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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Certificate in Education in Intermediate Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
120967  Postgraduate Certificate in Education in Intermediate Phase Teaching 
ORIGINATOR
University of Fort Hare 
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 0917/23  2023-07-04  2026-07-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-07-04   2030-07-04  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
112527  Postgraduate Certificate in Intermediate Phase Teaching  Not Applicable  NQF Level 07  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Postgraduate Certificate in Education in Intermediate Phase Teaching is to provide the pre-service teachers who possess specific depth and specialisation of content knowledge, together with pedagogical knowledge required for teaching the specialised content knowledge at the Intermediate Phase school curriculum as stipulated in the Curriculum Assessment Policy Statement (CAPS). This will therefore equip the envisaged teachers with pedagogical content knowledge and workplace experience (School Based Work-integrated knowledge) to apply the learning as beginner teachers in schools in varying contexts. The work-integrated component aims at developing the pre-service teachers' confidence, classroom management techniques, pedagogical knowledge, professional knowledge, developing an engaging classroom presence, value in real-world learning, exchange of best practices and a lifelong love of learning.

The qualification accredits a professional teaching programme that "caps" an undergraduate or approved diploma. It offers an entry-level initial teacher professional preparation for graduates and diplomats who wish to develop focused knowledge and skills as classroom teachers in the Intermediate Phase. The qualification aims to develop pre-service learners through their engagement with the qualification in developing skills in communication, listening, collaboration, adaptability, empathy, and patience.

Upon completion of the qualification, qualifying learners will be able to:
  • Demonstrate knowledge of and competence in reading, writing, and speaking the Language of Learning and Teaching (LoLT) / instruction to facilitate own academic learning.
  • Gather, interpret, communicate, and use numerical and elementary statistical information to facilitate own learning, and to manage -intermediate phase teaching, learning and assessment.
  • Demonstrate integrated knowledge of and competence in selected / specialised intermediate phase learning areas.
  • Plan, design and reflect on learning programmes that are appropriate for intermediate phase learners and learning contexts in area/s of specialisation.
  • Select, use, and adjust teaching and learning strategies to meet intermediate phase learner and context needs.
  • Manage and administer supportive learning environments in a sensitive, stimulating, democratic and organised way.
  • Monitor and assess learner progress and achievement in intermediate phase areas of specialisation.
  • Function responsibly within the education system, the institution, and the community in which the institution is located.
  • Demonstrate respect for and commitment to the profession of education.

    Rationale:
    The Postgraduate Certificate in Education in Intermediate Phase Teaching aims to respond to teacher shortage as it is focused on a specialization in the Intermediate Phase which is a specific niche area in education. Children in the intermediate phase are learning to work independently and develop their skills, but they are still reliant on the teacher. Children entering this phase, move from mother-tongue instruction to English as the language of learning and teaching.

    This qualification offers an entry-level initial teacher preparation for graduates with an emphasis on developing skills in teaching in English as the language of learning and teaching. The qualification is intended for learners who completed a general bachelor's degree and wishes to cap their first degree with a professional qualification and learners who wish to change their career path. The qualification is a pre-service qualification which equips learners with the required knowledge, skills, values, and attitudes leading to registration as a professional teacher with the South African Council for Teacher Education.

    The curriculum is structured such that it produces teachers who can teach in the subject areas offered in the phase in the official LoLT. Learners are required to take Mathematics as a compulsory module and have a choice between Life Skills, Social Sciences and Natural Science and Technology as their second area of specialisation. The qualification includes a compulsory, well-structured work integrated component which exposes the incumbent to a variety of school environments in the South African context. Pre-service teachers spend eight weeks, observing and teaching in a school environment during the duration of the qualification, which allows them to translate theory into practice under the guidance of a qualified teacher. The candidates are formally assessed on their competence by the host teacher (twice) and the university-based lecturer (twice).

    This qualification has been developed in line with the Revised Policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 38487, Vol 596, 19 February 2015). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The recognition of prior learning will be conducted based on the institutional RPL policy.
    The institution has an approved Recognition of Prior Learning (RPL) policy with regard to 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 or NQF Level 8 with sufficient in-depth subject content knowledge to support quality Grade 4 to Grade 7 teaching of subjects.
    Or
  • Three-year Diploma, NQF Level 6 sufficient in-depth subject content knowledge to support quality Grade 4 to Grade 7 teaching of subjects. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7, totalling 128 Credits.

