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: 

Bachelor of Education: General: FET 
SAQA QUAL ID QUALIFICATION TITLE
15535  Bachelor of Education: General: FET 
ORIGINATOR
University of Pretoria 
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  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  489  Level 7  Level N/A: 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 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2024-12-31  

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 
This combined total qualification is designed to provide South Africa with top quality Generalist Teachers who can practise in the GET - and FET - bands. One of the most important aims of the qualification is to provide students with the required knowledge, skills and attitudes in order to ensure leadership roles in the field of General Education; to provide students with an adequate background regarding the complex teaching environment and to allow them to pursue further education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Matriculation certificate
Other:
Minimum statutory requirement - a pass in the FET Certificate (FETC)
Institutional entry requirements:
  • A Senior Certificate or equivalent with three Higher Grade subjects
  • Two official languages which could be included among the three Higher Grade subjects
  • One of the official languages passed must be a medium of instruction at the institution 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    EXIT LEVEL OUTCOMES 
    B Ed (FET: General)

    Learning outcomes:
    The student in General will manage this specialised area successfully with regard to:
    The student will know the content of his/her specialisation in General.
  • The student will show knowledge of his/her specialisation in General (Mathematics, Geography, History, Technology, Computer Studies, General Science, Physical Education, Art Education, Music etc.).
  • The student will be able to demonstrate the necessary teaching. The improvisation and use of different methods and apparatus will be demonstrated.
  • The student will have a positive attitude towards teaching. This will be evident through the following roles played out by an educator.

    1. Mediator of learning in General
  • know the relevant basic concepts and principles (facts, happenings, phenomena) to analyse texts, and synthesise important things. A well-founded knowledge of the learning content, limitations of the learning potential of learners, strategies and resources, are prerequisites for this.
    2. Interpreter and designer of learning programmes and materials in the GET and FET Bands (General). The educator must be able to design, present, facilitate and critically evaluate integrated, relevant, learner-centred education programmes, which take cognisance of the challenges of the South African educational situation in general.
    3. Leader, administrator and manager
  • use processing skills to investigate phenomena
  • know how to apply knowledge and skills to solve problems in the field of General Education. The basic management functions of planning, organising, direction and control have to be introduced in a democratic manner for effective administrative duties in the classroom in general.
    4. Researcher and lifelong learner to become the best teacher. Application of relevant and appropriate research techniques and skills to be used in solving of specific problems.
    5. Community, citizenship and pastoral role
  • look after his/her health, hygiene, environmental problems and be a well-balanced citizen.
  • create the ability for teachers to contribute towards sustainable development. Employ an integrative approach that develops educated citizens who will participate in activities, take responsibility for actions and thus enjoy quality of life.
    6. Learning area/subject/discipline/phase/ specialist in General.
  • successfully structure learning experiences in the classroom which will enable learners to:
  • understand basic concepts and principles in the Economic and Management Science school syllabus,
  • carry out practical investigations into relevant phenomena
  • know different teaching strategies and approaches and give teachers the opportunity to research their impact and applicability to teaching.
    7. Assessor
  • objectively, sensitively and accurately assess the progress of the learners by implementing various assessing tools.

    Certificate in Education
    After completion of a first year-course of study: The student will be able to work as an assistant teacher.

    Diploma in Education
    After completion of a second year-course of study: the student will be able to work as an assistant teacher.

    Critical cross-field outcomes:
    Student teachers will:
    1. Assume the teaching commitments, duties and functions of a general classroom teacher, including all pastoral, contractual, legal and administrative responsibilities.
    2. Demonstrate a knowledge of all GET and FET areas of experience required by the national and provincial/regional school curricula and be able to relate these to professional studies and school experience, as well as to the needs and goals of the community to be served.
    3. Demonstrate and in-depth knowledge of at least two General subjects with the concomitant skills of researching and teaching, as well as interpreting and developing curricula;
    4. Apply the principles of educational theory to all relevant learning and teaching situations and practice;
    5. Display an understanding of the interrelated, holistic nature of knowledge, through being able to integrate cross-curricular topics such as multicultural education, technology, workplace, entrepreneurship and life orientation with General subjects.
    6. Command the medium(s) of instruction with a proficiency which allows for the facilitation of learning in a manner appropriate to the stage of language development of the pupils;
    7. Be sensitive to and participate meaningfully in the learners' acquisition and development of language in all areas of the curriculum;
    8. Diagnose and deal with the more common special educational needs;
    9. Reflect critically on their own practice and a variety of educational situations and make appropriate decisions.
    10. Be encouraged to shift their workplace and place of study outdoors in order to bring theory and practical application closer together;
    11. Be able to teach General subjects according to the demands and needs of Outcomes Based Education (OBE) and Curriculum 2005.
    12. Demonstrate the spirit of teamwork and working adequately and harmoniously together in a group.
    13. The students will be able to use their knowledge:
  • to develop responsible citizens in a culturally diverse, democratic society within an interdependent world;
  • to develop distinctive skills and a critical awareness of social and environmental patterns, processes and events, based on appropriate investigations and reflection within and across related focuses;.
  • to demonstrate effective communication in social environments;
  • of concepts in the designing of mechanical devices and apparatus in the development of technology and entrepreneurial skills;
  • in interpreting the past and to show empathy towards all culture groups;
  • to create understanding and appreciation for music, arts and culture;
  • in conservation to be aware of environment and to take action to preserve it;
  • of the pastoral role of a teacher to assist and accompany learners with specific educational needs.

