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
119816	Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching
ORIGINATOR
Durban University of Technology
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 Postgraduate Certificate in Education in Senior Phase (SP) and Further Education and Training (FET) Teaching is a professional teaching qualification that `caps' an undergraduate qualification or an approved diploma of a general professional educator. It offers entry-level initial professional preparation for undergraduate qualification holders who wish to develop focused knowledge and skills as classroom teachers in a chosen phase. The qualification focuses mainly on developing practical competence reflexively grounded in educational theory that learners can apply for once they have completed an undergraduate qualification that is relevant for teaching purposes in schools. 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 to teach in the Senior Phase and FET contexts in South African schools.

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

Apply and evaluate the integration of the key terms, concepts, facts, principles, rules, and theories of the various fields of study in education to gain a broader understanding of the various perspectives of education.

Identify, evaluate, and address the necessary skills learners need to create meaningful classroom situations.

Manage teaching and learning practices in simulated and authentic workplaces and environments as preparation for the actual classroom contexts.

Select and apply a range of methods, skills, techniques, and practices related to the subject they are teaching as they are applied practically in the classroom

Access, process and manage the methodological and pedagogical skills to be able to teach learners in the senior phase school context

Identify, analyse, evaluate, and critically reflect on the methodological and pedagogical skills, and address complex problems involving the teaching of learners in the further education and training sector

Rationale:
South Africa and other Southern African countries need highly qualified, skilful, and knowledgeable teachers. Therefore, the qualification intends to produce highly qualified teachers who are knowledgeable in the required subject content knowledge base; educational theory and methodology that will enable the learner teachers to demonstrate competence, and responsibility as academically and professionally qualified beginner teachers responsive to the developmental needs of the Southern African region.
The qualification brings into the profession qualified learners from wide-ranging backgrounds who might otherwise not have become teachers. Examples are the numerous qualified learners who start teaching without a professional qualification, sometimes purely out of a commitment to education and children and sometimes because jobs are hard to find even for learners who are qualified. It also provides an opportunity for people to change professions mid-career, which again brings valuable diversity and experience into the schooling system. The qualification is all about flexibility. Not only does the learner have a broad range of courses open to them depending on what they want to teach, but learners also have a variety of different learning options available to them. In addition, this qualification can be done on a part-time basis thus allowing learners to complete their studies whilst they are employed.

The qualification design has been informed by the Department of Higher Education and Training's (DHET) Revised Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ: 2015) and is coupled with the national drive to improve teaching capacity, both in teacher numbers and in the quality of teaching, in classrooms around the country. The qualification seeks, therefore, to provide a fundamental and comprehensive education underpinned by subject knowledge in the teaching of specific SP and FET band subjects and includes both educational theory and methodology to align with the requirements of a professionally qualified and effective beginner teacher.

This qualification has been designed to address specific skills shortages identified in teaching. The curriculum will address scarce and critical skills in the SP and FET bands, thereby aligning with the DHET's MRTEQ (2015). As such, the qualification is designed to respond effectively to teaching demands whilst maintaining the core nature of a PGCE and to prepare graduates to enrol in specialised further study at Level 8. Having learners who become teachers through the Postgraduate Certificate in Education narrows the gap in teacher demand in scarce teaching skills, especially in the field of Mathematics, Technology and Engineering. Becoming qualified teachers in a year will assist in decreasing the unemployment rate in South Africa whilst simultaneously advancing the socio-economic status of the population.

In addition, qualified learners from this qualification will be able to register with the South African Council for Educators (SACE) as professional qualified teachers. SACE is the professional council for educators, which aims to enhance the status of the teaching profession through appropriate Registration, management of Professional Development and inculcation of a Code of Ethics for all educators.

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:

Bachelor's degree, NQF level 7 with two appropriate teaching subjects for Grade 7 -12 teaching in the selected area of specialisation.
Or

An approved Diploma, 360 Credits, NQF Level 6 with two appropriate teaching subjects for Grade 7 -12 teaching in the selected area of specialisation.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5 and 7 totalling 136 Credits.

