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: 

University Diploma: Education: Primary 
SAQA QUAL ID QUALIFICATION TITLE
16044  University Diploma: Education: Primary 
ORIGINATOR
University of North West 
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 Diploma  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  Level TBA: Pre-2009 was L6  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   2014-06-30  

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 main aim is to promote the academic and professional development of the colleges of Education and increasingly, of serving educators in schools.

To create capacity through colleges and provide the most cost effective constructive and worthwhile linkages with a multiplicity of tertiary institutions in order to provide the clients with the best teacher education programmes to address the problem of un/under qualified teachers for the benefit of the South African populance. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of prior learning:
  • Std 10 Senior Certificate/Matric
  • NQF level 4

    Entrance obtained through access courses approved by University Senate. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:

    1. Educator acts as a mediator of learning.
    2. As an interpreter and designer of learning programmes and materials.
    3. Educator as a leader, administrator and manager.
    4. Educator as a scholar, researcher and lifelong learner at the intermediate phase.
    5. Educator as performing community, citizenship and pastoral roles at the intermediate phase.
    6. Educator as performing assessment of learning and teaching at the intermediate phase.
    7. Educator as subject specialist in the intermediate phase.


    Specific Outcomes:

    1.1 Demonstrate an understanding of and be sensitive to the learning diversity in the primary school.
    1.2 Implement effective teaching strategies which enhance learning.
    1.3 Demonstrate the ability to access and use a wide range of educational resources.
    1.4 Work harmoniously and effectively with others as a team and contribute positively to group tasks.
    1.5 Demonstrate sound knowledge of the subject content and various principles in a South African content. (locally and nationally).

    2.1 Demonstrate the ability to draw on a good depth of understanding of the differing needs of the subject/learning area/learner in the primary school level.
    2.2 Adopt/select/adapt or design suitable or appropriate learning programmes and materials.
    2.3 Select, sequence and pace the learning in a manner sensitive to the differing needs of the subject/learning area and learners.
    2.4 Demonstrate the ability to improve the programmes and materials in the light of professional reflection, peer evaluation, and learner feedback.

    3.1 Demonstrate leadership competencies in authentic educational settings.
    3.2 Demonstrate effective administrative abilities in the intermediate phase.
    3.3 Demonstrate managerial skills/competencies in the primary school level.

    4.1 Application of the fundamental concepts and skills in information technology to support lifelong learning.
    4.2 Awareness of acceptable approaches to educational research and rigorous scholarship and their uses for solving educational problems and upholding academic excellence.
    4.3 Application of the principles of Educational planning and the practice of school management.

    5.1 Practice of ethical, respectful and responsible behaviour towards culturally diverse societies in and out of RSA.
    5.2 Development of an attitude that upholds the rule of law and democratic values and practices in schools and communities.
    5.3 Development of supportive environments for learning and spiritual upliftment for learners and fellow educators.

    6.1 Implementation of assessment procedures in the eight learning areas at the primary school level.
    6.2 Making critical professional judgements on individual learner's competence and progress.

    7.1 Demonstration of a thorough understanding of the stages of human development with particular reference to early adolesence so as to deal with educational challenges facing learners in the eight learning areas.
    7.2 Demonstration of an integrated knowledge of the content of the eight learning areas with specific reference to the choice of subjects taken as majors. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1.1 Display evidence of people skills:- tolerance, empathy and listening skills. NQF level 4.
    1.1.2 Demonstrate an ability to frame meaningful questions. NQF level 4.
    1.1.3 Communicate effectively within the classroom situation. NQF level 5.
    1.1.4 Be supportive, and show the ability to identify learning problems and solve problems of the learners. NQF level 5.
    1.1.5 Show tolerance and patience towards the learners' learning problems within the classroom. NQF level 6.
    1.1.6 Creatively find a way to overcome communication problems among learners. NQF level 6.
    1.1.7 Demonstrate the use of clear and stimulating language with sensitivity to critical nuances of meaning. NQF level 6.

    1.2.1 Understanding of different teaching and learning styles and the use of strategies that promote problem-solving group work and self study. NQF Level 4.
    1.2.2 Demonstrate an understanding of potential factors that cause failure in the learning process; and factors that promote effective learning. NQF Level 5.
    1.2.3 Demonstrate effective use of resources, time and space sensitive to learner needs and disabilities. NQF Level 4.
    1.2.4 Demonstrate the ability to reflect on the activities of teaching and learning in relation to specific outcomes. NQF Level 5.
    1.2.5 Demonstrate the ability to design and implement adoptions and or adaptations with justification. NQF Level 5.

