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
122865	Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching
ORIGINATOR
Boston City Campus (Pty) Ltd formerly Boston City Campus and Business College (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		Higher Education and Training
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 0527/24	2024-10-03	2027-10-03
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-10-03		2031-10-03

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 Senior Phase and Further Education and Training Teaching is to enable holders of bachelor's degrees or diplomas, who wish to pursue careers in teaching, to develop and acquire focused disciplinary, pedagogical, and practical knowledge and skills to teach in chosen subjects in the Senior Phase and Further Education and Training band. The qualification accredits a professional teaching programme that 'caps an undergraduate degree or an approved diploma as stipulated in the 2015 Department of Higher Education and Training policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ). This qualification is underpinned by four critical learning approaches associated with the acquisition, integration, and application of knowledge for teaching purposes.

Learners will be able to display a deeper understanding of specialised knowledge. They will also acquire practical skills to justify or change their practice by reflecting on it based on a preliminary understanding of educational theory.
Learners will be equipped with the theoretical and practical knowledge and skills to critically engage with, analyse, and reflect on the subject matter.
They will acquire skills to implement appropriate pedagogical approaches, be cognisant of varied learning environments, including diversity in the learner population, critically reflect on individual practice and implement appropriate improvement practices.

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

Demonstrate an integrated disciplinary, curricular, and pedagogical knowledge underpinning effective teaching and learning that can be applied to the phase and area of specialisation.

Determine best-practice teaching, learning and assessment methods and strategies for the subject, context, and the environment.

Communicate effectively in the mediation and creation of a conducive, supportive, and inclusive learning and teaching environment and the context of general communication with all relevant stakeholders.

Demonstrate sound knowledge and understanding of diverse and varied learning and teaching environments.

Rationale:
Continued technological advancements and the prioritisation of innovation and creativity have led to an increased focus on the responsiveness of the schooling system in preparing and equipping learners with the competencies and capabilities to navigate this dynamic, progressive, constantly evolving world. Teacher education programmes, specifically, have been at the centre-point of deliberation as the pivotal role of education in advancing human and socio-economic development remains unequivocal (Chaudhari and Lakshmi, 2019; Department of Higher Education and Training, 2020).
The paradigmatic shift in the basic education sector has necessitated the development of suitable teacher education programmes that will graduate qualifying teachers with the required theoretical disciplinary, pedagogical, and practical competencies to teach in chosen subjects and phases.

As an Initial Teacher Education (ITE) programme, this qualification will address the learning and development needs of Bachelor's Degree or Diploma graduates from suitable fields who wish to pursue careers in teaching in the Senior Phase and Further Education and Training band.

On completion of this qualification, graduates will qualify to teach a chosen subject in the Senior Phase and the Further Education and Training band and will be able to register as professionally qualified teachers with the South African Council for Educators (SACE).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):

RPL for access:
Learners need to be able to demonstrate their prior learning either through evaluation/verification and/or assessment. Each application will be considered on a case-by-case basis and learners will enter into discussion with the RPL advisor to determine the requirements for the RPL assessment/portfolio of evidence.
Although learners are rigorously assessed, as per the principles of RPL, there is no guarantee that a learner will gain admittance into a programme or receive exemptions from modules.

While the institution is making provision for RPL, it is also adhering to the guidelines set by the CHE (CHE, 2016), and only 10 % of a cohort will be allowed admittance to a programme on an RPL basis.
All RPL applications will be adjudicated by the Academic Committee and Registrar: Administration. The outcome of the applications will be communicated to learners in writing (via email).

Entry Requirements:
The minimum entry requirement for this qualification is:

An appropriate Bachelor's degree, NQF Level 7.
Or

An appropriate Diploma, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, Level 7, totalling 127 Credits:

Information Communication Technology Fundamentals, 6 Credits.

Second Language Communicative Fundamentals, 6 Credits.

Foundations of Education, 12 Credits.

Diversity and Inclusive Education in South Africa, 8 Credits.