    Compulsory Modules, Level 7, 104 Credits:
  • Curriculum Studies, 8 Credits.
  • English First Additional Language Teaching, 16 Credits.
  • Foundations of Education I, 12 Credits.
  • Foundations of Education II, 12 Credits.
  • Home language teaching (Afrikaans, classrooms: isiXhosa), 8 Credits.
  • Language for conversational purposes (Afrikaans, isiXhosa), 8 Credits.
  • School-Based Work-Integrated Learning (WIL), 24 Credits.
  • Professional teacher I: Assessment and Administration, 8 Credits.
  • Professional teacher II: Creating successful classrooms: Pedagogy and as communities, 8 Credits.

    Elective Modules, Level 7 (Choose one option), 24 Credits:

    Option One: Science and Technology Education:
  • Mathematics Education, 16 Credits.
  • Sciences and Technology Education, 8 Credits.

    Or

    Option Two: Life Skills Education:
  • Mathematics Education, 16 Credits.
  • Life Skills Education, 8 Credits.

    Or

    Option Three: Social Sciences Education:
  • Mathematics Education, 16 Credits.
  • Social Sciences Education, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of and competence in reading, writing, and speaking the Language of Learning and Teaching (LoLT) to facilitate own academic learning and apply the LoLT in intermediate phase classrooms.
    2. Demonstrate a responsible and positive work ethic within the education system, the educational institution where and the community in which the institution is located through respect for and commitment to the education profession and the establishment of a quality community of practice.
    3. Demonstrate competence in managing and administering learning environments.
    4. Demonstrate fundamental knowledge of theories and principles that guide Intermediate Phase teaching and learning.
    5. Demonstrate skills in teaching and assessing specialisation subjects, taking cognizance of the teaching context, educational infrastructure, and school resources across the diverse schooling context prevalent in South African communities.
    6. Demonstrate problem-solving competence in educational and unfamiliar contexts, gathering evidence, and applying evidence-and procedure-based solutions. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Facilitate learning through the medium of the LoLT in the intermediate phase.
  • Read critically the academic and professional texts, integrate, and use the knowledge in own studies and teaching.
  • Read and interpret the written and graphic materials relating to the intermediate phase requirements.
  • Select and use study methods appropriate to own needs as well as the demands of intermediate phase teaching in the South African context.
  • Use information and communications technology to further own learning and facilitate the learning of others.
  • Convey learning content in written, graphic, and other forms appropriate to the developmental level/s and language ability of the intermediate phase learners.
  • Foster interactive communication with learners through non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills.
  • Use the LoLT to explain, describe, discuss, and relate key concepts in keeping with the stipulated school curriculum.
  • Use additional language to explain, describe and discuss key concepts in a conversational style.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Become involved in communities of practice as both mentor and mentee.
  • Maintain a sense of co-operation and respect towards others in the learning environment.
  • Initiate and maintain effective professional communication and involvement of parents, guardians, and other members of the community in school affairs.
  • Engage critically with a wide variety of stakeholders regarding issues relevant to teaching and learning practices.
  • Engage in education policies, procedures and systems which impact institutions and classrooms, as well as on the national education and training landscape.
  • Conduct the ways that enhance the status of professional educators which ensure a responsible culture of teaching and learning.
  • Promote values and principles of the Constitution, particularly those related to human rights and the environment.
  • Practice the democratic values, attitudes, and dispositions in the school, as well as in society.
  • Create, encourage, and maintain a supportive and empowering environment for learners.
  • Effectively evaluate own professional progress.
  • Promote the best interests of learners, parents, communities, colleagues, and the profession.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Organise supportive learning environments in which learners are always treated with dignity and respect.
  • Perform administrative duties required for the effective management of the learning environment.
  • Create and maintain learning environments which are safe as well as conducive to learning.
  • Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
  • Democratically manage the learning environments to foster creative and critical thinking.
  • Resolve conflict situations within classrooms in an ethical and sensitive way.
  • Assist learners to manage themselves, their time, physical space, and resources.
  • Take appropriate action to assist or refer learners to specialists (e.g., social workers) and address personal or social problems.
  • Justify actions to reflect knowledge of a variety of ways of managing individual learners and classes.
  • Provide a deep and systematic understanding of current thinking, practice, theory, and methodology in an area of specialisation.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply the understanding of the Outcomes-Based approach to Teaching and Learning and its impact on South African school curricula.
  • Analyse and apply fields of knowledge which underpin the discipline (education), the area of specialisation and learning areas.
  • Explore the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in the specialisation.
  • Examine and apply the epistemic values and principles which characterize the fields of knowledge in the area/s of specialisation.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use a variety of specific teaching methods to inform the teaching of CAPS subject specialisation.
  • Select and use teaching and learning strategies appropriate to the grade, subject and topic and based on careful assessment, appropriate to the learners in class.
  • Create expectations which make appropriate demands on the learners.
  • Select and use teaching and learning strategies, which motivate learners to meet those demands and to take initiative.
  • Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies.
  • Identify and assist learners with special needs and barriers to learning and development.
  • Facilitate occasions where learners are taught in groups, pairs and as individuals.
  • Make judgements about the effect that language has on learning and, in that light, make the necessary adjustments to the teaching and learning strategies.
  • Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts, both familiar and unfamiliar.
  • Use teaching and learning support materials to facilitate learner progress and development.
  • Evaluate the efficacy of specific teaching and learning strategies in achieving learning objectives.
  • Examine and apply teaching strategies such as large class discussion, co-operative learning, pair work, role-play, learner research and problem-solving.
  • Critically and creatively use resources in highly resourced and under-resourced school contexts.
  • Monitor and assess learner progress and achievement in Grade 4 -7 areas of specialisation.
  • Select, adapt and/or design assessment tasks and strategies appropriate to Grade 4-7 areas of specialisation and a range of learning contexts.
  • Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
  • Design and administer assessment tasks using clear language and instructions.
  • Use assessment results to provide supportive and developmental feedback on learner progress and achievement.
  • Interpret and use assessment results to inform future teaching, learning and assessment strategies.
  • Justify choice and design of assessment strategies, methods and procedures that show understanding of the assumptions that underlie a range of assessment approaches, and their strengths and weaknesses in relation to age and learning area being assessed.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use problem-solving skills in teaching.
  • Conduct classroom research to analyse the success of teaching and learning strategies regarding key educational concepts, the needs, and abilities of the learners, and the demands of the learning area.
  • Pre-empt or deal with disciplinary problems effectively when they do arise.
  • Address the concerns related to the practice and children's learning through classroom-based investigations.

