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

Bachelor of Technology: Education: Post School 
SAQA QUAL ID QUALIFICATION TITLE
72669  Bachelor of Technology: Education: Post School 
ORIGINATOR
Vaal University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
B Tech  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  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   2024-12-31  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
1455  Bachelor of Technology: Education: Post School  Level 7  Level TBA: Pre-2009 was L7  480  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The qualifying learner will be competent to facilitate teaching and learning at a Post School level and embark on educational research within an elected area of specialisation in the Higher Education and Training Band. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
At least 480 credits, of which at least 200 credits are on NQF-level 6, in related fields of knowledge and skills. 

RECOGNISE PREVIOUS LEARNING? 
N 

QUALIFICATION RULES 
The qualification shall be awarded to a learner who has completed the required credits either through formal education at the technikon, or through a combination of technikon learning and the recognition of relevant experience and/or other learning at appropriate levels which comply with the capabilities defined for this qualification 

EXIT LEVEL OUTCOMES 
1. The successful learner is able to facilitate learning and teaching
2. Communicate effectively within an educational environment.
3. Design and develop curricula
4. Fulfill administrative roles.
5. Act as a professional
6. Demonstrate the ability to facilitate learning and teaching within a specific area of specialization.
7. Embark on research.
8. Demonstrate and apply entrepreneurial knowledge and skills.

Specified Outcomes

1.1 Demonstrate theoretical knowledge of learning (ETD andragogical concepts, principles and procedures)
1.2 Provide learner support according to needs.
1.3 Provide continuous, summative and formative assessment.

2.1 Demonstrate the ability to use oral and written language effectively within the educational environment.
2.2 Use computer technology effective for educational purposes.
2.3 Use library systems effectively.
2.4 Literature surveys.

3.1 Do curriculum development within a specified area of learning.
3.2 Select and develop teaching and learning material/media/teaching aids.

4.1 Demonstrate an understanding of the administrative systems of institutions of further and higher learning.
4.2 Administrate class/lecture room activities.
4.3 Applying general management principles.

5.1 Act as role model for learners and colleagues by setting an example.
5.2 Evaluate/reflect on own teaching practice.
5.3 Fulfill role as lecturer supporter
5.4 Demonstrate lifelong learning skills.

6.1 Demonstrate an understanding of the concepts, principles, processes and procedures relevant to any specific area of specialization.
6.2 Demonstrate the ability to facilitate learning within one of the above-mentioned areas of specialization.

7.1 Discuss concepts, principles and procedures of different methods related to educational research.
7.2 Write a research proposal.
7.3 Execute a mini research project.

8.1 Demonstrate theoretical and practical entrepreneurial knowledge and skills.
8.2 Embark on and guide the community in business projects.

Critical Outcomes

* Identify and solve problems in which responses display that responsible decisions (using critical and creative thinking) have been made.
* Work effectively with others as a member of a team, group, organisation and community.
* Organise and manage one and one's activities responsibly and effectively.
* Collect, analyse, organise and critically evaluate information.
* Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
* Use science and technology effectively and critically, showing responsibility towards the environment and the health of others.
* Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

ASSOCIATED ASSESSMENT CRITERIA 
1.1. Pedagogical and andragogical concepts, principles and procedures are explained correctly and comprehensively.

1.2. Various learning difficulties are explained comprehensibly.

1.3 Specific learning difficulties are identified correctly.

1.4 Appropriate learning support is given to identified learners

1.5 The concepts, principles and procedures underlying formative, summative and continuous assessment have been described comprehensibly by using the appropriate terminology.

1.6 Various opportunities for formative, summative and continuous assessment are planned, designed and implemented correctly.

1.7 Assessment opportunities are evaluated.

2.1 Effective speech and writing for both production and reception (consistent personal, academic and professional needs), is used.