    1.3.1 Demonstrate ability to integrate media, educational technology and everyday resources appropriately in teaching. NQF Level 4.
    1.3.2 Use natural resources in a sustainable manner. NQF Level 4.
    1.3.3 Demonstrate the effective management of resources and time. NQF Level 4.
    1.3.4 Demonstrate the ability to select educational resources to cater for or suitable for developmental stages of learners, their cultural and other differences. NQF Level 4.
    1.3.5 Ability to adopt and adapt appropriate media / resources to the subject content, and use a wide variety of resrouces and skills. NQF Level 5.

    1.4.1 Show the ability to organise effective working groups in the classroom and with collegues. NQF Level 5.
    1.4.2 Create learning environments that are appropriately contextual and inspirational. NQF Level 5.
    1.4.3 Be a supportive follower and group participant; and a good leader and guide in the classroom. NQF Level 4.
    1.4.4 Show tolerance and patience towards cultural diversity within the classroom. NQF Level 4.
    1.4.5 Show respect to the learner's opinion and avoid being biased. NQF Level 5.
    1.4.6 BE supportive towards decision taken by the different groups within the classroom. NQF Level 5.
    1.4.7 Identify problems, needs, opportunities within the classroom. NQF Level 5.

    1.5.1 Show an understanding of key concepts in education: sociological, historical and economic explanations that impinde on an education in a diverse South Africa. NQF Level 5.
    1.5.2 Understanding and integrate vocational as well as educative potential of the subject content in the primary school level. NQF Level 5.


    2.1.1 Critically evaluate information from different sources to solve problems in the relevant fields. NQF Level 4.
    2.1.2 Identify patterns in specific fields, in order to generalise from a specific context to more universal contexts. NQF Level 5.
    2.1.3 Use content to determine the appropriate structure and sequence to arrange learning experiences. NQF Level 4.
    2.1.4 Be receptive to different points of view.
    2.1.5 Operate as a responsible educator in addressing differing needs of the subject learning area/learners. NQF Level 5.

    2.2.1 Select adopt learning programmes that are appropriate for the learning phase and area, culture and language competence of learning. NQF Level 4.
    2.2.2 Choose and follow appropriate educational pathways. NQF level 5.
    2.2.3 Show ability to design and produce original learning programmes and material appropriate for the context and are accessible to learner and meet the diverse needs of learners. NQF Level 5.
    2.2.4 Demonstrate an understanding of how curriculum relates to change in school and classroom practice. NQF Level 6.
    2.2.5 Demonstrate an understanding of how to use learning materials/media to intervene in learning difficulties and barriers. NQF Level 5.
    2.2.6 Demonstrate an understanding of various approaches to programme design and their relationship to particular kinds of learning required by the discipline. NQF Level 5.

    2.3.1 Show respect and openness towards the psychological, health and physical environment of the learners. NQF Level 5.
    2.3.2 Demonstrate the integratedness of learning area and broader human issues. NQF Level 4.
    2.3.3 Demonstrate an ability to reflect on changing circumstances and conditions and adapt existing learning content accordingly. NQF Level 5.
    2.3.4 Organise and plan study plans appropriate for the learning area and differing needs of the learners. NQF Level 4.
    2.3.5 Understand and reflect the theories underpinning the human development process of the intermediate learners. NQF Level 5.

    2.4.1 Demonstrate flexibility in handling interpersonal relationships. NQF Level 4.
    2.4.2 Critically evaluate and critique others ideas within classroom. NQF Level 4.
    2.4.3 Display an appropriate attitude towards scholarship, technology and change. NQF Level 5.
    2.4.4 Use information technology program for developing basic learning materials and adapt them to suit the needs of the learners. NQF Level 5.
    2.4.5 Improve learning materials, to elicit feedback from learners and conduct action in the classroom. NQF Level 5.
    2.4.6 Use research findings to create and improve on instructional materials and programmes for specific needs of the learners. NQF Level 6.


    3.1.1 Identify, analyse and solve problems by generating alternative strategies for dealing with problems. NQF Level 4.
    3.1.2 Use case studies to deal with problems in teaching/learning situations. NQF Level 5.
    3.1.3 Demonstrate an ability to lead others effectively as educators or subject specialists and communicate effectively within the classroom and school situations. NQF Level 5.
    3.1.4 Demonstrate ability to organise effective working groups in the classroom and with colleagues. NQF Level 4.
    3.1.5 Behave professionally and demonstrate work ethics and values towards learners and colleagues. NQF Level 5.
    3.1.6 Demonstrate tolerance of diversity with cultural diverse and other's opinion. NQF Level 4.
    3.1.7 Collaborate with others in team-teaching and decision-making. NQF Level 4.
    3.1.8 Show understanding and tolerance to learners' developmental stage in the intermediate phase and be supportive. NQF Level 6.

