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
115549  Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
62458  Postgraduate Certificate in Education (Senior Phase and Further Education and Training)  Level 6  Level N/A: Pre-2009 was L6  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The qualification is a professional 'capping' qualification for educators in schools. Teachers are members of a profession whose definitive aim is to enable systematic learning. In order to prepare prospective teachers for this comprehensive role, the qualification seeks to:
  • Develop and consolidate in an integrated way appropriate disciplinary, pedagogical, practical and situational knowledge.
  • Cultivate a practical understanding of teaching and learning in a diverse range of South African schools, about educational theory, phase and subject specialisation, practice and policy.
  • Foster self-reflexivity and self-understanding among prospective teachers.
  • Nurture commitment to the ideals of the teaching profession and an understanding of teaching as a profession.
  • Develop the professional dispositions and self-identity of learners as teachers.
  • Develop learners as active citizens and enable them to develop the dispositions of citizenship in their learners.
  • Promote and develop the dispositions and competencies to organise learning among a diverse range of learners in diverse contexts.

    Rationale:
    The qualification serves as a professional 'capping' qualification for learners who have completed an appropriate 360 or 480 Credit Bachelor's Degree or equivalent Diploma. It offers entry-level initial professional preparation for qualified learners and learners who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and subjects. For this purpose, the qualification requires a specific depth and specialisation of knowledge, together with practical skills and work experience to enable successful learners to apply their learning as beginner teachers in schools in varying contexts.

    The assumption remains that learners who achieve the exit level outcomes will be competent novice teachers who will still need time, experience and appropriate support to develop as fully-fledged extended professionals. Learners graduating from this qualification may articulate to an Honours qualification. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The qualification addresses qualified learners wishing to enter the teaching profession. However, serving teachers with incomplete teacher qualifications gained in the past may apply for advanced standing in the qualification in line with the institution's RPL policy stipulation. The institution will assess each application on its merits.

    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? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 8 Totalling 120 Credits.

    Compulsory Modules, 120 Credits.
  • Curriculum Studies, 12 Credits.
  • Educational Studies in Context, 12 Credits.
  • Psychology of Education, 12 Credits.
  • Assessment in Education, 12 Credits.
  • Inclusive Education, 12 Credits.
  • Classroom Management, 12 Credits.
  • Teaching practice (WIL) (SP) 5 weeks, 12 Credits.
  • Teaching practice (WIL) (FET) 5 weeks, 12 Credits.
  • Teaching Methodology (1) SP, 12 Credits.
  • Teaching Methodology (2) FET 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate sound subject knowledge of the subjects they have elected to teach.
    2. Teach their elected subjects and can select, determine the sequence and pace content following both subject and learner needs.
    3. Demonstrate knowledge of who their learners are, how they learn and understand their learners' individual needs in order to tailor their teaching accordingly.
    4. Communicate effectively in general, as well as about their subject(s), in order to mediate learning effectively.
    5. Demonstrate a sound knowledge about the school curriculum and can unpack its specific content, as well as being able to use available resources appropriately, in order to plan and design suitable learning qualification.
    6. Teach in a manner that includes all learners based on a sound understanding of diversity in the South African context.
    7. Identify learning or social problems and work in partnership with professional service providers to address these.
    8. Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
    9. Assess learners in reliable and varied ways, as well as being able to use the results of the assessment to improve teaching and learning.
    10. Demonstrate a positive work ethic, display appropriate values and conduct themselves in a manner that befits, enhances and develops the teaching profession.
    11. Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues in their practice in order to continually improve and adapt it to evolving circumstances. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Reflect mastery of the curriculum content of the specialisation; no conceptual errors are evident in learning qualification and lesson plans.
  • Reflect mastery of the curriculum content of the specialisation (including the facility in the revision of key underpinning concepts from the previous level for remedial support as well ability to extend the curriculum to provide appropriate challenge for more gifted learners) in observed lessons.
  • Identify changes for future practice informed by appropriate theory and policy, reflecting on a planned and taught a lesson.
  • Discuss written assignments with professional, mentors and supervisors:
  • Demonstrate an understanding of the fields of knowledge which underpin the subject of specialisation.
  • Demonstrate a commitment to the epistemic values and principles which characterise the fields of knowledge in their area/s of specialisation.
  • Use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their area/s of specialisation.
  • Use the characteristic language, terminology and concepts of their subject/s appropriately, and with confidence.
  • 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 their area of specialisation (phase and subjects).

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply appropriate sequencing, progression and time allocation in lesson plans.
  • Adjust the lesson plan for a better fit with the learner and contextual needs in observed lessons.
  • Identify changes for future practice informed by appropriate theory and policy reflection on a planned and taught a lesson.

    Associated Assessment Criteria for Exit Level Outcome Level 3:
  • Reflect provision for different learner needs in the form of differentiated learning and assessment activities in a specific phase and subject lesson plans.
  • Adjust the lesson plan for a better fit with individual learner needs in observed lessons.
  • Demonstrate the ability to identify changes that need to be made for future practice to ensure a more inclusive approach informed by appropriate theory and policy reflection on a planned and taught a lesson.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Communicate knowledge of the subject and practice effectively using diverse and appropriate means on written assignments.
  • Adjust the classroom communications to suit different learning and learner needs on observed lessons.
  • Communicate knowledge of the subject and practice effectively using various and appropriate means informed by appropriate theory and policy during feedback sessions with supervisors and school mentors.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Critically engage with the school curriculum and interpret it for different diverse contexts in written assignments.
  • Reflect a sound and critical engagement with the school curriculum and the ability to adapt to the context in lesson plans.
  • Reflect the ability of the learner-teacher to adjust their classroom practice to suit different learning and learner needs in observed lessons.