    This will be evident in managing, organising and administrating a laboratory/workshop/studio

    The student will manage the general administration in a classroom. Making of tests, preparing of practical sessions, storing of apparatus and ordering of stock. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Forms of assessment:
    The actual demonstration of the outcomes in an authentic context would be seen in School Experience. The outcomes may also be demonstrated in simulated school contexts, in discussions and debates, in essays and presentations and in formal class tests and examinations. Continuous assessment is practised to a large extent. Reflections and self-evaluation are developed and managed.

    Practical projects, class projects, assignments (both practical and theoretical), test and examinations (where the application of different strategies in the teaching and learning environment is demonstrated) are also utilised.

    Other forma of teaching and assessment include organised, structured visits

    Evaluation by peer groups in institutions of higher learning

    Quality Assurance
    Internal
    University of Pretoria

    External
    Colleges Unit: Gauteng Department of Education (GDE)
    Designated ETQA (yet to be established)
    SAQA

    Integrated assessment:
    Portfolios
    Simulations
    Work-place assessments
    Written examinations
    Oral examinations
    Other:
    Associated assessment
    Derived directly from learning outcomes.
    There are three types of assessment:
  • Summative assessment - which measures what has been learnt as the end of a lecture cycle. Determines final grades.
  • Formative assessment - daily observation and evaluation of the learner's total interaction with the work up to the end. Emphasises learner development by providing feedback.
  • Diagnostic - the kind of assessment used by an educator at the start of a set of activities in order to decide what level of demands to build into his/her activities (Baseline assessment).

    These are the criteria against which learner performance, demonstrating the attainment of learning outcomes, can be assessed:
    The student will demonstrate his/her knowledge of his/her specialisation in General in:
  • a range of various assessment techniques;
  • completion of various tasks;
  • formal and informal tasks that reflect congruence with learning programmes in General.

    The student will be able to demonstrate and devise the necessary methods in General:
  • in group and individual work;
  • in multi-model presentations
  • in rural areas

    The student will have a positive attitude:
  • using processing skills to investigate e.g. natural phenomena
  • solving problems in the field through research techniques;
  • being aware of environmental problems and conserve the environment.

    The following are assessment strategies that may be used:
  • Assessment methods: Form tests, Class tests and Examinations. Self-, peer- and group assessment; interviews; conferencing; observation; self reporting and answers by learners; performance assessment and recognition of prior learning.
  • Assessment tools: Portfolios; observation sheets; worksheets; journals, questionnaires; cassettes; assessment grids; exhibitions; photographs/videos; class lists; profiles; tests/examinations and written assignments.
  • Assessment techniques: project work; research projects; assignments; surveys; debates; interviews; role-play; presentations; panel discussions; practical demonstrations; scenarios and construction. More techniques are: oral presentations; model making/plan/design; painting; drawing/graphs; mind mapping; game design; maps; posters; written presentations; charts/tables and description. 
    		•

    ARTICULATION OPTIONS 
    Related qualifications:
    B Sec Ed
    B A
    B Ed (FET: General)
    B Ed Honours

    B Sec Ed serves as an entry point to the related qualification
    B A serves as an entry point to the related qualification
    B Ed (FET: General) serves as an entry point to the related qualification
    B Ed Honours serves as an entry point to the related qualification

    B Sec Ed provides credits for the related qualification
    B A provides credits for the related qualification
    B Ed (FET: General) provides credits for the related qualification
    B Ed Honours provides credits for the related qualification

    Courses in the different subjects are so structured that students are able to further their studies at any accredited institution of learning.

    Possibilities for entry in midstream:
    Providing such a student comes from an accredited institute of learning and providing he/she was registered for the same qualification, entry in midstream is possible.

    Possibilities for exit in midstream:
    Providing such a student intends going to an accredited institute of learning and providing he/she intends registering for the same qualification, exit in midstream is possible.

    What does this lead to after completion?
    Students who have met all the requirements of the Baccalaureus Educationis (FET: General), are suitably qualified to teach the relevant specialisation to learners in the last five grades of the GET-band (grade 5 to 9), as well as to learners in the FET-band (grade 10 t 12), be it in the formal, non-formal or informal education sector of society.
    Students are also able to apply their knowledge in the private sector.

    Private Sector:
    Training officials, Recreational Officials, Laboratory/Workshop/Studio Assistants, Conservation Officers, Assistant Teachers. 

    MODERATION OPTIONS 
    Memoranda, Internal Second Examiners, Internal Moderators 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Qualifications required:
    B-degree and Honours and a Diploma in Education

    Career experience required:
    Five years appropriate experience

    Other criteria:
    An outstanding mediator, interpreter, leader, scholar, specialist in his/her subject 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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. University of Pretoria 


    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.