    INTEGRATED ASSESSMENT
    The following methods of assessment shall be integrated for this qualification.
    Formative Assessment:
    A multi-dimensional formative assessment (50%) will include the following:
  • Written assignments.
  • Oral assignments e.g., presentations.
  • Journal writing to promote thorough professional thought, action, and reflection.
  • Portfolio presentations.
  • Tests.

    Summative Assessment:
    Summative assessment (50%) will be carried out through examinations moderated by internal and external examiners.

    Assessment of experiential learning:
    Formal supervision by mentor teachers, two formal evaluations by mentor teachers, and two formal evaluations by lecturers. After each evaluation, an in-depth discussion with the learner will be held for support purposes. 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African (SA) qualification is comparable to similar qualifications offered by the following two countries.

    Country: Australia
    Institution: University of New South Wales
    Qualification Title: Graduate Certificate in Education
    Credits: 24 Units of Credit (UOC)
    Duration: 0.7 Year(s) Full Time
    Entry requirements:
    Learners must meet the following selection requirements for entry to the Graduate Certificate of Education.
  • A recognised bachelor's degree and a postgraduate teaching qualification (e.g., Graduate Diploma of Education or Master of Teaching).
    Or
  • A four-year pre-service teacher education qualification, including professional experience, equivalent to the qualifications required for Graduate teacher status in NSW. An applicant who submits evidence of other equivalent academic and professional qualifications may be permitted to enroll in the degree.

    Purpose:
    The Graduate Certificate in Education is designed for qualified teachers and other educational professionals who wish to upgrade their knowledge and skills in a specific area of education at an advanced level. The purpose of the qualification is to meet the diverse needs of educators, with a strong focus on developing teacher skills to support learners in all environments. The qualification is suitable for teachers, trainers in industry and commerce, adult educators, and other professionals, but does not provide a qualification in pre-service education.

    The qualification can be undertaken as a fully online program, although some specialisations such as TESOL and Special Education may contain face-to-face Work Integrated Learning components.

    Potential careers:
  • Early Childhood Teaching.
  • Primary and Secondary Teaching.
  • Vocational and Workplace Teaching.
  • Tertiary Teaching.
    Exit Learning Outcomes:
    On completion of the qualification, graduates will be able to:
  • Communicate effectively to a range of audiences and be capable of independent and collaborative enquiry and team-based leadership.
  • Demonstrate advanced critical thinking and problem-solving skills.
  • Demonstrate an understanding of international perspectives relevant to the educational field.
  • Demonstrate an advanced understanding of the field of education as it relates to your specialist area of study, and the ability to synthesize and apply disciplinary principles and practices to new or complex environments.