    Associated Assessment Criteria for Exit Outcome Level 6:
  • Reflect the ability to critically review curriculum practice in order to identify possible future improvements informed by appropriate theory and policy during feedback sessions with supervisors and school mentors.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Reflect provision for diverse learning needs in the classroom in the form of alternative activities and assessment and the provision of additional supportive human and other resources in lesson plans.
  • Reflect the ability of the learner-teacher to adjust their classroom practice to suit different learning and learner needs in the process of teaching in observed lessons.
  • Critically review practice in order to identify possible future improvements and that the learner-teacher was able to make referrals and engage appropriate support from the School-Based Support Team when/if needed during feedback sessions with supervisors and school mentors, as well as teaching and assessment records.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Reflect provision for appropriate identification and use of time, space and resources to meet learning needs and contextual realities in lesson plans.
  • Use observed that start and end on time and the full lesson time is available for productive teaching and learning.
  • Pre-empt or deal with disciplinary problems effectively when they do arise.
  • Reflect the ability to critically review practice in order to identify possible future improvements in classroom management informed by appropriate theory and policy during feedback sessions with supervisors and school mentors, as well as teaching and assessment records.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Reflect provision for diverse learning needs in the classroom in the form of alternative activities and assessment tasks/strategies for different learning and learner needs in lesson plans.
  • Reflect the ability to critically review practice in order to identify possible future improvements in assessment practice informed by appropriate theory and policy during feedback sessions with supervisors and school mentors, as well as teaching and assessment records.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Reflect an awareness of professional guidelines, values and practices such as the SACE Code of Conduct in written assignments.
  • Reflect a professional commitment and interest in lesson planning.
  • Display appropriate values and conduct that befits, enhances and develops the teaching profession during feedback sessions with supervisors and school mentors and how learner-teachers talk about their learners, other teachers, the school, union and education authorities and other stakeholders such as parents.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Reflect a critical engagement with appropriate policy and theory in written assignments.
  • Reflect a critical engagement with appropriate policy and theory during feedback sessions with supervisors and school mentors.

    Integrated Assessment:
    During ten weeks of Teaching Practice learners are expected to complete periods of 5 weeks of continuous independent teaching in at least two, diverse school contexts. The learner needs to complete practical assignments that require the application of their total knowledge base - applied competence - with all modules contributing to a well-rounded, balanced and well-informed professional teacher. A portfolio completed over both teaching practice modules is a visual tool to illustrate their professional and personal growth over the periods and to enhance their reflective competence as an emerging professional teacher.

    As noted by the National Teacher Institute (NTI) (2009:47- 48), the conducting of actual teaching practice requires a phased intervention involving several role players. They make the following recommendations which inform the work of the Institution College of Education Teaching Practice Office.

    The procedures below are for learners conducting the actual teaching practice:
    I). The orientation of staff members.
    II). The coordinators, managers, supervisors, facilitators, course tutors, and cooperating teachers should, first of all, undergo orientation before teaching the practice to familiarise themselves with the requirements for this category of trainees on teaching practice.
    III). Orientation of Learner-Teachers.
    IV). The course Managers/Supervisors and the cooperating teachers should orientate the learner-teachers in areas such as the concepts, modalities, procedures and guidelines for organising teaching practice activities for the first week of the teaching practice.
    V). Guided Teaching practice.
    VI). The orientation activities follow a guided teaching practice in which the learner-teacher works under the cooperating teacher in the planning, implementing, and evaluating of lessons. Guided teaching practice should be participatory, interactive, and collaborative. It should last two weeks preceding the teaching practice exercise.
    VII). Full Teaching Practice Sessions.
    VIII). The remaining teaching practice sessions of the qualification devoted to full teaching supervision in the sense of coaching and preliminary assessment of the learners. These sessions should involve: observation of lesson notes' format, procedures, language and 
    		•

    INTERNATIONAL COMPARABILITY 
    As background to the preparation of this curriculum outline, staff undertook a comparative review of IPET curricula at national, regional and international levels.

    At a regional level, the institution compared the qualification to the similar qualification offered in Mozambique and Rwanda. The institution chose the curriculum of the Catholic University of Mozambique (UCdM) because of its contemporaneity. The information derived during a workshop in Beira in June 2007 and represented a new distance education teacher curriculum only recently approved by the Ministry of Education. The institution chose Rwanda as another example because again the information was current, stemming from an evaluation undertaken under the auspices of United Nations Educational Scientific and Cultural Organisation (Unesco) in April 2006. The curriculum from Rwanda has the added value that it represents the outcome of a regional consultation process as part of the rebuilding of education following the 1996 genocide.

    The curriculum of the Catholic University of Mozambique was finalised only in 2007 (UCdM 2007). It leads to the award of a "Licenciatura" which does the equivalent of a Bachelor of Education (BEd) and Honours BEd or a Bachelor qualification a PGCE and an Honours BEd in one qualification. Following successful completion of the Licenciatura, learners may proceed straight into Masters level studies. The UCdM curriculum does not make a distinction between primary and secondary school teachers: instead, the curriculum is subject/discipline-based with PGCE specialisations in Portuguese Language, History, Geography, Mathematics, Physics, Biology, Chemistry and Design. There are "education" modules offered in common across these areas of specialisation. In a similar vein, the local curriculum developed for Rwanda integrates the purposes of both an undergraduate degree and an in a single qualification; the PGCE modules map to the educational modules in the undergraduate qualification in Rwanda. 

    ARTICULATION OPTIONS 
    This qualification offers both possibilities of horizontal and vertical 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: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.
     
    1. University of South Africa 


    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.