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:

Advanced Certificate in Further Education and Training Teaching

SAQA QUAL ID	QUALIFICATION TITLE
118280	Advanced Certificate in Further Education and Training Teaching
ORIGINATOR
North West University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Certificate	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 06	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-14	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 Advanced Certificate in Further Education and Training (FET) Teaching will offer teachers the opportunity to develop their academic and professional qualifications, enhance their knowledge and skills in the field of FET phase teaching, or offer a change in career path, while also improving personal and social well-being. The Advanced Certificate in FET Teaching is primarily vocationally-oriented and focused to equip teachers with an understanding of general educational principles, as well as focused knowledge and skills for teaching in the FET phase.

The curriculum of the qualification has been designed around the competences required of a teacher as prescribed in the Policy on the Minimum Requirements for Teacher Education Qualifications. By offering this qualification, the institution aspires to help satisfy the need of the country for FET phase teachers who are better qualified and motivated, and deepen the knowledge base of people in the field of FET phase teaching through research. All fundamental core and elective modules that form part of the curriculum have, therefore, been planned and developed to ensure that teachers will be equipped with a sound knowledge base in the selected fields of FET phase teaching, with the ability to apply their knowledge and skills in their professional context, and with the competency to undertake more specialised further study.

Rationale:
The Department of Basic Education (DBE) expects practising teachers to focus on both personal and professional development throughout their careers, and to enhance their teaching practices continuously in order to provide quality education to all learners. Yet, according to the Department of Basic Education, a large number of teachers who are currently practising have insufficient subject knowledge and pedagogical skills, while others have lost interest in the subjects they are currently teaching and prefer to teach a different subject or in a different school phase. These teachers thus have a need for Continuous Professional Development (CPD) opportunities to deepen and broaden their subject knowledge, improve their current teaching skills and qualifications, or be retrain to teach a new subject or school phase, giving new impetus to their teaching careers. The Advanced Certificate in Further Education and Training Teaching is one such qualification that will offer teachers the opportunity to develop their academic and teaching qualifications, enhance their knowledge and skills, or offer a change in career path, while also improving personal and social well-being.

The Advanced Certificate in Further Education and Training Teaching (FET) Teaching with its specific vocational focus adheres to market-related requirements and will be offered via the open distance learning mode of delivery, thus not only contributing to the competitive edge of the institution in the national market, but also enhancing the University's position as a leader in the field of teacher education and training.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The University accepts the principle underlying outcomes-based, source-based and lifelong learning, in which consideration of articulation and mobility plays a meaningful role. The University endorses the view that Recognition of Prior Learning, gained either through formal qualifications at this or other institutions, or informally (through experience), is an essential element when deciding on admission to, and granting of, credits for a particular chosen qualification of the University.

Recognition of Prior Learning deals with proven knowledge and learning an applicant has gained, either by undergoing formal training programmes or through experience. At all times, the criterion will be what level of skill has been acquired, reviewed in the context of the exit-level skill required for the envisaged qualification, or modules within it, or status for which the applicant applies, and not only the experience an applicant has record of. Recognition of Prior Learning is thus granted based on the applied competencies the applicant has demonstrated, considering the Exit Level Outcomes to be reached with the chosen qualification, in this case, the Advanced Certificate in FET Teaching.

To deliver proof of applicable competencies, an applicant may have to prepare a portfolio of evidence that will show competencies in the line of teaching. As such, the portfolio must contain the best efforts that reflect or show, or prove, previously acquired knowledge, skills, attitudes and values. An applicant will have to demonstrate the ability to express his/her views on a variety of matters concerning teaching.

Entry Requirements:
The entry requirement for this qualification is a recognised professional teaching qualification, which is either:

A professional Bachelor of Education Degree.
Or

An Advanced Diploma in Teaching.
Or

A Postgraduate Certificate in Education.
Or

A former Higher Diploma in Education (Postgraduate).
Or

A three-year Diploma in Education.
Or

A former Teacher's Diploma.
Or

A former National Professional Diploma in Education (NPDE), Level 5.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory and elective modules at Level 6 totalling 132 Credits.

Compulsory Modules: Level 6, 36 Credits.

Foundations of Education in the Further Education and Training Teaching (FET) Phase, 16 Credits.

Information and Communication Technology in the Classroom, 12 Credits.

Work-Integrated Learning, 8 Credits.

Elective Modules: Level 6, 96 Credits:

Select a specialisation from either Accounting, Business Studies, Economics, Geography, Life Orientation, Mathematics, Mathematical Literacy or Physical Science.

Accounting: 96 Credits:

Basic Principles and Application of Accounting Systems, 16 Credits.

Financial Recording and Reporting (Sole Trader and Partnership), 32 Credits.

Managerial Accounting, 16 Credits.

Closed Corporations and Companies, 32 Credits.

Business Studies: 96 Credits:

Business Functions, 16 Credits.

Business Ventures and Business Roles, 16 Credits.

Establishing a Business, 32 Credits.

The Business World, Business Management, Business Environment and Entrepreneurship, 32 Credits.

Economics: 96 Credits:

Economics I, 16 Credits.

Economics II, 16 Credits.

Entrepreneurship I, 16 Credits.

Entrepreneurship II, 16 Credits.

Financial Literacy I, 16 Credits.

Financial Literacy II, 16 Credits.

Geography: 96 Credits:

Geomorphology and Climatology, 16 Credits.

Map Work and Map Skills, 16 Credits.

Planetary and Oceans, 16 Credits.

Population and Environmental Geography, 16 Credits.

The Geography of Africa and South Africa, 16 Credits.

Urban and Rural Geography, 16 Credits.

Life Orientation: 96 Credits:

Personal Development, 24 Credits.

