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: Secondary: Technical 
SAQA QUAL ID QUALIFICATION TITLE
20958  University Diploma: Education: Secondary: Technical 
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  Higher Education and Training 
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 
To equip educators with fundamental understanding of and ability to apply technological knowledge, skills and values, working as individuals and as group members in a range of technological contexts.

To provide qualified educators with a focus that will enable them to fulfil all the roles and competencies in the teaching of Technology Education at the Intermediate phase via:
  • Mediator of learning
  • Interpreter and designed of learning programmes and materials
  • Leaders, administrator and manager
  • Community citizenship and pastoral role
  • Scholar, researcher and lifelong learner 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning:
  • Senior Certificate/Matric endorsed by the South African Certification Council or its equivalent.
  • NQF level 4
  • Any other relevant qualification judged by Senate to be equivalent to the above qualifications. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:

    1. Solve educational problems using technological strategies to satisfy needs and wants.
    2. Educator as mediator, interpreter and designer of learning materials and programmes.
    3. Educator as Assessor, Researcher and Life-long learner
    4. Educator as leaders, administrator and manager
    5. Educator as an agent for community building, citizenship promotion and pastoral care.
    6. Demonstrate responsibility towards the environment and society in general.


    Specified Outcomes:

    1.1 Understand and apply technological process to solve problems.
    1.2 Ability to apply a range of technological knowledge and skills.
    1.3 Implement effective teaching strategies which enhance learning.

    2.1 Demonstrate an understanding in applying technological processes and products in solving problems.
    2.2 Ability to design and develop work areas and technological laboratories.
    2.3 Ability to effect changes to existing structures, lay outs and equipment.

    3.1 Select and evaluate products and systems.
    3.2 Ability to access and use data for technological purposes.
    3.3 Demonstrate the ability to select and evaluate products and systems.

    4.1 Understanding the operating principles of tool and equipment.
    4.2 Demonstrate leadership competences in authentic Educational Context.

    5.1 Understand how technological bias impact on human values and influence development.
    5.2 Demonstrate responsibility towards environment and society in general.

    6.1 Demonstration of knowledge and skills of safety measures in the control of systems and products.
    6.2 Ability to use technological appliances and devices responsibly. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1.1. Problems, needs and wants are identified, explained and solved.
    1.1.2. A range of possible and relevant solutions are considered.
    1.1.3. Understanding of appropriate links between technology and other learning areas are demonstrated.
    1.1.4. An informed choice is made.
    1.1.5. A design is developed.
    1.1.6. Solutions are realised according to design.
    1.1.7. The realised solution is evaluated.
    1.1.8. Process is recorded and communicated.


    1.2.1. Knowledge and understanding of communication systems and structures.
    1.2.2. An understanding of safety measures in the use of tools, materials and equipment.

    1.3.1. Understanding of different teaching and learning styles and the use of strategies that promote problem solving, group work and self study.
    1.3.2. Demonstrate an understanding of potential factors that cause failure in the learning process and factors that promote effective learning.
    1.3.3. Demonstrate effective use of resources, time and space sensitivity to learner needs and disabilities.
    1.3.4. Demonstrate the ability to reflect the activities of teaching and learning in relation to specific outcomes.
    1.3.5. Demonstrate the ability to design and implement adoptions and or adaptions with justification.

    2.1.1. Demonstrate awareness, knowledge and skills in identifying problems and needs.
    2.1.2. Show understanding of appropriate links between technology as a learning area and other learning areas.

    2.2.1. Demonstrate an understanding of safety rules in the planning, design and construction of workshops and lay-out.
    2.2.2. Demonstrate skills using a range of tools, machinery and equipment.

    2.3.1. Demonstrate ability to alter layouts when necessary.
    2.3.2. Demonstrate awareness of stress and forces interacting in structures.
    2.3.3. Demonstrate an understanding of safety rules devised to protect public.


    3.1.1. Select products and systems effectively.
    3.1.2. Evaluate systems and products.
    3.1.3. Utilise systems and products to promote learning.
    3.1.4. Evaluate the appropriateness of manufactured goods.

    3.2.1. Demonstrate ability to access, process and use various types of data.
    3.2.2. Integrate technological process and everyday resources (indigenous) appropriately.

    3.3.1. Demonstrate awareness, knowledge and skills in selecting products and systems
    3.3.2. Interpret and select appropriate resources in the light of the dimensions of diversity of the learners.
    3.3.3. Critically evaluate products and systems.


    4.1.1. Work effectively and safely using hand and machine tools.
    4.1.2. Use simple and complex power tools responsibility.

    4.2.1. Collaborate with others, team teaching and decision making in technology.
    4.2.2. Anticipate and handle problems in the teaching of technology.
    4.2.3. Demonstrate professional behaviour, work ethics and values towards learners of technology education.


    5.1.1. Identify biases which limit access to inventions in technology.
    5.1.2. Demonstrate ability to develop strategies to address biases.
    5.1.3. Identify key casual factors of biases.

    5.2.1. Act responsibly towards the safe use of technological products and systems.
    5.2.2. Demonstrate ability to review or circumvent the impact of technologyin a variety of contexts.
    5.2.3. Sensitivity to societal problems in the development and use of technological products and systems.

    5.3.1. Act responsibly towards the safe use of technological products and systems.
    5.4.1. Use of technological machines and tools bearing the safety of others in mind.
    5.4.2. Design and construct load-bearing structures appropriately.


    Integrated Assessment:
  • Written tests, assignments and practicals assessment
  • Presentations, oral tests and micro-teaching
  • Observations
  • Projects
  • Written assessment at the end of every module (semester) 
    		•

    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 
    Determined 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.