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: FET

SAQA QUAL ID	QUALIFICATION TITLE
15319	Postgraduate University Diploma: Education: Intermediate: FET
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

An initial teaching qualification, which caps the undergraduate qualification and leads to registration as a professional educator. The qualification is intended for candidates seeking a focussed teaching certification with strong subject and educational theory competence.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A 360 or 480 credit Bachelor's degree. The Bachelor's degree must include one of the following permutations of appropriate subjects:
a. One subject at third-year level and one subject at second-year level
b. One subject at third-year level and two subjects at first-year level
c. Two subjects at second-year level and one subject at first-year level.

Candidates should be able 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

The seven roles (Learning mediator; Interpreter and designer of learning programmes and materials; Leader, administrator and manager; Scholar, researcher and lifelong learner; Community, citizenship and pastoral role; Assessor; and Learning are/subject/discipline/phase specialist) are underpinned by the following generic competence.

1. Learning area/subject/discipline/phase and content

The learner should be able to:
* Demonstrate a knowledge of the subjects forming the content of his or her teaching which meets and goes beyond the immediate demands of the school curriculum
* Plan generally, and in particular prepare coherent teaching programmes, which ensure continuity and progression, taking into account national, regional and school curriculum policies and plan lessons within these teaching programmes
* Select appropriate resources for learning, for example from radio and television broadcasts
* Present the content of what is taught from knowledge and understanding of the learning process, curriculum issues, child development in general and the needs of his or her learners in particular.

2. Competence relating to the location/context of learning and teaching

Communication across the curriculum
The learners should be able to:
* Foster interactive communication with learners through the use of non-judgemental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills
* Demonstrate a command of the language of the language medium appropriate to the stage of development of the learners.

Approaches to learning and teaching
The learners should be able to:
* Employ a range of teaching strategies appropriate to the subject or topic and, on the basis of careful assessment, to the pupils in his or her classes
* Identify suitable occasions for teaching the class as a whole, in groups, in pairs or as individuals
* Create contexts in which learners can learn
* Set expectations which make appropriate demands on learners
* Sustain the interest and motivation of the learners
* Identify and respond appropriately to learners with barriers to learning and gifted learners
* Adjust teaching strategies to match the developmental stages of learners; meet the knowledge requirements of the particular learning area; cater for cultural, gender, ethnic, language and other differences among learners
* Encourage learners to take initiatives in and become responsible for, their own learning
* Select and use in a considered way a wide variety of resources, including information technology
* Evaluate and justify the methodology being used.

Management of learning and teaching
The learners should be able to:
* Establish healthy group dynamics in which learners feel secure, affirmed and able to benefit from learning together with peers
* Reflect upon, implement and justify actions in the management of learners evaluate and justify his or her own actions in managing learners
* Participate in specialist area, cross-curricular and whole-school decision-making structures and procedures.

3. Competences relating to the school

The learners should be able to:
* Have some knowledge of the system in which he or she is working and in particular of the organisation and management system of schools, of school policies and development plans and where they relate to his or her teaching
* Know how to discuss with stakeholders a range if issues relevant to the learners
* Be informed about governance systems
* Utilise internal and external networking opportunities
* Realise cross-curricular aspects of school work
* Know the kinds of impact school extra-mural activities can have on learning and the development of children and how these may best be developed.

4. Competences related to professionalism

The learners should be able to demonstrate:
* The ability to practice and promote a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others
* The ability to develop an attitude that upholds the Constitution, and promotes democratic values and practices in schools and society
* The ability to develop a supportive and empowering environment for the learners
* Be able to make preliminary evaluation of his or her own professional progress
* A commitment to the learner, the parent, the community, his and her colleagues and the profession.

ASSOCIATED ASSESSMENT CRITERIA

The learners should be able to:

1. Demonstrate an understanding of the assumptions that underlie a range of assessment approaches and their particular strengths and weaknesses in relation to the age of the learner and learning area being assessed.

2. Be able to assess the quality of learners and learning against national standards defined for that particular group of learners.
Be able to assess and record systematically the progress of individual learners.

3. Be able to provide regular feedback in educationally constructive ways.

4. Be able to use assessment to evaluate and improve learning and teaching.

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

Assessment will be both continuous and developmental.

The assessment strategy will assess the extent to which learners have achieved horizontal integration that is the integration of roles and the knowledge and skills delivered through the programme.

The assessment strategy will also assess the extent to which learners have achieved the vertical integration of foundational, practical and reflexive competence. In other words it will assess whether learners are able to integrate the ability to perform important actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence), and reflect on and make changes to teaching practices (reflexive competence) so that they can be described as achieving an applied and integrated competence.

Evidence will be demonstrated through a variety of options e.g. case studies; problem solving assignments; portfolios of learning materials; projects and written examinations.

The assessment strategy will assess the extent to which learners understand educational theory and practice in a changing southern African context.

ARTICULATION OPTIONS

The qualification framework as described in the Norms and Standards for educators as regulated on 4/2/2000, maps out how this qualification is articulated with other qualifications in the sub-field.

MODERATION OPTIONS

Final assessment will be undertaken by two independent examiners, one of whom will be external to the University.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

A minimum of a level 7 qualification, under the guidance of staff with level 8 qualifications, and experience in the field.

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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