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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Higher Education Diploma: Preprimary 
SAQA QUAL ID QUALIFICATION TITLE
5967  Higher Education Diploma: Preprimary 
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 Higher Diploma  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 7  Level TBA: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2022-12-31  

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 first purpose of the HED Preprimary is to accredit a general professional educator's qualification that "caps" an undergraduate qualification which will provide qualifying learners with general foundational and reflexive preprimary competence, professionalism and a basis for further learning. The qualification focuses mainly on developing practical preprimary competence reflexively grounded in educational theory.

The second purpose of the qualification is to provide South Africa with competent preprimary educators who will have an understanding of and the ability to address the preprimary educational needs of the country. 

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;
  • articulate subject content coherently
  • with guided support, take responsibility for their own progress


    Recognition of prior learning:

    This qualification recognises
  • formal prior learning

    An undergraduate university or technikon degree at NQF level 6 or RPL equivalent. This degree should include at least one course in two of the official languages of which Afrikaans or English must be one; a third course in one or a second course in each of two of the subjects in the approved subject list; and at least one course in Sociology, Psychology, Logopaedics or Social Work.

    Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised. Many competences may be recognised as prior learning, for example: candidates for the HED (Preprimary) may have competence in the languages of learning granted through RPL. A student who holds a teacher's diploma recognised by the Senate will be exempted from the language proficiency requirements. Students may be given RPL for individual modules if they can produce a portfolio of evidence that shows that they meet the outcomes and associated assessment criteria specified for that module. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be awarded in part through the recognition of applicable prior learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification for up to 50% of the degree may be awarded through RPL. 

    EXIT LEVEL OUTCOMES 
    Critical cross-field outcomes:

    All critical cross-field outcomes will be embedded appropriately in the pre-primary modules, which constitute the programmes that lead up to the qualification. They will be assessed within the context of the programmes. The distance education context has particular challenges, which we try to meet below.

    1. The educator with a HED (Pre-primary) can identify, analyse, formulate, and solve convergent and divergent pre-primary education problems responsibly

    2. The educator with a HED (Primary) qualification can work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks in the pre-school educational field.

    3. The educator with a HED (Pre-primary) 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 HED (Pre-primary) qualification can collect, analyse, organise and critically evaluate information.

    5. The educator with a HED (Pre-primary) qualification can communicate effectively using appropriate 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 HED (Pre-primary) 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 HED (Pre-primary) qualification can demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.


    Developmental Outcomes

    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

    1. The educator with a HED (Pre-primary) qualification can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

    2. The educator with a HED (Pre-primary) qualification can participate as a responsible citizen in the life of local, national and global communities (also see Critical Outcome 2 above).

    3. The educator with a HED (Pre-primary) qualification can be culturally sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

    4. The educator with a HED (Pre-primary) qualification can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes above).

    5. The educator with a HED (Pre-primary) qualification can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).


    Specific outcomes:

    A HED (Pre-primary) student is actively engaged in becoming a well-rounded, professional pre-primary educator. As such the student develops and holds certain values and integrates knowledge and skills to achieve her or his purposes in the pre-school field. The specific outcomes show how knowledge, skills and values are integrated in the contextual roles that are required of educators in the SAQA field of Education, Training and Development (05).

    A qualified practitioner/educator at this level (level 7) should be a specialist pre-primary educator who would have obtained:
  • foundational competence: the educator will be highly competent in the knowledge, skills, values, principles, methods, and procedures relevant to pre-primary teaching.
  • practical competence: the educator will be able to apply pre-primary teaching skills in a pre-school learning site.
  • reflective competence: the educator will be able to observe his/her specific practical situation critically and to form creative solutions for pre-primary teaching problems. The educator would have developed self-knowledge about his/her own values, attitudes and abilities and would have a clear understanding of how these are related to pre-primary teaching in practical pre-school situations. The educator will understand the role that continuous assessment and action research play in developing competence within the field of pre-primary teaching at a pre-school learning site and his/her chosen specialisation and be able to carry out basic evaluations and action research projects.