Compulsory Modules, Level 5, 16 Credits.

IsiZulu as a language for Conversational Competence, 8 Credits.

Information and Communication Technologies for ICT Competence, 8 Credits.

Compulsory Modules, Level 7, 80 Credits:

Education Studies, 32 Credits.

Professional Studies, 8 Credits.

Knowledge and study of practice, 16 Credits.

Work Integrated Learning (WIL), 24 Credits.

Elective Modules, Level 7, 40 Credits (Select two - one Senior Phase (SP) teaching specialisation and one FET Phase teaching specialisation).

Senior Phase Elective Group, 20 Credits (Select one teaching subject specialisation):

Creative Arts, 20 Credits.

Economic and Management Sciences, 20 Credits.

English Senior Phase, 20 Credits.

IsiZulu Senior Phase, 20 Credits.

Life Orientation Senior Phase, 20 Credits.

Mathematics Senior Phase, 20 Credits.

Natural Science, 20 Credits.

Technology, 20 Credits.

Social Sciences in Senior Phase, 20 Credits.

FET Phase Elective Group, 20 Credits (Select one teaching subject specialisation):

Accounting, 20 Credits.

Business Studies, 20 Credits.

Civil Technology, 20 Credits.

Consumer Studies, 20 Credits.

Dramatic Arts, 20 Credits.

Economics, 20 Credits.

English FET Phase, 20 Credits.

Electrical Technology, 20 Credits.

Engineering Graphics and Design, 20 Credits.

Information Technology, 20 Credits.

IsiZulu FET Phase, 20 Credits.

Life Orientation FET Phase, 20 Credits.

Life Sciences, 20 Credits.

Mathematics FET Phase, 20 Credits.

Mathematical Literacy, 20 Credits.

Mechanical Technology, 20 Credits.

Physical Sciences, 20 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the ability to apply knowledge of teaching strategies, general pedagogical knowledge, resources, and knowledge of the learner to enhance learning and teaching in the Senior Phase (Grade 7 - 9) and FET (Grade 10 - 12) in South African public and private schools.
2 .Demonstrate the ability to communicate effectively, both orally and in writing, with audiences in education and the community at large.
3. Demonstrate the ability to enhance learning in foundations of education for teaching in the SP and FET phase.
4. Demonstrate the ability to manage and administer learning environments and support learners in ways that are sensitive, stimulating, democratic and well organized. Apply a range of methods, skills, techniques, and practices related to the subject they are teaching as they are applied practically in the classroom.
5. Comprehend and apply ethical principles and commit to professional ethics, responsibilities, and norms of teaching practice.
6. Demonstrate competence to develop a creative school curriculum and relevant assessment strategies to assess learners in the further education and training phase.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Examine the different philosophies of education that helped to shape the present state of education with regard to curriculum planning and teaching strategies.

Analyse the psychological effects of education.

Explore and apply different theorists and their theories to practical educational situations.

Discuss the ethical, legal, and moral perspectives of education.

Interrogate the principles of social justice education.

Associated Assessment Criteria for Exit Level Outcome 2:

Design resources that are specific for teaching purposes.

Develop strategies for effective communication of concepts to learners.

Create strategies for effective classroom management and control.

Participate in presentation skills and build self-confidence in a micro-teaching environment.

Engage reflective practice and create personal development techniques for teachers and learners.

Develop techniques and activities to create a positive learning environment that would promote learner interdependence and personal responsibility.

Plan and compose lesson plans for a specific phase/level/learning area.

Investigate and apply various teaching media for the classroom to teaching situations.

Associated Assessment Criteria for Exit Level Outcome 3:

Manage teaching and learning practices in simulated and authentic workplaces and environments as preparation for the actual classroom contexts.

Discuss the complex and differentiated nature of South African society.

