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 Senior Phase and Further Education and Training Teaching

SAQA QUAL ID	QUALIFICATION TITLE
115512	Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching
ORIGINATOR
Akademia NPC
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	2019-12-17	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 this qualification is to provide initial professional training to learners with the focus on developing the necessary pedagogical content knowledge, skills and workplace experience that will enable them to apply their learning as a beginner teacher in schools in varying contexts. The Pedagogical Content Knowledge (PCK) is the integration of specialised subject knowledge with general pedagogical knowledge and broader curriculum knowledge. PCK enables a learner teacher to disclose a subject to learners and to make a subject teachable. PCK provide learners with the confidence to engage with teaching in the workplace.

Rationale:
Not all people who eventually start their studies have a career in Education in mind. Some of the learners who have completed these qualifications showed interest to reroute to education. Furthermore, there are several qualified learners in other careers and unqualified teachers without a professional teaching qualification that will benefit from a qualification that will provide them with professional training to become a teacher.

The qualification provides an alternative pathway into teaching and caps" a cognate qualification to prepare teachers for teaching in the Senior Phase and the Further Education and Training Phase. Both the national and provincial department of education have reported a need to have more teachers in subjects such as accounting, mathematics and the sciences. There is furthermore a continuous need for new entrants to the teaching profession because of attrition through resignations, emigration, retirement or demise of incumbents.

This qualification equips beginner teachers with the PCK, which is an integration of subject content knowledge, pedagogical knowledge and broader curriculum knowledge and knowledge to teach a specific subject(s). PCK, together with practical teaching skills and workplace experience in selected subjects in the senior phase Further Education and Training (FET) will enable them to teach in varying contexts. Well qualified teachers can contribute to high learning gains amongst learners who may, in their turn, become quality citizens who can contribute decidedly to the economic and societal development and growth of our country. The qualification is a professional education qualification that aims at providing professional teacher training to learners who want to enter the teaching profession.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Experienced teachers with incomplete teacher qualifications who enrols for the qualification may apply for advanced standing. The institution applies its RPL policy guidelines to all applications on an individual basis.

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

Appropriate Bachelor, 360 Credits, NQF Level 7.
Or

Appropriate Diploma, 360 Credits, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 128 Credits.

Compulsory Modules, NQF Level 7, 128 Credits:

Curriculum, Teaching and Assessment, 8 Credits.

Learning and Learning Development in Education Context, 20 Credits.

Learning from Practice, 8 Credits.

Teaching and Learning in Education Context, 20 Credits.

Work Integrated Learning, Credits 24.

Subject Teaching Further Education and Training, 24 Credit.

Subject Teaching Senior Phase, 24 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate sound subject knowledge of the subject(s) they have selected to teach.
2. Demonstrate ability to mediate learning in the teaching of the selected subject(s) in diverse contexts.
3. Demonstrate the ability to interpret and design learning qualifications and materials for the subject(s) they have selected.
4. Demonstrate the ability to be an instructional leader and to administer and manage the classroom effectively in the selected subject(s) in diverse contexts.
5. Achieve ongoing personal, academic, occupational and professional growth, through pursuing reflective study and research in their selected subject(s), in broader educational maters.
6. Show competence to integrate assessment into teaching and learning, assess learners in reliable and varied ways, as well as to be able to use the results of the assessment to improve teaching and learning.
7. Demonstrate, practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Apply subject knowledge with a full understanding of underlying fields of knowledge, skills, values, principles, methods and procedures of the relevant subject;

Apply and understand why specific teaching and learning approaches are appropriate for learners and the context;

Indicate a well-developed understanding of the relevant content when implementing subject knowledge.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate that they know their learners and how they learn;

Adapt their teaching and mediate learning to address the diverse needs of learners, including those with barriers to learning;

Construct learning environments that are appropriately contextualised and inspirational;

Communicate and facilitate learning effectively in the language of learning and Teaching (LoLT);

Recognise and respect the differences among learners by facilitating learning in Language of Communication (LoC) where applicable;

Have sound knowledge of the relevant subject content and various principles, strategies and resources appropriate to the teaching of the subject in a South African context.

