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 Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
122513  Postgraduate Certificate in Education in Further Education and Training Teaching 
ORIGINATOR
Berea College of Technology (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  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 0525/24  2024-07-11  2027-07-11 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-07-11   2031-07-11  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Postgraduate Certificate in Education in Further Education and Training Teaching is to provide focused knowledge and skills required by classroom teachers. The qualification will equip teachers with the knowledge, practical skills and reflexive attitudes needed for an initial teacher education qualification. The qualification enables teachers to attain a specific depth and specialisation of knowledge, together with practical skills and workplace experience and apply their learning as beginner teachers in the Further Education and Training Teaching (FET) phase schools.

This qualification is one of two pathways for developing professional teachers to teach within the South African school system. The qualification focuses on providing experiences for developing teachers' reflexive competence which will contribute to the development of a self-directed teacher capable of reflecting in informed and theoretical ways on their learning experiences. This qualification will also contribute to developing critically engaged scholars to address social and contextual realities and challenges in schools to become transformative in their approach to education and development. Teachers will develop competence to further their studies in education academically through Postgraduate studies in Education, and/or professionally through alternate qualifications for professional growth.

On completion of the qualification, qualifying learners will be able to:
  • Select, design, plan, implement and evaluate appropriate, and effective projects, procedures and/or programmes.
  • Apply appropriate and adaptable professional skills and judgement, in a variety of contexts of practice.
  • Show a commitment to set, and aspire to achieve high standards in practice, and ongoing professional improvement.
  • Critically analyse relevant materials, resources, and practices, in the light of a conceptual understanding of their area of special study.

    Rationale:
    The qualification is a professional education qualification, focusing on developing skills, values, attitudes, and competencies which the graduates can apply as subject specialist teachers in the FET Phase of Basic Education. The qualification requires a specific depth and specialisation of knowledge, together with practical skills and school-based learning, to enable successful learners to apply their learning as beginner teachers in secondary school contexts. The qualification aims at the development of professional competence, reflexively grounded in educational theory.

    The qualification is an entry-level, initial professional teaching qualification that must be seen as a capping qualification to accredit a professional teaching qualification intended for learners who have an appropriate Bachelor's degree with the approved foundational knowledge of teacher-associated teaching specialization required of a South African school curriculum. The purpose of the qualification is to provide focused knowledge and skills required of classroom teachers. The qualification professionalizes teachers with the knowledge, practical skills and reflexive attitudes needed for an initial teacher education qualification. These knowledge, skills and reflexive attitudes are beginning competencies for teaching in a South African school context. The graduates will be able to teach competently in the FET phase of schooling allied to their area of specialisation in this qualification. The qualification consists of two elective FET subject methodologies offered in the first and second semesters.

    The list of FET subject methodologies offered in its initial stages are listed below:
  • Subject 1: Business Studies.
  • Subject 2: Computer Application Technology.
  • Subject 3: Hospitality Studies.
  • Subject 4: Engineering and Graphic Design.

    The qualification will address the increasing need for properly qualified FET Phase teachers. The qualification provides an entry path into the teaching profession and is relevant for beginning professionals with no teaching experience as well as for persons who have teaching experience but do not have a professional educational qualification. The qualification makes provision for a career change over a short period. The qualification has been designed with the Minimum Requirements for Teacher Education Qualifications (2015) and the Higher Education Qualifications Sub-Framework (2013). The qualification is aligned with the institution's mission and vision as it seeks to provide quality teachers for all schools, strive towards equity, address national and local needs, and address past imbalances. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

    RPL 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.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • An appropriate bachelor's degree, NQF Level 7 with sufficient disciplinary content learning in the appropriate fields leading to a teaching specialization.
    Or
  • An appropriate Diploma NQF Level 6, 360 credits with sufficient disciplinary content learning in the appropriate fields leading to a teaching specialization. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at NQF Level 7 totalling 128 Credits.

    Compulsory Modules, Level 7, 64 Credits:
  • Education Foundations 1A: Teaching, Learning, Curriculum and Assessment, 16 Credits.
  • Education Foundations 1B: Sociology and Philosophy, 16 Credits.
  • Schooling in South Africa, 8 Credits.
  • Teaching Practice I, 8 Credits.
  • Teaching Practice II, 16 Credits.

    Elective Modules, Level 7, 64 Credits (Select any two modules):
  • Teaching Methods in Business Studies, 32 Credits.
  • Teaching Methods Computer Application Technology, 32 Credits.
  • Teaching Methods in English, 32 Credits.
  • Teaching Methods in Engineering and Graphic Design, 32 Credits.
  • Teaching Methods in History, 32 Credits.
  • Teaching Methods in Hospitality Studies, 32 Credits.
  • Teaching Methods in Information Technology, 32 Credits.
  • Teaching Methods in isiZulu, 32 Credits.
  • Teaching Methods in Mathematics, 32 Credits.
  • Teaching Methods in Tourism, 32 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate practical competence in selecting, designing, planning, implementing, and evaluating appropriate, and effective projects, procedures and/or programmes.
    2. Demonstrate appropriate and adaptable professional skills and judgement, in a variety of contexts of practice.
    3. Demonstrate a commitment to set, and aspire to achieve, high standards in practice, and ongoing professional improvement.
    4. Demonstrate the ability to critically analyse relevant materials, resources, and practices, in the light of a conceptual understanding of their area of special study. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Engage in appropriate practices, a practical competence to understand the theoretical bases for these practices' foundational competence.
  • Reflect on and improve their engagement in such practices and reflexive competence.
  • Evaluate and appropriately select projects, procedures and/or programmes to design and plan to facilitate their effective teaching in their study area (teaching specialisation).
  • Effectively implement their plans and designs in authentic environments (e.g. classroom) for teaching their study (teaching specialisations) areas.
  • Apply reflexive competence to improve the planning and implementation of teaching skills to enhance learning by the learners.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • 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 programme.
  • Develop professional competence in decision-making, analysing the diverse contexts of practices and making informed judgements.
  • Adapt the professional practices to the context in which the practising teacher will be placed.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Assess a variety of roles in practice in a special study.
  • Aspire to perform at high standards of practice.
  • Engage in self-led ongoing professional development.
  • Participate in the professional improvement interventions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Work competently, flexibly, responsively, and effectively in a special study, in appropriate organizational contexts.
  • Develop a well-rounded knowledge base of their area of special study.
  • Participate in current discourses and debates within their area of special study.
  • Critically evaluate and analyse relevant materials, resources, and practices.
  • Make informed decisions about their professional practices.

