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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Educational Technology 
SAQA QUAL ID QUALIFICATION TITLE
118627  Higher Certificate in Educational Technology 
ORIGINATOR
Berea College of Technology (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher 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 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 this qualification is to provide learners with the opportunity to acquire skills required to perform elementary functions in the Educational Technology field. Training in this qualification is both theoretical and practical. It allows learners to grasp fundamental knowledge in the workings of various software packages and the education and commercial environments and select Educational Technology and general Information Technology (IT) software packages. The qualification also includes instruction in the techniques specific to creating in various media; the behavioural principles applicable to using various media in learning and teaching; the design, testing and production of instructional materials; and the management of educational/instructional media facilities and qualifications.

This qualification will provide qualifying learners with the knowledge and tools to understand the evolution of technology in education and identify ways in which the opportunities provided by current and emerging technologies can be used to respond to socio-economic challenges in the 21st Century education globally and nationally to support the design, development, implementation and evaluation of educational technologies in well-defined contexts.

The skills, knowledge and understanding demonstrated within this qualification are essential for social and economic transformation and contribute to the upliftment and economic growth within the business sector. The learners are trained to assist management and educators with various administrative and technology duties. Learners will be able to obtain employment in a range of entry-level Educational Technology support and administration (Educational Technology Assistant/Support/Administrator, Human Resource Development assistant).

This qualification will contribute to the full development of the learner within the Educational Technology Applications by providing recognition and further mobility within the field. The qualification supports the philosophy of life-long learning because learners will be able to increase their access to employment since this qualification also caters for individuals who are employed but lack the certification to perform efficiently or to be promoted.

This qualification is the start of a career path in Educational Technology. Learners will be able to support instructional media designers, educators and pursue careers as educators and trainers once they have obtained additional education qualifications and work experience. The skills, value attributes, and knowledge reflected in this qualification are building blocks that will prepare learners for progression along the learning ladder.

Rationale:
Globally, there is a marked increase in the demand for access to education and training counterbalanced by a need to become more efficient due to the increasing costs. It is a challenge to provide quality education to an ever-broadening range of learners with various levels of competence who need flexible learning options due to their geographic location, socio-economic and disparities in access to technology and Internet connectivity. These demands can be partially met by using a range of information communication technologies (ICTs) to support and enhance teaching and learning activities.

As the array of ICT tools and applications expands, the price of various devices decreases and connectivity expands and becomes cheaper. This leads to the increased potential for using ICTs in teaching and learning. Learners have escalating access and exposure to mobile phones and other devices such as smartphones, tablets, laptops, as well as to web-based social media platforms and complex web-based applications hosted on a cloud, which means easier access to information and online activities by learners, irrespective of geographical location, employment or living conditions.

In South Africa, there is increasing access to mobile phones, including smartphones which provide an opportunity for online teaching and learning activities if properly designed. However, disparities in access to education, educational technology, internet access and devices continue to deepen the digital divide. In addition, whilst educators and trainers are generally available, their skills and knowledge of educational technology theories, applications and practices remain wanting.

At the same time, there has been a steady growth in careers that are linked to digital/electronic / web technologies in South Africa and the rest of the world. It is apparent that digital job opportunities are available in the Information Technology (IT) sector, with an increase in digitised communication between manufacturers, suppliers and clients, plus greater access to the internet by the broader public, opportunities in Education, Training and Human Resource Development continue to open to practitioners.

The current skills deficit across all sectors means that there is a premium placed on staff that are qualified and able to perform across the key areas of Education, Training and Human Resources Development and administration. The current skills shortage also requires that employees be equipped with skills and knowledge that are key to the transformation of the South African economy and that they can contribute to the positive performance of their employers. Further, there is also a need for entry-level qualifications, which are vocationally, and industry focussed.

Statistics available from the National List of Occupations in High Demand (2018) reflects a need for skilled Educators, Trainers, Skills Developers, and general Human Resource Development personnel. Additionally, to function effectively within the current Knowledge-Economy, educators and trainers must be trained in the use of educational technology and tools to succeed in their field, particularly in this demanding global economy.

The qualification is highly relevant and required in today`s business world as it focuses on what is current and in demand, thus making a positive contribution to the South African economy. The qualification offers learners the knowledge and applied competence including the basic skills required for employment in a range of professional administrative positions in the business environment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 132 Credits.

