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: |
Bachelor of Education in Foundation Phase Teaching |
SAQA QUAL ID | QUALIFICATION TITLE | |||
94530 | Bachelor of Education in Foundation Phase Teaching | |||
ORIGINATOR | ||||
University of Pretoria | ||||
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 First Degree | Field 05 - Education, Training and Development | Early Childhood Development | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 508 | Not Applicable | 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 1141/23 | 2021-07-01 | 2024-06-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2025-06-30 | 2030-06-30 |
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 Bachelor of Education in Foundation Phase Teaching (BEdFP Teaching) provides a well-rounded educational degree that equips graduates with the required subject content knowledge base, educational theory and methodology. Its purpose is therefore to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching the foundation phase, including Grade R. The qualification is focused on developing practical competence, reflexively grounded in educational theory. National Context: The BEdFP Teaching is an initial teaching qualification for learners to be registered as fully qualified professional educators in schooling, and specifically in the Foundation Phase. It aims to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching Foundation Phase, including Grade R. The BEdFP Teaching seeks to provide a relevant and contemporary learning programme in South Africa today and to assist prospective teachers to develop competencies in dealing with diversity and transformation. Rationale: The Degree BEdFP Teaching seeks to provide a relevant and contemporary learning programme in South Africa, where students from diverse backgrounds are equipped to adapt to teaching in diverse contexts. It is believed that this programme helps cultivate prospective teachers to encompass the eleven basic competences of a beginner teacher (as gazetted in the Minimum Requirements for Teacher Education Qualifications, July 2011). The various modules in this programme ensure that students obtain sound subject knowledge; to understand teaching and learning; to communicate and mediate learning effectively; to develop literacy, mathematical and IT skills; to use resources to design learning programmes; to understand and manage diversity in classrooms; to assess learners reliably; to display positive work ethic and values; and to reflect on their own practice critically and constructively. The Bachelor of Education in Early Childhood Development and Foundation Phase addresses the critical challenges facing education in South Africa today and assists teachers to develop competences in dealing with diversity and transformation, as well as to be in line with the new mission and vision of the University and specifically with that of the Department for Early Childhood Education (which includes providing quality, well-balanced programmes to meet the diverse needs of the South African context), the University aligned this programme in 2011 with the draft minimum requirements for teacher education qualifications which were published for comment in November 2010. Further alignments were made during 2012 on the gazetted Minimum Requirements for Teacher Education Qualifications published in July 2011. The Bachelor of Education in Foundation Phase Teaching complies with the requirements of the Minimum Requirements for Teacher Education Qualifications published on 15 July 2011. The BEdFP Teaching is an initial teaching qualification for learners to be registered as fully qualified professional educators in schooling, and specifically in the Foundation Phase. It aims to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching Foundation Phase, including Grade R. The BEdFP Teaching seeks to provide a relevant and contemporary learning programme in South Africa, addressing the critical challenges facing education in South Africa today and assisting prospective teachers to develop competencies in dealing with diversities and transformation. The qualification provides for the development of professional competence informed by sound knowledge and understanding of the area of specialisation. Furthermore, it provides educational theory so as to allow the learner to develop practical competence. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning (RPL):
The University of Pretoria has a finite capacity in most undergraduate fields (its limits have already been reached or those selected from a large number of applicants), the University's policy on the recognition of prior learning only applies to student cases at postgraduate level. However, similar to other institutions, the University of Pretoria has policies and systems to admit prospective learners who do not meet the formal or statutory requirements for entrance, but who demonstrate that they possess the appropriate knowledge and skills required for admission to a specific qualification. In this regard, the University of Pretoria supports the principle of Recognition of Prior Learning as a mechanism for providing prospective learners with status and the opportunity to enrol for a specific qualification. Credit Accumulation Transfer is also administered when learners transfer from other universities or institutions whereby a maximum of 50% of the qualification is awarded. Entry Requirements: |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
Please note:
All modules listed below are compulsory although: The modules Psychology (SLK 110 and 120) as well as the languages Afrikaans (AFR 110, 120, 214, 220) and English (ENG 110, 120, 210, 220) are optional modules which may be taken In Addition to the modules of this programme but do NOT form part of the programme. This qualification consists of compulsory modules at NQF Level 5, 6 and 7 adding up to 508 Credits. Modules at NQF Level 5, 86 Credits: Note: Academic Information Management can either be taken as one module of 6 credits or be taken over two semesters totalling 8 Credits. This depends on the level of computer and information literacy an enrolled learner has. Modules at NQF Level 6, 254 Credits: Modules at NQF Level 7, 156 Credits: Modules at NQF Level 8, 12 Credits: Note: For Elective Languages For beginner isiZulu Or Sepedi OR Setswana: For home-language or first/second additional language speakers: With either: Or Or For home-language or first/second additional language speakers: With: See below for layout of fundamental, core and elective credits and levels. Fundamental Modules, 38 Credits, NQF Levels 5-6. Core: Electives: The following modules are optional modules which students can take in addition to the modules on the BEdFP Teaching Programme and therefore these modules do not form part of the official BEdFP Teaching Programme: |
EXIT LEVEL OUTCOMES |
1. Acquires and applies the relevant theories, knowledge and skills to be able to work competently with Grade R learners and lays the foundation for learning in Grade R as well as in the future phases.