Explore diverse challenges faced by children in schools and communities and demonstrate how these diverse challenges impact a learner's education.

Interrogate the effect of HIV and AIDS and other health issues on education must be.

Investigate the impact of poverty and the lingering effects of apartheid and inequality in education.

Examine environmental awareness and sustainability and whether it has an impact on education.

Associated Assessment Criteria for Exit Level Outcome 4:

Select and apply a range of methods, skills, techniques, and practices related to the teaching of the specialisation subjects practically in the classroom.

Assess the extent to which learners have integrated the roles and the knowledge and skills delivered through modules on the qualification.

Reflect competence at the level required by the qualification by preparing and presenting lessons at schools in the classroom.

Associated Assessment Criteria for Exit Level Outcome 5:

Reflect a critical, committed, and ethical attitude.

Foster a sense of respect and responsibility towards others.

Act in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.

Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed, and ethical attitude.

Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.

Promote the values and principles of the Constitution, particularly those related to human rights and the environment.

Practise and promote democratic values, attitudes, and dispositions in the school, as well as in society at large.

Encourage, create, and maintain a supportive and empowering environment for learners.

Evaluate own professional progress effectively.

Show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession

Associated Assessment Criteria for Exit Level Outcome 6:

Assess, process, and manage appropriate teaching and learning strategies for teaching in the further education and training phase.

Select and use teaching resources applicable to subjects in the further education and training phase to enhance teaching.

Access and manage applicable teaching media to transfer the subject content to learners in the further education and training phase.

Mediate, facilitate and assess teaching and learning, select, and apply a range of methodologies in a learner-centred environment.

Manage, lead, and administrate teaching and learning, learners, and their classrooms effectively across diverse contexts, ensuring a conducive learning environment.

Define, describe, and apply teaching and learning within the context of their specialisations.

Identify and implement teaching and learning styles and methodologies in an integrated and collaborative knowledge environment

Formulate and apply the use of intended learning outcomes in their fields of Specialisation in the teaching and learning experience.

Define, plan and structure content related to outcomes in meeting the needs and requirements of the intended learning outcomes.

Plan, conduct, assess and record assessment tasks in their fields of specialisation in diverse contexts in meeting general assessment principles and legislative requirements.

Design and interpret the school curriculum and suitable learning programmes in addressing the needs of the learners through appropriate processes of information gathering

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.

The qualification utilizes a range of assessment strategies and approaches including formative and summative assessment as well as work-integrated learning. The assessment strategies provide for conceptual and procedural knowledge in a range of contexts. In the assessment strategy, evidence will be demonstrated through a variety of options: Case studies, problem-solving assignments, teaching practice in simulated and in situ contexts, portfolios of learning materials, projects, and written and oral examinations. Some of these options are more suited to the assessment of foundational competence, rather than practical and reflexive competence. Where applicable in examination-based modules the standard 40:60 percent mix of course work to examinations will be used.

However, the final integrated assessment will have the following characteristics:

It will assess the extent to which candidates can teach competently and effectively in South African schools.

It will measure the extent to which candidates have integrated the roles and the knowledge and skills delivered through the different courses/modules which make up the educator development programme.

It will be designed in such a way that the seven roles are assessed through specialism.

It will measure applied competence.

In other words, it will assess whether candidates are able to integrate the ability to perform important teaching actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence), and reflect on and make changes to teaching practices (reflexive competence).

School Experience is an integral part of all professional qualifications. School Experience will take place in an authentic context. An 'authentic context' is the kind of context in which practical competence is modelled by the mentor and demonstrated by the candidate. For example, a classroom in a school or a simulated classroom such as a micro-teaching laboratory at a university. Some kinds of practical competence such as questioning skills, and the ability to organise group discussions will be practiced in simulated situations. Reflection on practice is also essential, and this will take place through feedback on written tasks, and through observation followed by an oral discussion with mentors or peers.

