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: 

Bachelor of Education in Senior Phase and Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
117038  Bachelor of Education in Senior Phase and Further Education and Training Teaching 
ORIGINATOR
Walter Sisulu University 
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 First Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2020-05-28  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 the Bachelor of Education in Senior Phase and Further Education and Training Teaching (SP & FET) is to provide a well-rounded education that equips qualifying learners with the required subject content knowledge base, educational theory and methodology. Learners will demonstrate competence and responsibility as academically, and professionally qualified beginner teachers in SP and FET phase. It offers entry-level initial professional preparation for learners who wish to develop focused knowledge and skills as classroom teachers in the foundation phase.

For this purpose, the qualification offers a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to enter into teaching and apply their learning as beginner teachers in schools in varying contexts. The qualification provides intellectual independence and the development of some research competence in the field of education related to learning and teaching (Government Gazette, 2015).

It is an initial professional teacher education qualification for learners to be registered as fully qualified professional educators/teachers in schooling. The qualification accredits the development of professional competence informed by sound knowledge and understanding of the areas of specialisation and educational theory. The envisaged learners will have the breadth and depth of the disciplinary content knowledge suitable for SP & FET teaching.

Rationale:
This qualification responds to local, regional and national needs. The qualification seeks to mitigate and balance the teacher supply and demand in the SP & FET phase, taking into consideration the attrition rate of teachers due to age and pandemic diseases.

In the light of current global and national educational thinking, the thrust of teacher education is towards enhanced professional status, identity, quality and responsibility. Becoming a professional teacher requires thorough preparation which is achieved through a process of praxis, whereby theory informs practice and practice is in turn critically appraised by theory. This qualification is for persons wanting to become fully qualified professional teachers in schooling. It provides a more deeply grounded basis for professional practice. In particular, it caters for those wanting an educational focus from the outset of their studies. It is intended primarily as an initial professional qualification.

The qualification will offer an opportunity for access into initial professional preparation of learners who wish to develop focused knowledge and skills as classroom teachers in SP and FET teaching. The qualification will provide specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to enter into teaching and apply their learning as beginner teachers in schools in varying contexts. This will benefit the schools and communities in which the learners will be employed and will enhance learning and teaching.

The current developments in the school education system have been taken into account in designing this qualification. The students will be equipped to teach the curriculum prescribed for schools, as indicated in the National Curriculum Statement Grades R-12 (2012).

The qualification will serve as vertical articulation route for the learners who wish to further their studies in Education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The institution's Recognition of Prior Learning will apply, and the learner will be awarded credits for the qualification, based on appropriate assessment of the evidence of competence related to the qualification and module outcomes. A formal RPL process will be implemented in order for the credits and access to the qualification to be achieved. Also, the institution RPL Policy and Faculty of Education RPL Policy will apply.

Recognising that each academic discipline has its unique approaches, that each person applying for RPL comes with a unique history and that there is a wide range of valid RPL methods and processes, it is both impractical and undesirable to prescribe the details of any given RPL process. Learners applying for RPL will need to follow certain procedures as outlined in the RPL policy of the institution.

Entry Requirements:

The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to Bachelor studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
    < National Certificate (Vocational), NQF Level 4 granting access to Bachelor studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Compulsory Modules, Level 5, 104 Credits.
  • Professional Studies I: Principles of Learning and Teaching, 12 Credits.
  • Communication Skills in English, 8 Credits.
  • Information, 8 Credits.
  • Major A I (FET), 16 Credits.
  • Major B I (SP/FET), 16 Credits.
  • Major C I (SP), 16 Credits.
  • School-Based Experience I (Observation), 4 Credits.
  • Computer Application in Education, 8 Credits.
  • Inclusive Education, 8 Credits.
  • Life Skills And HIV/AIDS for Teachers, 8 Credits.

    Elective Modules, Level 5, 8 Credits (Choose One).
  • Conversational Afrikaans, 8 Credits.
  • Conversational Sesotho, 8 Credits.
  • Conversational isiXhosa, 8 Credits.

    Compulsory Modules, Level 6, 196 Credits.
  • Education I, 12 Credits.
  • Major C I: SP Teaching, 12 Credits.
  • Professional Studies II: Educational Technology & Principles of Learning and Teaching, 16 Credits.
  • Education II, 12 Credits.
  • Major A II FET , 16 Credits.
  • Major B II SP/FET, 16 Credits.
  • Major C II SP, 16 Credits.
  • Major A I: FET Teaching, 12 Credits.
  • Major C II: SP Teaching, 12 Credits.
  • School-Based Experience II: Major A, 6 Credits.
  • School-Based Experience II: Major C, 6 Credits.
  • Major A II: FET Teaching, 12 Credits.
  • Major B I: SP/FET Teaching, 12 Credits.
  • School Based Experience III: Major A, 12 Credits.
  • School Based Experience III: Major B, 12 Credits.
  • B II: SP/FET Teaching, 12 Credits.

