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: 

Bachelor of Education in Senior Phase and Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
123506  Bachelor of Education in Senior Phase and Further Education and Training Teaching 
ORIGINATOR
Regenesys Management (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
National First Degree  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0729/25  2025-02-04  2028-02-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-02-04   2034-02-04  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Education in Senior Phase and Further Education and Training is to provide a well-rounded education that equips graduates with the required subject content knowledge base, educational theory, and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified beginner teachers. Principles and theory are emphasised as a basis for entry into a professional teaching career. The learning programme is designed to develop the competencies of a novice teacher as set out in the Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ).

The qualification is intended to develop qualified classroom teachers who can demonstrate:
focused knowledge and skills in the teaching of specialisations (phase(s) and/or subject(s)). The qualification requires a specific depth of, and specialisation in knowledge, together with practical skills and workplace experience, to enable successful learners to enter teaching and apply their learning as beginner teachers in schools in varying contexts. The qualification also requires intellectual independence and the development of research competence at an introductory level in the field of education, specifically teaching and learning, to provide a basis for postgraduate studies in the field of education or in a sub-field of education, as well as for further professional development as a teacher. The qualification will provide opportunities for learners to specialise in teaching the Senior Phase (SP) and the Further Education and Training (FET) band of schooling.

Rationale:
The Bachelor of Education in Senior Phase and Further Education and Training Teaching meets the needs of both learners wishing to pursue a career immediately upon graduation and learners wishing to undertake postgraduate studies in teacher education. This qualification is modelled on the MRTEQ. It offers a sound and practical balance of senior phase and further education training knowledge and the underlying context necessary for adapting to the ever-changing needs of technology. According to the 2019 report by the United Nations Educational, Scientific and Cultural Organization (UNESCO) on education, South Africa does not have an adequate number of teachers to meet the supply and demand of the country. Currently, the country's initial teacher institutions graduate 15,000 new teachers per year. This is below the 25,000 mark required to maintain an effective teacher-pupil ratio. But between 18,000 and 22,000 teachers leave the profession every year. This figure is higher than teachers who join the profession.

The Teaching and Learning International Survey published in July 2019 found that the average age of the South African educator was 43 years. The survey also found that 32% of educators were aged 50 and above. This means that in the next decade, almost half of the current teaching workforce will have to be replaced. In addition, South Africa is particularly lagging in producing educators in science, technology, engineering, and mathematics. Educators are regarded as the essential drivers of a good quality education system. If South Africa is unable to successfully recruit, retain, and train enough suitably qualified educators it would not be able to provide quality education to the citizens to meet the country's social and economic needs.

The qualification will ensure that the public sector, private sector, society, and relevant structures have suitable educators with critical, analytical and organisational skills. The establishment of a qualification presents an ideal opportunity for the school to grow its offering, aimed at individuals and matriculants who are interested in pursuing a career in teaching and related aspects. The qualification is therefore designed to provide a simulated environment for learners to gain insight into how theory is applied in practice, which should increase the employability of learners and stimulate research through relevant postgraduate studies. Learners may take the Science and Technology specialisation or Business and Management specialisation. 

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

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.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to Bachelor's degree studies.
    Or
  • National Certificate (Vocational) NQF Level 4 granting access to Bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6, and 7 totalling 525 credits.

    Science and Technology Specialisation consists of two Senior Phase subjects and one Further Education and Training subject or one Senior Phase subject and Two Further Education and Training subjects.

    Business and Management Specialisation consists of one Senior Phase (SP) subject and two Further Education and Training (FET) subjects. Furthermore, the SP subject(s) should be the same as the FET subject(s) (e.g. Mathematics (SP) Technology (SP) and Mathematical Literacy (FET) or the FET subject should be one of the subjects underpinning the SP subject (e.g. Accounting, (FET) Business Studies (FET) or Economics (FET) and Economic and Management Sciences (SP).

    Year 1:
    Compulsory Modules, Level 5, 65 Credits:
  • Academic Literacy, 10 Credits.
  • Basic ICT in Education, 10 Credits.
  • Classroom Management I, 6 Credits.
  • Education Studies: Contemporary and Historical Theories of Learning I, 3 Credits.
  • Education Studies: Philosophy I, 3 Credits:
  • Education Studies: Psychology: Social Psychology for Educators I, 3 Credits.
  • Education Studies: Sociology I, 3 Credits.
  • Emotional and Spiritual Intelligence, 6 Credits.
  • Language of learning and teaching (LoLT): English, 3 Credits.
  • Professional Studies: Further Education and Training (FET) I, 6 Credits.
  • Professional Studies: Senior Phase (SP) I, 6 Credits.
  • Teaching Practice I, 6 Credits.