    3.2.1 Demonstrate an understanding of policies, systems and procedures related to teaching and school administration. NQF Level 5.
    3.2.2 Understand and apply subject specialist policies related to classroom practice. NQF Level 4.
    3.2.3 Provide support system for learners by accessing professional services and appropriate resources. NQF Level 4.
    3.2.4 Create and maintain a stimulating and safe environment for learners. NQF Level 5.
    3.2.5 Incorporate and apply appropriate teaching strategies in lessons planned and presented by other educators. NQF Level 5.
    3.2.6 Evaluate and reflect on own implementation of administrative tasks. NQF Level 5.
    3.2.7 Assess and record learner development and progress. NQF Level 4.
    3.2.8 Show ability to evaluate and reflect on own administrative abilities/tasks, be aware of the changing circumstances and respond accordingly. NQF Level 5.

    3.3.1 Show evidence of people skills - tolerance, listening, empathy skills in the classroom and school situations. NQF Level 4.
    3.3.2 Effective participation in decision making process, and show respect for opinion of others. NQF Level 5.
    3.3.3 Demonstrate the ability to manage learning among learners. NQF Level 5.
    3.3.4 Manage conflict situations and give support without being biased. NQF Level 4.
    3.3.5 Initiate projects and set realistic goals and encourage learners to evaluate their progress. NQF Level 4.
    3.3.6 Develop, adapt and implement management strategies appropriate to the developmental age and diversity of learners, class size and availability of resources. NQF Level 5.
    3.3.8 Demonstrate the ability to communicate effectively with various role players such as parents, colleagues and the school administration structures. NQF Level 6.


    4.1.1 At NQF Level 5 Learners should be able to demonstrate knowledge of the use of computers and technology in Education.
    4.1.2 Learners should access, generate and manipulate data from computer systems and multimedia devices for teaching and learning.

    4.2.1 At NQF level 6 learners should be able to carry out action - research on identified educational problems in the school system.
    4.2.2 Learners should be able to read and interpret academic and professional tests critically.

    4.3.1 At NQF level 6 learners should be able to make scholarly evaluations on the efficiency of the school system in RSA.
    4.3.2 Learners should be able to critically analyse and apply in a scholarly manner theories and techniques of management and leadership principles. NQF Level 6.


    5.1.1 At NQF level 4 learners should be able to demonstrate caring and ethical professional behaviour towards the protection and the development of whole persons in primary school learners.
    5.1.2 Learners should tolerate and respect people of different beliefs and cultures in various contexts such as classrooms and meetings and be able to generate appropriate action.

    5.2.1 At NQF level 5 learners should be able to adapt learning in Life skills and Education law to promote citizenship human rights and ethical attitudes.
    5.2.2 Learners should demonstrate knowledge of the RSA Education laws, policies, codes and agreements relating to school governance and employment of educators. NQF Level 4.
    5.2.3 At NQF level 4 learners must be able to demonstrate the ability to counsel in an effective and responsible manner depending on circumstances and the level of discourse.

    5.3.1 At NQF level 6 learners should demonstrate a clear understanding of the relationship, between late childhood, early adolescence and learning theories.


    6.1.1 At NQF level 4 learners should demonstrate a thorough understanding of various styles, terminology and content used in setting assessment tasks in respective learning areas.
    6.1.2 Learners should be able to maintain efficient records and reports of educational progress made.

    6.2.1 At NQF level 5 learners should be able to integrate all information on a learner's progress in all learning areas so as to give a balanced judgement.
    6.2.2 Learners should be able to reflect and justify choices of assessment tasks in the respective learning areas. NQF Level 4.


    7.1.1 At NQF level 6 learners should be able to explain human behaviour as influenced by physical, social, emotional and intellectual development and apply this understanding in teaching their subject specialisations.
    7.1.2 Learners should be able to use child study skills so as to help their learners overcome difficulties in their learning areas. NQF Level 4.

    7.2.1 At both NQF levels 5 and 6 learners should be able to maintain a school environment which is supportive of effective learning such that their learners will be able to solve problems and satisfy their needs.
    7.2.2 Learners should show evidence of the ability to help their pupils formulate investigative questions relevantly and ensure comprehensive investigative processes. NQF Level 6.


    Integrated assessment:
  • Written tests, assignments and practical assessment
  • Presentations, oral tests and micro-teaching
  • Observations
  • Projects
  • Written assessment at the end of every module 
    		•

    ARTICULATION OPTIONS 
    Vertical articulation:
  • learners may move into B.Ed (former B.A.Ed) programme/B.A.

    Horizontal articulation:
  • Learners may move into related diploma programmes including FED/Advanced Certificate in Education. 
    		•

    MODERATION OPTIONS 
  • UNW sets and moderates assessment papers.
  • In addition external assessors appointed by Senate of the University, act as assessors and moderators for the final assessment. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Determnined by University Senate 

    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.
     
    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.