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:

Higher Education Diploma

SAQA QUAL ID	QUALIFICATION TITLE
116976	Higher Education Diploma
ORIGINATOR
University of the Free State
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Higher 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	Level 7	Level N/A: Pre-2009 was L7	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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

This qualification includes the various specialisations. Please refer to "Notes" for details on the specialisations.

To accredit a general professional educator's qualification that "caps" an undergraduate qualification which will provide qualifying learners with general foundational and reflexive competence, professionalism and a basis for further learning. The qualification focuses mainly on developing practical competence reflexively grounded in educational theory.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

An undergraduate university or technikon degree at NQF level 6 or RPL equivalent. This degree should include at least one course in two of the official languages of which Afrikaans or English must be one; a third course in one or a second course in each of the subjects in the approved subject list.

Learners who register for this qualification can

learn from predominantly written material;

communicate what they have learnt comprehensibly in the medium of instruction;

with guided support, take responsibility for their own progress

Recognition of prior learning:

This qualification recognises

formal prior learning

Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised.

non-formal and informal prior experiential learning

Many competences may be recognised as prior learning, for example:

* Candidates for the HED (Primary) may have competence in the languages of learning granted through RPL. A student who holds a teacher's diploma recognised by the Senate will be exempted from the language proficiency requirements.

* Suitable experience of educational theory may be recognised as prior learning or if appropriate may be included in the course of study.

* If a student submits evidence of at least five years' satisfactory teaching experience, at least five weeks of which was completed in the intermediate-school phase, he/she will also be exempted from 5 weeks of Teaching Practice. Students in possession of a three year teacher's diploma will also be exempted from 5 weeks teaching practice, provided the necessary documentation is presented.

Unisa is currently investigating a RPL policy. Students will be given RPL for individual modules if they can produce a portfolio of evidence that shows that they meet the outcomes and associated assessment criteria specified for that module.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification may be awarded in part through the recognition of prior learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification for up to 50% of the degree may be awarded through RPL.

EXIT LEVEL OUTCOMES

Critical cross-field outcomes

All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the programmes that lead up to the qualification. They will be assessed within the context of the programmes. The distance education context has particular challenges, which we try to meet below.

1. The educator with a HED (Primary) can identify, analyse, formulate, and solve convergent and divergent intermediate phase education problems creatively and responsibly.

2. The educator with a HED (Primary) qualification graduate can work effectively with others as a member of a team, group, organization, community, and contribute to the group output in tasks in the educational field.

3. The educator with a HED (Primary) qualification can manage and organise her or his activities and life responsibly and effectively, including her or his studies and career.

4. The educator with a HED (Primary) qualification can collect, analyse, organise and critically evaluate information.

5. The educator with a HED (Primary) qualification can communicate effectively using visual, mathematical and / or language skills in the modes of oral and / or written presentation in often-extensive pieces of sustained discourse.

6. The educator with a HED (Primary) qualification can use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.

7. The educator with a HED (Primary) qualification can demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

Developmental Outcomes

In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

1. The educator with a HED (Primary) qualification can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

2. The educator with a HED (Primary) qualification can participate as a responsible citizen in the life of local, national and global communities (also see Critical Outcome 2 above).

3. The educator with a HED (Primary) qualification can be culturally and aesthetically sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

4. The educator with a HED (Primary) qualification can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes above).

5. The educator with a HED (Primary) qualification can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).

Specific outcomes:

A HED (Primary) student is actively engaged in becoming a well-rounded, professional, beginner teacher. As such the student develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the contextual roles that are required of practitioners in the SAQA field of Education, Training and Development (05).

A qualified practitioner/teacher at this level (level 7) should be a specialist teacher who would have obtained:

foundational competence: the practitioner will be highly competent in the knowledge, skills, values, principles, methods, and procedures relevant to teaching in a school.

practical competence: the practitioner will be able to apply teaching skills in a school.

reflective competence: the practitioner will be able to observe his/her specific practical situation critically and to form creative solutions for teaching problems. The practitioner would have developed a self-knowledge about his/her own values, attitudes and abilities and would have a clear understanding of how these are related to teaching in practical situations. The practitioner will understand the role that continuous assessment and action research play in developing competence within the field of teaching in a school and his/her chosen specialisation and be able to carry out basic evaluations and action research projects.