The qualification will be assessed through a combination of formative and summative assessments.
Assessment is varied, utilising mostly online strategies such as presentations, projects, essays, reports, collaborative projects as well as individual tasks and tests. Specific modules require the submission of practical portfolios. Tasks should be appropriate to the discipline/field of study, NQF Level, and the credit value of the module and aimed at meeting the Teaching Practice requirements. Exit level modules will provide a final supervised summative assessment, and externally moderated. At the exit level, this final summative assessment will contribute to 50% of the total mark of the student for the module assessed. The other 50% accumulate using continuous assessment.

Formative assessments will take place in the form of one or more of the following: individual and group feedback sessions; peer reviews and peer assessments; and individual and group critiques. Formative Assessment includes, not limited to:

Presentations

Case studies.

Class and group discussions.

Debates.

Tests.

Experiential exercises.

Assignments.

Self-assessments.

Work Integrated Learning Assessment:

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, behaviour).

Formative assessment by lecturers and out-school contracted mentors.

Formative assessment of assignments and online activities.

Summative assessments, in the form of individual and/ or group practical and/ or written assignments, will occur after formative feedback has been provided. The final deliverable that is submitted will be an integrated contextual research project that combines both theoretical and practical components. Summative Assessments include the submission of an integrated portfolio, which is moderated.

INTERNATIONAL COMPARABILITY

IInternational comparison for the Postgraduate Certificate in Senior Phase Teaching at NQF Level 7 was conducted against the following international qualifications from institutions known to have world-renowned reputations for the provision of teacher education.

Country: United Kingdom
Institution: University of Newcastle upon Tyne
Qualification Tile: Postgraduate Certificate in Education - School Direct
NQF Level: 7
Credits:120
Duration: One full-time and two years part-time.
Mode of Study: both online and where possible, in-person.

Entry Requirements:

A 2:2 Honours degree, or equivalent. At least 50% of the degree should be in the subject that candidates intend to teach.

GCSEs or O Levels (grades A-C/ 4-9) in English language and mathematics, or equivalent.

Purpose:
The purpose of the Post Graduate Certificate in Education aims to develop the professional expertise, knowledge and understanding to teach secondary-age children. The qualification has a strong focus on learning from experience, through reflection and enquiry. This process of reflective enquiry underpins the development of teaching skills. An understanding of the relationship between theory, practice, and research underpins the qualification. Upon the successful completion of the school-based practice and academic modules, the programme allows for the recommendation for qualified teacher status and awards the qualified learner 60 master's level credits.

Qualification structure:
The qualification comprises compulsory modules to a credit value of 120 at level 7. Practical work in schools will normally extend over at least 120 days in accordance with national requirements.

Compulsory Modules:
Primary School Direct modules, 60 Credits:

Thinking Through Teaching: The Reflective Practitioner, 30 Credits.

Professional Learning in Context (Primary), 30 Credits.

Secondary School Direct modules, 60 Credits.

Subject Pedagogy in Practice, 20 Credits.

Developing critical perspectives on teaching thinking skills, 20 Credits.

Curriculum development through enquiry in practice, 20 Credits.

Assessment:
The qualification will be assessed through a combination of:

Essay.

Portfolio.

Written exercise.

To pass the modules, candidates must obtain an aggregate mark of at least 50 percent for the module overall and have a mark of at least 50 percent in each of the assessment components given in brackets: Professional Learning in Context (Primary) [3,500 words written critical commentary; 3,500 words written critical commentary].

These are the Teachers' Standards for use in schools in England from September 2012. The standards define the minimum level of practice expected of trainees and teachers from the point of being awarded qualified teacher status (QTS). The Teachers' Standards are used to assess all trainees working towards QTS, and all those completing their statutory induction period. They are also used to assess the performance of all teachers with QTS who are subject to The Education (School Teachers' Appraisal) (England) Regulations 2012 and may additionally be used to assess the performance of teachers who are subject to these regulations and who hold qualified teacher learning and skills (QTLS) status.