    This HED Pre-primary diploma will enable the educator to fulfil the following contextual roles:
  • Mediator of learning: To be able to mediate learning in a manner which is sensitive to the diverse needs of young learners; construct learning environments which are conducive to teaching and learning; appropriately contextualised and inspirational; beneficial to effective communication and showing recognition of and respect for the different cultures, languages and levels of proficiency of others within pre-primary learning sites. The educator will also demonstrate sound knowledge of pre-primary subject content and various principles, strategies and resources appropriate to teaching in the pre-primary phase in the South African context.
  • Interpreter and designer of learning programmes and materials: To understand and interpret provided learning programmes, design original learning programmes, identify the requirements for a specific context of learning and select and prepare suitable textual and visual resources for learning appropriate for the pre-primary phase. The educator will also select, sequence and pace the learning in a manner sensitive to the differing needs of the subject/learning area and learners in the pre-primary phase.
  • Leader, manager and administrator: To be able to make decisions appropriate to the pre-school level, manage learning at the learning site, carry out administrative duties efficiently and participate in decision-making structures within the pre-primary school. These competencies will be performed in ways which are democratic, which support learners and colleagues, and which demonstrate responsiveness to changing circumstances and needs.
  • Scholar, researcher and lifelong learner: To enable the educator to achieve ongoing personal, academic, occupational and professional growth through pursuing reflective study and research in their learning area, in broader professional and educational matters, and in other related fields.
  • Community, citizenship and pastoral role: To enable the educator to practise and promote a critical, committed and ethical attitude towards developing respect and responsibility towards others, one that upholds the Constitution, and promotes democratic values and practices in the pre-primary phase and society. This diploma will enable the educator to demonstrate within the learning site an ability to develop a supportive relation with educators, parents and other key persons and organisations based on a critical understanding of community development issues.
  • Assessor: To be able to understand that assessment is an essential feature of the teaching and learning process and to know how to integrate it in this process in a pre-school situation. The educator will have an understanding of the purposes, methods and effects of assessment and be able to provide helpful feedback to parents. The educator will be able to design and manage both formative and summative assessment in ways that are appropriate to the pre-primary school phase and meet the requirements of accrediting bodies. The educator will be able to keep detailed and diagnostic records of assessment. The educator will understand how to interpret and use assessment results to feed into processes for the improvement of learning programmes.
  • Learning area/subject/discipline/phase specialist. To be well grounded in the knowledge, skills, values, principles, methods, and procedures relevant to the pre-primary situation. The educator will know about different approaches to teaching and learning and how these may be used in ways which are appropriate to the young learner and the context within the pre-school phase. The educator will have a well-developed understanding of the content knowledge appropriate to the field of pre-primary specialisation.


    1. The educator with a HED (Pre-primary) qualification can act as a mediator of learning.

    2. The educator with a HED (Pre-primary) qualification can interpret and design pre-primary learning programmes and materials.

    3. The educator with a HED (Pre-primary) qualification can act as leader, manager and administrator.

    4. The educator with a HED (Pre-primary) qualification can act as a scholar, researcher and lifelong learner.

    5. The educator with a HED (Pre-primary) qualification can fulfil a community, citizenship and pastoral role.

    6. The educator with a HED (Pre-primary) qualification can act as an assessor.

    7. The educator with a HED (Pre-primary) qualification will be a learning area and subject specialist.

    8. The HED (pre-primary) educator can engage with music/art/literature appropriate for the child in the pre-school phase. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical cross-field:

    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:

    1.
  • identify, analyse and solve concrete and abstract problems in pre-primary educational settings by drawing on their own experience.
  • identify and solve concrete and abstract problems in pre-primary educational settings by drawing upon the theoretical knowledge and experiential base of individual disciplines in the 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 problems at a community, national, international and global level.
  • solve pre-primary educational problems by generating alternative strategies for dealing with those problems.
  • critically evaluate various viewpoints on pre-primary 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 pre-primary educational context in terms of problems, needs, opportunities.

    2.
  • show evidence of "people skills" (tolerance, empathy, listening skills, and the like) in group situations involving pre-primary learners, parents, colleagues and educational authorities.
  • demonstrate respect for the opinion of others through (written and/ or oral) reporting without bias.
  • demonstrate tolerance of diversity through (written and/or oral) reporting without bias.
  • undertake pre-primary education-related projects and provide evidence of successful interaction with others.
  • use effective communication skills within the playroom, the pre-primary learning site and the community.
  • lead people effectively within a preschool environment.
  • are supportive followers and group participants.
  • organise effective working groups at the learning site and in the community.
  • communicate the evidence of these group interactions through (written and/ or oral) reporting.

    3.
  • demonstrate the requisite study skills and learning strategies.
  • organise and plan their study programmes.
  • 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 daily programme of a specific group, and other tasks pertaining to preschool education at a learning site.

    4.
  • demonstrate beginning research skills.
  • use library and other resources effectively to suit their individual needs and their particular areas of research.
  • integrate information from a variety of sources.
  • act responsibly as a researcher and scholar (e.g. appropriate referencing, avoiding plagiarism, etc).
  • show awareness of the conventions of scholarship in the various disciplines under study.
  • demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.
  • critically analyse theories, examples, experiences, etc.
  • argue appropriately within the relevant discourse community.
  • conduct action research in the preschool situation using appropriate methodologies.

    5.
  • communicate their ideas in the playroom and the learning site 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 related to early childhood education.
  • use appropriate models of organisation and presentation as required for specific preschool 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 playroom and the learning site.
  • recognise own communication limitations and problems and seek help appropriately.
  • identify and illustrate subject-specific jargon.
  • see, describe and interpret what they come across in appropriate ways to enhance the teaching and learning process in the playroom and the learning site.
  • assist learners, parents and colleagues to speak for themselves.
  • use language to critically analyse, evaluate and critique others' ideas.

    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 specific preschool 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.

    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 and analysing the world around them to include real-life aspects in their preschool 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 young learners to bridge the gap between the preschool situation and real-life.