    The UNSW qualification aspires to develop globally focused graduates who are rigorous scholars, capable of leadership and professional practice in an international community.
  • Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique, and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.
  • Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change.
  • Professionals capable of ethical, self-directed practice and independent lifelong learning.
  • Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.

    Qualification structure:
    The qualification offers seven areas of specialisation:
  • Curriculum and Assessment compare with Curriculum Studies and Assessment and Administration in the SA qualification.
  • Educational Psychology.
  • Educational Research.
  • Educational Studies compare with Foundations of Education I and II in the SA qualification.
  • Gifted Education.
  • Special and Inclusive Education.
  • Teaching English to Speakers of Other Languages (TESOL) compares with English First
    Additional Language Teaching in the SA qualification.

    Optional Module:
    Learners can take an additional module to develop academic writing skills. It will not count towards the qualification requirements.
  • Academic Writing for the Humanities.
  • Personalised English Language Enhancement.

    Assessment:
    Assessment of learning during the semester is an essential part of effective learner-centred learning experiences. Assessment needs to be formative to enable learners to constantly improve their learning. An activity should require learners to work on tasks and develop and produce artefacts that evidence their learning. This evidence of learning enables the teacher to monitor learner progress and provide further formative guides to help improve learners' learning achievement. Learners need to record their progress in completing the tasks set, so they too can monitor their learning and the improvements they make. Rubrics can be provided to enable learners to conduct self-evaluation. Assessment can also be conducted by peers.

    Assessment is important to learning because it:
  • Offers feedback on work and identifies where learners are in their learning.
  • Offers opportunities for learners to improve their work.
  • Enables learners to become more effective and motivated learners.
  • Helps learners become more independent and self-directed learners.

    Similarities:
  • The University of New South Wales (UNSW) and the South African (SA) qualifications require learners who completed a recognised bachelor's degree.
  • The purpose of both qualifications is to provide the pre-service teachers who possess specific depth and specialisation of content knowledge, together with pedagogical knowledge required for adequate teaching of the specialised content knowledge.
  • Both qualifications share three similar compulsory modules.
  • Both qualifications include the Work Integrated Learning module.

    Differences:
  • The UNSW qualification takes seven months of full-time study whereas the SA qualification takes one-year full-time study.
  • The UNSW qualification has 24 credits while the SA qualification has 128 credits.
  • The UNSW qualification has seven specialisations whereas the SA qualification has three specialisations.

    Country: United Kingdom
    Institution: Coventry University
    Qualification Title: Postgraduate Certificate in Education (PGCE) with Qualified Teacher Status (QTS)
    NQF Level: Framework for Higher Education Qualifications (FHEQ) Level 7
    Duration: One academic year
    Credits: 60
    Entry Requirements:
    To gain entry to the qualification, all trainees must:
  • Hold an undergraduate degree or equivalent as assessed by National Academic Recognition Centre (NARIC).
  • Teach in a school for the duration of the study.
  • Have a signed Partnership Agreement between the school and the University.
  • Have achieved a minimum GCSE grade of C/level 4, or equivalent, in English and mathematics, (additionally Science for those wishing to teach in primary schools).

    Purpose:
    The Postgraduate Certificate in Education (PGCE) is a standalone formal teacher training qualification resulting in the award of the qualification. Successful completion of the qualification leads to academic credibility and recognition within the teaching profession both in the United Kingdom (UK) and overseas; as well as having 60 credits at level 7.

    The qualification is a recognised and highly desirable qualification in schools across the state-maintained and independent sectors as well as international schools. Successful completion of the qualification will lead to the recommendation for Qualified Teacher Status (QTS), awarded by the Department for Education (DfE). This licences teachers to teach in state-maintained schools in England and is now also expected in most independent schools. To be recommended for QTS, a trainee must have teaching experience in two schools, and all trainees on the PGCE with QTS qualification are required to complete a placement in a contrasting second school. The placement is typically done during the second term of study and must be completed before the third term begins. This is to ensure that trainees have time to reflect and embed what they have learnt before the final assessment of teaching practice is made.

    The qualification is a formal Initial Teacher Training qualification, specifically designed for teachers wishing to train 'on-the-job' in a school. The qualification is offered with Qualified Teacher Status (QTS), which is the United Kingdom's professional accreditation for teaching.

