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 Diploma in Teaching and Learning Support

SAQA QUAL ID	QUALIFICATION TITLE
119807	Advanced Diploma in Teaching and Learning Support
ORIGINATOR
University of South Africa
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
Registered		EXCO 1011/22	2022-10-04	2025-10-04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-10-04		2029-10-04

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 Advanced Diploma in Teaching and Learning Support is to strengthen teachers' knowledge skills, attitudes and values in teaching and learning support. The qualifying learner will have a deep and systematic understanding of current thinking, practice, theory, and methodology in teaching and learning support. Learners will be able to apply this knowledge and skills in diverse contexts and within an eco-systemic approach. After completing this qualification, teachers will be experts in the field of teaching and learning support and be able to practically apply the knowledge and skills through Work Integrated Learning. The teacher might take on a new role at the workplace after completing this qualification, practicing teaching, and learning support at the school or in education more broadly.

Upon completion of the qualification, qualifying learners will be able to:

Examine various theoretical frameworks related to the psychology of education with specific reference to teaching and learning support.

Explore and interrogate legal documents, including legislation and policy documents relevant to teaching and learning support.

Identify, analyse, and address teaching and learning support processes by means of theoretical frameworks/models.

Evaluate existing strategies for teaching and learning support.

Identify, analyse, and reflect on the role of the school as a supportive, enabling learning environment.

Apply various skills to extend teaching and learning support into the community and to work within ecosystems.

Understand teaching and learning support with reference to the involvement, roles, and responsibilities of families, parents, and caregivers.

Describe and explore the teachers' role and responsibility toward family and caregiver support, in line with national and global policies as well as the family, and caregiver's role and responsibilities in different teaching and learning contexts and all within eco-systems.

Demonstrate an understanding of intrinsic and extrinsic factors that affect a learner within a systemic school environment.

Apply various skills to promote learner care and support within an ethical scope of practice.

Demonstrate an understanding of the body of knowledge from various sources relating to teacher support.

Identify, analyse, and reflect on problems within the practice and link these problems to the body of knowledge relating to teacher support by applying evidence-based solutions and theory-driven arguments.

Rationale:
A stakeholder meeting with the Department of Basic Education, teacher unions, NGOs and district-based officials was held to identify the training needs of the field which led to the development of this qualification.
The development of this qualification is guided by the Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ) to align the qualification with the expected purpose, qualification type specifications, credits, designator, qualifiers, admission requirements, knowledge mix and progression for teacher qualifications.

To meet the sustainable national development goals, it is essential that teacher education should embrace new subject-related, or role-based and digitalised developments within their professional space. The COVID-19 pandemic underlined the importance of continuous development activities for teachers to meet the 21st century skills. In 2018, the South African Council for Educators (SACE) published Professional Standards for Teaching, which outline the standards for professional registered teachers by SACE in terms of initial training and continuous development for professional teachers.
The primary purpose of this qualification is to provide a learning pathway enabling teachers who have completed a Bachelor of Education qualification or an appropriate first degree capped by an appropriate Postgraduate Certificate in Education (PGCE), or a former Higher Diploma in Education, to more knowledge and to deepen their understanding of the teaching and learning support field.

The end outcome of this qualification will be that the student/teacher will acquire a specific depth of and specialisation in the specific teaching and learning field of providing support. This requires basic knowledge, together with skills, managing tools and applications, for teachers to teach effectively and manage learning through care and support of various bioecological systems, in a variety of contexts. The qualification also requires intellectual independence and, more specifically, teaching and learning, to provide support to all systems.

There is a big need for support for teaching and learning at schools in South Africa. There are not enough trained school counsellors and psychologists in all areas serving all schools and learners and communities in South Africa. Furthermore, the importance and management of teaching and learning support are viewed as an important skill a teacher should have and is often emphasised in government and educational sectors. Effective teaching and learning underpin many essential disciplines in modern society and are of fundamental importance to children's future success in education, life and at work in today's world.
If teaching and learning support is absent in some of the education systems and if the cumulative knowledge and management of the field are not well established, the learner will find it very difficult, if not impossible, to learn well and to proceed to the next phase and the teacher might find teaching challenging. Support of teaching and learning contains some basic concepts that should be provided to all bioecological systems as early as possible. The unfortunate result of such teaching and learning without any support is that learners who graduate from high schools where support was not present, might underachieve and might not be able to learn effectively, might not be able to think critically, solve life's problems and might be ill-prepared to take on careers that they select.