    Senior Phase (SP) Elective Modules, Level 5, 6/12 Credits (Select one/two subjects):
  • SP: Economics and Management Science (EMS) I, 6 Credits.
  • SP: Mathematics I, 6 Credits.
  • SP: Technology I, 6 Credits.
    And

    Further Education and Training (FET) Elective Modules, Level 5, 6/12 Credits (Select one/two subjects):
  • FET: Accounting I, 6 Credits.
  • FET: Business Studies I, 6 Credits.
  • FET: Computer Applications Technology I, 6 Credits.
  • FET: Economics I, 6 Credits.
  • FET: Mathematics I, 6 Credits.
  • FET: Mathematical Literacy I, 6 Credits.
    And

    Elective Modules, Level 5, 10 Credits (Select one module)
  • Language of Conversational Competence (LoCC): Afrikaans, 10 Credits.
  • LoCC: IsiZulu, 10 Credits.
  • LoCC: North Sesotho, 10 Credits.

    Total: 28

    Year 2:
    Compulsory Modules, Level 6, 78 Credits:
  • Classroom Management II, 14 Credits.
  • Education Studies: Curriculum and Pedagogy II, 10 Credits.
  • Education Studies: Philosophy II, 10 Credits.
  • Education Studies: Sociology and History II, 10 Credits.
  • Education Studies Psychology: Community Psychology in Education II, 10 Credits.
  • Professional Studies: FET II, 6 Credits.
  • Professional Studies: SP II, 6 Credits.
  • Teaching Practice II, 12 Credits.

    Senior Phase Elective Modules, Level 6, 18/36 Credits (Select one/two subjects):
  • SP EMS II, 18 Credits.
  • SP: Technology II, 18 Credits.
  • FET: Mathematics II, 18 Credits.
    And

    FET Elective Modules, Level 6, 18/36 Credits (Select one/two subjects):
  • FET: Accounting II, 18 Credits.
  • FET: Business Studies II, 18 Credits.
  • FET: Computer Applications Technology II, 18 Credits.
  • FET: Economics II, 18 Credits.
  • FET: Mathematical Literacy II, 18 Credits.

    Total: 54

    Year 3:
    Compulsory Modules, Level 6, 74 Credits:
  • Action Research Methodology, 7 Credits.
  • Classroom Management III, 12 Credits.
  • Education Studies: Contemporary Issues and Debates in Education III, 2 Credits.
  • Education Studies: Philosophy III, 2 Credits.
  • Education Studies: Psychology III, 2 Credits.
  • Education Studies: Social Theory III, 2 Credits.
  • Inclusive Education, 3 Credits.
  • Professional Studies: FET III, 12 Credits.
  • Professional Studies: SP III, 12 Credits.
  • Teaching Practice III, 20 Credits.

    Senior Phase Elective Modules, Level 6, 28/56 Credits (Select one/two subjects):
  • SP: EMS III, 28 Credits.
  • SP: Mathematics III, 28 Credits.
  • SP: Technology III, 28 Credits.
    And

    FET Elective Modules, Level 6, 28/56 Credits (Select one/two subjects):
  • FET: Accounting III, 28 Credits.
  • FET: Business Studies III, 28 Credits.
  • FET: Computer Applications Technology III, 28 Credits.
  • FET: Economics III, 28 Credits.
  • FET: Mathematics III, 28 Credits.
  • FET: Mathematical Literacy III, 28 Credits.
    Total: 84

    Year 4:
    Compulsory Modules, Level 7, 82 Credits:
  • Assessment in Education, 12 Credits.
  • Education Studies: Curriculum: Perspectives of Education: IV, 13 Credits.
  • Education Studies: Philosophy IV, 13 Credits.
  • Education Studies Psychology: Child Development and Learning IV, 13 Credits.
  • Education Studies Sociology: Investigating Social Issues IV, 13 Credits.
  • Professional Studies: FET IV, 4 Credits.
  • Professional Studies: SP IV, 4 Credits.
  • Teaching Practice IV, 10 Credits.

