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 Foundation Phase Teaching

SAQA QUAL ID	QUALIFICATION TITLE
119622	Postgraduate Certificate in Education in Foundation Phase Teaching
ORIGINATOR
Instill Education (Pvt) Ltd
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 Postgraduate Certificate in Education in Foundation Phase Teaching is to prepare qualifying learners with the focused knowledge, practical skills and workplace experience needed to teach in the Foundation Phase (Grades R to 3). Foundation phase teachers who are well qualified and well prepared achieve better learning outcomes for the children they teach across all learning activities. The qualification provides learners with sound pedagogical content knowledge and develops teachers able to reflect on their own performance and teaching.
The qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to apply their learning as beginner teachers in schools in varying contexts.

The qualification provides learners with sound pedagogical content knowledge and develops teachers able to reflect on their own performance and teaching.

Upon competition of the qualification, learners will be able to:

Understand the importance of sound subject knowledge for Foundation Phase teaching and be able to access and apply the subject and pedagogic knowledge needed to teach learners.

Demonstrate an understanding and appreciation of the context, curriculum and legislation framing Foundation Phase teaching, and operate in a professional manner in the context of this framework.

Apply effective teaching and learning strategies to the teaching of Foundation Phase learners and to one's own learning to enhance the learning experience at the Foundation Phase.

Apply effective communication, data management and research skills to plan and report on learner progress.

Rationale:
The qualification addresses the national need to develop more Foundation Phase teachers for South Africa, and across the continent in general. The qualification takes qualified learners from a variety of first-level qualifications and provides them with the knowledge, skills and personal attributes needed to function effectively as teachers in the Foundation Phase.
The one-year qualification allows for qualified learners to enter the teaching profession and is relevant to both first-time entrants in the field of education, and to those with teaching experience, but in need of, or desirous of, an additional educational qualification.

The qualification provides professional registration with the South African Council for Educators (SACE) for qualifying learners who have qualifications other than that of the Bachelor of Education (B Ed).

The qualification will provide benefits to society and the economy, and facilitates access to, and progression within education and the educational career paths of the teaching profession. It thereby accelerates the redress of past unfair discrimination in education

The qualification is a one-year full-time qualification on NQF level 7 designed expressly for the purpose of professionally preparing learners who have successfully completed the bachelor's degree or appropriate 360-credit diploma, or equivalent, to teach in the Foundation Phase. An appropriate diploma or degree includes sufficient disciplinary learning in appropriate academic fields to enable the development of teaching specialisation phases or/and subjects as specified for the Foundation School Phase.

In accordance with the Minimum Requirements for Teacher Education Qualifications (MRTEQ), approval of a degree or diploma for teaching is dependent on the specific combination of modules successfully completed in the qualification. These must ensure sufficient study of the disciplines underpinning the specific teaching specialisation (subject) to teach that school subject.

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 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:

An appropriate bachelor's qualification that includes sufficient disciplinary learning in appropriate academic fields to enable the development of teaching specialization phases or/and subjects as specified for each school phase.
or

An appropriate Diploma that includes sufficient disciplinary learning in appropriate academic fields to enable the development of teaching specialization phases or/and subjects as specified for each school phase.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 130 Credits.

Compulsory Modules, Level 5,130 Credits:

Classroom Management, 14 Credits.

Teaching Methods, 20 Credits.

Applied Childhood Psychology, 8 Credits.

Home Language (English, isiZulu or Afrikaans), 12 Credits.

Mathematics, 10 Credits.

Life Skills, 11 Credits.

First Additional Language (English, isiZulu, or Afrikaans), 6 Credits.

Conversational Language (English, isiZulu, or Afrikaans), 3 Credits.

Teaching Environment, 10 Credits.

ICT, 4 Credits.

Work-Integrated Learning, 24 Credits.

Action Research, 8 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the importance of sound subject knowledge for Foundation Phase teaching and be able to access and apply the subject and pedagogic knowledge needed to teach learners.
2. Demonstrate an understanding and appreciation of the context, curriculum and legislation framing Foundation Phase teaching, and operate in a professional manner in the context of this framework
3. Apply effective teaching and learning strategies to the teaching of Foundation Phase learners, and to one's own learning to enhance the learning experience at the Foundation Phase.
4. Apply effective communication, data management and research skills to plan and report on learner progress.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Understand how learners acquire knowledge and tailor the teacher's teaching to this knowledge.

