognate Postgraduate Diploma in Education and may also proceed to a B. Ed Honours degree. A candidate who wishes to join the workforce may teach at Secondary and Senior Secondary Schools.

The qualification will consolidate and deepen the learner's knowledge of their specialised subjects, and to develop their ability to research educational contexts using appropriate methodologies and techniques. The qualification will accredit learners who demonstrate an understanding of the theoretical underpinnings of the subjects taught and develop their professional expertise. It will foster progressive thinking in the field of education by developing a cadre of teachers with a broader and more in-depth understanding of their field of specialisation, and enhance their critical and creative thinking skills.

The qualification seeks to provide high-quality education of international standards contributing to the advancement of knowledge that is socially and ethically relevant and applying that knowledge to the scientific, technological and social-economic development of our nation and the full world.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's RPL provides for a range of RPL assessment methodologies which allows the institution to assess prior knowledge for access upon the learner enquiry. These methods of assessment may include portfolios of evidence; structured or unstructured interviews; written tests and examinations; assignments and essays amongst others. The faculty has an RPL committee will assess the learners previously acquired skills/knowledge. The faculty admissions and RPL committee will determine the RPL procedure in consultation with the Teaching and Learning Centre. The RPL procedure will primarily be applied for access and not for exit purposes.

The knowledge must be relevant to the qualification and has evidence for that; the committee will follow the due process to evaluate the prior learning of the learner. The faculty RPL committee will assess the evidence provided by the learner. The faculty will implement the recommendation made by the faculty RPL committee.

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

An appropriate Diploma, NQF Level 6.

An appropriate Bachelor's qualification, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at NQF Level 7 totalling 128 Credits.

Compulsory Modules NQF Level 7, 88 Credits:

Education in Context, 8 Credits.

History of Education, 8 Credits.

Language and academic literacies, 8 Credits.

Philosophy of Education, 8 Credits.

Psychology of Education, 8 Credits.

Sociological Foundations of Education, 8 Credits.

Teaching as a profession, 8 Credits.

School Experience (Study of Practice), 8 Credits.

School Experience (School-Based WIL), 24 Credits.

Elective Modules NQF level 7, 40 Credits (Choose two):

Accounting Method, 20 Credits.

Advanced Studies/Specialised Research Study, 20 Credits.

Afrikaans Method, 20 Credits.

Agricultural Sciences Method, 20 Credits.

Business Studies Method, 20 Credits.

Computer Application Technology Method, 20 Credits.

Economics Method, 20 Credits.

English Method, 20 Credits.

Geography Method, 20 Credits.

History Method, 20 Credits.

IsiXhosa Method, 20 Credits.

Life Orientation Method, 20 Credits.

Life Sciences Method, 20 Credits.

Mathematics Method, 20 Credits.

Mathematical Literacy, 20 Credits.

Music Method, 20 Credits.

Physical Science Method, 20 Credits.

Visual Arts Method, 20 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate integrated knowledge of the central areas of one or more teaching field fields, and practices, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories in the teaching field.
2. Develop critical thinking and understand issues of multiperspectivity.
3. Demonstrate an understanding of a range of methods of enquiry in a teaching field, and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within teaching practice.
4. Identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.
5. Take 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.
6. 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.
7. Develop and communicate their ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse.
8. Manage processes in unfamiliar and variable contexts, recognising that problem solving is context and system bound, and does not occur in isolation.
9. Identify, evaluate and address learning needs in a self-directed manner, and to facilitate collaborative learning processes.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level 1:

Demonstrate sound knowledge of pedagogical content knowledge in the subject areas.

Design and develop lessons, resources and assessment tools.

Associated Assessment Criteria for Exit Level 2:

Conduct research, do the assignment to source information, and critically evaluate literature.

Associated Assessment Criteria for Exit Level 3:

Present lessons that are suitable for the diverse needs of learners.

Associated Assessment Criteria for Exit Level 4:

Critique curriculum documents and design learning programmes.

Associated Assessment Criteria for Exit Level 5:

Demonstrate management skills in managing classes of diverse learners.

Use an integrated approach of assessment during lessons.

Associated Assessment Criteria for Exit Level 6:

Conduct individual assignment and be able to analyse and synthesise the information.

Associated Assessment Criteria for Exit Level 7:

Design and present a lesson in a manner that benefits all learners irrespective of their academic capabilities.

Associated Assessment Criteria for Exit Level 8:

Demonstrate and apply knowledge related to issues of inclusivity in classrooms.

Associated Assessment Criteria for Exit Level 9:

Define and apply collaborative learning.

Integrated Assessment:
Assessment during the year will consist of a combination of Formative and Summative Assessments.

Formative Assessment:
A variety of modules in the PGCE qualification have different types of formative assessment. Formative assessment comprises projects, assignments and tests.

Summative Assessment:
Examinations will be conducted to assess knowledge of the theoretical components of the modules.

The final mark consists of 50% formative assessment and 50% summative assessment.

Lecturers will conduct the assessment of the Work-integrated learning (School Experience/Practice teaching) by critiquing lessons presented by the teacher in schools followed by the moderations of teaching practice portfolio by an external moderator.

INTERNATIONAL COMPARABILITY

Name of the institution: Warwick University
Country: United Kingdom
Name of the qualification: Postgraduate Certificate in Education

Similarities: In both universities, the Faculty of Education introduced a one-year Postgraduate in Education qualification. 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 PGCE prepares learners to teach two subject areas in Grades 7-12.

Differences: The entry requirement at the South African institution is a Bachelor degree or any equivalent qualification with at least two teaching subjects whereas at Warwick the learner must hold an approved Bachelor's degree with Honours (or) equivalent level.

At Warwick University, the institution specifically designed this one-year Postgraduate course to prepare learners for teaching in international settings. It will equip them to be a reflective, competent and professionally aware educator through a unique blended learning programme although there are also face- to- face sessions. Warwick offers only three 30 credits modules. The South African qualification caters for learners who would want to teach at FET Phase.

Why Warwick University: The qualification title, exit level outcomes and the course content are the same as the PGCE offered by the South African institution.

Name of the institution: Boston University
Country: United States
Name of the qualification: Postgraduate Certificate in Education.

Similarities: The qualification in both universities is accredited by their respective Councils and registered by the Qualifications Authority of their respective countries as a 120-credit qualification on level 7. Learners receive training to teach FET (Grades 7-12).

Differences: Boston University offers the qualification part-time and the duration is two years, whereas South African qualification offers the PGCE on a full-time basis for one year.

Why Boston: The qualification title, exit level outcomes and the course content are the same as the PGCE offered by the South African institution.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Education, NQF Level 7.

Vertical Articulation:

Postgraduate Diploma in Education, NQF Level 8.

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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