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:

Advanced Certificate in Education: Mathematics and Science Teaching Senior Phase and FET

SAQA QUAL ID	QUALIFICATION TITLE
50186	Advanced Certificate in Education: Mathematics and Science Teaching Senior Phase and FET
ORIGINATOR
Rand Afrikaans University
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 Certificate	Field 05 - Education, Training and Development		Higher Education and Training
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

Purpose:

The primary purpose of this qualification is to provide learner educators with the opportunity to upgrade their qualifications (from NQF Level 5 to NQF Level 6) and educator status (from REQV 13 to 14) while simultaneously developing the requisite competence to facilitate school learning in the area of Mathematics and Science. In this sense the ACE is a form of continuing professional education.

The ACE: Mathematics and Science Teaching could play a crucial role in the promotion of Mathematics and Science as FET subjects, given the phasing out of a large number of traditional school subjects from the FET:Schooling Band and the consequent necessity for affected school educators to change career paths. Many of them might choose to retrain as Mathematics and Science educators. The ACE: Mathematics and Science Teaching provides them with this opportunity.

Rationale:

The culture currently embraced by South African society is one that is scientific, technological and automatic-industrial. In such a culture Mathematics and Science are regarded as crucial to economic development because they are basic to all scientific and technological research and training. The ACE: Mathematics and Science Teaching is, therefore, important in equipping school educators with the requisite knowledge, skills and attitudes necessary for the promotion of Mathematics and Science as 'empowerment' subjects.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The ACE: Mathematics and Science Teaching was developed and is offered on the assumption that learners are already competent in one of the languages of instruction (Afrikaans/English) at RAU and that they have acquired the general theoretical, academic and practical professional knowledge, understanding, commitments required to effectively perform the contextual educator roles listed in the Norms and Standards for Educators (February 2000) (refer also to Item 5: Access).

Recognition of prior learning:

Educators who do not qualify for admission to the ACE may apply for access on the basis of RPL (recognition of prior learning) - if they believe that they have, through teaching experience, acquired the knowledge, skills and competencies required for admission. They would then be assessed against the exit level outcomes of the NPDE (National Professional Diploma in Education) to determine whether or not they qualify for admission into the ACE programme.

Similarly, potential educator learners who believe that they have already acquired some of the knowledge, skills and competencies to be acquired during the course of the ACE: Mathematics and Science Teaching programme may apply for exemption from those modules in which they deem themselves to be sufficiently competent. The only proviso is that, while partial achievement of the ACE ('fast-tracking') is possible, it is not possible to achieve the ACE in its entirety through an RPL process.

In both cases (RPL for admission and RPL for 'fast-tracking') candidates will have to submit to a formal RPL process in which a panel of experts in mathematics, science, teacher education and RPL will assess a candidate's competence against the outcomes of the qualification/module for which s/he want RPL credits. Assessment will focus on applicants' competence - as described in the relevant outcomes and assessment criteria - rather than on the way in which this competence was acquired. Applicants will, therefore, have to provide evidence that they:

Have acquired the knowledge, skills and attitudes required for admission to the ACE or exemption from specific ACE modules.

Have developed a conceptual as well as a practical understanding of Mathematics education/teaching.

Can make conceptual links between their experiential learning and the outcomes of the modules/programs for which they want RPL.

Can reflect on theory and practice and the relationship between the two in ways that will improve their own learning and the learning of those in their care.

One or more of the instruments and/or strategies listed in Table 4 may be used to determine an RPL applicant's competence.

RPL assessment strategies and/or instruments:

Strategies / instruments: Written class tests, Application: Yes

Strategies / instruments: Written assignments, Application: Yes

Strategies / instruments: Authentic workplace assessments/observations, Application: No

Strategies / instruments: Simulations (micro-lessons), Application: No

Strategies / instruments: Interviews, Application: Yes

Strategies / instruments: Panel discussions, Application: Yes

Strategies / instruments: Role play, Application: No

Strategies / instruments: Oral examinations, Application: Yes

Strategies / instruments: Portfolios, Application: No

Access to the programme:

A potential learner should possess at least a school-leaving certificate with Mathematics and Science at Standard Grade plus a recognised Educator Diploma, including the NPDE, at NQF Level 5 (i.e. M+3, or REQV 13). These conditions do not preclude educators with higher qualifications from enrolling for the ACE, especially if they are considering a new career path (see Purpose of qualification).