Demonstrate how to teach the key Foundation Phase subject areas (Mathematics, Home Language, Life Skills, First Additional Language).

Select, pace and sequence content in accordance with both curriculum content and subject, and learner needs by implementing the understanding by design (UBD) framework.

Manage different classrooms and contexts to ensure a conducive and enabling learning environment.

Associated Assessment Criteria for Exit Level Outcome 2:

Understand the implications and effects of diversity, inequality, and social justice in the context of South African education.

Understand the legislative framework in which teachers work as professionals.

Demonstrate familiarity with the school curriculum and apply its specialised needs.

Use available resources appropriately.

Design suitable learning programmes.

Assess learners using a variety of reliable means.

Use the results of the assessment to improve teaching and learning.

Reflect critically and encourage systems that work with colleagues to improve practice and adapt to circumstances in place.

Associated Assessment Criteria for Exit Level Outcome 3:

Understand the importance of language usage and apply language appropriately for the phase.

Apply and adjust classroom practices and techniques as needed.

Provide classroom experiences.

Demonstrate meta-linguistic skills to assist children to identify and analyse sounds to enable the learning of reading and writing.

Identify barriers to learning and apply strategies for their resolution using the universal design for learning framework.

Associated Assessment Criteria for Exit Level Outcome 4:

Use effective communication with a variety of stakeholders, including parents, teachers, and school management.

Analyse, monitor and evaluate the learners' progress using data and information obtained from a variety of sources.

Prepare and use adequate and appropriate teaching resources to the benefit of the learners.

INTEGRATED ASSESSMENT
Continuous assessment is to be provided through: Portfolios; Simulations; Workplace assessments and practical workbooks; Written assignments; Written tests; Case studies and case presentations; Peer group evaluations; and face-to-face contact with learners, where applicable. Theoretical and practical components are to be assessed together, making use of a range of formative and summative assessment tools and methods to assess combinations of practical, applied, foundational and reflective competencies.

Aimed at the achievement of the overarching purpose, theoretical and practical components are assessed simultaneously, and integrated, as is the nature of teaching practice. This is the case in both formative and summative assessment tasks and combinations of practical, applied, foundational and reflective competencies are assessed.

The assessment instruments and processes are open, transparent, fair, valid, and reliable and no learner is disadvantaged in any way whatsoever.

All learning, teaching and assessment tasks are inextricably interwoven, due to the interrelationships of the purpose statements and the alignment to the outcomes of the qualification. Furthermore, the assessment of knowledge, skills, attitudes, and values shown in the qualification are in all assessment activities.

Assessment tasks are, wherever possible, practically contextualised. A variety of context-appropriate assessment methods, tools and instruments are utilised. Where it is not possible to assess the learner in the workplace, simulations, case studies, role-plays and other similar techniques are to be used.

INTERNATIONAL COMPARABILITY

International comparison was conducted to determine the extent qualification and subject structures compare with similar qualifications at the following international institutions.

Country: Scotland
Institution: University of Edinburgh
Qualification title: The Professional Graduate Diploma in Education (PGDE).
Credits: 120 credits.
Admission requirements: Honours degree or its international equivalent.
Duration: one-year full-time.
Mode of study. On-campus learning, workshops, online learning, and the primary school placement
Assessment criteria:
Formative and summative assessments are used to enhance learning. Learners are assessed on professional practice alongside theoretical and professional understandings. There are oral presentations and written assignment assessments. Professional practice is assessed by both University tutors and teachers in schools.

Purpose or Rationale of qualification:
The Professional Graduate Diploma in Education (PGDE) Primary qualification is aimed at qualified learners who wish to enter the teaching profession at primary school level through educational studies and professional placements. The qualification engages learners in a professional community of enquiry considering curricular content, professional studies, placement practice and practicum issues. Learners from this qualification are qualified to teach, and eligible for provisional registration from the General Teaching Council for Scotland.

Modules:

Preparing for Teaching 1: Early and First Level Education (Early Years), 20 credits.

Teaching in School 1: Early and First Level Education (Early Years Placement), 20 credits.

Preparing for Teaching 2: Education (Middle Primary Years), 20 credits.

Teaching in School 2, 20 credits.

Preparing for Teaching 3: Education (Upper Primary Years), 20 credits.

