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:

Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching

SAQA QUAL ID	QUALIFICATION TITLE
119074	Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching
ORIGINATOR
Sol Plaatje University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 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 the qualification is to provide the accreditation of a professional teaching qualification that caps an undergraduate degree or an approved diploma. It offers entry-level initial professional preparation for qualifying learners who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and/or subjects(s). For this purpose, the qualification requires specific depth and specialisation of knowledge, together with practical skills and work experience to enable successful learners to apply their learning as beginner teachers in varying contexts (Department of Higher Education and Training (DHET), The Minimum Requirements for Teacher Education Qualifications (MRTEQ), 2015:26).

The qualification aims to offer a professional teacher-education qualification that seeks to educate professionals who will be able to interpret, design and implement a curriculum in diverse contexts. It thus seeks to prepare learners to address the complexities of education in South Africa. The key to preparing teachers for the South African schooling system is to provide them with the insights, skills and appropriate attitudes and values to deal positively with diversity. Issues of social justice, transformation and diversity permeate most of the modules that constitute the qualification.

The following types of learning underpin the qualification's curriculum:

Disciplinary learning via the prerequisite B-degree as well as Education as a subject which is the conceptualised factual knowledge of a specific subject that (learner) teachers need to demonstrate a high level of subject competence.

General pedagogical learning refers to, for example, the knowledge of the child, learning, inclusiveness and curriculum and specific pedagogical learning which has to do with the teaching of a particular subject at a specific level.

Practical learning that involves learning from and learning in practice.

Fundamental learning that seeks to expose learners to the use of additional languages, Information and Communication Technology (ICT) and academic literacies.

Situational learning involves exposing learners to varied learning situations, context, and environment as well as to prevailing policy, political and organisational context.

The acquisition and integration of the above knowledge results in Pedagogical Content Knowledge (PCK) whereby action is taken to enhance the growth of knowledge in learners, ultimately empowering them to teach their specific subject(s)/phase in addition.

Qualifying learners will be able to:

Process information.

Engage in reflective practice.

Become critical thinkers and decision-makers.

Develop a disposition to lifelong learning.

Be active citizens who will respond to and initiate change.

Promote the well-being of society and the environment.

Have a high level of subject competence.

Transform their subject competence into conceptual learning experiences.

Understand that professional practice is based on an integrated knowledge base.

Explore the history of the education context of the diverse communities in which they work.

Operate within diverse educational contexts and act autonomously.

Work with colleagues, learners, and the community at large, and provide leadership.

Act on and contribute towards change in the curriculum, the broader education context and society.

Act with integrity, remain passionate and committed, and maintain the highest level of professional work ethics.

Rationale:
The South African news media frequently reports on the dire shortage of qualified teachers in South Africa, which highlights the need for additional teacher training. The National Development Plan (NDP) envisaged an increase in higher education participation from 17.9% in 2012 to 25% by 2030. In the last decade, there has been a growth of over 50% in university enrolments from 603 000 learners in 2001 to 935 000 in 2012. Meeting the NDP targets will require further growth in the enrolments of higher education institutions. The primary motivation for the establishment of two new public universities in South Africa is to significantly contribute to the acceleration and expansion of access to university education in South Africa, in addition to building additional academic capacity in niche disciplines and specialisations.

The Postgraduate Certificate in Education (FET) phase of teaching is an initial teacher training qualification that learners can apply for once they have completed their undergraduate degree that is relevant for teaching purposes in schools. This qualification is developed to fill a capacity gap in the existing teacher training system in South Africa and provides an opportunity for those learners wanting to pursue an education career.

The qualifying learners from the Schools of Natural and Applied Sciences, Humanities and Economic and Management Sciences are exposed to different school subjects such as Mathematics, Physics, Life Sciences, Accounting, Languages, History, Geography, Agriculture and Information Communication and Technology. Both the national and provincial departments of education have reported a need to have more teachers in these subjects. This group of learners have also shown interest in doing a professional qualification in Education to qualify them as teachers. Furthermore, there are several qualifying learners in other careers and unqualified teachers without a professional teaching qualification that will benefit from this qualification. This, therefore, necessitated the need for the development of this qualification to cater for this need.

Typical learners for this qualification will be:

Learners who have completed an approved Bachelor's degree at an exit NQF Level 7, or an appropriate 360-credit exit NQF level 6 Diploma.

Learners who will specialise in one FET school subject, the Bachelor's degree or diploma should include a major module (that qualifies as a school approved subject) with a credit load of at least 48 credits at NQF level 7 that is stretched over 2 to 3 academic years.