Associated Assessment Criteria for Exit Level Outcome 3:

Analyse and interpret the curriculum (CAPS document);

Unpack the content in the Curriculum Assessment Policy Statement (CAPS);

Understand and interpret provided learning qualifications/experiences;

Design own learning qualifications/experiences;

Identify the necessities for a specific context of learning;

Select and prepare suitable textual and visual resources for learning;

Select, sequence and pace learning supportive to the differing needs of both the subject and the learners

Associated Assessment Criteria for Exit Level Outcome 4:

Lead and manage in an ethical, value-driven and democratic way that is responsive to changing circumstances and needs;

Make decisions appropriate to his/her level;

Manage to learn in diverse contexts in the classroom effectively to ensure a conducive learning environment;

Carry out administrative duties efficiently.

Associated Assessment Criteria for Exit Level Outcome 5:

Demonstrate and apply highly developed literacy, numeracy and IT skills;

Reflect critically on own practice in theoretically informed ways;

Engage with the mentor, teacher and co-learners;

Improve to learners' practise and adapt to evolving circumstances;

Strive for lifelong learning.

Associated Assessment Criteria for Exit Level Outcome 6:

Integrate assessment into teaching and learning using constructive alignment;

Understand and apply the purposes and methods of assessment;

Interpret the effects of assessment and be able to provide constructive feedback to learners;

Design and manage appropriate purposeful driven formative and summative assessments on the required cognitive level;

Administer assessment results.

Associated Assessment Criteria for Exit Level Outcome 7:

Identify learning and social problems and consult with the mentor and relevant teacher;

Develop a positive work ethic;

Display appropriate values that will uphold the Constitution and promote democratic values and practices in the classroom, school and community at large;

Conduct themselves in a manner that befits, enhances and develops the teaching profession;

Practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others;

Demonstrate an ability to develop a supportive and empowering environment for the learner;

Respond to the educational needs of learners.

A predetermined set of learner teacher assessment standards (a rubric) aligned with the Exit Level Outcomes of the qualification will be shared and used by all assessors. Learner teachers will receive the assessment rubric at the beginning of their studies and will work towards attaining all standards throughout their studies. The institution aligns all assessments to the assessment standards/Exit Level Outcomes, and the combined assessments in the programme will provide evidence of the achievement of all outcomes for successful learners.

Formative assessments would consist of assignments, tasks and tests. Summative assessments will include portfolios and examinations.

The Work Integrated Learning assessment will be a performance-based assessment combining all standards and will culminate in an integrated summative assessment.
In a practice where the application of knowledge, skills and values (applied competence) demonstrate an integrated assessment. The teachers conduct assessment in the following ways:

Peer assessment and lecture assessment of virtual micro lesson presentations during micro sessions at the various centres;

Formative assessment of school-based activities by the school-based mentor (planning and presentation of lessons, assessment, behaviour);

Formative assessment by lecturers and out-school contracted mentors;

Formative assessment of assignments and online activities;

Summative assessment of video recordings of lessons presented as well as the assessment of lesson presentations at school;

Summative assessment of the teaching practice portfolio.

INTERNATIONAL COMPARABILITY

Mauritius Institute of Education offers a Postgraduate Certificate in Education. The entry requirement is a Bachelor's Degree and must be practising secondary school teacher. Curriculum learning units include:
Subject didactics I, II and III, Developmental and Educational Psychology, Social context of teaching, Classroom Practices: Principles of Teaching and Learning Assessment and Evaluation Educational Theory, Policy and practice, ICT with Subject Area and Peer Micro Teaching.

Assessment: Assessed through written examination and course work on a four-point scale.
Exit Level Outcomes: Demonstrate desirable attitudes and dispositions to work in the field of education:

Master the content taught and use learning theories,

Adapt to learner's context Convert curriculum content and intentions into learnable forms Plan,

Implement and manage teaching-learning processes/environments,

Effectively monitor and evaluate teaching and learning for different purposes,

Reflect on practice(s) to improve future ones and Engage with educational discourses work within the legal provisions and the ethics related to education,

Participate in, and contribute to, school life, to network within the community of practitioners and outreach the more comprehensive community,

Plan and engage in learning to improve practice and advance knowledge and to demonstrate engagement in a broad range of academic and non- academic pursuits,

Use appropriate educational technology in teaching, learning and the school participate in making the school a safe learning environment and in being involved in the welfare of pupils and staff.

Duration: 2 Years part-time. No full-time learners, as they are all practising teachers.
Mode: Online coursework. With 12 seminars and a contact week.
Practical teaching: They are all full-time teachers - must do presentations during a Postgraduate Certificate in Education (PGCE) contact week. They are visited four times by tutors.

ARTICULATION OPTIONS

This qualification allows 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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