Teaching in School 3, 20 credits.

Similarities:

Both qualifications only have compulsory modules.

Both qualifications are professional qualifications and allow qualified learners registration to a professional teaching council.

Both qualifications include a practical aspect where learners are placed in a primary school.

Both qualifications have 120 Credits.

Differences:

The entry requirement for the University of Edinburgh (UE) is an honours qualification while the South African qualification (SA)only has a relevant undergraduate qualification as an entry requirement.

The SA qualification has a research module while the University of Edinburgh qualification does not.

Country: New Zealand.
Institution: University of Auckland.
Qualification title: The Graduate Diploma in Teaching (Primary).
Credits:150.
Admission requirements: an accredited bachelor's degree.
Duration: one year.
Articulation: Master of Education.
Mode of Study: On-campus, online learning, and practical placements at primary school.

Assessment criteria:
At the end of the year, learners present a portfolio, including a capstone task that consolidates theoretical and experiential learning throughout the year.
Purpose or Rationale of qualification:
The Graduate Diploma in Teaching (Primary) qualification is aimed at learners who are qualified at the bachelor's degree level. While the qualification aims to produce qualified learners who teach in primary schools in New Zealand, the qualification also provides learners with a range of transferable skills that can be applied to a range of careers. These careers include curriculum developer, hospital play specialist, human resource adviser, learning designer, policy adviser for the Ministry of Education, primary school teacher, and researcher.

Modules:

Didactics, 15 credits.

Maths and Literacy 1, 15 credits.

Maths and Literacy 2, 15 credits).

Designing the Wider Curriculum, 45 credits.

Professional Practice: Primary, 30 credits.

Education and Society, 15 credits.

Indigenous Language, 15 credits.

Indigenous Language, 0 credits.

English Language Competency, 0 credits.

Similarities

Both qualifications have the same admission requirements.

Both qualifications only have compulsory modules.

Both qualifications include a practical aspect where learners are placed in a primary school.

Both qualifications have similar modules, ie maths and languages.

Differences

The University of Auckland qualification articulates to a master's qualification while the South African qualification articulates to an honour's qualification.

The University of Auckland qualification has 150 credits while the South African Qualification has 120 credits.

Country: India:
Institution: Indira Gandhi National Open University.
Qualification title: Post Graduate Diploma in Pre-Primary Education.
Admission requirements: Admission: qualification in any discipline.
Credits: 96 Credits (1 credit in India is equivalent to 30 hours of learning activities. 32 Indian credits are thus equal to 96 South African credits).
Duration of one-year full time

Assessment criteria:
During the project work module, the learner gets the opportunity to put into practice the theoretical concepts enunciated in the first four qualifications. The qualification suggests the mechanisms for practising and applying the necessary skills and experiencing ground realities pertaining to preschool education (2-12 years of age).

Purpose or Rationale of qualification:
The Post Graduate Diploma in Pre-Primary Education is specialised in preparing teachers for the Pre-primary level (children 2-12 years of age). The qualification has been designed to provide a comprehensive view of the theoretical as well as practical aspects of education in the existing and emerging educational scenario.
Objectives of the qualification:

To systematise experiences and strengthen the professional competencies of pre-school teachers.

To enable teachers to organise meaningful learning experiences for pre-school children.

To develop skills required in selecting and organising learning experiences.

To develop an understanding of the developmental needs of pre-school children.

To develop an understanding of various aspects of pre-school management.

Modules in qualification:

Introduction to Pre-School Education.

Human Development during Early Childhood.

Principles of Childhood Education.

Practices in Modern Childhood.

Project.

Similarities:

Both qualifications only have compulsory modules.

Both qualifications prepare qualified learners for work in the primary school education field.

Both qualifications include a practical aspect where learners are placed in a primary school.

Both qualifications have the same admission requirements.

Differences

The Indira Gandhi National Open University has 96 Credits, while the South African has 130 total credits.

The Indira Gandhi National Open University has a project while the South African qualification has a research module.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Postgraduate Certificate in Education in Intermediate Phase, NQF Level 7.

Postgraduate Certificate in Education in Senior Phase and Further Education and Training, NQF Level 7.

Vertical Articulation:

Postgraduate Diploma in Education, NQF Level 8.

Bachelor of Education Honours, NQF Level 8.

Bachelor of Education Honours in Foundation Phase Education, 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.

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