    Senior Phase: Elective Modules, Level 7, 20/40 Credits (Select any two subjects):
  • SP: EMS IV, 20 Credits.
  • SP: Mathematics IV, 20 Credits.
  • SP: Technology IV, 20 Credits.
    And

    FET Elective Modules, Level 7, 20/40 Credits (Select one/two subjects):
  • FET: Accounting IV, 20 Credits.
  • FET: Business Studies IV, 20 Credits.
  • FET: Computer Applications Technology IV, 20 Credits.
  • FET: Economics IV, 20 Credits.
  • FET: Mathematics IV, 20 Credits.
  • FET: Mathematical Literacy IV, 20 Credits.

    Total 60 Credits 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate effective problem-solving capability by applying logical, critical and creative thinking strategies in diverse contexts of education, science, technology or business.
    2. Demonstrate competence in research by performing a scientific inquiry in Education.
    3. Demonstrate effective communication skills in writing, speaking, technology and numeracy for planning and presenting lessons and computing marks in teaching specialisation subjects in the Senior Phase and Further Education and Training (FET) Teaching up to grade nine and twelve respectively of school education.
    4. Demonstrate diversity, social responsibility and ethical principles to analyse and interpret the Curriculum and Assessment Policy Statement (CAPS) for proper implementation of a variety of appropriate teaching and assessment strategies.
    5. Demonstrate their competence as active and reflective thinkers with an ability to commit to sustaining ongoing personal and career learning.
    6. Demonstrate fundamental learning and disciplinary learning in subject content modules, teaching methods modules and practical methods of Work-integrated learning (WIL) towards developing a well-rounded broad education base complaint in subject content.
    7. Demonstrates organisational, managerial and coordination to facilitate planning and delivery of teaching in specialisation subjects in Sciences and Technology and EMS of the FET and Senior Phase. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Discuss and explain the context of education.
  • Explain, discuss and apply the context of science, technology, languages or business.
  • Explain, discuss and apply logical thinking.
  • Explain, discuss and apply critical thinking and associated strategies.
  • Practically demonstrate critical and creative thinking on an independent basis by taking responsibility for the selection and construction of projects or case studies.
  • Develop competencies that enable the completion of an effective group.
  • Demonstrate critical and creative thinking collaboratively is discussed and applied.
  • Solve problems by designing, evaluating and implementing appropriate strategies.
  • Explain, discuss and apply effective problem-solving.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Discuss and explain the context of the research.
  • Discuss and explain the context of scientific inquiry in education.
  • Discuss and explain the competence in developing research.
  • Discuss and explain how the research proposal is developed in the five main areas: research topic, literature, methodology, general and funding.
  • Develop an effective research design.
  • Develop research competence in engaging in educational inquiry through scientific processes and apply knowledge through appropriate procedures, processes, techniques, and practical resources.
  • Develop effective communication skills by enhancing proficiency in communicating and presenting complex arguments and ideas effectively in oral and written forms and to diverse audiences.
  • Communicate Education for the developing world, for further studies and as a profession.
  • Apply comprehensive knowledge of the terms, concepts, principles, rules and theories utilised in Education practice both locally and internationally.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Define communication skills of writing, speaking, technology and numeracy.
  • Discuss good communication skills in writing, speaking, technology and numeracy.
  • Demonstrate proficiency in constructing and comprehending specialisation subjects.
  • List and discuss steps in planning and presenting a lesson.
  • Discuss the qualities of an effective lesson and develop lesson evaluation criteria.
  • Teach specialisation subjects in the Senior Phase and Further Education and Training Teaching up to grade nine and twelve respectively of school education.
  • Prepare and present a lesson.
  • Evaluate the lesson against the set criteria.
  • Develop fundamental proficiency and competencies in information literacy, and oral and written communication when planning and presenting lessons.
  • Select appropriate teaching methods to suit teaching and learning contexts.
