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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Postgraduate Diploma: Education: Science Education 
SAQA QUAL ID QUALIFICATION TITLE
15729  Postgraduate Diploma: Education: Science Education 
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
Postgraduate Diploma  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  140  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
1. This whole qualification aims to expose post-graduate students of science education, who have previously studied towards a four-year degree qualification in teacher education in general and in science education more specifically, to the field of Science Education.
2. One of the most important aims of the qualification is to provide post-graduate science education students with the required research and analytical expertise and skills, with the intention of processing and interpreting complex and multi-dimensional teaching and training issues in science education. Students will therefore be subjected to various and different research strategies and techniques, allowing them to apply and utilise such skills in their investigations.
3. The second purpose with the qualification is to provide South Africa with a cadre of teaching and education experts, capable of assuming leadership roles in the field of Science Education specifically.
4. The third purpose of the qualification is to provide real-life, trans-disciplinary team-building, research and project management experiences by exposing graduates to a variety of scientific disciplines and backgrounds, which relate to Science Education.
5. The fourth purpose of the qualification is to provide learners with an adequate background in the complex teaching environments, and to allow them to pursue further qualifications towards appropriate M Ed and Ph D programmes. One of the prime tasks of the qualification is therefore to supply students with adequate background to pursue further qualifications in the discipline of Science and Technology Education.
6. This improvement in science education can be made in at least three areas:
  • the design of curriculum and assessment materials in science education, as well as the ability to research the field effectively,
  • the design of in-service education programmes and strategies aimed at the implementation of the new curriculum at al levels, and
  • research aimed at the development and evaluation of the above. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Matriculation certificate

    First degree: Any Bachelor's degree of 360 credits in any of the natural sciences (B Sc or B Ed (undergraduate, level 6)) or 480 credits (B Sc (Ed) or B Prim Ed, level 6) which prepared a learner for a teaching profession in terms of the appropriate science related school subjects or science-learning areas selected for the primary or secondary school.

    Honours degree: B Ed (Postgraduate, level 7) or any Honours qualification, or qualification to which Honours status can be granted, and of which the main focus applies to a school subject or learning area.

    Applicants should also be in possession of a professional teaching qualification such as a Higher Education Diploma or Teacher Education Certificate or Postgraduate Certificate in Education.

    Any other qualification and appropriate practical experiences, which according to the programme manager, would be considered as being equivalent to a qualification at REQV 15 

    RECOGNISE PREVIOUS LEARNING? 
    N 

    EXIT LEVEL OUTCOMES 
    Learning outcomes:
    1. Demonstration of a thorough understanding of the specialised and advanced fields of Science Education with specific reference to the paradigms and philosophies underpinning Science Education.
    2. Demonstration of an ability to analyse text, and synthesise important findings related to science education at primary as well as secondary school levels.
    3. Identifying and solving appropriate problems in the field of Science Education (Sc Ed).
    4. Application of relevant and appropriate research techniques and skills to be used in the solving of specific problems.
    5. Correct formulation of hypotheses, which will be used to direct the research towards the achievement of the proposed research objectives.
    6. Understanding the concepts 'science' and 'technology' and ability to link technology to science. The foundations of both issues and their integrated character will be researched.
    7. Understanding the different ways knowledge can be generated and the application of the different strategies in the generation of information. Investigation into role of language in science education will also be undertaken.
    8. Understanding the impact of science and technology on society.

    Critical cross-field outcomes:
    1. Identifying and solving problems in the field of Science Education, in which responses display valid and reliable decisions, using critical thinking skills.
    2. Reflecting the ability to work effectively with others as members of a team, group, organization or community in the solving of problems that relate to classroom teaching, instructional design, learning programme development, classroom assessment and quality assurance, applicable to Science Education.
    3. Organising and managing oneself and one's actions related to scientific research, problem solving and investigation in the field of Science Education responsibly and effectively.
    4. The most important objective with research of this nature is to collect, analyse, organise and critically evaluate information gathered during the investigation.
    5. Another purpose of the research article is to supply evidence that the research is able to communicate effectively using visual, mathematical and/or language skills in the modes of especially a written presentation.
    6. Using science and technology effectively and critically, showing responsibility towards the teaching and training scenario.
    7. Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Learners will be assessed in terms of the following. The same applies to the dissertation of limited scope:
  • Appropriate selection of relevant and contemporary research techniques and strategies.
  • Clear communication of the assumptions, research findings and recommendations clearly in the official language.
  • Correct use of appropriate sources to support or reject arguments.
  • Correct analysis of text and appropriate formulation of relevant conclusions.
  • Correct use of reference techniques.
  • Correct and appropriate scientific communication through the use of diagrams, tables, sketches and equations.
  • Ability to infer from logical arguments and to support recommendations and theoretical implications to all fields of science education.
  • Maximising the scientific contribution to the field or area of specialisation as applicable to classroom teaching, management, curriculum development and advisory functions.
  • Ability to work in a group and submit group work (group projects) related to science education.
  • Effective utilisation of information sources in the development of curricula, learning programmes and assessment strategies for science education.
  • Thorough understanding of the foundations of Outcomes-based Education (OBE), the theoretical underpinning of the paradigm and appropriate applicability to science education.
  • Thorough understanding the development of Competence-based education, the identification of competences for excellence in science education and the development of unit standards to achieve such outcomes.
  • Realistic contribution towards the expansion the spectrum of science education in general, and more specifically in terms of the areas of specialisation of the learner, in terms of the required level description.

    Integrated assessment:
    Portfolios
    Simulations
    Work-place assessments
    Written examinations
    Oral examinations 
    		•

    ARTICULATION OPTIONS 
    Related qualifications:
    B Ed (Hons), B Sc (Hons), B Ed (Postgraduate), etc
    M Sc with specialisation in Science Education
    Ph D/D Ed

    B Ed (Hons), B Sc (Hons), B Ed (Postgraduate), etc serves as an entry point to the related qualification

    M Sc with specialisation in Science Education provides credits for the relate qualification
    Ph D/D Ed provides credits for the relate qualification

    Other articulation possibilities, either generic or specific arrangements:
    As exit to the course work component of the qualification, successful students will be awarded the Postgraduate Diploma in Education, with specialisation in Science Education. 

    MODERATION OPTIONS 
    Appointment of two or three external assessors, both internally and externally (internationally) to assess the examinations, joint projects, research articles and assignments 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Qualifications required:
    For the assessment and evaluation of the course work, an assessor should be in possession of at least a Master's degree (M Ed/M Phil) in the related field or a Doctor's (Ph D/D Ed) qualification in the field of specialisation as approved by the Heads of Departments and the Dean of the Faculty of Education. Furthermore, one would expect from a candidate to demonstrate an acceptable tract record of academic specialisation in the related field of study and professional competence in the assessment of dissertations and theses.

    Career experience required:
    Demonstrated teaching and research proficiency in the teaching/training fields associated with science education. Academically composed and competent to deal with the problems and field of study highlighted. 

    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.