This Degree will enable the practitioner to fulfil the following contextual roles:

Mediator of learning: To be able to mediate learning in a manner which is sensitive to the diverse needs of learners; construct learning environments which are conducive to teaching and learning; appropriately contextualised and inspirational; beneficial to effective communication and showing recognition of and respect for the different cultures, languages and levels of proficiency of others within primary schools. The educator will also demonstrate sound knowledge of subject content and various principles, strategies and resources appropriate to teaching in the intermediate-school phase in the South African context.

Interpreter and designer of learning programmes and materials: To understand and interpret provided learning programmes, design original learning programmes, identify the requirements for a specific context of learning and select and prepare suitable textual and visual resources for learning appropriate for the intermediate- school phase. The intermediate-phase educator will also select, sequence and pace the learning in a manner sensitive to the differing needs of the subject/learning area and learners in the intermediate -school phase.

Leader, manager and administrator: To be able to make decisions appropriate to the school level, manage learning in the classroom, carry out classroom administrative duties efficiently and participate in school decision-making structures within schools. These competences will be performed in ways, which are democratic, which support learners and colleagues, and which demonstrate responsiveness to changing circumstances and needs.

Scholar, researcher and lifelong learner: To enable the intermediate-phase educator to achieve ongoing personal, academic, occupational and professional growth through pursuing reflective study and research in their learning area, in broader professional and educational matters, and in other related fields.

Community, citizenship and pastoral role: To enable the practitioner to practise and promote a critical, committed and ethical attitude towards developing respect and responsibility towards others, one that upholds the Constitution, and promotes democratic values and practices in the intermediate- school phase and society. This degree will enable the practitioner/teacher to demonstrate within the school an ability to develop a supportive relation with educators, parents and other key persons and organisations based on a critical understanding of community development issues.

Assessor: To be able understand that assessment is an essential feature of the teaching and learning process and to know how to integrate it in this process in the intermediate-school phase. The educators will have an understanding of the purposes, methods and effects of assessment and be able to provide helpful feedback to learners. The intermediate phase educator will be able to design and manage both formative and summative assessment in ways that are appropriate to the intermediate- school phase and meet the requirements of accrediting bodies. The intermediate phase educator will be able to keep detailed and diagnostic records of assessment. The educator will understand how to interpret and use assessment results to feed into processes for the improvement of learning programmes.

Learning area/subject/discipline/phase specialist. To be well grounded in the knowledge, skills, values, principles, methods, and procedures relevant to the discipline, subject, learning area and/or phase of study in the intermediate-school phase schools. The intermediate phase educator will know about different approaches to teaching and learning and how these may be used in ways which are appropriate to the learner and the context within the intermediate-school phase. The educator will have a well-developed understanding of the content knowledge appropriate to the field of specialisation.

1. The educator with a HED (Primary) qualification can act as a mediator of learning.

2. The educator with a HED (Primary) qualification can interpret and design learning programmes and materials.

3. The educator with a HED (Primary) qualification can act as leader, manager and administrator.

4. The educator with a HED (Primary) qualification can act as a scholar, researcher and lifelong learner.

5. The educator with a HED (Primary) qualification can fulfil a community, citizenship and pastoral role.

6. The educator with a HED (Primary) qualification can act as an assessor.

7. The educator with a HED (Primary) qualification will be a learning area and subject specialist.

8. The HED (Primary) educator can engage with music/art/speech and drama/physical activities appropriate for the learner in the intermediate phase.

ASSOCIATED ASSESSMENT CRITERIA

Critical cross-field:

Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, will show that learners:

1.

identify, analyse and solve concrete and abstract problems in primary educational settings by drawing on their own experience.

identify and solve concrete and abstract problems in educational settings by drawing upon the theoretical knowledge and experiential base of individual disciplines in the educational and other fields.

identify and solve problems in a variety of routine and non-routine contexts within broad parameters of education.

use their knowledge and experience to offer suggestions for solving problems at a community, national, international and global level.

solve primary educational problems by generating alternative strategies for dealing with those problems.

critically evaluate various viewpoints on education and compare them to own views.

offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.

analyse the global, national and local primary educational context in terms of problems, needs, opportunities.

2.

show evidence of 'people skills' (tolerance, empathy, listening skills, etc) in group situations involving learners, parents, colleagues and educational authorities.

demonstrate respect for the opinion of others through (written and/ or oral) reporting without bias.

demonstrate tolerance of diversity through (written and/ or oral) reporting without bias.

undertake education related projects and provide evidence of successful interaction with others.

use effective communication skills within the classroom, the school and the community.

lead people effectively within a school context.

are supportive followers and group participants.

organise effective working groups in the intermediate-phase classroom, the school and the community.

communicate the evidence of these group interactions through (written and/ or oral) reporting.