    Developmental:

    1.
  • learn by means other than rote-learning e.g. participation in groups, observation, action research and the like.
  • explain what they know in their own words.
  • use help-seeking strategies to further their own learning and that of others.
  • apply what they study in different pre-primary contexts, both personal and public, real and simulated.
  • display awareness of their own learning preferences and strategies to suit their needs.
  • show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).
  • assist their learners to develop individual learning strategies

    2.
  • value diversity and the opinions of others.
  • show willingness to participate in groups at the learning site and in the community.
  • demonstrate willingness to take considered/informed risks.
  • apply what they know and study in culturally diverse contexts.
  • apply what they know and study at different levels, from personal to academic contexts.
  • fulfil their roles as role models for the learners in the pre-primary phase and the community.

    3.
  • show awareness of cultural diversity and apply culturally diverse teaching and learning strategies in the playroom.
  • demonstrate awareness of own culture and background.
  • manage diversity in the learning site and the community to the advantage of the individual and the learning culture.
  • use various skills to draw out the cultural accomplishments and contexts of others in pre-primary educational settings (e.g. listening skills, empathy, sympathy, etc).

    4.
  • illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the HED (Pre-primary) and those of the community at large (local and global).
  • make connections from theoretical knowledge to practical application in the real world.
  • identify the educational skills which are highly valued in the workplace.
  • use the skills required for efficiency in teaching: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • deal effectively with unknown problems and tasks set them in teaching, in the real world, by drawing upon the skills from the HED (Pre-primary) (critical thinking, problem-solving, conflict resolution, etc).
  • demonstrate a work ethic in the pre-primary learning site.

    5.
  • create job opportunities in whatever situation they find themselves.
  • have a realistic view of their own worth and value to contribute to their local community and global society.
  • communicate that value to others in the real world (writing skills, oral communication skills, etc).
  • demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the HED (Pre-primary) qualification.
  • deal with various defined situations with flexibility and adaptability.


    Specific:

    The following assessment criteria are associated to the stated outcomes

    (i) The educator should illustrate knowledge, values, principles, skills and strategies as well as in a variety of professional issues related to teaching in the pre-primary school phase.

    (ii) Each of the modules that make up the course has criteria to establish if the qualifier has reached the outcomes of each of the following roles educators have to adhere to as set out above:

    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

    1.
  • mediate learning in a manner which is sensitive to the diverse needs of pre-primary 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 the pre-primary school phase.
  • possess sound knowledge of subject content and various principles, strategies and resources appropriate to teaching preschool learners in the global and South African context.

    2.
  • interpret given learning programmes.
  • design original learning programmes.
  • effectively identify the requirements for a specific context of learning.
  • select and prepare suitable resources for learning appropriate for the preschool phase.
  • select, sequence and pace the learning in a manner sensitive to the differing needs of the subject/learning area and learners in the preschool phase.

    3.
  • make democratic decisions appropriate to the preschool level.
  • effectively manage learning in the preschool learning site
  • efficiently carry out administrative duties.
  • effectively participate in preschool decision-making structures.

    4.
  • achieve ongoing personal, academic, occupational and professional growth.
  • pursue reflective study and research in the preschool phase, in broader professional and educational matters, and in other related fields.
  • keep up to date in the theory and practice of pre-primary teaching.

    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 pre-primary school and in society.
  • develop a supportive relation with educators, parents and other key persons and organisations.
  • are aware of community development issues.

    6.
  • apply assessment as an essential feature of the teaching and learning process.
  • integrate assessment in the preschool phase.
  • are aware of the purposes, methods and effects of assessment.
  • provide helpful feedback to parents
  • design and manage assessment in ways that are appropriate to the preschool phase 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.

    7.
  • integrate knowledge, skills, values, principles, methods, and procedures relevant to the preschool phase
  • apply different approaches to teaching and learning in ways which are appropriate to the learner and the context within the preschool phase.
  • interpret the content knowledge appropriate to a specific field of specialisation.

    8.
  • show awareness of aspects such as culture, aesthetics and creativity
  • create and/or critically interpret music, art and literature as related to the preschool phase
  • use appropriate media (language, are, music) to create new cultural and aesthetic forms related to the preschool phase.


    Integrated assessment for the purpose of the qualification

    1. Formative assessment: Learning and assessment are integrated. The study guides contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and the students are given feedback. 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, 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). The practical competence of students during compulsory teaching practice periods is assessed by qualified educators at the learning site.

    2. 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. 

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

    2. This qualification caps a first degree or diploma to be equivalent to an initial 360 or 480 credit, professional qualification. Upon completion of the HED (Preprimary) students have a number of options for further study (which could well be BEd Honours (Preprimary) ? Master of Education ? Doctorate of Education or a Further Diploma in Education). 

    MODERATION OPTIONS 
    Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal or external second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    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 
    1. Our own staff will be 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.

    2. The quality management system:
  • Qualifications: The minimum requirement for appointment as a lecturer or external marker at Unisa is an BEd-honours degree and appropriate experience. In the case of workplace assessment, professional preprimary educators 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 2006; 2009; 2012; 2015. 

    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.
     
    1. University of South Africa 


    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.