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:

Postgraduate University Diploma: Education: Intermediate Phase

SAQA QUAL ID	QUALIFICATION TITLE
15318	Postgraduate University Diploma: Education: Intermediate Phase
ORIGINATOR
Rhodes 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
Postgraduate Diploma	Field 05 - Education, Training and Development		Adult Learning
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 7	Level TBA: Pre-2009 was L7	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 overall purpose of the qualification is to produce GET Band educators who have strong practical, foundational and reflexive competence. They will be capable of becoming leaders in education.
They educators will provide professional educational services, operating effectively in primary schools and delivering high quality teaching and learning programmes within the seven roles of the educator.
The qualification will provide academic skills such as higher order reading and writing as well as independent research skills.
The qualification will equip educators to be agents of change and transformation through creative and innovative praxis.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Candidates are required to:

1. Have a degree approved for teaching purposes.
2. Have an ability to communicate in English.

Recognition of Prior Learning:

Candidates are granted credit for equivalent prior learning and experience as determined by the University rules governing the recognition of prior learning and experience.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1. The candidate should be able to mediate learning.

2. The candidate should be able to interpret and design learning programmes.

3. The candidate should be a leader, administrator and manager.

4. The candidate should be a scholar, researcher and life-long learner.

5. The candidate should be a phase specialist in either the Foundation, Intermediate or Senior Phase.

6. The candidate should be able to act in a community, citizenship and pastoral role.

7. The candidate should be an assessor of learner's progress and of learning programmes.

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 or community.

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

4. Collect, analyse, organise and critically evaluate information.

5. Communicate effectively using visual, mathematical and/or written presentation.

6. Use science and technology effectively and critically, showing responsibility towards the environment and 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.

*Learners should be able to demonstrate a knowledge base with a substantial depth in some areas, both in theory and practice, of issues concerning child development, curriculum development, and the role of education within society, as well as the role of society, community and families in education.

*Learners should be able to provide effective teaching and learning, devising and managing integrated learning programmes and including parents in the programmes. They should be able to conduct action research within the school community. They should be able to promote democracy and children's rights in their school community.

*Learners should model professional behaviour through the culture of learning, teaching and service, and demonstrate a commitment to a child-centred approach in their planning and practice.

* Learners should be able to interpret and summarise information from a variety of sources in the form of a logically structured essay and should be able to reflect critically on their practice in the light of theory in their journal. They should be able to structure a logical argument both in writing and in speaking.

ASSOCIATED ASSESSMENT CRITERIA

1. Demonstrate a knowledge of educational theory and primary curriculum issues

Conduct effective teaching and learning in the educational setting

Reflect on practice.

2. Demonstrate acknowledge of curriculum and materials development

Design and use learning programmes

Demonstrate innovative and original thinking and creativity.

3. Demonstrate an understanding of leadership styles and management and administrative procedures

Manage and administrator of learning site effectively and demonstrate leadership skills

Embrace the role of leader and promote democratic management and efficient administration.

4. Demonstrate a knowledge of current educational developments and research methodology

Conduct action research and read to inform and improve practice

Be open to change and to changing contexts in education.

5. Demonstrate a knowledge of child development, curriculum development within a particular phase within the GET Band

Plan and conduct an effective learning programme within the phase according to the needs of the learners

Be committed to a child-centred approach to education.

6. Demonstrate an understanding of the issues facing the wider society, the community and the family especially with regard to children's rights and development

Promote the responsibility of the wider society, community and families in upholding children's rights

Respect the roles of the parents and family in particular in the education and care of children.

7. Demonstrate a knowledge of assessment and evaluation procedures

Apply assessment and evaluation procedures for a variety of purposes

Approach assessment and evaluation in a creative and effective manner.

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:

Assessment procedures aim to measure applied competence (specified as exit level outcomes) through integrated assessment procedures specified below:

1. Continuous formative assessment of course work including classroom practice
2. Continuous formal summative assessment of course work including classroom practice
3. Formal summative assessment at the end of course.

The course work includes both group work and individual work. It consists of practical work, reflexive journals and formal essays.

The papers are marked internally and moderated externally.

ARTICULATION OPTIONS

Candidates with credits from other institutions for teacher education may be given credits for equivalent courses at Rhodes University.

Similarly, learners with credits from Rhodes University may be able to move to any other university in the country where they may be given credit for equivalent courses at that university.

The programme is designed so that a learner may continue on to the B. Ed. (Hons) Degree with the required academic skills.

MODERATION OPTIONS

Assessment of learners and courses is conducted by internal and external examiners.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The minimum criterion is a B. Ed. (Hons).

REREGISTRATION HISTORY

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

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.

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