    Exit Level Outcomes:
    On successful completion of the University of Coventry (UC) qualification, learners will be able to:
  • Develop a systematic, reflective, and self-critical approach to analyse and foster skills in teaching that promote their self-efficacy and confidence.
  • Critically evaluate pedagogy to adopt relevant strategies and teaching methods that promote high-quality behaviour and learning within their individual context.
  • Be able to adapt to new environments according to the needs of children.
  • Critically reflect on what impacts pupil learning, and exercise independent judgement, using evidence from their teaching as well as relevant educational research, to inform their own practice and improve their classroom management skills.
  • Analyse their teaching, and research both teaching theory and practice to identify opportunities for
    future development and put improvements into practice.
  • Develop critical self-awareness through mentoring and responding to feedback so that they develop great resilience that will help them to enjoy longevity in a career of teaching.
  • Demonstrate that they understand the relationship between theory and their practice and meet the
    minimum level when assessed against the national standards for teachers.
  • Synthesise and critically evaluate pedagogical theory and literature in support of an argument and
    systematically present evidence of effectiveness in relation to their teaching.

    Qualification structure:
    The qualification consists of four compulsory modules of study comprising the following:
  • Behaviour and Classroom Management, 15 Credits compares with Creating successful classrooms: Pedagogy and as Communities in the SA qualification.
  • Curriculum Delivery and Assessment 15 Credits compares with Curriculum Studies and Assessment and Administration in the SA qualification.
  • Development of Teaching, 15 Credits compares with Foundations of Education I and II in the SA qualification.
  • Practical Teaching Practice, 15 Credits compares with School-Based Work-Integrated Learning (WIL) in the SA qualification.
    Total Credits 60

    Teaching and learning:
    The qualification uses a blended approach, combining distance learning online with practical school-based learning, mentor support and assessment, as well as face-to-face university-led sessions/seminars either as regular webinars throughout your course or a combination of face-to-face sessions and online sessions. These sessions provide vital peer support and a valuable collaborative learning environment for trainees to learn from one another, share experiences and reflect away from school. Trainees will spend most of their time studying and training in a school. The qualification is also available for full-time and part-time study and is offered nationwide in England at the Primary and Secondary levels.

    Summative Assessment:
    Assessment throughout the UC qualification is varied and designed to stimulate learning. It includes lesson observations, case study research, oral presentations, and written assignments. The Practical Teaching Practice module runs throughout the course, and formative assessment regularly informs progress and helps learners to develop their teaching.

    Articulation:
  • Graduates may study for a full master's degree.

    Similarities:
  • The University of Coventry (UC) and the South African (SA) qualifications are offered over one full-time academic year.
  • Both qualifications are registered at NQF Level 7.
  • The UC and SA qualifications share similar entry requirements since both qualifications require candidates to hold an undergraduate degree.
  • Both qualifications are formal Initial Teacher Training qualifications.
  • Successful completion of both qualifications leads to academic credibility and recognition within the teaching profession.
  • The completion of both UC and SA qualifications will result in the recommendation for Qualified Teacher Status (QTS), awarded by the Department for Education (DfE) and the South African Council for Educators for the SA qualification.
  • Both qualifications share similar exit-level outcomes and compulsory modules.
  • Both qualifications are assessed through formative and summative assessments.
  • Both qualifications include the Practical Teaching Practice/WIL.

    Differences:
  • The South African (SA) qualification has a weighting of 120 credits whereas the University of Coventry (UC) carries a weighting of 60 credits.
  • The SA qualification has three specialisations while the UC qualification has four specialisations.
  • The UC qualification articulates vertically into the master's degree while the SA qualification articulates into the Bachelor of Education Honour's degree.

    Conclusion:
    The SA qualification compares well with the above-cited international institutions. However, international institutions offer the qualification as contact/online and full-time/ part-time modes whereas the SA qualification will only be offered as a contact, full-time qualification. In both countries, the qualifications are subjected to stringent accreditation requirements as is the case with all South African teaching qualifications. British qualifications are accredited by the British Accreditation Council whilst Australian qualifications are accredited by the Australian Skills Quality Authority. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal and vertical articulation.

    Horizontal Articulation:
  • Advanced Diploma in Education in Intermediate Phase Mathematics Teaching, NQF Level 7.
  • Postgraduate Certificate in Education in Foundation Phase Teaching, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Bachelor of Education Honours in Curriculum, NQF Level 8.
  • Postgraduate Diploma in 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: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.