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:

Certificate: Education

SAQA QUAL ID	QUALIFICATION TITLE
66095	Certificate: Education
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
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 5	Level TBA: Pre-2009 was L5	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		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 purpose of this qualification is two-fold, and is a direct response to a request by the National Department of Education to assist in its initiative to upgrade in-service teachers.

On one hand it provides unqualified teachers with the basic competences which offer them a bridge into the NPDE.

On the other hand it is designed to equip in-service educators, currently limited in qualifications to REQV 10, with the appropriate knowledge, skills, values and attitudes to practice as General Education and Training (Senior, Intermediate and Foundation Phases) and/or Further Education and Training (FET) band educators within an evolving Outcomes Based curriculum in South Africa in general.

More particularly it seeks to:

Upgrade the qualifications of unqualified Senior, Intermediate and Foundation Phase and/or FET band teachers to REQV Level 11.

Equip in-service educators with the appropriate knowledge, competencies, values and attitudes required to practice as qualified educators.

Provide sufficient numbers of qualified Senior, Intermediate and Foundation Phase and/or FET band educators with clear and understanding of their profession.

Provide academic articulation routes to NQF Level 6 qualifications.

Meet the national need for NDPE band educators with practical competence reflexively grounded in educational theory.

Provide geographical access to rural teachers, as the qualification will be offered in full contact delivery mode at UPE sites in the Eastern Cape.

Respond to the need for competent Senior, Intermediate and Foundation Phase band classroom practitioners in the Eastern Cape Province, in particular, and South Africa in general, and respond to DOE initiatives in this regard.

The above purposes inform the statements of applied competence, curriculum design and assessment strategy.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Assumptions of learning in place before commencement of the programme:

Applicants should be in-service educators at REQV 10 Level whether Senior, Intermediate or Foundation Phase.

Policy and procedure in recognition of prior learning:

RPL to account for 60 credits.

RPL may be awarded on provision of satisfactory evidence that the learner has met some or all of the programme outcomes. RPL will be moderated independently in accordance with SAQA RPL policy.

Entrance Requirements:

Entrance requirements are that students must be currently serving full-time teachers with at least two years of experience. This status must be verified by the school principal in a letter which also states that the candidate is a reliable and responsible teacher. (Records of qualification will be kept, but not for the entrance purpose).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

120 credits:

36 at NQF Level 4 and 84 at NQF Level 5.

EXIT LEVEL OUTCOMES

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

Practical:

Critically evaluate provided learning material for Senior, Intermediate and Foundation Phase and/or FET band learning for appropriateness and adaptation to local conditions;

Draw up an inventory of local resources to be used for lesson planning and preparation.

Select and prepare suitable textual, visual and other resources for teaching and learnin.

Plan lessons using appropriate local resources for illustration, examples and equipment.

Use appropriate local resources for "learning across learning areas" teaching.

Construct appropriate learning environments for their learners.

Design original and creative learning programmes for learning outcomes.

Manage GET (Senior, Intermediate and Foundation Phase) and FET learning area focused learning in the classroom.

Use skills, values, principles, methods and procedures relevant to Senior, Intermediate and Foundation Phase and/or FET band learning across the learning areas.

Foundational Competencies:

Undertake basic strategic planning, and within this context develop appropriate course and lesson plans.

Interpret, analyse and evaluate the context in which teaching and learning takes place and take appropriate action.

Understand the theory, and apply the basic methods of learner centred education.

Understand and apply learning across the learning area strategies in lesson planning and delivery.

Interpret, analyse and evaluate the learning content.

Demonstrate sound knowledge of appropriate GET (Senior, Intermediate and Foundation Phase) and FET band content and of various methodological principles conducive to learning and the development of communicative skills.

Demonstrate an ability to be creative and flexible in an under-resourced environment.

Reflexive competencies:

Understand the educator's responsibility towards self and professional development.

Professional growth as an educator through the pursuit of effective study and research.

Undertake and apply self-improvement in language exercises, and pass this skill onto learners.

Critical Cross-Field Outcomes:

Problem-solving, critical and creative thinking:

This outcome is embedded in all modules in tasks and assignments, as well as in the presentation of learning material.
> The instructional approach adopted in the contact sessions is activity-based and constructivist in nature. The learners are therefore given opportunities to critically evaluate information, ideas and opinions in all modules through discussion and interaction.

Working effectively as a member of a team:

This outcome is embedded in RPL competencies (the school and the profession), as well as in all modules material, in which group-work tasks are given.
> Working together in groups or pairs is the instructional mode adopted in all contact sessions. In addition, learners are encouraged to work together with fellow teachers and school managers in a co-operative manner in assignments and school-based tasks.