The qualification responds to changes in the South African education and training environment for teachers to be able to teach in diverse contexts. The curriculum is developed in such a way that it speaks to Africanization.
Due to the Comprehensive, Open, Distance, and eLearning (CODeL) nature (geographic, special needs, cost), online delivery and scale of the institution, the credible qualification is accessible to learners who qualify.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

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:

Diploma in Education (including a National Professional Diploma in Education) plus Advanced Certificate in Education, NQF Level 6
Or

Bachelor of Education or a General First Degree plus a Postgraduate Certificate in Education, NQF Level 7.
Or

>A relevant qualification in the related field, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 120 Credits.

Compulsory Modules, Level 7, 120 Credits:

Theoretical Framework and legislation underpinning Teaching and Learning Support, 24 Credits.

Teacher support, 24 Credits.

Learner care and support, 24 Credits.

Family and caregiver support, 24 Credits.

School and community support, 24 Credits.

EXIT LEVEL OUTCOMES

1. Apply various theoretical frameworks related to the psychology of education with specific reference to teaching and learning support.
2. Demonstrate the ability to explore and interrogate legal documents, including legislation and policy documents relevant to teaching and learning support
3. Apply various skills to extend teaching and learning support into the community and to work within eco-systems.
4. Understand teaching and learning support with reference to the involvement, roles and responsibilities of families, parents, and caregivers.
5. Implement national and global policies as well as the family, and caregiver's role and responsibilities in different teaching and learning contexts and all within ecosystems.
6. Demonstrate an understanding of intrinsic and extrinsic factors that affect a learner within a systemic school environment.
7. Apply various skills to promote learner care and support within an ethical scope of practice.
8. Demonstrate an understanding of the body of knowledge from various sources relating to teacher support.
9. Identify, analyse, and reflect on problems within the practice and link these problems to the body of knowledge relating to teacher support by applying evidence-based solutions and theory-driven arguments.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Explore and interrogate relevant theoretical frameworks related to the psychology of education with specific reference to teaching and learning support.

Relate theoretical frameworks to the African context.

Evaluate teaching and learning support processes by means of a theoretical framework.

Evaluate teaching and learning processes and practices by means of legislation and policy.

Evaluate legislation and policy documents on learning and teaching by means of theoretical frameworks.

Associated Assessment Criteria for Exit Level Outcome 2:

Explore and interrogate relevant legislation and policy framework related to teaching and learning in a diverse environment.

Relate legislation and policy documents relating to learning and teaching to the African context.

Associate legislation and policy documents for learning and teaching to the South African context.

Evaluate existing support strategies for teaching and learning in line with policy and legislation and reflect upon them.

Associated Assessment Criteria for Exit Level Outcome 3:

Determine the fundamental competency of relevant detailed knowledge and explanations of key terms, concepts, facts, principles, rules, and theories.

Illustrate an informed understanding and critical engagement of relevant detailed knowledge and explanations of key terms, concepts, facts, principles, rules, and theories underpinning the domains of school and community support.

Evaluate the relevant types of knowledge and explanations with a specific focus on the African environment.

Exhibit a theoretical and practical awareness of the features of school and community support within a given situation.

Identify and analyse challenges relating to school and community support within a given situation through a situation analysis.

Illustrate the awareness of skills and resources acquired to respond to and address a given situation regarding school and community support through reflection activities.

Associated Assessment Criteria for Exit Level Outcome 4:

Design, implement and evaluate collaboration and support qualifications in the community.

Illustrate the ability to take responsibility for own learning by application of learned skills.

Associated Assessment Criteria for Exit Level Outcome 5:

Explain key terms, concepts, and theories on family types and structures in various contexts as well as parenting styles.

Explore, gather, and present valid sources of information identifying complex problems and challenges facing parents, families, and caregivers in different contexts.

Associated Assessment Criteria for Exit Level Outcome 6:

Investigate and define the teacher's responsibilities in line with global and SIAS policies regarding a parent, family, and caregivers' support.

Outline the family, parent and caregiver responsibilities, and opportunities for involvement in various teaching and learning environments.

Describe the impact of family and care-giver support as well as teacher-family/parent/caregiver collaboration towards improved teaching and learning.

Explain the intrinsic and extrinsic challenges and differentiate between, them and their relation to the learning process within a systemic school environment.

Design a classroom that provides learners with opportunities and demonstrates care and support to other learners.

Associated Assessment Criteria for Exit Level Outcome 7:

Apply skills to support learners with intrinsic challenges leading to evidence-based solutions.

Apply skills to support learners with extrinsic challenges leading to evidence-based solutions.