3.

demonstrate the requisite study skills and learning strategies.

organise their study plans.

use creative and various learning strategies which suit their personal situations and contexts.

cope with the self-discipline necessary for distance learning.

think independently, and offer evidence to support their decisions.

assess their own strengths and weaknesses and develop coping strategies.

organise the teaching programme of a specific class group, and other tasks pertaining to education in a school.

4.

demonstrate beginning research skills.

use library and other resources effectively to suit their individual needs and the needs of the particular areas of research.

integrate information from a variety of sources.

act responsibly as a researcher and scholar (e.g. appropriate referencing, avoiding plagiarism, etc.).

show awareness of the conventions of scholarship in the various disciplines under study.

demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.

critically analyse theories, examples, experiences, etc.

argue appropriately within the relevant discourse community.

conduct action research in the classroom using appropriate methodologies.

5.

communicate their ideas in the classroom and the school in language accessable to the learners.

evaluate conclusions and premises in academic arguments.

follow the language conventions of written (and/or oral) use in the respective disciplines.

use appropriate models of organisation and presentation as required for specific class groups.

use statistics appropriately and responsibly in support of their ideas.

create and use visuals appropriately to enhance the teaching and learning process in the classroom and the primary school.

recognise own communication limitations and problems and seek help appropriately.

identify and illustrate subject-specific jargon.

see, describe and interpret what they come across in appropriate ways to enhance the teaching and learning process in the classroom and the primary school.

assist learners, parents and colleagues to speak for themselves.

use language to critically analyse, evaluate and critique others' ideas.

6.

demonstrate a responsible attitude towards scholarship and technology.

use scientific methods of investigation, testing and evaluation (see number 1).

select educational technology to suit the needs of the individual or group.

use natural resources in a sustainable way.

show respect for and a responsible attitude towards science and technology.

demonstrate a consideration of the ethics involved in science and technology issues.

show respect and openness towards the psychological, health and physical environment of others.

7.

demonstrate their prior knowledge and experience of their individual situations.

connect the abstract knowledge of theory to the reality of their individual personal educational contexts.

draw upon their prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them to include real-life aspects in their teaching strategies.

look beyond and across traditional disciplinary boundaries for possible solutions.

follow an integrated approach to learning and studying.

choose and follow appropriate educational pathways.

assist learners to bridge the gap between the classroom situation and real-life.

Developmental:

1.

learn by means other than rote-learning, e.g. group work and interactive methods.

explain what they know in their own words.

use help-seeking strategies to further their own learning and that of others.

apply what they study in different contexts, both personal and public, real and simulated.

display awareness of their own learning preferences and strategies to suit their needs.

show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).

assist their learners to develop individual learning strategies

2.

value of diversity and other's opinions.

show willingness to participate in groups in the classroom, the school and the community.

demonstrate willingness to take considered/informed risks.

apply what they know and study in culturally diverse contexts.

apply what they know and study at different levels, from personal to academic contexts.

fulfil their roles as role models for the learners in the intermediate school phase and the community.

3.

show awareness of cultural diversity and apply cultural diverse teaching and learning strategies in the classroom.

demonstrate awareness of own culture and background.

manage diversity in the classroom, the intermediate-school phase and the community.

use various skills to draw out the cultural accomplishments and contexts of others in educational settings (e.g. listening skills, empathy, sympathy, etc.)

4.

illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the HED (Primary) and those of the community at large (local and global).

make connections from theoretical knowledge to practical application in the real world.

identify the educational skills which are highly valued in the workplace.

use the skills required for efficiency in teaching: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.

deal effectively with unknown problems and tasks set them in teaching, in the real world, by drawing upon the skills from the HED (Primary) (critical thinking, problem-solving, conflict resolution, etc).

demonstrate a work ethic, e.g. meet deadlines.

5.

create job opportunities in whatever situation they find themselves.

have a realistic view of their own worth and value to contribute to their local community and global society.

communicate that value to others in the real world (writing skills, oral communication skills, etc).

demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the HED (Primary) qualification.

deal with various defined situations with flexibility and adaptability.

Specific:

The following assessment criteria are associated to the stated outcomes

(i) The practitioner should illustrate knowledge, values, principles, skills and strategies in at least two approved school subjects as well as in a variety of professional issues related to teaching in the intermediate-school phase.

(ii) Each of the modules that make up the course has criteria to establish if the qualifier has reached the outcomes of each of the following roles educators have to adhere to as set out above:

Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, will show that learners.