Self-organization and management:

This outcome is embedded in RPL competencies (the school and the profession, teaching and learning), as well as module material which simulates real-life situations such as pricing various cell-phone options, arranging personal finance, time management, and so on.

Information processing:

This outcome is embedded in RPL competencies (the school and the profession), as well as in modules material and assignments that simulate information processing real-life situations.
> Furthermore, in the fundamental modules (PPN001, PPL001, PPL002, PPL003), the learners are required to read and process information from a variety of sources.

Communicating effectively:

This outcome is the core of all the language modules.
> Learners are required to listen to and record information, to read with understanding, to write clearly and coherently for a range of audiences and contexts and to communicate verbally in a variety of social, commercial and professional (school) contexts.

Effective and critical use of science and technology:

This outcome is embedded in the technology module.
> Learners will be able to use a range of technological tools in order to improve and develop classroom instruction materials in order to improve learning in the classroom.

Demonstrating a systematic understanding of the world:

This outcome is embedded in all the modules, as they focus on common real-life situations for material and assignments.
> Learners will therefore develop language and numeracy competencies in the context of scenarios created to accurately reflect real-life situations provided in modules and other instructional materials.

Reflecting on and exploring learning strategies:

This outcome is embedded in all the modules, as they emphasize dealing with real-life situations in the classroom.
> In particular, the module "Language in the Classroom" (PPL003) will introduce learners to a range of learning strategies in the classroom.

Participating as citizens in social life:

This outcome is embedded in all modules where self-responsibility and social values form the context for exercises.
> In the Fundamental modules, learners are introduced to aspects relating to citizenship and operating as a responsible individual.

Being culturally and aesthetically sensitive across a range of social contexts:

This outcome is embedded in all modules where socially appropriate exercises are given, and sexist, racist and other insensitive language is avoided.

Exploring education and career opportunities:

This outcome is embedded the qualification as a whole.

Developing entrepreneurial opportunities:

This outcome is embedded in the qualification as a whole, but there is a particular emphasis on entrepreneurship in the Fundamental Language and Numeracy modules which deal with commercial aspects.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria:

Modular and teaching-practice portfolios focused on learning unit planning and post-presentation reflections and re-planning are submitted.

School-based assignments and contextualised GET (Senior, Intermediate and Foundation Phase) and FET band education tasks are completed.

Individual and group projects are completed.

Classroom research reports are presented at a class conference.

Written and oral examinations are passed.

Integrated assessment.

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

Modular and teaching-practice portfolios focused on learning unit planning and post-presentation reflections and re-planning.

School-based assignments and contextualised GET (Senior, Intermediate and Foundation Phase) and FET band education tasks.

Individual and group projects.

Classroom research reports presented at a class conference.

Written and oral examinations.

ARTICULATION OPTIONS

This programme serves as an entrance to the NPDE on NQF Level 5.

MODERATION OPTIONS

Continuous Assessments, test papers and examination papers are moderated independently and approved before final marks are calculated.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Current NPDE Project Trainers will conduct classes and assessment, overseen by existing master tutors. The SMATE staff , who will be accredited by the Faculty of Education, will train site trainers/assessors and develop materials, as well as providing management and administrative services, and overseeing quality.

Dr Brian Walter, PhD (Rhodes, 2001). Teaching experience (3 years), lecturing 18 years, materials developer, lecturer and trainer in language at SMATE, UPE.

Ms Lesley Foster, MEd (Rhodes, 1997) teacher (20 years), materials developer, lecturer and trainer in language at SMATE, UPE.

Mr Viv England, BA (Hons) in English Language Teaching (Rhodes, 1986), research experience at ISEA, lecturing at the University of Fort Hare (3 years), extensive teacher development and training experience, and extensive research in these fields; materials developer, lecturer and trainer in language at SMATE, UPE.

Ms Aletta Rheeder, BA (Unisa, 1996( Primary and Higher Education Diplomas; FED in computers; experience as a teacher for 9 years, also subject advisor and DCS.
Extensive teacher development and training experience.

Mr Neil Murtough, MEd (Rhodes) and Diploma in Education (Redding), 30 years teaching experience; materials developer, lecturer and trainer in language at SMATE, UPE.

NOTES

Compliance with regulations:

Compliant with regulation 8 of SAQA regulations (Government Gazette Notice No. 452 of 1998).

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 Port Elizabeth