The qualification will enable teachers to think critically and to possess the professional, technological, and cultural knowledge to function optimally in their respective diverse teaching contexts and thus improving the quality of teaching and learning in South Africa. The qualification will allow learners to articulate into the Bachelor of Education Honours which will have an economic benefit for learners and the country translating into improved socio-economic and living conditions and more career opportunities in education. Qualified learners will be able to register with the professional council for educators (SACE) educators to teach in various schools in South Africa and abroad.

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 applicable 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 from 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:

Appropriate Bachelor's Degree with teaching subject/s, 360 Credits, NQF Level 7.
Or

Appropriate Diploma with appropriate teaching subject/s, 360 Credits, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory and elective modules at NQF Level 5 and 7 totalling 136 credits.

Compulsory modules at NQF Level 5, 8 Credits.

Sestwana Conversational Language, 4 Credits.

Information and Communication Technology (ICT), 4 Credits.

Elective Modules at NQF Level 5, 8 Credits (Select one module from the following).

English Language of Language Teaching, 8 Credits.
Or

Afrikaans Language of Language Teaching, 8 Credits.

Compulsory Modules, Level 7, 72 Credits:

Principles of Learning and Teaching, 8 Credits.

School Based Experience, 32 Credits.

Education Studies I, 8 Credits.

Psychology of Learning and Teaching, 8 Credits.

Education Studies II, 8 Credits.

Education Studies III, 8 Credits.

Elective Modules, Level 7, 48 Credits (Choose one Senior Phase Teaching subject and one FET subject).
Senior Phase Teaching (Choose one the following subjects):

Arts and Culture, 24 Credits.

Economic and Management Sciences, 24 Credits.

English, 24 Credits.

Setswana, 24 Credits.

Life Orientation, 24 Credits.

Mathematics, 24 Credits.

Natural Sciences, 24 Credits.

Social Sciences, 24 Credits.

Technology, 24 Credits.
AND

Further Education and Training Teaching (Choose one the following subjects):

Accounting, 24 Credits.

Business Studies, 24 Credits.

Computer Applications Technology, 24 Credits.

Economics, 24 Credits.

English, 24 Credits.

Engineering Graphics and Design, 24 Credits.

Information Technology, 24 Credits.

Geography, 24 Credits.

History, 24 Credits.

Setswana, 24 Credits.

Life Orientation, 24 Credits.

Life Sciences, 24 Credits.

Mathematical Literacy, 24 Credits.

Mathematics, 24 Credits.

Physical Sciences, 24 Credits.

Religion Studies, 24 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the ability to apply relevant skills, methods, knowledge, and values for teaching in the Senior Phase (SP) and Further Education and Training (FET) phase of a particular subject.
2. Interpret and design learning programmes and materials.
3. Mediate learning in a manner that is sensitive to diversity.
4. Display the potential of becoming a lifelong learner, scholar, and researcher.
5. Act as a leader, administrator, and manager in a classroom environment.
6. Assess effectively and efficiently.
7. Act as a responsible citizen by being caring, respecting, and showing responsibility towards others.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Plan, organise and present lessons relevant to the SP and FET teaching and learning situation

Use appropriate teaching and learning methods, approaches and strategies that are relevant to the teaching and learning in the SP and FET phases.

Discuss subject content knowledge in the specific electives.

Apply appropriate pedagogical content knowledge.

Associated Assessment Criteria for Exit Level Outcome 2:

Ability to design and use teaching and learning material that enhances learning.

Use teaching aids to assist learners' understanding of the content.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate the dispositions and competencies to organise learning among a diverse range of learners in diverse contexts are demonstrated.

Demonstrate applied competence, commitment, and responsibility as academically and professionally qualified teachers within diverse educational contexts.

Associated Assessment Criteria for Exit Level Outcome 4:

Identify the range and limits of applicability of the core concepts and principles.

Demonstrate the application of the core concepts and principles.

Apply the pedagogy of reasoning and action.

Apply an ability to identify, analyse and address complex problems in teaching and learning, using a range of routine and some advanced skills, conceptual and/or evidenced-based solutions and theory-driven arguments.

Demonstrate a coherent and critical understanding of the principles, scope, theories, and epistemologies of teaching and learning in higher education.

Identify, describe, and explain the core concepts, theories, and principles of the discipline.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply appropriate classroom management theories, concepts, techniques, and strategies to ensure effective teaching and learning.

Demonstrate awareness of classroom discipline policies, perspectives, and procedures

Associated Assessment Criteria for Exit Level Outcome 6:

Design and apply appropriate assessment instruments and tools.

Apply appropriate assessment methods and procedures.

Demonstrate the ability to use subject-specific and phase-specific assessments.

Associated Assessment Criteria for Exit Level Outcome 7:

Apply practical understanding of the self and interpersonal relationships.

