SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Certificate in Education in Further Education and Training Teaching

SAQA QUAL ID	QUALIFICATION TITLE
115922	Postgraduate Certificate in Education in Further Education and Training Teaching
ORIGINATOR
University of Johannesburg
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		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	2020-01-08	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
97323	Postgraduate Certificate in Education in Further Education and Training Teaching	Not Applicable	NQF Level 07	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Postgraduate Certificate in Further Education and Training Teaching delivers professionally qualified beginner teachers for the FET phase of schooling. The qualification provides teachers with a well-rounded education that equips them with specialised teaching competence in at least two school subjects in the FET phase of schooling. Teachers can choose one school subject in the FET phase and a research project to have a nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa.

These teachers will support and nurture learning and development in diverse educational contexts and identify and address barriers to learning in the classroom. They will be able to formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching conduct. The qualification integrates the knowledge mix of disciplinary, pedagogical, practical, and situational learning.

Rationale:
The qualification responds to the increasing number of schools that offer full time teaching internships. These are learners who enrol for a teaching qualification through an accredited service provider, as well as schools which employ teachers without a formal teaching qualification. In this context, the target learner is an individual who wants to become a FET teacher, but who, due to geographical and other challenges, is unable to access a contact educational institution. In many cases, schools offering internships assist learners financially with their fees and other costs and teachers can earn a small stipend to support them while they are studying.

Internship schools are well-functioning schools. It is expected of teachers at these schools, to serve as school-based teacher educators. These include mentoring (guidance and coaching), supervision, and assessment of learners. Strong collaboration between the partner schools and this institution are key to the success of this qualification. To develop and strengthen collaboration continued support, and the institution provides professional development of teachers at partner schools through online learning platforms. Suitable pedagogies are selected to promote 21st-century teaching and learning while fully exploiting the affordances of new and emerging technologies.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. All learning has value, and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The institution's RPL policy, which directs the Faculty's RPL procedure, recognises prior learning to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules on the principles and processes that serve as the basis for faculty-specific RPL practices.

A panel of selected institutional staff members determines, on a one-on-one basis, the competence of prospective learners who apply for RPL. In determining a learner's competence against the relevant Exit Level Outcomes, this panel does one or more of the following:

Verify the standard/quality of the learner's prior qualifications;

Assess a portfolio containing examples of the learner's work in the field of education, training and development;

Observe the learner's performance is authentic and in situ teaching-learning situations and contexts; and

Conduct one-on-one interviews with learners to discuss the results of the evidence collection process.

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

Diploma, NQF, Level 6.

Bachelor Degree, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 120 Credits.

Compulsory Modules, Level 7, 120 Credits:

Education Studies and Teaching Studies, 48 Credits.

Teaching Methodology and Practicum A, 36 Credits.

Teaching Methodology and Practicum B/Research Report, 36 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate a clear theoretical understanding of disciplinary educational knowledge, and an awareness of current issues in the teaching, learning, assessment and support of the adolescent learner, developmentally, cognitively, emotionally and psychologically.
2. Demonstrate a secure knowledge and understanding of Teaching as a profession, including knowledge of professional conduct and ethics and legal responsibilities, as well as the role of the wider societal context in the education of children.
3. Demonstrate excellent knowledge and skill in teaching and assessing their specialist subject within the school curriculum during practical teaching experiences, as well as awareness of the study of their subject in the world outside schools.
4. Reflect on their own and others' professional practice, and learn to improve their practice by engaging in critical evaluation of recent research and literature linked to their subject specialism.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Provide evidence that they are au fait with adolescent development issues that may affect the learning of the further education and training phase curriculum.

Describe the fundamental of managing effective environments in South African Schools.

Associated Assessment Criteria for Exit Level Outcome 2:

Plan and execute teaching competently in at least one or two FET Phase school subjects.

Apply knowledge and skills learnt in the coursework relevant for teaching in the FET Phase classroom.

Associated Assessment Criteria for Exit Level Outcome 3:

Apply curriculum differentiation in their planning and execution of the curriculum.

Demonstrate an understanding of subject teaching in the adolescent years of schooling.

Demonstrate knowledge of different teaching skills for different success grades in the FET Phase in secondary schools.

Display and apply knowledge of assessment methods and strategies.

Associated Assessment Criteria for Exit Level Outcome 4:

Articulate a coherent and theory-driven teaching philosophy that provides evidence of growth and development throughout the study.

Relate the ethical and professional foundations of teacher professionalism as defined by SACE with the faculty of Education conceptual framework.

Identify their roles as teachers who are caring, accountable and critically reflective.

Integrated Assessment:
The broad assessment strategy of the Faculty assessment policy is:
There is a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, is substantial (such as a written examination, a portfolio or substantial assignment) to ensure that outcomes assessment takes place in an integrated manner. The weighting of the latter assessment opportunity is at least 50% but not more than 60% of the final mark. The curriculum infuses the seven roles of educators. Consequently, assessment tasks in the qualification cover the seven roles.

Formative and summative assessment opportunities are available to learners. Formative assessment supports teaching and learning, provides feedback to the learners, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the learner to do a summative assessment. Summative assessments are to make a judgment about the level of competence of learners about the outcomes of a module. The marks reflect a pass or fail. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions.

INTERNATIONAL COMPARABILITY

Edge Hill University, Lancashire United Kingdom offers the qualification:
The qualification provides learners with a range of academic and professional knowledge, understanding, skills and values to become a high quality and skilled teacher in the secondary phase of schooling. The qualification develops reflective and analytical skills and provides practical experience in planning effective lessons and learning strategies and hands-on classroom experience. The qualification is a one-year full time with a combination of academic study, group discussion and reflection, practical and work-based learning in the classroom which gives the learner the knowledge and skills to become an excellent teacher. The qualification includes the development of the use of ICT, knowledge of educational theory, awareness of appropriate and innovative teaching and assessment methods, enhanced subject knowledge and a wider awareness of the role of the teaching profession through the study of professional values. Learners spend 26 weeks on placement in schools, putting their training into practice through assisting in and taking responsibility for classes and working alongside mentors and peers. Learners also work alongside learners from various areas and backgrounds and abilities, which imply that they can teach in diverse settings and classrooms.

University of Southern Queensland, Australia:
The qualification develops the learner's capability and dispositions to work as engaged professional educators in knowledge-building communities. Thus successful learners who complete the qualification with the University of Southern Queensland can locate and access the knowledge of relevant theory and practice, critically evaluate and build knowledge, interpret and apply knowledge to the solution of significant problems, effectively communicate knowledge and identify and participate in relevant communities of practice. The qualification provides learners with the opportunity to address issues of particular interest which include approved workplace development activities. The qualification also includes the offering of ICT for professional engagement and to support professional interaction and learning.

Conclusion:
This qualification compares favourably with the above-cited international qualifications in terms of the purpose and the competencies that learners develop upon completion of the qualification.

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

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NOTES

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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.

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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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