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 THAT HAS PASSED THE END DATE: 

National Higher Diploma: Education: Secondary 
SAQA QUAL ID QUALIFICATION TITLE
1459  National Higher Diploma: Education: Secondary 
ORIGINATOR
Committee of Technikon Principals 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Higher 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  Level 6  Level TBA: Pre-2009 was L6  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Registered" 		 SAQA 1536/01  2003-07-01  2006-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-06-30   2010-06-30  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
72649  National Higher Diploma: Education: Secondary  Level 6  Level TBA: Pre-2009 was L6  120  Complete 
78674  National Higher Diploma: Education: Secondary  Level 6  Level TBA: Pre-2009 was L6  120  Complete 
80186  National Higher Diploma: Education: Secondary  Level 6  Level TBA: Pre-2009 was L6  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The qualifying learner will be competent to facilitate teaching and learning within an elected area of specialisation in the Further Education and Training Bands. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
At least 360 credits of which 120 credits are on NQF-level 6, in related fields of knowledge and skill which include 5 approved school subjects (as currently taught in secondary schools) or equivalent, structured as follows:
  • One subject on NQF level 6 (this is regarded as 3 subjects),
    plus
    one subject on NQF level 5b (this is regarded as 2 subjects) or two subjects on NQF level 5a (this is regarded as 2 subjects);

    or
  • Two subjects on NQF level 5b (this is regarded as 4 subjects) plus one subject on NQF level 5a (this is regarded as 1 subject). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    The qualification shall be awarded to a learner who has completed the required credits either through formal education at the technikon, or through a combination of technikon learning and the recognition of relevant experience and/or other learning at appropriate levels which comply with the capabilities defined for this qualification 

    EXIT LEVEL OUTCOMES 
    +1. The successful learner is able to facilitate learning.
    2. Communicate effectively within an educational environment.
    3. Design and develop curricula
    4. Fulfil administrative roles
    5. Act as a professional
    6. Demonstrate the ability to facilitate learning within a specific area of specialisation.

    Specified outcomes:

    1. Demonstrate theoretical knowledge of learning pedagogical concepts, principles and procedures
    (F) 11 credits (NQF 6)

    Provide learner support according to needs.
    (C) 1 credit (NQF 5)
    7 credits (NQF 6)

    Demonstrate theoretical knowledge of life orientations, safety, health, environmental and cultural awareness.
    (C) 2 credits (NQF 5)
    2 credits (NQF 6)

    Create and provide various teaching and learning opportunities
    (C) 3 credits (NQF 6)

    Provide continuous, summative and formative assessment.
    (C) 9 credits (NQF 6)

    2. Demonstrate the ability to use oral and written language effectively within the educational environment.
    (F) 8 credits (NQF 5)

    Use computer technology effective for educational purposes.
    (C) 10 credits (NQF 5)

    Use library systems effectively.
    (C) 8 credits (NQF 5)

    Literature surveys
    (C) 4 credits (NQF 5)

    3. Do curriculum development within a specific area of learning
    (C) 10 credits (NQF 6)

    Select and develop teaching and learning material/media
    (C) 1 credit (NQF 5)
    4 credits (NQF 6)

    4. Demonstrate an understanding of school administrative systems
    (C) 4 credits (NQF 6)
  • Administrative classroom activities
    (C) 3 credits (NQF 6)
  • Applying general management principles
    (C) 3 credits (NQF 6)

    5. Act as role model for learners and colleagues by setting an example.
    (C) 4 credits (NQF 6)
  • Fulfil role as teacher supporter
    (C) 1 credit (NQF 6)
  • Demonstrate lifelong learning skills
    (C) 2 credits (NQF 5)
    8 credits (NQF 6)

    6. Demonstrate an understanding of the concepts, principles, processes and procedures relevant to any two electives of school subjects (as currently taught in secondary schools):
  • School subject A
    (E) 5 credits (NQF 6)
  • School subject B
    (E) 5 credits (NQF 6)
  • Demonstrate the ability to facilitate learning within the above-mentioned areas of specialisation.
    (C) 5 credits (NQF 6).

    Critical Outcomes

    1 Identify and solve problems in which responses display that responsible decisions (using critical and creative thinking) have been made

    2 Work effectively with others as a member of a team, group, organisation and community

    3 Organise and manage one and one's activities responsibly and effectively

    4 Collect, analyse, organise and critically evaluate information

    5 Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation

    6 Use science and technology effectively and critically, showing responsibility towards the environment and the health of others

    7 Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1 Pedagogical concepts, principles and procedures are explained correctly and comprehensively
    .
    Various learning difficulties are explained comprehensively
    .
    Specific learning difficulties are identified correctly
    .
    Appropriate learning support is given to identified learners.

