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 THAT HAS PASSED THE END DATE:

Diploma: Education

SAQA QUAL ID	QUALIFICATION TITLE
11479	Diploma: Education
ORIGINATOR
Johannesburg College of Education
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Diploma	Field 05 - Education, Training and Development		Higher Education and Training
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Level 5	Level TBA: Pre-2009 was L5	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		SAQA 1536/01	2003-07-01	2006-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-06-30		2011-06-30

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

To grant an initial or upgrading qualification to educators for the General Education Field. The learner develops sound foundational and practical competence, supported by appropriate reflexive competence, in all educational roles, thus becoming enabled to make judgements and address professional responsibilities, informed by a broad educational and social context. The qualification is intended to benefit learners seeking focused teaching skills with strong emphasis on phase-, and/or learning area- specialisation

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Formally accredited learning:
For admission to the initial entrance point of the qualification, the typical applicant has a level 4 Senior Certificate or an equivalent qualification.

Recognition of prior learning:

An applicant without a Senior Certificate may be admitted if the candidate has five years of teaching experience and the candidate successfully completes a series of tests administered by the Senate, comprising:

a language proficiency test

a numeracy proficiency test

a test of cognitive development

Applicants who are able to demonstrate through appropriate forms of assessment that they have accreditation or experiential or work-based learning that has taken the learner to an equivalent level of relevant competence, may be accredited for the recognition of prior learning

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Exit level outcomes:

A qualifying learner will be able to fulfil the contextual roles and applied competence required of a qualified practitioner, as:

Mediator of learning

Interpreter and designer of learning programmes and materials

Leader, administrator and manager

Scholar, researcher and life-long learner

Adviser in community, citizenship and pastoral roles

Assessor of learning and learners

Phase or/and learning area specialist

As phase, learning area or/and specialist, a candidate will be able to demonstrate:

Competence in the knowledge, skills, values, principles, methods and procedures relevant to the phase or/and learning area

Competence in developing an environment for teaching and learning that takes cognisance of the political, economic, cultural and social context in which they take place

Capacity for leadership in the application of policy and practice relevant to the phase or/and learning area

Critical evaluation and imaginative application of curricular principles, learning and teaching materials and procedures for assessment

Ability to read, understand, synthesise and critically engage with relevant educational and phase and/or learning area - specific research.

Practical competence:

A candidate will demonstrate practical competence in the specialist role through the ability to make comparative evaluation of options available in respect of a specific task, arrive at considered decisions and perform the consequent actions, with understanding of:

The specialist requirements of the phase or sub-field

The specialist requirements of learning programmes, or/and learning areas

School and classroom management and administration

The nature and function of an integrated curriculum design

The development and use of learning programmes and materials

Principles and practice of sound assessment

Educationally sound approaches to learning and behavioural problems

Foundational competence:

A candidate will demonstrate foundational competence in the specialist role by understanding the principles, theories and knowledge on which practice is grounded through the ability to:

Understand the development practice characteristic of special phase/learning area

Read and discuss critical debates relevant to the specialist role, and communicate coherently ideas and their implications in speech and writing

Justify the application of ideas to teaching practice and related field work

Relate educational ideas to curriculum design, development of materials and methods appropriate to the special phase/learning area

Apply research appropriate to the special phase/learning area

Reflexive competence:

A candidate will demonstrate reflexive competence in the specialist role by evaluating theories, ideas and actions applied to research, curriculum design, development of materials and methods and teaching practice, thereby:

Critically adapting, as appropriate, the role in the provision of education within the particular context in which it is being performed

Developing judgements and making decisions through comparative evaluation of foundational theory and practical experience, appropriate to the special phase/learning area

Contributing collectively with colleagues to the development of sound educational principles and practice

ASSOCIATED ASSESSMENT CRITERIA

A qualifying learner will demonstrate the competence required for the contextual roles by:

Performing oral and written tasks, assignments and projects

Participating in groups and team activities

Demonstrating acquired knowledge and skills using regular, supervised teaching practice or related field work

Integrated assessment:

Assessment will include both formative and summative evaluation of discrete knowledge and skills within units of learning while being applied simultaneously to:

The specialist role required of the candidate

The integrative aspects of the contextual and specialist roles

Authentic contexts for teaching and learning

The candidate's capacity to adapt knowledge and skills to a variety of circumstances

Competence must be demonstrated both orally and in writing through a variety of options: practical work, assignments, projects, portfolios, examinations, as well as both simulated and actual teaching/learning contexts

ARTICULATION OPTIONS

Articulation during the qualification:
Learners who have successfully complete at least part of a similar qualification in teacher education at another college or university may be able to complete the qualification and may be granted credit for required courses already completed

On completion of the qualification:
At exit level this 360 credit, level 5 qualification articulates with an existing 480 credit, level 6 Higher Diploma in Education and with an existing 120 credit, level 6 Further Diploma in Education. It can also articulates with a new 120 credit, level 6 Advanced Certificate in Education (ACE), and with a new 480 credit, level 6 Bachelor of Education degree

MODERATION OPTIONS

Assessment is subject to moderation by an external examiner, approved on an annual basis by the College Senate, and to be reviewed by and the approval of a College Board of Examiners appointed to the Senate. Moderation seeks to ensure that the levels and scope of assessment comply with professional and statutory requirements

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Assessors are appropriately qualified staff approved by the Senate of the Johannesburg College of Education. For in situ teaching practice and related field work, assessors are assisted by qualified educators on the staff of schools or learning institutions approved by the Senate for this purpose. The qualification is granted in association with the University of the Witwatersrand, which is accredited by SAQA as a public higher education provider

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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