2. Prepares and executes lessons and reflections through work-integrated learning. 3. Acquires knowledge and skills to be able to identify barriers to learning in the early years of schooling from Grade R to Grade 3. 4. Demonstrates competencies in language and linguistic abilities by being able to teach in the home language and demonstrate conversational competence in a second official language. 5. Demonstrates the ability to take responsibility for own work and to evaluate and address own learning needs. |
ASSOCIATED ASSESSMENT CRITERIA |
Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Integrated Assessment: In the University of Pretoria's Bachelor of Education programme, assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification. Formative (or continuous) assessment offers students feedback on their progress and occurs throughout the teaching and learning process. Students are involved in this process and the assessment assists both the student and lecturer to identify advantageous and disadvantageous aspects in performance, thereby aiming to improve the module or programme each time it is revised. Assignments are often used in formative assessment and it contributes to a minimum of 10% of the student's final mark for some modules. For other modules, such as Literacy Practices II, the portfolio counts for examination or summative purposes. Summative assessment often takes place at the end of a module's course and assesses whether the student has achieved the exit level outcomes stipulated at the beginning and whether he or she can proceed further in the programme or may eventually graduate. Most modules make use of written examinations, although some modules take the form of a portfolio or research project or workplace feedback reports to assess in a summative manner. The practical professional competency of students in the selected area/s of specialisation is assessed in an authentic setting and there are clear procedures for experienced teachers in associate schools to serve as co-assessors The students compile a teaching resource portfolio that is assessed by the mentor lecturer after completion of the eight weeks teaching practice period in the fourth year. In the final teaching practice, students attend an eight-week internship and are again assessed by a mentor. |
INTERNATIONAL COMPARABILITY |
This qualification could only be compared to Early Childhood Development qualifications offered internationally as this qualification is contextually-based.
The Bachelor of Education (Teaching) Early Childhood (BEd(Tchg)EC) is a qualification offered by the Victoria University in New Zealand. This qualification comprises 360 credits. Learners who successfully complete the qualification will: The Bachelor of Education Early Childhood Studies is also offered at Middlesex University in the United Kingdom. This qualification will enhance knowledge, skills and understanding of early childhood studies and will blend theory with practice by offering a placement in an early years setting. Course Content: All modules are compulsory: Year 1: Year 2: Year 3: Conclusion: Drawing a comparison between the qualification offered at the Victoria University and the qualification offered at the University of Pretoria one denotes the similarity in terms of the outcomes of the qualification. However, there are differences between the two universities in terms of the number of credits and the modules. The qualification offered at the Middlesex University differs considerably in terms of the structure and the content to the qualification offered at the University of Pretoria. However, the application of the pedagogical skills remains the same between both universities. However, both the internationally offered qualifications as well as the BEdFP Teaching focus on the same premises, the competencies and the ability to apply the content knowledge and pedagogical skills in teaching. |
ARTICULATION OPTIONS |
Horizontally this qualification articulates with the following qualifications:
Vertically this qualification articulates with the following qualifications: |
MODERATION OPTIONS |
N/A |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
N/A |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2015. |
NOTES |
N/A |
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 Pretoria |
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. |