    Compulsory Modules, Level 5, 132 Credits:
  • Educational Media Design, 20 Credits.
  • Educational Technology Practice, 16 Credits.
  • Educational Technology Applications, 16 Credits.
  • Human Resource Development, 16 Credits.
  • Business Communication, 16 Credits.
  • Education Fundamentals, 16 Credits.
  • Business Management Fundamentals, 16 Credits.
  • End User Computing, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply the different methods of communication in the education and business environment to ensure effective Educational Technology practices.
    2. Analyse the theories, concepts, approaches, techniques practices used in Educational Technology with an emphasis on instructional and media design.
    3. Prepare, organise and administer the learning and development function in a business or organization.
    4. Demonstrate the use of appropriate educational and information technology and applications to improve business and organizational training and development efficacy and effectiveness within the digital space.
    5. Apply knowledge of education regulations and legislation in teaching, learning and assessment contexts.
    6. Apply appropriate business functions and associated theories, concepts, principles, techniques, and approaches to inform and support the attainment of business and organizational goals and plans within the local and global work environment.
    7. Demonstrate the use of information systems and technical knowledge to support the completion of business processes education and training technology and to understand the role of software, hardware and equipment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Explain the different types of communication.
  • Describe the different types of communication media.
  • Discuss the importance of effectiveness and accuracy in written and oral communication.
  • Demonstrate the use of the different types of communication media.
  • Explain effective verbal and written communication skills.
  • Demonstrate evidence of people skills i.e., tolerance, listening skills and empathy.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explain and discuss the role of technology in education and training.
  • Discuss and adapt existing learning materials for use in educational technology applications.
  • Discuss and design learning materials for use in educational technology applications.
  • Describe, explain, discuss, select, and implement education and training using specific media characteristics, media selection checklists and design guidelines.
  • Discuss and apply basic production and presentation techniques for the use of technology in education and training

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Ability to partner with learning and development individuals and teams to effectively support learning events and programmes by providing professional administrative and co-ordination services.
  • Accurately identify learning and development resources to support the administration and co-ordination of learning events and programmes.
  • Facilitate effective communication techniques and approaches in the administration and co-ordination activities.
  • Co-ordinate and administer learning and development in line with policy and performance criteria.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Describe and explain Educational Technology key terminologies, fundamental concepts, and requirements for using practical examples.
  • Discuss the principles and practices used in the Educational Technology industry.
  • Discuss and apply the tools used to effectively educate, train and develop in an organisation in the 21st Century on a digital platform.
  • Describe and explain the characteristics and attributes of 21st Century consumption.
  • Discuss the use of email as an Education, Training and Development tool.
  • Demonstrate the use of social media platforms as effective Education, Training and Development tools.
  • Discuss the elements of a website designed to ensure that the content of the website receives optimal search engine rankings.
  • Explain, discuss, and apply the protocols for handling online classrooms, workshops, and meetings to facilitate effective education and training sessions.
  • Explain and discuss the features, tools and capabilities of various Online Meeting applications and platforms to fulfil education and training needs.
  • Plan and implement online lessons by applying knowledge and skills of online meeting applications as Educational Technology applications and platforms.
  • Apply knowledge of education and learning platforms to plan and implement online lessons.
  • Describe, explain, and discuss the features, tools, and capabilities of various Massive Open Online Courses (MOOCs), open and proprietary.
  • Explain and discuss mitigation of hardware/device and bandwidth limitation within education and training contexts.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Explain and discuss the theoretical frameworks of education.
  • Describe, explain, discuss, and apply the various educational theories informing teaching, learning and assessment.
  • Explain and discuss how learning styles and learner categories and characteristics inform teaching, learning and assessment decisions.
  • Describe, explain, discuss, and apply the principles of curriculum design to formulate programmes and courses.
  • Discuss and develop critical awareness and analytical prowess in the educator and trainer with regards to their professional work.
  • Describe, explain, discuss, and apply the role and purpose of various regulatory bodies across the three bands of education in South Africa.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Describe and explain the elements and components of various organisational types.
  • Discuss organisational types and models.
  • Discuss organisational cultures.
  • Discuss leadership and management styles.
  • Discuss planning, leadership, organising, motivating, and controlling as business activities and functions of managers.
  • Describe accounting documentation (ledgers, journals, source documents).
  • Explain accounting processes.
  • Describe accounting legal requirements.
  • Explain accounting transactions.
  • Explain the accounting cycle.
  • Demonstrate application of basic accounting principles.
  • Discuss and apply the purchasing and procurement functions.
  • Demonstrate public relations skills.
  • Discuss media liaison fundamentals.
  • Describe the basic human resource legislation and regulations.
  • Explain routine human resource operations (recruitment, selection, retention, and Industrial Relations (IR).
  • Explain human resource management models and approaches.
  • Explain the basic marketing terms.
  • Describe marketing approaches.
  • Discuss personal selling.
  • Discuss advertising principles.
  • Explain the Product, Price, Place and Promotion (4Ps).
  • Describe marketing legal requirements.
  • Explain the marketing competition using Porter's model.
  • Demonstrate application of basic marketing principles.
  • Demonstrate the conceptualisation and development of marketing plans.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Describe, explain, and discuss information systems.
  • Discuss the purposes and use of business computing equipment and devices.
  • Demonstrate the use of computer hardware and software applications.
  • Demonstrate the use of office software to complete business tasks.
  • Demonstrate the use of the internet to complete business tasks.
  • Demonstrate the use of Educational Technology software in business contexts.
  • Describe social media applications. 
    		•