2.2 Appropriate language and style are used correctly in various situations.

2.3. Assignments are generated by using the necessary computer technology skills effectively.

2.4 Educational data are captured and processed adequately through computer technology.

2.5 Information is accessed effectively.

2.6 Information systems and media are utilised effectively for research as well as presentation purposes.

2.7 Adequate guidance is given to learners on how to use a library effectively within a specific field of learning

2.8. Appropriate literature is selected for a specific purpose.

2.9 References are noted adequately in a list of references.

2.10 Sources are referred to correctly in the text..

3.1 Knowledge of the curriculum development process and principles are demonstrated.

3.2 Learning needs are identified correctly.

3.3 The process of curriculum development (on micro, meso and macro level) applied correctly to a specific area of learning.

3.4 Knowledge of curriculum development on the micro, meso and macro levels is demonstrated.

3.5. Appropriate visual materials for teaching and learning in various situations are selected.

3.6 Proof of effective design and use of materials/media/aids is given.

3.7 Visual and audio-visual materials and media for several learning programmes designed and developed according to educational principles.

4.1. The management of the internal and external environment of a tertiary institutions is described and explained correctly.

4.2. A classroom and groups are managed effectively as to promote a positive learning atmosphere.

4.3. Delegated managerial tasks executed by means of planning, organising, guidance and control.

5.1. Professional behaviour, work ethics and personal values of a high standard is demonstrated.

5.2. Feedback from supervisors, peers and students are interpreted correctly.

5.3 Instruments for the reflection on own teaching practice is used appropriately.

5.4 Personal goals for the improvement of own teaching practice is set and acted upon.

5.5. Adequate mentoring support is given to colleagues with regard to administrative and academic roles.

5.6. Knowledge of educational trends in the country is demonstrated.

5.7 Knowledge of the latest trends and practice in field of specialization and the teaching profession is demonstrated.

6.1. Concepts, principles, processes and procedures relevant to the specific learning area described and explained correctly.

6.2 Theoretical and practical knowledge and skills applied in practice according to desired standards.

6.3. Various advanced teaching and learning strategies relevant to areas of specialization are applied.

6.4 Didactic principles, advanced teaching and learning strategies, vocational educational models as well as integrated facilitation skills and assessment related to the specialized areas are designed and applied in real life situations.

6.5 Appropriate learning support material relevant to area of specialization is selected, prepared, designed and developed.

6.6 Adequate provision has been made for the incorporation of the critical cross-field outcomes.

7.1. Basic principles of different methods of research are described correctly.

7.2. References are noted adequately and according to prescribed guidelines in a bibliography.

7.3 Sources are referred to correctly in the text.

7.4 A relevant educational research problem identified.

7.5 Research proposal is compiled according to prescribed guidelines.

7.6 Research methods applied appropriately.

7.7 Mini research project executed according to plan.

8.1. Theoretical and practical entrepreneurial knowledge and skills are described and explained.

8.2 A business plan is compiled correctly.

8.3 Theoretical and practical entrepreneurial knowledge and skills are applied in real life situations.

8.4 Business projects in the community are guided and monitored.

Integrated assessment:

Formative assessment:
Written and oral tests, assignments, simulations, role play, case studies, presentations, micro-teaching, assessment of laboratory and workshop practice and skills, as well as the presentation and organising of seminars and workshops.

Summative assessment:
Examinations, collaborative projects, reports, mini research projects and portfolios. 

ARTICULATION OPTIONS 
  • Articulates horizontally with a number of educational degrees.
  • Progresses vertically to M Tech: Education 
    		•

    MODERATION OPTIONS 
    External moderation
    SERTEC Quality Assurance 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Complies with the requirements of the external accreditation body (SERTEC)
  • Assessors will demonstrate the ability to
  • Develop assessment strategies
  • Prepare learners for assessment
  • Execute pre-developed assessment
  • Monitor assessment
  • Execute integrated assessment
  • Moderate the assessment process
  • Supply feedback and reporting 
    		•

    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: 
    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. Vaal University of Technology 


    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.