    Elective Modules, Level 6, 8 Credits (Choose One):
  • Entrepreneurship, 8 Credits.
  • Sports Education, 8 Credits.
  • Music Education, 8 Credits.

    Compulsory Modules, Level 7, 164 Credits:
  • Education III, 28 Credits.
  • Psychology of Learning & Teaching I, 12 Credits.
  • Major A III (FET), 32 Credits.
  • Psychology of Learning and Teaching II, 12 Credits.
  • Education IV, 24 Credits.
  • Basic Research Skills and Research Paper, 12 Credits.
  • School Based Experience IV: Major A, 14 Credits.
  • School Based Experience IV: Major B, 14 Credits.
  • Major A III: FET Teaching, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Effective problem-solving capability by applying logical, critical and creative thinking strategies in diverse contexts of education, and in science, technology, languages or business.
    2. Demonstrate competence in research by performing a scientific inquiry in education.
    3. Demonstrate effective communication skills of writing, speaking, technology and numeracy for planning and presenting lessons and computing marks in teaching specialisation subjects in the SP and FET Teaching.
    4. Know diversity, social responsibility and ethical principles to analyse and interpret the Curriculum and Assessment Policy Statement (CAPS) for proper implementation of a variety of appropriate teaching and assessment strategies.
    5. Develop competence as active and reflective thinkers with an ability to commit to sustain ongoing personal and career learning.
    6. Demonstrate fundamental learning and disciplinary learning in subject content modules, teaching methods modules and practical methods of Work-integrated learning (WIL) towards developing a well-rounded broad education base complaint in the subject content.
    7. Facilitate the planning and delivery of teaching in specialisation subjects in Languages, Technology, Natural Sciences or EMS of the FET and Senior Phase. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Discuss and explain the context of education.
  • Explain, discuss and apply logical, critical and creative thinking in the context of science, technology, languages or business and associated strategies.
  • Practically demonstrate critical and creative thinking on an independent basis by taking responsibility for the selection and construction of projects or case studies.
  • Develop competencies that enable the completion of effective group work management of group dynamics.
  • Discuss and apply critical and creative thinking collaboratively.
  • Solve problems by designing, evaluating and implementing appropriate strategies.
  • Explain, discuss and apply effective problem-solving.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Discuss and explain the context of research and scientific inquiry in education.
  • Describe how the research proposal is developed in the five main areas: research topic, literature, methodology, general and funding.
  • Develop an effective research design.
  • Develop research competence in engaging in educational inquiry through scientific processes and apply knowledge through appropriate procedures, processes, techniques, and practical resources.
  • Communicate and present complex arguments and ideas effectively in oral and written forms and to diverse audiences.
  • Apply comprehensive knowledge of the terms, concepts, principles, rules and theories utilised in Education practice both locally and internationally.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Define communication skills of writing, speaking, technology and numeracy.
  • Discuss good communication skills of writing, speaking, technology and numeracy.
  • Demonstrate proficiency in constructing and comprehending specialisation subjects.
  • List and discuss steps in planning and presenting a lesson.
  • Discuss the qualities of an effective lesson and develop lesson evaluation criterion.
  • Teach specialisation subjects in the Senior Phase and Further Education and Training Teaching.
  • Prepare and present a lesson.
  • Evaluate the lesson against the set criteria.
  • Develop fundamental proficiency and competencies in information literacy, oral and written communication when planning and presenting lessons.
  • Select appropriate teaching methods to suit the teaching and learning contexts.
  • Illustrate a broad understanding of chosen discipline when presenting lessons for each of two electives in the FET phase.
  • Demonstrate and apply excel marks computation.
  • Demonstrate fundamental proficiency and competencies in numeracy and technological application when allocating marks in assessment tasks and calculating year marks for 'learners' using excel.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Explain and discuss the context of diversity, social responsibility and ethical principles.
  • Define and discuss the contents of the Curriculum and Assessment Policy Statement (CAPS).
  • Define and discuss teaching and assessment strategies.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Define and discuss the context of active against reflective thinkers.
  • Identify self as either an active or a reflective thinker.
  • Explain and discuss the context of personal and career learning.
  • Identify the limits of own knowledge and understanding to produce weekly reflective reports on own learning, showing a commitment to sustaining ongoing personal and career related opportunities.
  • Write a self-career path (plan) and reflect on your performance.
  • Take active, personal responsibility for own learning to enhance professional and personal life and career development.
  • Analyse and evaluate knowledge and contribute to systematic and disciplined thinking with particular reference to languages, business, science and technology, thereby develop personally through self-awareness and become self-directed long-life learners.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate current thinking and the use of communication and information technologies will be incorporated into teaching and learning in all subject-specific modules.
  • Show a systematic understanding of key aspects of the field of study, including the acquisition of coherent and detailed knowledge, which is at or informed by, the forefront of defined aspects of a discipline.
  • Deploy accurately established techniques of analysis and enquiry within a discipline.
  • Determine arguments, assumptions, abstract concepts and data to make judgements, and to frame appropriate questions to achieve a solution or identify a range of solutions to a problem within each discipline.
  • Define subject benchmark statements that set out expectations about standards in a range of subject areas and what gives a discipline its coherence and identity.
  • Demonstrate the techniques and skills needed to develop an understanding of the subject.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Source, evaluate and revise the methodology for curriculum delivery which outlines the best ways of imparting knowledge, values, processes and attitudes to learners in a manner that prepares them not only to achieve the learning goals but also to excel in their achievements.
  • Interrogate guidelines on how to plan implementable frameworks for testing, remediation and revision.
  • Participate in discourses and scholarly debate about strategies on how to deliver and manage curriculum at the school level; frequently assess and document learner achievement; modify instruction to improve learner attainment and participate in curriculum development/revision
  • Demonstrate consistent use of subject concepts/terminology.
  • Explore and evaluate techniques for monitoring learners through practical simulated classroom situations.
  • Probe good practice of continually assessing learners to evaluate their successes and failures and strategically design working interventions as a way of closing the knowledge gaps.