Critically reflect on, evaluate, and address own learning needs in a self-directed manner.

Engage with and form part of a community of practice.

INTEGRATED ASSESSMENT:
Integrated Assessment at the level of the qualification provides an opportunity for learners to show that they can integrate concepts, ideas, and actions across this qualification to achieve competence that is grounded and coherent with the purpose of this qualification. Integrated assessment will show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the Exit Level Outcomes.

Integrated Assessment will judge the quality of the observable performance, and the quality of the reasoning that lies behind it. Assessments tools will encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Integrated assessment in this qualification allows the learners to demonstrate applied competence and uses a range of formative and summative assessment methods. The following are examples of assessment activities that are reflected in the module frameworks: tests, projects, research projects, poster presentations, group assignments, role-play, case studies, reflective journal writing and portfolios. A project that starts in the first term and ends in the fourth will furthermore ensure that assessment is not seen merely as an add-on at the end of the year.

Formative assessment:
Formative assessments would consist of, not limited to:

Assignments.

Tasks.

Tests.

Self-assessment activities.

Presentations.

Projects.
The teaching practice component of the qualification (work-integrated learning) will be assessed continuously and mainly through formative, self-, peer and lecturer assessment during micro-lessons and experimental classes. Formative assessment of school-based activities by the school-based mentor (planning and presentation of lessons, assessment, behavior).

Formative assessment by lecturers and out-school contracted mentors.

Formative assessment of assignments and online activities.

Summative assessment:
Summative assessments will include:

Portfolios.

Examinations.

The Work Integrated Learning assessment will be a performance-based assessment combining all standards and will culminate in an integrated summative assessment. In a practice where the application of knowledge, skills, and values (applied competence) demonstrate an integrated assessment. Work integrated learning is the component of a qualification that focuses on the application of learning and the assessment thereof in an authentic work-based context under the supervision and/or mentorship of a person/s representing the workplace. It addresses specific competencies identified for the acquisition of a qualification that makes the learner employable and assists in the development of appropriate attributes and skills. Real-time school visits during the year are supplemented in the second semester with an extended stay of ten weeks. In the fourth term, learners submit a comprehensive portfolio (capstone project), reflecting all the above-mentioned activities for summative assessment.
The teachers conduct assessment in the following ways:

Peer assessment and lecture assessment of virtual micro lesson presentations during micro sessions at the various centres.

Summative assessment of video recordings of lessons presented as well as the assessment of lesson presentations at school.

Summative assessment of the teaching practice portfolio.

INTERNATIONAL COMPARABILITY

To establish international comparability, the PGCE qualification offered at the University of Cambridge and the University of London were scrutinised. This South African qualification is registered at the same NQF Levels and compares well with those offered in these two universities.

Country: United Kingdom
Institutions: University of London
Qualification Title: Postgraduate Certificate in Education (Secondary)
NQF Level: 7 according to Framework for Higher Education Qualifications (FHEQ) level award
Credits: 120
Duration: One-year full time or Two years part-time.

Similarities:
The University of London (UL) is comparable to the South African (SA) qualification in the following criteria.

Duration and Credits:

Both the UL and SA qualifications are offered over a period of one-year full time study.

The UL and SA qualifications are registered at NQF Level 7 with the same credits, 120 credits.

Entry Requirements:

The minimum requirements for the UL qualification are the same as that of the SA qualification since both the UL and SA qualifications accept learners who have completed their first degrees or equivalent qualifications. Both the London further requires their learners to demonstrate competence in language, Maths and computer skills.

Both UL and SA qualifications use Recognition of Prior Learning to admit learners into their respective qualifications.

Exit Level Outcomes:
On completion both the UL and SA qualifications, qualifying learners will be able to:

Develop knowledge, skills and understanding needed to become a responsible professional who can make positive and informed contributions to educational policy.

Engage learners in practical and theoretical enquiry as a key in their development as teachers.

Enable learners to reflect on their personal and professional development and respond positively to change.

Provide the experiences necessary to meet the standards for qualified teacher status.

Qualification structure:
Both the UL and South African qualification have compulsory education studies modules that focus on:

Education as a discipline,

Structure and organisation of secondary education.

Key development in education policy including statutory documents and frameworks related to the work of a secondary teacher,

Critical debates around the nature and aims of education and a look at the current issues in education.

Engaging in educational debates and critical judgement on professional ideas.

The University of London's qualification also has three modules with 36 credits dedicated to Education Studies.
The focus of these modules is on education for Social Transformation, Responsive teaching for meaningful learning and the education system in a global and national context.