1.

mediate learning in a manner which is sensitive to the diverse needs of intermediate phase learners.

construct learning environments which:

promote teaching and learning,

benefit effective communication,

show recognition of and respect for the different cultures, languages and levels of proficiency of others within the intermediate-school phase.

possess sound knowledge of subject content and various principles, strategies and resources appropriate to teaching intermediate-school phase learners in the South African context.

2.

interpret given learning programmes.

design original learning programmes.

effectively identify the requirements for a specific context of learning.

select and prepare suitable textual and visual resources for learning appropriate for the intermediate-school phase.

select, sequence and pace the learning in a manner sensitive to the differing needs of the subject/learning area and learners in the intermediate school phase.

3.

make democratic decisions appropriate to the school level.

effectively manage learning in the classroom.

efficiently carry out classroom administrative duties.

effectively participate in school decision-making structures within the intermediate school phase.

4.

achieve ongoing personal, academic, occupational and professional growth.

pursue reflective study and research in their learning area, in broader professional and educational matters, and in other related fields.

keep up to date in the theory and practice of teaching a specific subject/learning area in the intermediate-school phase.

5.

practise and promote a critical, committed and ethical attitude towards developing respect for and responsibility towards others.

promote democratic values and practices in the secondary school and in society.

develop a supportive relation with educators, parents and other key persons and organisations.

are aware of community development issues.

6.

apply assessment as an essential feature of the teaching and learning process.

integrate assessment in the intermediate-school phase.

Are aware of the purposes, methods and effects of assessment.

provide helpful feedback to learners.

design and manage both formative and summative assessment in ways that are appropriate to the intermediate school phase and meet the requirements of accrediting bodies.

keep detailed and diagnostic records of assessment.

interpret and use assessment results to feed into processes for the improvement of learning programmes.

7.

integrate knowledge, skills, values, principles, methods, and procedures relevant to a specific discipline, subject, learning area and/or phase of study in the intermediate school phase.

apply different approaches to teaching and learning in ways which are appropriate to the learner and the context within the intermediate school phase.

interpret the content knowledge appropriate to a specific field of specialisation.

8.

show awareness of and value aspects such as culture, aesthetics and creativity

create and/ or critically interpret music, art, speech and drama, and physical activities related to the intermediate phase

use appropriate media (language, art, music, movement) to create new cultural and aesthetic forms related to the intermediate phase.

Integrated assessment for the purpose of the qualification:

1. Formative assessment: Learning and assessment are integrated: a variety of modules is included in the programme, therefore different types of formative assessment will be applied according to the nature of each module. Assessment during the year will consist of a combination of assignments including activities such as essays, paragraph questions, multiple choice questions, portfolios, self-assessment tasks in the study guides or calculations to be submitted to and assessed by the lecturers and assessment in language proficiency (written and oral test in each of the two languages). The practical competences of students during compulsory teaching practice periods is assessed by qualified educators at the learning site.

2. Summative assessment: Examinations, or equivalent assessment such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

INTERNATIONAL COMPARABILITY

Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook.

ARTICULATION OPTIONS

1. The qualification will articulate with those of other universities and other qualifications. For example, recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

2. This qualification caps a first degree to be equivalent to an initial, 480 credits, professional qualification. Upon completion of the HED (Primary) students have a number of options for further study (which could well be BEd Honours > Master of Education > Doctorate of Education or a Further Diploma in Education).

MODERATION OPTIONS

1. Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

2. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. The Norms and Standards document of the Department of Education serves as policy for the qualification of educators and for the evaluation of these qualifications.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

1. Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons.

2. The quality management system:

Qualifications: The minimum requirement for appointment as a lecturer or external marker at Unisa is an BEd-honours degree and appropriate experience. In the case of workplace assessment, professional senior educators are used as assessors.

Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.

Training: All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work.

NOTES

This qualification includes the following specialisations:

Higher Education Diploma (Arts/Graphics Education) (registration end date is 31 December 2018)

Higher Education Diploma (Commercial Subjects) (registration end date is 31 December 2018)

Higher Education Diploma (Domestic Science) (registration end date is 31 December 2018)

Higher Education Diploma (Physical Education) (registration end date is 31 December 2018)

Higher Education Diploma (Postgraduate) (registration end date is 31 December 2018)

Higher Education Diploma (Science) (registration end date is 31 December 2018)

Higher Education Diploma (Technology Education) (registration end date is 31 December 2018)

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.

1.	University of the Free State