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:

Postgraduate Certificate in Education (Senior Phase and FET)

SAQA QUAL ID	QUALIFICATION TITLE
58698	Postgraduate Certificate in Education (Senior Phase and FET)
ORIGINATOR
University of South Africa
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	NQF Level 07	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 replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
5963	Postgraduate Higher Education Diploma	Level 7	Level TBA: Pre-2009 was L7	120	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose of the qualification:

To accredit a general professional educator's qualification that caps an undergraduate qualification which will provide qualifying learners with general foundational and reflexive competence, professionalism and a basis for further learning. The qualification focuses mainly on developing practical competence reflexively grounded in educational theory.

Rationale for the qualification:

The PGCE (Senior Phase and FET) qualifies students who completed a first degree to teach in the Senior Phase and FET. This is a requirement from the National Department of Education for teaching in South African schools.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners who register for this qualification can:

Learn from predominantly written material.

Communicate what they have learnt comprehensibly in the medium of instruction.

With guided support, take responsibility for their own progress.

Recognition of Prior Learning (RPL):

Formal prior learning:

Student's prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised.

Non-formal and informal prior experiential learning:

Many competences may be recognised as prior learning, for example:

Candidates for the PGCE (Senior Phase & FET) may have competence in the languages of learning granted through RPL. A student who holds a degree with a major in the languages of learning in schools will be exempted from the theoretical language proficiency requirements.

Suitable experience of educational theory may be recognised as prior learning.

If a student submits evidence of at least ten weeks satisfactory teaching experience in the senior phase and FET, he/she may also be exempted from Teaching Practice I and II.

Unisa has a RPL policy in this regard. Students may be given RPL for individual courses/modules if they can produce a portfolio of evidence or evidence by another appropriate means of assessment that shows that they meet the outcomes and associated assessment criteria specified for that course/module.

Access to the qualification:

An undergraduate university degree or equivalent at NQF level 6. This degree/qualification should include three courses in one approved school subject/learning area and two courses in another school subject/learning area, or two courses in each of the two approved subjects/learning area, or three courses in one approved school subject/learning area and at least one course in each of the two other approved school subjects/learning areas.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Foundational modules: Literacies, 12 credits at NQF Level 6.

Core modules: Educational and experiential learning, 72 credits at NQF Level 6.

Professional modules: Specialisations, 36 credits at NQF Level 6.

EXIT LEVEL OUTCOMES

There are two sets of exit level outcomes namely critical cross-field outcomes (life roles) and the roles of the educator (career outcomes):

1. The educator with a PGCE (Senior Phase & FET) qualification can act as a mediator of learning for Grade 7 to 12 learners.

2. The educator with a PGCE (Senior Phase & FET) qualification can interpret and design learning programmes and materials for Grade 7 to 12 learners.

3. The educator with a PGCE (Senior Phase & FET) qualification can act as leader, manager and administrator in the secondary school.

4. The educator with a PGCE (Senior Phase & FET) qualification can act as a scholar, researcher and lifelong learner.

5. The educator with a PGCE (Senior Phase & FET) qualification can fulfill a community, citizenship and pastoral role in terms of teaching in the secondary school.

6. The educator with a PGCE (Senior Phase & FET) qualification can act as an assessor.

7. The educator with a PGCE (Senior Phase & FET) qualification will be a learning area and subject specialist with reference to teaching Grade 7 to 12 learners.

Critical Cross-fields Outcomes:

1. The educator with a PGCE (Senior Phase & FET) can identify, analyse, formulate, and solve convergent and divergent educational problems, of individual and societal kinds, creatively and responsibly.

2. The educator with a PGCE (Senior Phase & FET) qualification graduate can work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks in the educational field.

3. The educator with a PGCE (Senior Phase & FET) qualification can manage and organise her or his activities and life responsibly and effectively, including her or his studies and career.

4. The educator with a PGCE (Senior Phase & FET) qualification can collect, analyse, organise and critically evaluate information.

5. The educator with a PGCE (Senior Phase & FET) qualification can communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation in often extensive pieces of sustained discourse.

6. The educator with a PGCE (Senior Phase & FET) qualification can use science and technology effectively and critically, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.

7. The educator with a PGCE (Senior Phase & FET) qualification can demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Mediate learning in a manner, which is sensitive to the diverse needs of learners.

Construct learning environments which:
> Promote teaching and learning.
> Benefit effective communication.
> Show recognition of and respect for the different cultures, languages and levels of proficiency of others within secondary schools.