Design workstations in the learning environment to modify social challenges.

Identify challenges that learners experience through informal assessment methods and by applying the eco-systemic approach.

Outline and apply appropriate ways to demonstrate care.

Associated Assessment Criteria for Exit Level Outcome 8:

The fundamental competency of relevant detailed knowledge and explanations of key terms, concepts, facts, principles, rules, and theories are determined.

Informed understanding and critical engagement of relevant detailed knowledge and explanations of key terms, concepts, facts, principles, rules, and theories underpinning the domains of teacher support are illustrated.

The ability to evaluate the relevant types of knowledge and explanations with a specific focus on the African environment is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 9:

Exhibit a theoretical and practical awareness of the features of teacher support within a given situation.

Demonstrate the ability to identify and analyse challenges relating to teacher support within a given situation is revealed through a situation analysis.
> Illustrate the awareness of skills and resources acquired to respond to and address a given situation regarding teacher support through reflection activities.

INTEGRATED ASSESSMENT
The qualification provides learners with opportunities to be introduced to different, teaching and learning methods and assessment techniques. Emphasis is placed on learner autonomy and knowledge, cognitive and conceptual tools to apply theory in practice. Student independence is achieved by making use of independent self-study of standard texts, audio-visual material, and open education resources. Various assessment activities include formal and non-formal assessment activities, as well as a summative assessment in the form of a time-based, take-home examination at the end of the tuition period.

The institution offers a variety of online assessment activities to provide the learners with self-assessment, peer assessment, and formal assessment activities. The use of various assessment techniques such as different forms of quizzes, case studies and essay type of questions form the basis for reflection and application of fundamental knowledge. The assessment activities are guided by Bloom's revised taxonomy, as well as the institution's assessment and quality assurance policies to meet the expected exit level outcomes and determine the learners' competence. Through constructive individualised and generic feedback, learners are prepared during the different formative assessment activities to achieve the expected exit level outcomes in an authentic manner.

Emphasis is placed on constructive feedback throughout the tuition period to enable deep learning and to enhance learner success to meet the required learning outcomes. Although the traditional 20:80 formative: summative assessment ratio for undergraduate qualifications applies for this qualification, the institutional shift to continuous assessment will replace, with the necessary approval processes, the summative assessment by using a prescribed number of formative assessments throughout the tuition period.

Proctoring of the online summative assessment is done through the Invigilator Application to ensure the authenticity of this exit level qualification. Participation and pass rates are monitored, and improvement plans are required for modules at risk where the pass rate is below 70%. Continuous Professional Development (CPD) activities are presented to ensure that lecturers are familiarised with new developments within the digital environment and can adapt to the fully online assessment requirements. Capacity building is also extended to contracted staff members such as external markers and moderators.

INTERNATIONAL COMPARABILITY

Country: Ireland
Institution: Maynooth University
Qualification Title: Postgraduate Diploma in Special Educational Needs
Duration and Scope: One year-part time - (The South African (SA) Qualification is one year or two years part-time)
Work with:
Learners with a range of special educational needs in mainstream school settings as well as in special schools (SA qualification work with Teaching and Learning support for all. Work/ support of all systems: teachers, parents, learners, Diverse context: Africanized context).

Target/focus group for doing the qualification:
Qualified and registered teachers (SA qualification - All teachers who qualify and are interested.)
Challenges: Do not work with all challenges that learners might experience and all systems involved

Entry requirements:
Applicants who are eligible to apply for the qualification must:

Have a recognised teaching qualification in accordance with Circular 140/2006 and Circular Letter 25/00.

Have satisfactorily completed their probationary period.

Hold a sanctioned full-time teaching position in a mainstream primary, secondary, or special school.

Be registered in accordance with Section 31 of the Teaching Council Act, 2001 and have a teaching number.

Be teaching, over the duration of the qualification, the same group of pupils having special educational needs.

Entry requirements for the SA qualification:

The minimum admission requirement for the SA qualification is an approved and recognised four-year Bachelor of Education degree, or a three-year general bachelor's degree and a Postgraduate Certi�cate in Education (or a former equivalent).

A former Advanced Certificate in Education (Level 6 on the former 8-level NQF), a former college Higher Diploma in Education or a Further Diploma in Education may also be presented for admission into an Advanced Diploma in Education.