    Integrated Assessment:

    The assessment strategy for this qualification will include a variety of options to demonstrate and provide evidence of practice, based on the stated outcomes and the assessment criteria. This will include activities such as case studies, problem-solving assignments, practice in simulated and in situational contexts, projects, written and oral presentations, and so on.

    Based on the Institutional Examinations Policy, which includes assessment, for semester modules a minimum of two tasks is required, and for year-long courses, four tasks are required.

    The assessment is focused on applied competences. The assessment evidence will include:
  • Assignments/tasks and examinations, providing evidence of the ability to apply knowledge to practice.
  • Oral Presentations will be observed in context to observe the ability to communicate with comprehension.
  • A portfolio of evidence/file/logbook reflecting insightful understanding between theory and practice, experiences and skills acquired during School-Based Experience (SBE).

    SBE in this qualification will take place in an authentic context in which the lecturer will model practical competence; subject or mentor and demonstrated by the candidate; for example, a classroom in a school or a simulated classroom such as a micro-teaching laboratory at a university. Some kinds of practical competence will be modelled and demonstrated in situ. Others, such as questioning skills and the ability to organize group discussion, and so on, will be better practised in a simulated situation during micro-teaching sessions. Reflection on practice is also essential, and this will happen through feedback during an oral discussion with lecturers, mentors or peers. 
    		•

    INTERNATIONAL COMPARABILITY 
    A comparative analysis of the South African qualification with the international Bachelor of Education qualifications has been done. The qualification compares well with the teacher qualifications offered internationally. The analysis involved comparing curricula for qualifications in four (4) universities from 4 countries, namely:
  • West Indies - Bachelor of Education - University of West Indies, Cavehill, Barbados.
  • Australia - Bachelor of Education K-12 Teaching) - University of New England, Armidale.
  • India - Bachelor of Education: Secondary school - Kerala University, Kerala.
  • Namibia - Bachelor of Education (Honours) - University of Namibia, Windhoek.

    Comparison was conducted with the above institutions focusing on areas of professional recognition, duration of the qualification, Qualifications Framework (in one university), purpose of the qualification, entry/admission requirements, qualification structure, course organisation, teaching practice/SBE, articulation pathway and RPL. There are a lot of similarities between the above mentioned international qualifications in terms of modules, although they do not bear the same titles, but many are mostly similar. All universities compared recognise prior learning in the field of education as it is the South African qualification.

    The Kerala University in India also offers School Induction Program (school initiatory experience) for one week during Semester II. School Internship will be for 20 weeks, divided into two phases. Phase I will be for 10 weeks during Semester III, and Phase II arranged for another 10 weeks during Semester IV.

    The University of New England offers 80 days of professional experience, of which 40 days of professional experience are in primary school settings and 40 days of professional experience are in secondary school settings. 
    		•

    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 
    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.
     
    1. Walter Sisulu University 


    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.