    INTERNATIONAL COMPARABILITY 
    The institution endeavours to ensure that all qualifications that are offered compare well with industry standards and requirements on a national and international level. International comparability has been conducted with qualifications from institutions in the United States of America and Australia. The new qualification modules are generally covered in most universities with more traditional Bachelor's education and higher degrees with a greater focus on education.

    The outcomes, assessment criteria, degree of complexity and the notional learning time of this qualification have been favourably compared to similar qualifications from the following institutions.

    Country: United States of America (USA)
    Institution: Washing States University
    Qualification Title: Graduate Certificate in Education Technology Across the Curriculum
    Purpose/Rationale:
    The qualification allows learners to develop skills and obtain documentation that will help them obtain positions across disciplines that require knowledge of and experience with education technology around the world. The coursework comprises 15 semester hours that address International Society for Technology in Education (ISTE) standards and disciplinary standards, and it focuses on developing knowledge and skills for working with diverse learners and communities. The required coursework emphasizes research, theoretical, and practical issues concerning effective uses and affordances of technologies and the implementation of appropriate classroom teaching techniques.

    Qualification structure:
    Compulsory Modules, 9 credits.
  • Integrating Technology Across the Curriculum.
  • Advanced Study in Computer-Assisted Language Learning.
  • Instructional Media Production 1.

    Elective Modules. 6 credits.
  • Theory and Research in Digital Literacies.
  • Theory and Research in Computer-Assisted Language Learning.
  • Universal Design for Learning and Assistive Technology.
  • Coding for Teachers.

    The University of Florida, USA provides a Master of Educational Technology which covers the education and educational modules of the new qualification albeit at a Master's level. In addition, no management or corporate training modules are provided in the qualification. The same comparison can be made with the Master of Educational Technology offered at the University of Hawaii, USA. The same comparison can be made with the Graduate Certificate in Educational Technology offered at Griffith University, Australia which relates to the Master of Education. At Charles Sturt University, Australia, a four-year Bachelor of Education degree with some education, educational technology, and applications in years one and two are comparable to the new qualification.

    At the New York Institute of Technology, graduate learners can earn an Advanced Certificate in Instructional Design for Global e-Learning. Another option at NYIT is the Advanced Certificate in Emerging Technologies for Trainers. Both certificates are designed especially for trainers and professionals working with adult learners and the admission requirement is a bachelor's degree. The 18-credit (US credits) Advanced Certificate in Emerging Technologies for Training addresses advanced and promising technologies that improve learning performance, enhance training efficiency and provide individualized, contextualized training modules. Candidates will be prepared to work in a variety of capacities, such as trainers, instructional designers, and training materials developers. The program will provide trainers with the knowledge and skills needed for 21st-century corporate, non-profit and government sectors. It is designed for trainers to effectively develop programs that help employers enhance their skills, productivity, and quality of work. The Advanced Certificate in Emerging Technologies for Training is designed for experienced trainers who want to update their knowledge and skills to design technology-based training environments with social networking, simulations, collaborative tools, mobile devices, and games.

    Country: United States of America
    Institution: Saint Mary's University of Minnesota
    Qualification title: Teaching, Training, and Leading with Technology Certificate
    Duration: 12 months
    Purpose:
    The qualification will prepare learners to integrate dynamic, collaborative technological tools into the learning process. From hands-on learning exercises in the fully online classroom, learners will be able to adopt the most effective ways to create and implement technology-enhanced instruction that promotes learner learning. Learners will learn the most effective ways to create and implement technology-enhanced instruction that fully leverages the science of how learning occurs. Public and private organizations, schools, and institutions of higher learning have all realized the need for teachers, leaders, and trainers who can communicate and facilitate effective instruction with the help of technological resources. From hands-on modelling and application, learners will adopt a fluid skill set that prioritizes engagement, collaboration, and concept development to address learners' needs.