All candidates who successfully submit all modules at level 7 and meet the Teachers' Standards will receive the School Direct Postgraduate Certificate in Education award upon completion of the course and be recommended for qualified teacher status (QTS). In addition, a candidate who has been awarded the School Direct Postgraduate Certificate in Education may be accepted as a candidate for the Degree of Master of Education.

Articulation: Masters qualification

Similarities:

Both qualifications are registered at NQF Level 7 with 120 Credits.

Both qualifications are offered over a period of one-year full-time study.

The purpose of the Post Graduate Diploma in Education School is similar to the purpose of the South African qualification in that it aims to develop the professional expertise, knowledge and understanding to teach secondary-age children.

Both the qualifications are in the field of primary and secondary school education.

Both qualifications consist of work integrated learning.

Both qualifications articulate vertically into a master's in education.

Differences:

The University of Newcastle upon Tyne qualification two-thirds of the time (around 130 days) is spent on placements in partnership schools this provides a firm practical and theoretical foundation for the professional journey towards becoming an outstanding practitioner and the South African qualification learners will only spend six weeks in school placements, two weeks in a primary school and four weeks in a high school.

The University of Newcastle is very keen on establishing a strong link between theory and practice, while the South African qualification does not have a strong link between theory and practice due to the short duration of the course.
Country: India
Institution: Indira Gandhi National Open University
Qualification Title: Postgraduate in Adult Education School of Education.
Credits: 34 Indian Credits.
Duration: One-year qualification.

Purpose:
The Post Graduate Diploma in Adult Education School of Education is an innovative qualification which aims at promoting professional development and capacity building around education with an emphasis on participatory learning, documentation, and information networking at national and international levels.

Modules:

Understanding Adult Education, 6 Credits.

Policy Planning and Implementation of Adult Education in India, 6 Credits.

Knowledge Management, Information Dissemination and Networking in Adult Education, 6 Credits.

Educational Research, 6 Credits.

Practical Work Components, 10 Credits.

Similarities:

Both qualifications are intended for both in-service and pre-service graduates and promote professional competency and capacity building of the education functionaries as well as all those interested in entering and seeking a career in the field of education.

Both qualifications have a module that is practical and work based.

Both qualifications are offered in one year.

Differences:

The Indira Gandhi National Open University attempts to enhance learner understanding and skills of networking for their personal, social, and professional development and seeks to promote the role of education in the emerging social, political, cultural, economic, developmental, environmental and educational situations for effecting transformation at the national and international levels.
> The Indira Gandhi National Open University has a specialty in Adult Education while the South African qualification specializes in Senior Phase and Further education and training.

The Indira Gandhi National Open University has 36 credits while the South African qualification is 120 Credits.

The Indira Gandhi National Open University qualification is a research module while the South African qualification does not have a research project.

The Indira Gandhi National Open University doesn't have electives as the modules are compulsory while the South African qualification does have electives.

Country: New Zealand
Institution: University of Canterbury
Qualification Title: Postgraduate Certificate in Secondary Education
NQF Level: NZQF Level 8
Duration: 12 months full-time

Entry Requirements:

Hold a bachelor's degree at level 7 on the New Zealand Qualification Framework (NZQF), or recognised equivalent, with evidence of achievement at a B grade or above in any discipline.
Or

a minimum of a Diploma level qualification combined with relevant professional experience.

Purpose/Rationale:
Teaching is a positive and varied career for people who are energetic, creative, enjoy working with people and are committed to making a positive difference for children and young people. The Graduate Certificate in Education has been designed to provide a vehicle for postgraduate level learners from a variety of disciplines to advance their knowledge and skills in the field of education. The aim of the qualification is to contribute to the development of an exceptional and high-performing teacher and education leadership workforce which is supporting all young people to have fair opportunities and achieve success through education.