  • Illustrate a broad understanding of the chosen discipline when presenting lessons for each of the two electives in the Further Education and Training (FET) phase.
  • Demonstrate and apply Excel marks computation.
  • Demonstrate fundamental proficiency and competencies in numeracy and technological application when allocating marks in assessment tasks and calculating year marks for 'learners' using Excel.
  • Demonstrate competence in reading, writing and speaking the language of instruction in ways that facilitate their own academic learning, and learning in classrooms.
  • Demonstrate competence in interpreting and using numerical and elementary statistical knowledge to facilitate their own academic learning, and to manage teaching, learning and assessment.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Explain and discuss the context of diversity, social responsibility and ethical principles.
  • Define the Curriculum and Assessment Policy Statement (CAPS).
  • Define and discuss teaching and assessment strategies.
  • Define and discuss the contents of the Curriculum and Assessment Policy Statement (CAPS).
  • Discuss the contents of the CAPS with appropriate teaching and assessment strategies. > Explain the contents of the CAPS under diverse, social and ethical considerations.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Define and discuss the context of active against reflective thinkers.
  • Identify self as either an active or reflective thinker.
  • Explain and discuss the context of personal and career learning.
  • Identify the limits of own knowledge and understanding to produce weekly reflective reports on own learning, showing a commitment to sustaining ongoing personal and career-related opportunities.
  • Write a self-career path.
  • Reflect on own performance.
  • Produce a two-or, five-or ten-year plan for self.
  • Take active, personal responsibility for own learning to enhance professional and personal life and career development.
  • Analyse, evaluate knowledge and contribute to systematic and disciplined thinking with reference to languages, business, science and technology thereby developing personally through self-awareness and becoming self-directed long-life learners.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate up-to-date thinking and incorporate communication and information technologies into teaching and learning in all subject-specific modules.
  • Apply key aspects of the field of study, including the acquisition of coherent and detailed knowledge, which is at or informed by the forefront of defined aspects of a discipline.
  • Accurately deploy established techniques of analysis and enquiry within a discipline.
  • Determine arguments, assumptions, abstract concepts and data to make judgements, and to frame appropriate questions to achieve a solution or identify a range of solutions to a problem within each discipline.
  • Define subject benchmark statements that set out expectations about standards in a range of subject areas and what gives a discipline its coherence and identity.
  • Demonstrate the techniques and skills needed to develop an understanding of the subject.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Source, evaluate and regularly revise the methodology for curriculum delivery which outlines the best ways of imparting knowledge, values, processes and attitudes to learners in a manner that prepares them not only to achieve the learning goals but also to excel in their achievements.
  • Interrogate guidelines on how to plan implementable frameworks for testing, remediation and revision.
  • Participate in discourses and scholarly debates about strategies on how to deliver and manage curriculum at the school level; frequently assess and document learner achievement; modify instruction to improve learner attainment; and participate in curriculum development/revision activities that will take place regularly.
  • Effectively assess curriculum delivery at a conceptual level where learners must demonstrate consistent use of subject concepts/terminology in their interaction with its content.
  • Explore and evaluate techniques for monitoring learners who must demonstrate the extent to which their acquired knowledge is aligned with the learning objectives through practical simulated classroom situations.
  • Probe good practice of continually assessing learners to evaluate their successes and failures and strategically design working interventions as a way of closing the knowledge gaps.
  • Select, use and adjust teaching and learning strategies in ways relevant to Science and Technology specialisation or Business and Management specialisation which meet the needs of the learners and the context.
  • Demonstrate competence in managing and administering learning environments and supporting learners in ways that are sensitive, stimulating, democratic and well-organised.