Credits: 150 HOURS (do not mention credits) Five modules x 30 hours each (SA qualification -120 credits, Five modules x 24 credits each)

Module content: 5 modules General information included in qualification modules (SA qualification has 5 modules)

Exit Level Outcomes and purpose of the qualification: The qualification is designed to take account of the major changes that have occurred in recent years in the delivery of special education. learners will acquire the skills necessary to tailor classroom practice to take account of the diverse range of special needs encountered in the range of educational settings.

Relevant good practices: Teachers should be working as teachers, assignments for this qualification are done in the classroom and contains teaching practice. (SA qualification - This qualification fills a gap in the education market online and distance learning through Unisa Content is Africanized to cater specifically to SA's unique and diverse context)

Student Mobility: Part-time - (SA qualification - Mostly part-time and ODeL learning)

Country: Singapore
Institution: Nanyang Technological University
Qualification Title: Advanced Diploma in Special Education
Duration and Scope: One year (two semesters) South African Qualification is one year or two years part-time)
Work with: Focus on working with learners in Special Education (SA qualification work with Teaching and Learning support for all. Work/ support of all systems: teachers, parents
Target/focus group for doing the qualification: Teachers working in Special education (SA qualification - All teachers who qualify and are interested.)
Challenges: Do not work with all challenges that learners might experience and all systems involved.

Entry requirements:
To be considered for entry into the qualification, applicants will need to hold either of the following qualifications:

Diploma in Special Education

Specialist Diploma in Special Education (SDSE) (Primary)

Specialist Postgraduate Diploma in Special Education (SPDSE) (Primary)
Teachers with the qualifications in b, c and d, must also have met the following conditions:

have at least 2 years of teaching experience in Special Education.

have an annual appraisal grade of at least Grade C or better.

have a letter of recommendation from the school principal.

Entry requirements for the SA qualification:

The minimum admission requirement for the Advanced Diploma in Teaching and Learning Support is an approved and recognised four-year Bachelor of Education degree, or a three-year general bachelor's degree and a Postgraduate Certi�cate in Education (or a former equivalent).

A former Advanced Certificate in Education (Level 6 on the former 8-level NQF), a former college Higher Diploma in Education or a Further Diploma in Education may also be presented for admission into an Advanced Diploma in Education.

Credits: 20 Academic Units (AU) Each AU =12 hours= 240 hours, Five modules x 4 AU credits each (SA qualification -120 credits, Five modules x 24 credits each)

Modules: 5 modules, same as the SA qualification.

Exit Level Outcomes and purpose of the qualification: No specific exit level provided level: To ensure the rigour of the learning experiences on the pathway, all modules taken will have similar expectations in scope and assessment as those in a Master qualification. For an Advanced Postgraduate Diploma to be awarded, the individual should complete the core modules and the specialisation modules for the Master's qualification on which it is based and meet the minimum 20 AUs requirement.

Upon successful completion of the qualification, learners may wish to apply for admission into the NIE/NTU degree qualification. Admission is not automatic, and all applications would be given due consideration. The admission criteria for returning teachers who are interested in using the Advanced Diploma to help gain admission into the full-time Bachelor of Arts (Education) / Bachelor of Science (Education) or part-time Bachelor of Education.

Relevant good practices:
Teachers must have teaching experience, must have a good appraisal grade and, have a letter of recommendation from the school principal (SA qualification - This qualification fills a gap in the education market online and distance learning through Unisa Content is Africanized to cater specifically to SA's unique and diverse context).

Exit Level Outcomes and purpose of the SA qualification:

The purpose of this qualification is to strengthen teachers' knowledge skills and attitudes and values in Teaching and learning support.

The graduate will have a deep and systematic understanding of current thinking, practice, theory, and methodology in the area of Teaching and Learning support.

Learners will be able to apply this knowledge and skills in diverse contexts and within an eco-systemic approach.

After completing this qualification, teachers will have integrated knowledge in the field of teaching and learning support.

The teacher might take a new role at the workplace after completing this qualification, practicing teaching, and learning support at the school or in education more broadly (e.g., SBST or DBST).

This qualification also prepares the student for post-graduate studies in related fields.

Student mobility: Face-to-face or E-Learning (SA qualification - Mostly part-time and ODeL learning)

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Technical and Vocational Teaching, NQF Level 7.

Advanced Diploma: Intermediate Phase Teaching, NQF Level 7.

Advanced Diploma in Technical and Vocational Teaching, NQF Level 7.

Bachelor of Education in Foundation Phase Teaching, NQF Level 7.

Bachelor of Education, NQF Level 7.

Vertical Articulation:

Postgraduate Diploma in Teaching and Learning Care and Support, NQF Level 8.

Postgraduate Diploma in Inclusive 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.

NONE