Professional Ethics in Teaching, 7 Credits.

Senior Phase and Further Education and Training Teaching, 16 Credits.

Senior Phase Subject Didactics, 24 Credits.

Further Education and Training Subject Didactics, 24 Credits.

Teaching Practice, 24 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an integrated disciplinary, curricular, and pedagogical knowledge underpinning effective teaching and learning that can be applied to the phase and area of specialisation.
2. Determine best-practice teaching, learning and assessment methods and strategies for the subject, context, and the environment.
3. Communicate effectively both in the mediation and creation of a conducive, supportive, and inclusive learning and teaching environment; and in the context of general communication with all relevant stakeholders.
4. Demonstrate sound knowledge and understanding of diverse and varied learning and teaching environments.
5. Reflect on practice, values, and behaviours to build professional excellence and enhance teaching practice.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Evaluate the key philosophical, sociological, psychological, and historical foundations and theories in education that inform quality learning and teaching in the phase and specialisation area.

Evaluate and apply critical subject matter concepts, processes and procedures as they relate to the phase and specialisation area.

Review, select and sequence learning and teaching material and resources appropriate to learner needs, and the phase and area of specialisation.

Associated Assessment Criteria for Exit Level Outcome 2:

Illustrate proficient knowledge and a sufficient understanding of curricula and instructional strategies appropriate to the phase and subject specialisation area.

Plan and implement assessment strategies and tasks aligned to the phase and subject specialisation area.

Recognise individual learner needs and identify suitable learning opportunities to mitigate barriers to learning.

Analyse, select and utilise a range of educational and instructional technologies to facilitate and enhance learning.

Promote and successfully implement the principles and practices of inclusive learning and teaching in the classroom.

Associated Assessment Criteria for Exit Level Outcome 3:

Utilise appropriate language of instruction to facilitate learning and cultivate inclusivity in the classroom.

Illustrate the fundamental conversational competence in a second language appropriate to the learner body and variable teaching and learning contexts.

Engage professionally and respectfully and communicate with all stakeholders, including learners, parents/guardians, colleagues and relevant community members.

Associated Assessment Criteria for Exit Level Outcome 4:

Acknowledge diversity and actively promote equitable opportunity and acceptance within the learner body, classroom and school.

Apply appropriate management and leadership theories, styles, dimensions, and principles in practice and actively participate in school decision-making structures.

Proactively acknowledge and promote constitutional human rights and social justice in education.

Associated Assessment Criteria for Exit Level Outcome 5:

Engage successfully with and draw from literature and research to inform professional conduct.

Conduct efficient a continuous evaluation of personal, academic and professional growth and progress from multiple perspectives.

Analyse and evaluate teaching practice by applying appropriate evidence-based reflective approaches and strategies to inform professional conduct, develop teaching practice, and manage complex problems and challenges in professional contexts.

INTERNATIONAL COMPARABILITY

The purpose, duration, outcomes, and practical learning of the PGCE (Senior Phase and Further Education and Training Teaching) have been compared with international cognate qualifications. As basic education and subsequently ITE qualifications worldwide vary significantly in terms of structure, the comparison therefore moves beyond countries with similar frameworks. The nature and structure of South Africa's basic education is unique, and Teacher Education Qualifications are subsequently decidedly contextualised.

Country: United Kingdom
Institution name: The University of Cambridge
Qualification title: Secondary Postgraduate Certificate in Education
Duration: One year

Entry requirements:

Minimum of a 2.1 (upper second) class honours degree.

Purpose/Rationale
There are three integrated aspects of the secondary courses which prepare trainees to teach across the whole 11-19 age range, Subject Studies, Professional Studies and Professional Placements.
Learners will acquire competencies that are specific to their subject, learn how their subject is framed by the requirements of the curriculum, and explore teaching and learning approaches which support students' learning of your subject.
Trainees who successfully complete all examined elements of the Cambridge PGCE course can apply to undertake the part-time Master of Education (MEd) in just one year.