Possess sound knowledge of learning area content and various principles, strategies and resources appropriate to teaching at a secondary school in the South African context.

Associated Assessment Criteria for Exit Level Outcome 2:

Interpret given learning programmes.

Design original learning programmes.

Effectively identify the requirements for a specific context of learning.

Select and prepare suitable textual and visual resources for learning appropriate for secondary schools.

Select, sequence and pace the learning in a manner sensitive to the differing needs of the learning area and learners in secondary schools.

Associated Assessment Criteria for Exit Level Outcome 3:

Make democratic decisions appropriate to the school level.

Effectively manage learning in the classroom.

Efficiently carry out classroom administrative duties.

Effectively participate in school decision-making structures within secondary schools.

Associated Assessment Criteria for Exit Level Outcome 4:

Achieve ongoing personal, academic, occupational and professional growth.

Pursue reflective study and research in appropriate learning areas, in broader professional and educational matters, and in other related fields.

Keep up to date in the theory and practice of teaching (a) specific learning area(s) in the secondary school.

Associated Assessment Criteria for Exit Level Outcome 5:

Practise and promote a critical, committed and ethical attitude towards developing respect for and responsibility towards others.

Promote democratic values and practices in the secondary school and in society.

Develop a supportive relation with educators, parents and other key persons and organisations.

Are aware of community development issues.

Associated Assessment Criteria for Exit Level Outcome 6:

Apply assessment as an essential feature of the teaching and learning process.

Integrate assessment at all levels in a secondary school.

Are aware of the purposes, methods and effects of assessment.

Provide helpful feedback to learners.

Design and manage both formative and summative assessment in ways that are appropriate to the secondary school level and meet the requirements of accrediting bodies.

Keep detailed and diagnostic records of assessment.

Interpret and use assessment results to feed into processes for the improvement of learning programmes.

Associated Assessment Criteria for Exit Level Outcome 7:

Integrate knowledge, skills, values, principles, methods, and procedures relevant to a specific discipline, subject, learning area and/or phase of study in secondary schools.

Apply different approaches to teaching and learning in ways, which are appropriate to the learner and the context within the secondary-school phase.

Explain and interpret the content knowledge appropriate to a specific field of specialisation.

Assessment criteria for Critical Cross-fields Outcomes:

Assessment criteria for Critical Cross-fields Outcome 1:

Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations, will show that learners can:

Identify, analyse and solve concrete and abstract problems in the educational sphere by drawing on their own experience.

Identify and solve concrete and abstract problems in the educational sphere by drawing upon the theoretical knowledge and experiential base of individual disciplines in educational and other fields.

Identify and solve problems in a variety of routine and non-routine contexts within broad parameters of education.

Use their knowledge and experience to offer suggestions for solving educational problems at a community, national, international and global level.

Solve educational problems by generating alternative strategies for dealing with those problems.

Critically evaluate various viewpoints on education and compare them to own views.

Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.

Analyse the global, national and local educational context in terms of problems, needs, opportunities.

Assessment criteria for Critical Cross-fields Outcome 2:

Learners can:

Show evidence of 'people skills' (tolerance, empathy, listening skills, etc) in group situations involving learners, parents, colleagues and educational authorities.

Demonstrate respect for the opinions of others through (written and/or oral) reporting without bias.

Demonstrate tolerance of diversity through (written and/or oral) reporting without bias.

Undertake education-related projects and provide evidence of successful interaction with others.

Use effective communication skills within the classroom, the school and the community.

Lead people effectively in educational settings.

Are supportive followers and group participants.

Organise effective working groups in the classroom, the school and the community.

Communicate the evidence of these group interactions through (written and/or oral) reporting.

Assessment criteria for Critical Cross-fields Outcome 3:

Demonstrate the requisite study skills and learning strategies.

Organise their study plans.

Use creative and various learning strategies which suit their personal situations and contexts.

Cope with the self-discipline necessary for distance learning.

Think independently, and offer evidence to support their decisions.

Assess their own strengths and weaknesses and develop coping strategies.

Organise the teaching programme of a specific class group, and other tasks pertaining to education in a school.

Assessment criteria for Critical Cross-fields Outcome 4:

Demonstrate basic research skills.

Use library and other resources effectively to suit their individual needs and the needs of the particular areas of educational research.

Integrate information from a variety of sources.

Act responsibly as a researcher and scholar in the educational field (e.g. appropriate referencing, avoiding plagiarism, etc).