    INTEGRATED ASSESSMENT
    The qualification is designed to strengthen learners' knowledge in the field of Education. Both formative and summative assessment methods will be used in the qualification using a range of assessment methods and approaches.

    Mini projects will be completed in some modules. These mini projects will draw on the knowledge and skills covered across many subject areas.

    Each assessment may be group work or individual work. Below are the examples of formative and summative assessments.
  • Written tests (individual).
  • Written assignments.
  • Practical assignments.
  • Presentations.
  • Tutorial work (group or individual).
  • Discussions.
  • Demonstrations. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is compared with similar qualifications in the following countries.

    County: United Kingdom
    Institution: University of Brighton
    Qualification Title: The Postgraduate Certificate in Education (PGCE)
    Credits: 120 points
    Duration: One year full-time
    Entry requirements
  • Applicants must have an honours degree.
  • Applicants do not need teaching experience but other industry experience relevant to their subject specialism is desirable.

    Purpose:
    The qualification provides the learner with a thorough understanding of the learning process itself, including an appreciation of individual differences. The study of the principles and practices of learning and teaching is through both school and university settings, allowing the learner to develop practical competencies, supported by analytical skills.
    The qualification provides a formal teaching qualification for those wishing to work in the further education sector. The sector offers diverse teaching environments and a wide range of subject specialism. There is an opportunity to apply for Qualified Teaching and Learning Skill status (QTLS) once learners have successfully completed the course and are in full-time employment.

    Qualification structure:
    The qualification consists of the following compulsory modules.
  • An Introduction to Teaching, Learning and Assessment in Education and Training comparable to. Education Foundations 101 (Teaching, Learning, Curriculum and Assessment)
  • Contemporary Issues in Further Education and Training comparable to Schooling in South Africa.
  • Teaching Practice in Education and Training (pre-service) comparable to Teaching Practice.
  • Applied Learning Theory and Inclusive Practice.
  • Wider Professional Practical.
  • Practitioner Enquiry.
  • Placements comparable to Teaching Practice.

    Similarities:
  • University of Brighton (UB) and the South Africa (SA) qualifications are offered over one full-time study.
  • Both qualifications have a weighting of 120 credits.
  • Both qualifications prepare teachers to be professional teachers.
  • Both qualifications consist of core modules and specialization modules.

    Difference:
    Whilst the nomenclature may differ the outcomes of the modules are similar in purpose to the SA qualifications.

    Country: New Zealand
    Institution: University of Canterbury
    Qualification Title: Postgraduate Certificate in Education (PGCE)
    Credts:120 Points
    Duration: 1 year full-time
    Entry Requirements
  • Any appropriate bachelor's degree from Aotearoa New Zealand with a major in Education, Psychology, or a related subject.
    Or
  • Any bachelor's degree from Aotearoa, and either a successfully completed recognised teacher training course of not less than one year at an Aotearoa New Zealand college of education or university.
    Or
  • Acquired experience as a teacher, educator, or counsellor in a recognised workplace or community setting.
    Or
  • Completed the Postgraduate Certificate in Education.
    Or
  • Other qualifications of an equivalent standard.

    Purpose:
    The qualification is designed to allow teachers, counsellors, and other educational professionals to improve their professional practice and examine critically significant issues in education.

    The qualification is made up of the following four compulsory modules:
  • Teaching and learning in Aotearoa comparable to Education Foundations 101: Teaching, Learning, Curriculum and Assessment.
  • Learning Environments.
  • Teaching in Practice is comparable to Teaching Practice.
  • Course Design and Development.

    Similarities:
  • The University of Canterbury (UC) and the South African (SA) qualifications are offered over one year of full-time study.
  • Both qualifications consist of 120 credits.
  • Both qualifications have similar entrance requirements.
  • Both qualifications are designed to prepare teachers to be equipped in teaching, learning, management, and assessment strategies of the school learners.
  • UC and SA qualifications aim to maintain a high quality of teachers in different countries.

    Differences:
  • The UC qualification is available with an endorsement in one of seven areas, but it is not a pathway to teacher registration while the SA qualification has two specialisations, and it is a pathway to teacher registration.
  • The SA and UC educational systems vary and must consider the school curriculum and requirements. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Education in Senior Phase and FET Teaching, NQF Level 7.
  • Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Postgraduate Diploma in Education, NQF Level 8.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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.
     
    1. Berea College of Technology (Pty) Ltd 


    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.