This fully flexible program will enable learners to choose course content that aligns with their interests and career development aspirations, in the context of their existing experience. It covers fundamental understandings of learning and teaching in different contexts. By selecting course content with a specific area of educational focus, learners will be well-placed to utilise this Graduate Certificate as the basis for further study in education, including potentially seeking qualifications as a schoolteacher. The qualification can be a pathway to the Master of Education or Postgraduate Diploma in Education.

The educational outcomes seek to:

Develop learners as deeply effective and transformational educators.

Increase learners' understanding of and commitment to addressing inequity and inequality and working towards social justice in Aotearoa New Zealand.

Grow learners' leadership capability so that they can affect change within and beyond the classroom and school.

Ensure learners can practise in culturally sustaining ways for all people.

Apply discipline knowledge to curriculum and learning design, assessment, and evaluation.

Communicate in different pedagogical modalities to promote active and engaging learning experiences that meet the needs of diverse learners in specific contexts.

Develop culturally competent, ethical, and sustainable practices to create positive learning environments in the educational workplace.

Qualification structure:
The Postgraduate Certificate in Education comprises 60 points. The qualification consists of the following compulsory and elective modules.

Compulsory Modules:

Professional Learning and Inquiry 1

Professional Learning and Inquiry 2

Understanding Every Learner: Intercultural and Inclusive Education

To tatou reo, a tatou tikanga

Teaching Professional Practice 1

Teaching Professional Practice 2

Secondary Education endorsement:

Pedagogy and Assessment 1: Teaching subject for junior secondary

Curriculum, Pedagogy and Assessment 2: Teaching subject for senior secondary

Curriculum, Pedagogy and Assessment 3: Contemporary developments in secondary education

Secondary Education specialist teaching subjects:

Learners choose a teaching subject and have an academic background in this subject. The teaching subject is chosen from those taught at junior and senior secondary levels.

Learners will focus on the specialist teaching subject which they will preferably have studied to 300-level). It is also recommended to select an additional teaching subject, for which they have a background of study to 100 or 200-level depending on the subject.

Elective Modules: Specialist teaching subjects:

Biology with Science.

Classical Studies with Social Studies.

Chemistry with Science.

Commerce with Business Studies.

English.

Geography with Social Studies.

Health with HPE.

History with Social Studies.

International Languages.

Mathematics.

Music.

Outdoor and Environmental Education with HPE.

Performing Arts.

Physical Education with HPE.

Physics with Science.

Te Reo Maori.

Technology.

Visual Arts.

Similarities:

Both the University of Canterbury (UoC) and the South African (SA) qualifications are offered over a period of one-year full-time.

Both qualifications require applicants who hold a bachelor's degree or equivalent.

The UoC and SA qualifications are designed to give teachers, counsellors, and other educational professionals the opportunity to improve their professional practice and examine critically significant issues in education.

Both qualifications share the same specialisations in the field of social sciences, economic and management sciences, arts, science, and maths.

Differences:

The UoC qualification is registered at NZQF level 8 whereas the SA qualification is registered at NQF Level 7.

The UoC qualification carries a weighting of 60 credit points whereas the SA qualification carries a minimum of 120 credits.

The UoC qualification can be a pathway to the Master of Education or Postgraduate Diploma in Education whereas the SA qualification allows access to Honour's degree and/or Postgraduate Diploma in Education.

Country: United States of America
Institution: Utah Valley University
Qualification Title: Graduate Certificate in Secondary Teaching
Credits: 29
Duration: 12 months full time

Entry Requirements:
Requirements for admission to the Graduate Certificate in Secondary Teaching (GCST) include the following:

A bachelor's degree from an accredited university in a recognized content major or with equivalent coursework in a discipline taught in Utah secondary schools and for which UVU can recommend a secondary teaching license. Any coursework required by the Utah State Board of Education (USBE) for a content major must be completed with a grade of C or higher prior to admission into the GCST program.