    All aspects of life orientations, safety, health, environmental and cultural awareness are discussed and explained correctly.

    Social milieu influences on learners are identified and demonstrated.

    Theoretical knowledge of various teaching and learning strategies and methods demonstrated.

    Appropriate teaching and learning strategies and methods are selected and implemented for various situations

    . Learners are actively involved.

    Presentations given and demonstrations performed comprehensively. Group learning is facilitated according to co-operative learning principles
    .
    Adequate provision has been made for the incorporation of the critical cross-field outcomes
    .
    The planned outcomes, goals and objectives of the learning experience have been met.

    The concepts, principles and procedures underlying formative, summative and continuous assessment have been described comprehensibly by using the appropriate terminology
    .
    Various opportunities for formative, summative and continuous assessment planned, designed and implemented correctly
    .
    Assessment opportunities are evaluated.

    2 Effective speech and writing for both production and reception (consistent personal, academic and professional needs), is used.

    Appropriate language and style are used correctly in various situations.

    Assignments are generated by using the necessary computer technology skills effectively.

    Educational data are captured and processed adequately through computer technology.

    Information is accessed effectively

    .Information systems and media are utilised effectively for research as well as presentation purposes.

    Adequate guidance is given to learners on how to use a library effectively within a specific field of learning.

    Appropriate literature is selected for a specific purpose
    .
    References are noted adequately in a list of references
    .
    Sources are referred to correctly in the text.

    3 Knowledge of curriculum development process and principles is demonstrated

    Learning needs are identified correctly.

    The process of curriculum development (on micro level) is applied correctly within a specific area of learning.

    Learning programmes on the micro level are interpreted and designed correctly.

    Appropriate visual materials for teaching and learning in various situations are selected
    .
    Proof of effective design and use of materials/media/aids is given.

    Visual and audio-visual materials and media for several learning programmes designed and developed according to educational principles.

    4 The management of the internal and external environment of a school is described and explained correctly.

    The classroom and groups are managed effectively as to promote a positive learning atmosphere.

    Delegated tasks are executed by means of planning, organising, guidance and control.

    5 Professional behaviour, work ethics and personal values of a high standard is demonstrated.

    Adequate mentoring support is given to colleagues with regard to administrative and academic roles.

    Knowledge of educational trends in the country is demonstrated.

    Knowledge of the latest trends and practice in field of specialisation and the teaching profession is demonstrated
    .
    Proof of participation in staff development practices is given.

    6 Concepts, principles, processes and procedures relevant to the learning area of subject. A described and explained correctly
    .
    Theoretical and practical knowledge and skills applied in practice according to desired standards.

    Concepts, principles, processes and procedures relevant to the learning area of subject B described and explained correctly
    .
    Theoretical and practical knowledge and skills applied in practice according to desired standards.

    Application of various advanced teaching and learning strategies relevant to areas of specialisation is demonstrated

    Didactic principles, advanced teaching and learning strategies, vocational educational models as well as integrated facilitation skills and assessment related to the specialised areas, designed and applied in real life situations

    Appropriate learning support material relevant to area of specialisation selected, prepared, designed and developed

    Adequate provision has been made for the incorporation of the critical cross-field outcomes.

    Formative assessment:
    Written and oral tests, assignments, simulations, role play, case studies, presentations, micro-teaching, assessment of laboratory and workshop practice and skills.

    Summative assessment:
    Examinations, collaborative projects and reports. 

    ARTICULATION OPTIONS 
  • Articulate horizontally with a number of educational qualifications.
  • Articulate vertically with a number of post-graduate educational qualifications. 
    		•

    MODERATION OPTIONS 
    External moderation
    SERTEC Quality Assurance 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Complies with the requirements of the external accreditation body (SERTEC)

    Assessors will demonstrate the ability to

    Develop assessment strategies
    Prepare learners for assessment
    Execute pre-developed assessment
    Monitor assessment
    Execute integrated assessment
    Moderate the assessment process
    Supply feedback and reporting 

    NOTES 
    While South Africa still had Technikons, all of their qualifications were registered under the Committee of Technikon Principals. After the Technikons became Universities of Technology or merged with Universities, the qualifications were registered under each of these institutions, and the CTP qualifications fell away (hence the end date of 2006, above). Where relevant, replacement information is s
    hown in the table above. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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.