Social Development and Environmental Responsibility, 24 Credits.

Career Guidance, 24 Credits.

Physical Education, 24 Credits.

Mathematics: 96 Credits:

Algebra for FET Mathematics Teaching, 24 Credits.

Functions and Differentiations for FET Mathematics Teaching, 24 Credits.

Geometry for FET Mathematics Teaching, 24 Credits.

Trigonometry, Analytical Geometry and Data Analysis for FET Mathematics Teaching, 24 Credits.

Mathematical Literacy: 96 Credits:

Elementary Mathematics for Teachers, 8 Credits.

Finances in Mathematical Literacy, 32 Credits.

Geometry Statistics and Probability in Mathematics Literacy, 16 Credits.

Numbers and Functions in Mathematics Literacy, 32 Credits.

Physical Science: 96 Credits:

Chemical Reactions and Structures for FET Teaching, 24 Credits.

Electricity for FET Teaching, 24 Credits.

Physical Chemistry for FET Teaching, 24 Credits.

Mechanics for FET Teaching, 24 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate detailed knowledge and understanding of a) the key terms, concepts, facts, principles, rules and theories related to Further Education and Training Teaching (FET) phase teaching; b) how to apply the knowledge to enable effective teaching strategies and methods consonant with the FET phase context; and c) the origins and development of knowledge within the chosen field of study and the different schools of thought within the field.
2. Communicate effectively with relevant stakeholders within the school context, as well as the ability to communicate accurately and coherently while acknowledging respect for intellectual property conventions and rules applicable to plagiarism, both in a written and verbal format, when executing assignments and tasks.
3. Organise, manage, teach and deal with identified problems in a class at the FET phase level effectively, applying appropriate values and acceptable conduct.
4. Demonstrate insight into the challenges faced in FET phase education due to poverty, the deep rural placement of many schools, HIV/AIDS, language barriers, and cultural diversity.
5. Monitor own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Explain and discuss the different types of knowledge needed for Further Education and Training Teaching (FET) phase teaching.

Apply this knowledge in a practical classroom environment.

Compare and evaluate the different schools of thought in the field of FET phase teaching.

Associated Assessment Criteria for Exit Level Outcome 2:

Identify and apply the important principles of effective communication in a school context in written assignments.

Discuss learning content, strategies, problems and possible solutions with learners and other relevant stakeholders in the school.

Submit an assignment that adheres to all academic conventions.

Associated Assessment Criteria for Exit Level Outcome 3:

Discuss scientific and theoretical knowledge and understanding of the various aspects of teaching and learning in the FET phase.

Explain the principles of good classroom management.

Explain the principles of good classroom organisation.

Apply effective classroom management, organisation, teaching and learning in an authentic classroom situation.

Associated Assessment Criteria for Exit Level Outcome 4:

Identify the range of challenges faced in FET phase education within the different South African contexts.

Discuss the challenges teachers face when teaching in an environment with a high incidence of HIV/AIDS and poverty.

Evaluate and discuss possible solutions for the identified challenges.

Associated Assessment Criteria for Exit Level Outcome 5:

Evaluate the effectiveness of own learning strategies.

Develop different strategies should there be a need to improve own learning to realise the outcomes.

Submit a reflective journal pertaining to the above.

Integrated Assessment:
Formative Assessment:
At least one formative will be used, assessing the main objective and key purpose of the qualification will be included in the assessment activities of each module in the qualification.

Both formal and informal formative (continuous assessment) will serve as a monitoring instrument to enable students to determine their learning progress and to enable lecturers to determine the effectiveness of their teaching. Adjustments will thus be made in time to make the teaching and learning process more effective. Feedback from informal formative assessment opportunities will be utilised by the lecturer for improvement of the students' learning and the facilitators' guidance. Informal formative assessments will be available to students through the assessment tools on a Learning Management System platform in the form of, for example, multiple-choice questionnaires and other assessments, with the benefit of immediate feedback on learning. Formal formative assessment will consist of at least an individual written assignment per module, mostly demanding analysis and evaluation and the solving of problems in the Further Education and Training Teaching (FET) phase classroom.

Summative Assessment:
Summative assessment will consist of one 2-or 3-hour written examination per module. In instances where summative assessment is based on a practical assignment, report or portfolio, a final examination is not required and the allocated and moderated mark is the student's final (total) mark for the module.

External examiners will moderate all assessments which are specifically designated as integrated assessment, and all summative assessments such as examinations (including, inter alia, the moderation of the question papers, the marking process, and marked scripts), which demonstrate the achievement of Exit Level Outcomes. The Assessment and Moderation Policy of the institution is applicable.

INTERNATIONAL COMPARABILITY

The Advanced Certificate in Further Education and Training Teaching (FET) Teaching compares favourably with similar international qualifications, such as:

The Graduate Certificate in Teacher Development offered at the University of Otago in New Zealand.

The Advanced Certificate in Education offered at the Institute of Education, University of London.

The Advanced Certificate in Education offered at the University of South Wales.

Furthermore, the SAQA Level Descriptors for Higher Education Qualifications Sub-Framework (HEQSF) Level 6 were used to design the qualification standard. These Level Descriptors are internationally benchmarked criteria based upon published work of the National Quality Assurance bodies in England, Scotland, Northern Ireland, New Zealand, and Australia.

ARTICULATION OPTIONS

This qualification offers vertical articulation opportunities.

Vertical Articulation:

Advanced Diploma in Education, NQF Level 7.

Bachelor of Education (Foundation Phase or Intermediate Phase or FET and Senior Phase), NQF Level 7

Horizontal Articulation:

Advanced Certificate in Education in Cognitive Studies, NQF Level 6

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.

NONE