    In the fully online, part-time format of the certificate program, learners will have the convenience and flexibility to balance their work and life commitments. Learners on average complete the 15-credit hour certificate over three semesters spanning 12 months. Designed in a cohesive, focused framework, the core curriculum explores pressing subject areas that will comprehensively prepare learners to utilize technological tools that promote learning environments and outcomes.

    Internationally, there are a wide variety of short course applications in various online meeting/video conferencing and educational technology applications Instructional Design Models Certificate short course is offered online by the International Society for Educational Technology (ISFET) consists of 10 modules and offers in-depth knowledge of educational technology theories and design practices with some exposure to educational technology applications but does not overtly of management theories and models. The focus is on educational technology applications, educational theory and includes human resource development aspects. However, it does not offer the same level of exposure to management theories, functions, and practices. Most subjects are delivered in blended mode. Learners study innovative teaching methods in the key learning areas and explore contemporary issues and applications, including technology-enhanced learning and learning analytics. Learners undertake professional teaching experience totalling 80 days of supervised teaching practice in schools.

    Country: USA
    Institution: George Washington University - Graduate School of Education and Human Development Online
    Qualification Title: Graduate Certificate in Integrating Technology into Education
    Duration: 18 months
    Purpose:
    The Certificate in Integrating Technology into Education consists of 18 credit hours and can be completed in 1.5 years.
    The qualification builds on your foundational skills as an educator, instructional supervisor or similar background and helps learners develop the knowledge and skills needed to effectively integrate technology into the coursework and classrooms. Available completely online, this qualification will impart the theories, standards, technologies, and techniques to apply coursework directly to your educational setting. Learners will also engage other professionals in the process of integrating technology into their professional education setting.

    The qualification is ideal for educators who are already in leadership positions but may lack formal training in educational technology, the qualification combines leadership skills with the ability to successfully incorporate technology into educational settings.

    Qualification Outcomes
    The qualification will prepare learners to design, develop, assess and manage the use of instructional technology in varied educational settings. Learners who complete the Integrating Technology into Education Certificate will:
  • Apply foundational instructional design principles for integrating technology within their professional educational settings.
  • Demonstrate an ability to apply, manage, and evaluate theories, standards, technologies, and techniques for integrating technology within their professional educational settings.
  • Design, develop, and evaluate the application of technology in their professional educational settings.
  • Develop a plan for managing the integration of technology in their professional educational settings.

    Country: Canada
    Institution: Canadian College of Educators
    Qualification Title: Certificate in Technology for Teaching
    This 20-hour online course is for educators looking to increase their knowledge of educational technology. The teaching tools and apps covered in this course can be applied to both teaching online and face-to-face. The qualification is designed to support educators in developing a whole new skillset for educational purposes and to learn how to teach effectively and with confidence using educational technology.

    In this qualification, participants will explore a wide range of teaching technology tools and apps. There are over 20 technologies for educators introduced in the qualification, and they can be used for both teaching children and teaching adults. Learners will be introduced to the current technological trends and learning tools in eLearning including virtual teamwork, social learning tools, and e-Assessment. Some examples include Zoom, Skype, Big Blue Button, Google Meet, Google Classroom, Google Docs, DropBox, YouTube, Pinterest, Slide-Share, TED-ED, Livebinders, Quizlet, Planboard, and Animoto.

    Learning Outcomes:
    Upon completion of this course participants will be able to:
  • Demonstrate knowledge and confidence in teaching using a variety of educational technologies.
    Incorporate a wide range of educational tools and apps into their lesson planning.
  • Deliver far more interactive and modernized classes to increase learners' interest in learning and levels of achievement
  • Use educational technology for planning, assessment, grading, reporting, attendance, and record keeping.

    Conclusion:
    The qualification compares with these international qualifications in terms of purpose and the focus on technology in teaching and learning. The qualifications also have a strong focus on research in which the technology aspect is tailored. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Higher Certificate in Education, NQF Level 5.
  • Higher Certificate in Human Resource Management, NQF Level 5.
  • Higher Certificate in Information Technology, NQF Level 5.
  • Higher Certificate in Public Relations and Communication, NQF Level 5.
  • Higher Certificate in Business Administration, NQF Level 5.
  • Higher Certificate in Management, NQF Level 5.

    Vertical Articulation:
  • Diploma in Human Resources Management, NQF Level 6.
  • Diploma in Information Technology, NQF Level 6.
  • Bachelor of Education, NQF Level 7. 
    		•

    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 


    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.