Course structure
Modules:

Curriculum design, planning, implementation, and evaluation.

Behaviour for learning.

The assessment of pupil learning.

Approaches to pupil grouping.

English as an additional language, comparable to Second Language Communicative Fundamentals.

Citizenship and social moral, spiritual and cultural education, comparable to Professional Ethics in Teaching.

Teacher and student wellbeing.

Children, teachers, parents and the law.

Similarities:

The University of Cambridge (UC) and the South African qualification are both offered over one year.

The UC qualification is aimed at teaching specific subjects to learners between the ages of 11-18.

The SA qualification is designed to develop teachers who will develop and acquire focused disciplinary, pedagogical, and practical knowledge and skills to teach chosen subjects in the Senior Phase and Further Education and Training band.

The UC qualification is one of the main routes to becoming a teacher in the UK.

Similarly, the SA qualification aims to offer holders of bachelor's degrees or diploma holders, who wish to pursue careers in teaching.

Both qualifications focus on three key elements i.e., making provision for studying the core, generic foundations of education; the curriculum, principles and practices of teaching specific subjects; and school placements.

Both qualifications share similar modules such as English as an additional language, comparable to Second Language Communicative Fundamentals and Citizenship and Social Moral, Spiritual and Cultural Education, comparable to Professional Ethics in Teaching.

Differences:

The UC qualification is strongly focused on practical learning with compulsory 17-week school placements.

Country: New Zealand
Name of Institution: New Zealand Massey University
Qualification title: Graduate Diploma of Learning and Teaching (Secondary)
Duration: One year

Entry requirements:

Must have been awarded or qualified for a bachelor's degree of at least 360 credits, or equivalent.

Purpose/Rationale
The Graduate Diploma of Learning and Teaching (Secondary) embodies a new vision for the future of initial teacher education. Learners will gain from robust, specialised curriculum and teaching knowledge that is critical for graduates preparing to enter different types of teaching environments. The qualification also represents Massey University's commitment to becoming a Tiriti-led university.

Course structure
Modules:

Learning and Teaching, comparable with Teaching Practice

Professional Practice 1 (Secondary)

Curriculum and Pedagogy B (Secondary)

Curriculum and Pedagogy A (Secondary Maths, Science, Technology)

Curriculum and Pedagogy A (Secondary English, Languages, Social Sciences), comparable with Second Language Communicative Fundamentals

Curriculum and Pedagogy A (Secondary Arts, Physical Education & Health)

Similarities:

The New Zealand Massey University (NZMU) and the South African (SA) qualification both accept learners who have completed a bachelor's degree in the relevant field.

Both qualifications have a similar structure in regard to the National Qualifications Framework and are offered at Level 7.

The NZMU will enable graduates to teach learners aged between 13-18 years.

Similarly, the SA qualification aims to train a teacher who will teach in the Senior Phase and Further Education and Training Teaching.

The NZMU learners will gain from a robust, specialised curriculum and teaching knowledge that is critical for graduates preparing to enter different types of teaching environments.

Similarly, the SA qualification will enable learners to acquire skills to Implement appropriate pedagogical approaches, be cognisant of varied learning environments, including diversity in the learner population, and critically reflect on individual practice and implement appropriate improvement practices.

Both qualifications share similar modules such as Curriculum and Pedagogy A (Secondary English, Languages, Social Sciences), comparable with Second Language Communicative Fundamentals and also learners conduct Teaching or Professional Practice.

ARTICULATION OPTIONS

Horizontal Articulation:

Advanced Diploma in Education in Special Needs Education, NQF Level 7.

Bachelor of Education in Senior Phase and Further Education and Training Teaching, NQF Level 7.

Advanced Certificate in Further Education and Training Teaching, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours in Education Leadership and Management, NQF Level 8.

Bachelor of Education Honours in Inclusive 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.	Boston City Campus (Pty) Ltd formerly Boston City Campus and Business College (Pty) Ltd