The ACE is an academic qualification, not a professional one. It can, therefore, not be used as basis for SACE registration. Practising educators without professional qualifications could, however, apply for recognition of prior learning (RPL), against the exit level outcomes of an existing professional qualification. This could provide them with professional status and/or give them access to the ACE.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

NQF level, credits and components assigned to qualification:

The ACE: Mathematics and Science Teaching is in the sphere of elective competence. Consequently the bulk of the credits have been allocated to the elective component (Subject and content of teaching: Mathematics and Science). However, given the upgrading focus of the ACE, some credits have also been apportioned to fundamental and core learning (see Table 1).

The ACE: Mathematics and Science Teaching is a 128 credit qualification at NQF Level 6. Of these 128 credits, 96 credits are allocated to learning at NQF Level 6 and 32 to learning at NQF Level 5. The NQF Level 5 qualifications are crucial to the upgrading purpose of this programme (see credits and learning components).

Credits and learning components:

Module Type: Fundamental, Components: Component 1- Communication: Literacy and Numeracy, Module titles: (Computer Studies), Minimum credits allocations per level: 32 at NQF 5

Module Type: Elective, Components: Component 2 - Subject and content of teaching, Module titles: (Chemistry, Mathematics and Physics), Minimum credits allocations per level: 32 at NQF 5 - 32 at NQF 6

Module Type: Core, Components: Component 3 - Teaching and learning processes, Module titles: (Mathematics and Science Methodology), Minimum credits allocations per level: 32 at NQF 6

Module Type: Core, Components: Component 4 - School and profession, Minimum credits allocations per level: Assumed to be in place, hence no credits

Curriculum and rules of combination

The ACE: Mathematics and Science Teaching has been designed as a two-year part-time programme. Part-time students may, however, opt to complete it in one year providing that their workload and academic ability allow for this.

Since the ACE: Mathematics and Science Teaching is already in the sphere of elective competence, educator-learners are not given additional choices regarding course content: all students have to enrol for and successfully complete all the modules whether these focus on fundamental or core learning. The only choice learners may exercise relates to the school phase (SP or FET) in which they would like to apply their mathematical and scientific knowledge, understanding and skills (see credits and learning components).

EXIT LEVEL OUTCOMES

The exit level outcomes and assessment criteria for the ACE: Mathematics and Science Teaching are informed by the standards (generic exit level outcomes and assessment criteria) set by the SGB for Educators in Schooling and stipulated in the national ACE that was registered on the NQF in November 2001.

The SGB standards include the critical cross-field outcomes, hence they are, by implication, integrated in the exit level outcomes of this ACE. The competencies required for the effective and efficient performance of the contextual educator roles are assumed to be in place, with the exception of the specialist knowledge required for the teaching of Mathematics and Science in this case. However, while the focus is on the development of competence in the specialist role, the other six roles and their applied competence are implicitly developed through their integration into the specialist role. This integration is reflected in the assessment criteria associated with each exit level outcome (see Table 2).

In their area of specialisation (Mathematics and Science Teaching) educator learners must demonstrate:

1. Competence in selecting, designing, planning, implementing and evaluating appropriate and effective Mathematics and Science programmes and procedures.
2. Appropriate and adaptable professional skills and judgement, in a variety of contexts of practice.
3. A commitment to high standards in practice and ongoing professional improvement.
4. A capacity to critically analyse relevant materials, resources and practices.
5. The ability to justify their choices and actions with regard to Mathematics and Science Teaching.

ASSOCIATED ASSESSMENT CRITERIA

Applied competence will be evident when/if educator learners can:

1.

Select, sequence and pace learning in a manner appropriate to Mathematics and Science teaching, the needs of the learner and the teaching-learning context.

Select and use a range of teaching, learning and assessment strategies appropriate to Mathematics and Science Teaching.

Teach mathematical and science concepts in a manner that facilitates knowledge acquisition, a transfer to authentic contexts.

2.

Adopt general educational principles to the facilitation of learning in the area of Mathematics and Science Teaching.

