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: 

Certificate: Education 
SAQA QUAL ID QUALIFICATION TITLE
15254  Certificate: Education 
ORIGINATOR
Rand Afrikaans University 
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 Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 2663/05  2006-07-01  2009-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-06-30   2013-06-30  

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of this qualification is to provide qualifying learners with knowledge, educational theory and practice in a variety of contexts, skills and attitudes, professional studies and general life skills. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
When entering this programme, the learners should be able to:
  • plan and present teaching and learning activities at classroom level;
  • assess learners achievement;
  • read texts on education;
  • work and study independently;
  • reflect on their own teaching and learning practice, and
  • communicate verbally and in written format, using a relevant style / register.


    Grade 12 Certificate.


    Recognition of prior learning:

    Through formal assessment with appropriate experiential learning students will qualify for access, advance placements, status recognition on the condition that the learner continues his/her studies at this institution. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

    1. Identifying, analyse, resole, utilize and reflect on relevant theories and principles, strategies and resources appropriate to education in a local and global context.

    2. Effectively work as a member of a team with learners, peers, superiors, parents and other stakeholders within the teaching and learning environment.

    3. Organise time effectively by being responsible for their own learning and acquired the necessary knowledge, skills and attitudes applicable to the teaching profession.

    4. Achieve ongoing personal, academic, occupational and professional growth through pursuing reflective study and research in the learning area, in broader professional and educational matters.

    5. Demonstrate skills to communicate and reflect effectively through the use of visual and language skills in written and oral tasks compliant with module requirements.

    6. Utilise different methodologies as means to effective teaching and learning based on theoretical foundations and show responsibility towards the environment, health and safety of others.

    7. Demonstrate their expertise in the learning area or subject by teaching their learners the skills, knowledge and values applicable to the particular learning area or subject.

    8. Demonstrate the skill of leader, administrator and manager by making decisions at classroom level. Demonstrate the ability to select and apply appropriate learning strategies to facilitate their learning and reflect on the effectiveness of the applications.

    9. Demonstrate their responsibilities as citizens and community members by interacting supportively and ethically with their learners, peers and other community members.

    10. Identify, analyse, resolve, reflect and mediate learning for diverse learners. This includes using technology effectively and being environmentally and aesthetic sensitive.

    11. Demonstrate employment skills related to the teaching profession and opportunities that may present themselves in the private sector.

    12. Demonstrate entrepreneurial skills related to the teaching profession and other entrepreneurship opportunities that may present themselves in the private sector. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Has the learner effectively demonstrated problem-related knowledge by identifying, analysing and reflecting on relevant theories and principles, strategies and resources appropriate to education in a local and global context?

    2. Has the learner effectively worked with others as a member of a team?

    3. Have the learners organized time effectively by being responsible for their own learning and acquired the necessary knowledge, skills and attitudes applicable to the teaching profession?

    4. Has the learner achieved ongoing personal, academic, occupational and professional growth through pursuing reflective study and research in the learning area, in broader professional and educational matters?

    5. Has the learner communicated and reflected effectively through the use of visual and language skills in written and oral tasks complaint with module requirements?

    6. Has the learner utilized different methodologies and strategies as means to effective teaching and learning based on theoretical foundations and show responsibility towards the environment, health and safety of others?

    7. Have the learners demonstrated their expertise in the learning area or subject by teaching their learners the skills, knowledge and values applicable to the particular learning area or subject?

    8. Have the learners demonstrated the skill of leader, administrator and manager by making appropriate decisions at classroom level?

    9. Have the learners demonstrated their responsibility as citizen and community members by interacting supportively and ethically with their learners, peers and other community members?

    10. Have learners effectively identified, analysed, resolved, reflected and mediated learning for diverse learners who have special needs and who are culturally different?

    11. Have the learners demonstrate employment skills related to the teaching profession and opportunities?

    12. Have the learners demonstrated entrepreneurial skills related to the teaching profession and other entrepreneurship opportunities?


    Formative assessment practices that will be implemented:

    * Semester tests
    * Assignments
    * Journals

    Summative assessment practices that will be implemented:

    Integrated assessments, focusing on the achievement of the exit-level outcomes, will be done by means of written examinations and portfolios. 

    ARTICULATION OPTIONS 
    1. Access to qualifications on a lower level:
    None.

    2. Access to qualifications on the same level:
    This qualification should give learners access to the Diploma in Education.

    3. Access to qualifications on a higher level:
    None. 

    MODERATION OPTIONS 
    1. What external examination processes will be implemented?
    Internal and external assessment by experienced educators. One external assessor will be appointed for each of the modules.

    2. How many external examiners/moderators will be appointed for this qualification and from which type of institutions or professional bodies will they typically be?
    One external assessor from a university. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Criteria regarding formal qualifications that assessors should have:
    Experienced teacher trainers. M Ed + teachers diploma

    2. Criteria regarding job or learning area experience
    Experienced teacher trainers in Mathematics

    3. Criteria regarding experience of or exposure to assessment
    Experienced professional educators 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006. 

    NOTES 
    This is a new qualification. 

    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.
     
    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.