Follow conventions of scholarship in the various disciplines under study in the educational field.

Follow relevant conventions and guidelines to their academic and personal purposes.

Critically analyse theories, examples, experiences of teaching and learning, etc.

Argue appropriately within the relevant discourse community.

Conduct action research in the classroom using appropriate methodologies.

Assessment criteria for Critical Cross-fields Outcome 5:

Communicate their ideas in the classroom and the school in language accessible to the learners.

Evaluate conclusions and premises in academic arguments.

Follow the language conventions of written (and/or oral) use in the respective disciplines.

Use appropriate models of organisation and presentation as required for specific class groups.

Use statistics appropriately and responsibly in support of their ideas.

Create and use visuals appropriately to enhance the teaching and learning process in the classroom and the school.

Recognise own communication limitations and problems and seek help appropriately.

Identify and illustrate learning area-specific jargon.

See, describe and interpret what they come across in appropriate ways to enhance the teaching and learning process in the classroom and the school.

Assist learners, parents and colleagues to speak for themselves. Use language to critically analyse, evaluate and critique others=ideas.

Assessment criteria for Critical Cross-fields Outcome 6:

Demonstrate a responsible attitude towards scholarship and technology.

Use scientific methods of investigation, testing and evaluation (see number 1).

Select educational technology to suit the needs of the individual or group.

Use natural resources in a sustainable way.

Show respect for and a responsible attitude towards science and technology.

Demonstrate a consideration of the ethics involved in science and technology issues.

Show respect and openness towards the psychological, health and physical environment of others.

Assessment criteria for Critical Cross-fields Outcome 7:

Demonstrate their prior knowledge and experience of their individual situations.

Connect the abstract knowledge of theory to the reality of their individual personal educational contexts.

Draw upon their prior knowledge (personal and abstract), personal experience as appropriate when investigating.

Draw upon their prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them to include real-life aspects in their teaching strategies.

Look beyond and across traditional disciplinary boundaries for possible solutions.

Follow an integrated approach to learning and studying.

Choose and follow appropriate educational pathways.

Assist learners to bridge the gap between the classroom situation and life outside the classroom.

Integrated Assessment:

Formative assessment:

Learning and assessment are integrated: a variety of modules is included in the programme, therefore different types of formative assessment will be applied according to the nature of each module. Assessment during the year will consist of a combination of assignments including activities such as essays, paragraph questions, multiple choice questions, portfolios, journals, self-assessment tasks in the study guides or calculations to be submitted to and assessed by the lecturers and assessment in language proficiency (written and oral test in each of the two languages) and practical teaching ability in each of the principal teaching subjects/learning areas.

Summative assessment:

Examinations, or equivalent assessment such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed in the formative stage.

Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

INTERNATIONAL COMPARABILITY

Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook.

Unisa is accredited by the Distance Education and Training Council (DETC) and the Accreditation Task Team undertake regular surveys among students to determine their satisfaction with their studies and to solicit input from them in order to ensure re-accreditation by the DETC.

ARTICULATION OPTIONS

The qualification will articulate with those of other universities and other qualifications. For example, recognition will be given to courses/modules completed at other tertiary institutions and the relationship will be reciprocal.

This qualification caps a first degree to be equivalent to an initial, 480 credits, professional qualification. Upon completion of the PGCE (Senior Phase & FET) students have a number of options for further study (which could well be Honours Bachelor of Education; Master of Education; Doctor of Education [vertical] or an Advanced Certificate in Education [horizontal]).

MODERATION OPTIONS

Within Unisa, first examiners set and assess assignments and examinations. The work of examiners is monitored by external moderators who moderate the exam papers and the marking of exam scripts. The moderator must moderate 10% of scripts and must randomly choose scripts to moderate from another 20% of exam scripts. In the case of assignments, the quality is monitored by the Chair of the department.

In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. The Norms and Standards document of the Department of Education serves as policy for the qualification of educators and for the evaluation of these qualifications.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

All Unisa staff members undergo assessment training. Unisa staff is used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment is used for some modules in the PGCE (Senior Phase & FET):

The quality management system:

Qualifications:

The minimum requirement for appointment as a lecturer at Unisa is an BEd-honours degree and appropriate experience. In the case of workplace assessment, professional senior educators/mentors are used as assessors.

Mentorship:

All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.

Training:

All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015.

NOTES

This qualification replaces qualification 5963, which is the Postgraduate Higher Education Diploma, NQF Level 7.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 South Africa