Integrate/Apply Mathematics and Science skills and/or understandings in broader learning areas and/ or cross-curricular programmes.

Use the computer for teaching, learning, assessment and administrative purposes.

3.

Reflect on and critically evaluate their own teaching, learning and assessment practice.

Research teaching, learning and assessment problems and feed results into improving their own practice.

4.

Analyse their own and others' lesson plans, learning programmes and assessment tasks.

Identify and critically evaluate what counts as undisputed knowledge, necessary skills and important values.

5.

Make educational judgements on issues arising from real practice or from authentic case study exercises.

Give reasons for their choices/actions by referring to the theoretical underpinnings of Mathematics and Science Teaching.

Draw links between Mathematics and Science learning, the world of work, the environment and human rights issues.

Integrated assessment

Assessment in the ACE: Mathematics and Science Teaching is integrated in the sense that it focuses on the assessment of applied competence (i.e. on the integration of foundational, practical and reflexive competence). Formative assessment will be an integral part of teaching and learning and will include formal and non-formal assessment strategies. Summative assessments will take place continually - at the end of discrete units of work as well as at the end of each module and will include one or more of the assessment strategies and/or instruments listed in Table 3.

Assessment strategies and instruments:

Strategies/instruments: Written class tests, Application: No

Strategies/instruments: Written assignments, Application: Yes

Strategies/instruments: Authentic workplace assessments/observations, Application: No

Strategies/instruments: Simulations (micro-lessons), Application: No

Strategies/instruments: Interviews, Application: No

Strategies/instruments: Panel discussions, Application: No

Strategies/instruments: Role play, Application: No

Strategies/instruments: Oral examinations, Application: No

Strategies/instruments: Portfolios, Application: No

Strategies/instruments: Other (please specify) Written examination, Application: Yes

Assessments will be aimed at determining the extent to which educator learners have acquired the ability to:

Generate, explore and consider options for appropriate action.

Identify the most appropriate course of action in relation to the particular context and resources available.

Explain the reasons for that particular selection, as well as what was taken into account in making the selection.

Perform the identified action, while continuously monitoring and adapting performance as required.

Evaluate and/or reflect on their own and others' performance.

Develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection.

INTERNATIONAL COMPARABILITY

N/A

ARTICULATION OPTIONS

The ACE: Mathematics and Science Teaching creates opportunities for vertical and horizontal articulation at RAU and at other Higher Education institutions that offer similar programmes.

Vertical articulation:

Learners with an appropriate NQF5 qualification (3 year diploma or NPDE or its equivalent) are eligible for admission to this ACE, with certain provisos (see Access). On successful completion of the ACE learners may apply for admission to the B Ed (Hons) at NQF7 at any Higher Education institution (HEI), with a view to furthering their studies in the field of Education, Training and Development.

Horizontal articulation:

Learners who are in possession of either a professional (undergraduate) Bachelor of Education (B Ed) or a Post-graduate Certificate of Education (PGCE), both at NQF6 may also enrol for an ACE, either in their current area of specialization with a view to enriching or updating their existing knowledge in the field or in a new area with a view to switching career paths.

Articulation with other Higher Education institutions:

Learners who exit from the ACE prior to completion should be able to transfer credits already accumulated to other HEIs who offer similar programmes.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

RAU will use its own qualified staff as assessors and internal moderators with the proviso that they have at least a Level 7 qualification in Mathematics and Science or Mathematics and Science Teaching. Assessors should at least have experience of teaching and assessment at both school and at a higher and/or teacher education institution.

Assessment results (scripts, assessor reports, etc.) will also be moderated by one/more external moderators renowned for their academic and/or professional expertise in the area of Mathematics and Science Teaching. In addition, external specialists in the field of Mathematics, Science and Didactics will continuously moderate outcomes, assessment criteria and quality of the course.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

NOTES

Implementation and review

The FDE: Mathematics and Science Teaching was implemented in 1993 and is currently running as an ACE. The reconfigured ACE was implemented in 2001 but has been slightly altered to satisfy the requirements of the national SGB ACE. The ACE will, in its current format, be offered until 2006 when it will again be updated as part of the quality assurance process.

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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