A cumulative GPA of 3.0 or a GPA of 3.0 for the last 60 credits of university coursework.

Purpose:
The Graduate Certificate in Secondary Teaching is designed for individuals who have earned a bachelor's degree. They must have completed coursework in one of the teaching major subject areas for secondary education approved by the Utah State Board of Education (USBE) prior to admission into either program. The primary goal of the qualification will be to ensure that teacher candidates, through support, supervision, and evaluation can demonstrate and apply the competencies required by the USBE for teacher licensure. It includes the basic coursework and field experiences required of all teacher candidates for an initial teaching license, ensuring that competencies in both subject knowledge and pedagogy are met.

Qualification structure:
The UVU qualification offers coursework in 18 USBE-approved content areas for secondary licensure. Individuals who have earned a bachelor's degree in one of the approved subject areas may apply for UVU's Graduate Certificate in Secondary Teaching program.
Compulsory Modules:

Secondary Art Education Methods I WE, 1.0 Credits.

Secondary Art Education Methods II WE, 3.0 Credits.

Methods in Teaching Literacy I, 3.0 Credits.

Methods in Teaching Literacy II, 3.0 Credits.

Methods in Teaching Literacy III Teaching the Conventions of Writing, 3.0 Credits.

Teaching Methods in Science, 3.0 Credits.

Methods of Teaching a Foreign Language, 3.0 Credits.

Discipline Compulsory Modules: 29 Credits

Teacher Performance Assessment Project, 2 Credits.

Classroom Management Practicum, 3 Credits.

Student Teaching Graduate Licensure, 6 Credits.

21st Century Instruction and Assessment, 3 Credits.

Diversity and Differentiation in the Classroom, 3 Credits.

Assessing Educational Practices, 3 Credits.

Content Area Reading, 3 Credits.

Instruction, Curriculum and Educational Leadership in the Digital Age, 3 Credits.

Universal Design for Learning, 3 Credits.

Subject specialisations:

Art and Design.

ASL and Deaf Studies.

Biology.

Business/Marketing.

Chemistry.

Dance.

Earth Science.

English.

Health.

History/Social Studies.

Math.

Music.

Physical Education.

Physics.

Secondary French.

Spanish.

Special Education.

Theatre.

Graduation Requirements:

Completion of all required coursework, with a grade of B- or better.

Completion of the Teacher Performance Assessment, with a score of 42 or better.

Successful completion of student teaching or internship hours.

Residency hours- minimum of 20 credit hours through course attendance at UVU.

Articulation:
Learners who complete the Graduate Certificate in Secondary Teaching at UVU may continue graduate
coursework to earn a Master of Education degree with an emphasis on secondary teaching.

Similarities:

Both the Utah Valley University (UVU) and the South African (SA) qualifications require candidates who hold a bachelor's degree or equivalent and must have completed coursework in one of the approved teaching major subject areas for secondary education.

Both qualifications are offered over a period of one-year full-time.

Both qualifications prepare teacher candidates to teach in grades 7-12.

Both qualifications have similar fields of specialisation.

Differences:

The Utah Valley University (UVU) qualification carries a weight of 29 credits whereas the South African (SA) qualification has 120 credits.

The UVU qualification articulate vertically to a master's in education whereas the SA qualification grants access to Honour's degree and/or Postgraduate Diploma in Education.

Conclusion:
The international comparison revealed similarities between the South African qualification and the above-cited international qualifications in terms of duration and entry requirements. However, there is a difference in the length of time where teachers must conduct their practicals.

ARTICULATION OPTIONS

Horizontal Articulation:

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

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

Advanced Diploma in Education, NQF Level 7.

Vertical Articulation:

Postgraduate Diploma in Education, NQF Level 8.

Bachelor of Education Honours, NQF Level 8.

Bachelor of Education Honours in Adult and Community Education and Training, NQF Level 8.

Bachelor of Education Honours in Business Science 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