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:

Further Diploma: Education: Mathematics: General Science

SAQA QUAL ID	QUALIFICATION TITLE
16056	Further Diploma: Education: Mathematics: General Science
ORIGINATOR
University of Port Elizabeth
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Further Diploma	Field 10 - Physical, Mathematical, Computer and Life Sciences		Mathematical Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	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		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

To provide qualifiers with knowledge of Science and Mathematics Education and the accompanying competencies and attitudes to practice as educators, pursue further intellectual development and contribute to education in society.

To provide SA with educators who have a clear and in-depth understanding of Science and Mathematics Education and to add to the much-needed body of scientifically literate educational leaders.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learning already in place: candidates must demonstrate their ability to read and interpret appropriate literature and have a sound grasp of basic Mathematics and Science concepts.

Prior accredited learning: a professional and / or academic qualification on, or equivalent to, NQF level 5.

Candidates must currently be employed in a teaching position, are preferably teaching Mathematics and / or General Science and have at least two years teaching experience.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

By the end of the programme, in-service educator students will be able to:

A. Practical Competencies:

By the end of the programme learners will be able to:

1. Construct learning environments using Science and Mathematics educational materials.

2. Design and implement Science and Mathematics learning programmes that:

Assist the learners to attain competency in Science and Mathematics

Enhance the quality of teaching and learning.

3. Make considered strategic decisions in respect of the acquisition of knowledge, skills and values via Science and Mathematics Education.

4. Critically select, examine and utilise Science and Mathematics learning materials to the benefit of the learning environment.

B. Foundational Competencies:

By the end of the programme learners will be able to:

1. Demonstrate a high level of competence in Science and Mathematics Education.

2. Demonstrate sound knowledge of pertinent issues related to Science and Mathematics Education.

3. Demonstrate an ability to integrate these learning areas and others, appropriately.

C. Reflexive Competencies:

By the end of the programme learners will be able to:

1. Critically examine and reflect on the different ways in which understandings of Science Education can influence learning and teaching, make choices on the basis of this reflection and defend these choices.

Critical cross-field outcomes:

The critical cross-field outcomes are clearly reflected in the specific outcomes above.

ASSOCIATED ASSESSMENT CRITERIA

Integrated Assessment:

A range of strategies will be used to ensure that the practical, foundational and reflexive outcomes, as well ass the critical cross-field outcomes are integrated:

Portfolios

Workplace-based assignments

Individual and group projects

Practical assignments

Written and oral tests and examinations.

ARTICULATION OPTIONS

The programme links vertically with the Bachelor of Education (Honours) programmes on NQF level 7.

MODERATION OPTIONS

The exam question paper and memorandum, and a sample of the answer scripts / portfolios / research output will be moderated by an accredited assessor of at least an equivalent qualification.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

An appropriate qualification of at least NQF level 6 and appropriate 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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