    INTEGRATED ASSESSMENT
    The assessment strategy broadly includes formative assessment and summative assessment. For purposes of the formative assessment segment learners are required to complete and submit two formal formative assessment tasks per module, i.e. objective test, e.g. multiple choice (weighted at 20%), and cognitive assessment, e.g. traditional assignment (weighted at 40%). Learners who receive less than 50% for their formative assessment may request a re-submission after improvements are made. Learners who do not achieve an average subminimum of 40% for each of their formative assessments may be given the opportunity to re-submit their assessment tasks after academic support and guidance are provided through the Academic Department. Learners who receive a mark of 39% and below are not eligible for the summative assessment, i.e. examination.

    Learners are therefore encouraged to request a re-submission and ensure submission of a greatly improved assessment. A resubmission is capped at 60% unless the Academic Committee is convinced that the reason for the resubmission is valid and compelling. The mark awarded after marking the resubmission will be the final recorded mark against the module, even if it is lower than the original mark. Upon achievement of a sub-minimum of 40% for each formative assessment, the learners will be allowed to proceed to the summative assessment (weighted at 40%). The summative assessment will itself also have a sub-minimum of 40%.

    The summative assessment carries a weight of 40 %. The final mark therefore is formed of the formative assessment carrying a weight of 60 % and the summative assessment carrying a weight of 40 %.

    A learner passes a module if a final average mark of at least 50% is achieved for the module, i.e. the final mark. This is subject to a sub-minimum of 40% being obtained for both the formative and summative assessments.

    A learner who does not achieve an average pass mark of 50% for the module after writing the exam may be granted the opportunity to improve and re-submit the assignment for which a mark of between 40-50% was achieved. Such a re-submission mark is capped at 60%. Those learners who obtained a final module mark of between 30% and 39% are not automatically allowed a second examination opportunity but may apply to the Academic Committee for special permission to write during the next examination session, providing written justification for the request. Weighting is 20 % for the digital assessment, 40 % for the individual assessment and the summative assessment weighs 40 %. It is also important to note that the programme does contain a WIL component. 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African qualification was compared with similar qualifications offered by the following countries.

    Country: Australia
    Institution: Southern Cross University
    Qualification Title: Bachelor of Education (Secondary)
    Credits: 384
    Duration: Four years full-time
    Entry requirements
  • Have completed senior secondary study to the equivalent of the Australian year 12.
    Or
  • Have completed at least one year of full-time study (or equivalent part-time study) at AQF diploma equivalent or higher.

    Purpose:
    This qualification is ideally suited to aspiring teachers with an interest in the arts, who want to develop an expanded scope of practice in areas such as written communication, social theory and history. learners will develop a broad understanding of the world and its people, engaging with important social, cultural and political issues.

    The Bachelor of Education in this double degree includes extensive professional placement and qualifies you to teach in secondary schools in up to two subjects.
    The Bachelor of Arts in this double degree offers three exciting majors to tailor your studies, in either Creative Writing, Humanities or Social Sciences. Each major includes a research project with an academic supervisor where you can focus deeply on an area that interests you. Career opportunities for graduates of this degree are diverse, spanning the fields of teaching and education as well as careers in the cultural and social spheres.

    Learning Outcomes:
  • Graduates at this level will have broad and coherent theoretical and technical knowledge with depth in one or more disciplines or areas of practice" and skills.
  • Graduates at this level will have well-developed cognitive, technical and communication skills to select and apply methods and technologies to: analyse and evaluate information to complete a range of activities; analyse, generate and transmit solutions to unpredictable and sometimes complex problems; and transmit knowledge, skills and ideas to others.

    Qualification structure:
    The qualification consists of the following compulsory modules.

    First Year
  • Introduction to Creative Writing comparable to LoLT: English
  • Education and Philosophy: Playing with Thought comparable to Education Studies (Philosophy) and Education Studies Psychology (Child Development and Learning).
  • Introduction to Written Texts comparable to Academic Literacy.
  • Foundations of Mathematics and Numeracy: Numbers that Count comparable to FET: Mathematical Literacy.
  • Making History comparable to Education Studies (Sociology and History).
  • Interdisciplinary Studies: Crossing the Line.
  • Critical Thinking for Digital Times.

    Second Year
  • English: Secondary Curriculum and Pedagogy I.
  • Education and Practice: Ways of Teaching and Learning comparable to Teaching Practice.
  • Australia, Asia and the World.
  • Writing Poetry comparable to LoLT: English.
  • Professional Experience I - Secondary comparable to Teaching Practice I.
  • Writing Genre comparable to LoLT: English.
  • Australian Cultural History comparable to Education Studies (Contemporary and Historical Theories of Learning).
  • Education and Change: The Lifelong Learner.
  • Issues and Themes in Contemporary Writing.

    Third Year
  • Education and ICT: Digital Disruptions comparable to Basic ICT in Education.
  • Professional Experience II - Secondary comparable to Teaching Practice II.
  • Inclusive and Special Education: The Responsive Teacher comparable to Inclusive Education.
  • HSIE: Secondary Curriculum and Pedagogy I comparable to Education Studies (Curriculum: Perspectives of Education).
  • Classroom Management comparable to Classroom Management.
  • Writing Place: Landscapes, Memory, History.
  • Professional Experience III - Secondary comparable to Teaching Practice III.
  • World Politics and Global Environmental Challenges comparable to Education Studies (Contemporary Issues and Debates in Education).
  • English: Secondary Curriculum and Pedagogy II.
  • Education and Indigenous Australians: Ways of Knowing and Being.