Work Integrated Learning

Both the UL and SA qualification consist of the Work Integrated Learning (Teaching Practice) to allow student teachers to gain on-the-job experience.

Learners complete all three modules and have the option of studying their Subject studies and Studies in Professional Issues and Research in Education (SPIRE) at Level 7. As a qualification that leads to Qualified Teacher Status, the PGCE must conform to National College for Teaching and Leadership (NCTL)/ Department for Education (DfE) regulations. These state that the qualification must include 120 days of the school experience.

Differences:

The University of London's qualification offers a Flexible route completed within one to two years while the South African qualification is offered over a period of one year full-time and no flexibility for part-time studies.

Teachers are expected to spend at least 120 days of the qualification in partnership schools, undertaking four-block placements (in a minimum of three different schools) whereas the South African (SA) qualification Work Integrated Learning (WIL) will be scheduled for 10 weeks

Country: Australia
Institution: University of Southern Queensland (USQ)
Qualification Title: Post Graduate Certificate in Education (PGCE)
Duration: 18 months.

Similarities:
The University of Southern Queensland (USQ) is comparable to the South African qualification in the following criteria.

Entry Requirements:
Both the USQ and SA qualifications require completion of a three-year bachelor's degree or equivalent qualifications.

Purpose:
As a secondary school teacher, the learner will have the power to make a difference in the lives of young people from Years 7 to 12. USQ Secondary Education programs will prepare learners to teach in two subject areas similar to the SA qualification which includes Senior Phase and FET Phase. Learners will also enhance employability and job readiness through various professional activities and industry networking opportunities.

Both the USQ and the SA qualification aim to develop reflective and analytical skills, develop graduates' capability and dispositions to work as engaged professional educators in knowledge-building communities as well as provide practical experience in planning effective lessons and learning strategies and hands-on classroom experience. Successful learners who complete the USQ and SA qualifications will be able to locate and access the knowledge of relevant theory and practice, critically evaluate, and build knowledge, interpret, and apply knowledge to the solution of significant problems, effectively communicate knowledge and identify and participate in relevant communities of practice. The qualifications provide learners with the opportunity to address issues of particular interest which include approved workplace development activities. The qualification also includes the offering of ICT for professional engagement and to support professional interaction and learning. Learners will study specific discipline courses in the two chosen teaching areas in the education studies for both USQ and the SA qualifications.

Articulation:
Successful completion of the both the USQ and SA qualifications will qualify graduates to apply for Graduate Diploma of Education and/or Bachelor of Education Honours.

Qualification structure:
Both the USQ and the SA qualifications consists of both compulsory and elective modules. Both qualifications include the development of the use of Information Computer Technology, knowledge of educational theory, awareness of appropriate and innovative teaching and assessment methods, enhanced subject knowledge and a wider awareness of the role of the teaching profession through the study of professional values.

Differences:

The USQ qualification is registered at AQF Australian Qualifications Framework Qualification Level 08 whereas the SA qualification is registered at NQF Level 7.

The duration for the USQ qualification is 18 months full time while the SA qualification takes 12 months of study.

For USQ qualification, learners spend 26 weeks on placement in schools, putting their training into practice through assisting in and taking responsibility for classes and working alongside mentors and peers whereas the SA qualification's Work Integrated Learning (WIL) will be scheduled for 10 weeks. Learners also work with others from various areas and backgrounds and abilities which implies that they can teach in diverse settings and classrooms.

The USQ qualification offers prospective learners eligible for the Master of Learning and Teaching (Secondary) while the SA qualification articulates vertically into Bachelor of Education or Postgraduate Diploma in Education.

The USQ qualification may be offered as a flexible qualification over three years whereas the SA qualification is offered only full-time and is not flexible.

Qualification structure:
To complete the Graduate Diploma in Education learners will be required to complete 96 credit points consisting of the following compulsory and elective modules while the SA qualification has a weighting of 136 credits.

Compulsory Modules, 24 Credits:
Research Methods in Education, 12 Credits.
Current Issues in Education and Training, 12 Credits.

Elective Modules, 72 Credits (Select three modules from the following options):

Evaluation Innovation, 24 Credits.

Approaches to Learning, 24 Credits.

E-Learning, 24 Credits.

Positive Education, 24 Credits.

Post-Colonial and Indigenous Approaches to Education, 24 Credits.

Curriculum and Pedagogy, 24 Credits.

Enhancing Skills and Knowledge, 24 Credits.

Conclusion:
The SA qualification compares well with similar qualifications offered by the above cited international countries.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Education, NQF Level 7.

Postgraduate Certificate in Education in Foundation Phase Teaching, NQF Level 7.

Postgraduate Certificate in Education in Intermediate Phase Teaching, 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:

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PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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