    Fourth year
  • Teaching Students from Diverse Backgrounds.
  • HSIE: Secondary Curriculum and Pedagogy II comparable to Education Studies (Curriculum: Perspectives of Education).
  • Professional Experience IV - Secondary comparable to Teaching Practice IV.
  • Theories of Text and Culture.
  • Education for Impact: Into and Beyond the Profession.
  • Education and the Environment: More than Human.
  • Short Story Writing comparable to LoLT: English.
  • Independent Project comparable to Action Research Methodology.
  • Freedom and Tyranny in the Ancient Mediterranean World.

    Similarities:
  • The Southern Cross University (SCU) and the South African (SA) qualifications are offered over four years of full-time study.
  • Both qualifications are registered at AQF/SA NQF Level 7.
  • The SCU and SA qualifications require applicants who completed the senior secondary qualification or equivalent qualification.
  • Both qualifications consist of compulsory and elective modules.

    Differences:
  • The SCU qualification has 384 credits whereas the SA qualification has 525 credits.
  • The SA qualification has specialisations while the SCU qualification has no specialisation.
  • The SCU qualification is ideally suited to aspiring teachers with an interest in the arts, who want to develop an expanded scope of practice in areas such as written communication, social theory and history whereas the SA qualification is suited for learners who want to teach both the Mathematics, Technology, Commercial and Business Subjects.

    Country: New Zealand
    Institution: University of Auckland
    Qualification Title: Bachelor of Education (Teaching)
    Credits: 360
    Duration: Three years full-time:
    Entry requirements:
  • University Entrance (UE) standard/NCEA/CIE/ IB

    Purpose:
    The primary purpose of the professional Bachelor's Degree is to enable them to demonstrate initiative and responsibility in an academic or professional context. Graduates of the Huarahi Maori specialisation are equipped to teach in Maori medium, bilingual and English medium primary and intermediate schools. The qualification is assessed through individual and group assignments, examinations and practical experience in schools.

    Vertical Articulation:
  • Bachelor of Education (Teaching) (Honours).
  • Postgraduate Diploma in Counselling Theory.
  • Postgraduate Certificate in Education.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.

    Year 1:
    Compulsory Modules, 120 Credits:
  • Waipapa Taumata Rau, 15 pts.
  • Transdisciplinary course, 15 pts.
  • Teaching tales and traditions, 15 pts.
  • How people learn, 15 pts.
  • Reflecting on how children learn, 15 pts.
  • Intro to educational thought, 15 pts.
  • Intro to Maori education, Points:15 pts.

    Elective Modules
  • Free Choice, 15 pts.

    Year 2:
    Compulsory Modules, 120 Credits:
  • The Creative Process, 15 pts.
  • Teaching literacy and maths, 15 pts comparable to FET: Mathematical Literacy.
  • Educational Psychology, 15 pts comparable to Psychology (Community Psychology in Education).
  • Reflecting on education spaces, 15 pts.
  • Intro to spoken Maori (or EDPROFM 101), 15 pts.
  • Pasifika education and diversity, 15 pts.

    Elective Modules Points:
  • Free Choice, 15 pts, 15 pts.

    Year 3:
    Compulsory Modules, 120 Credits
  • Professional practice 3, 15 pts is comparable to Teaching Practice
  • Curriculum in maths and literacy 1, 15 pts is comparable to FET: Mathematical Literacy.
  • Curriculum in maths and literacy 2, 15 pts is comparable to FET: Mathematical Literacy.
  • Languages and social sciences, 15 pts.
  • Professional practice 4, 15 pts.
  • Science and technology curriculum, 15 pts.
  • The Arts, Health and PE, 15 pts.
  • Ako, 15 pts.

    Similarities:
  • The University of Auckland (UA) and the South African (SA) qualifications require applicants who completed the University Entrance secondary school qualifications.
  • The purpose of the UA and SA qualifications is to provide a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of disciplines and fields of study.
  • Both qualifications consist of compulsory and elective modules.
  • The UA and SA qualifications articulate vertically into Bachelor of Education Honours or Postgraduate Diploma in Education.

    Differences:
  • The UA qualification has 360 credits whereas the SA qualification has 525 credits.
  • The SA qualification is offered over four years of full-time study while the UA qualification takes three years of full-time study. 
    		•

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

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

    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. Regenesys Management (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.