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: 

Bachelor of Education in Senior Phase and Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
94554  Bachelor of Education in Senior Phase and Further Education and Training Teaching 
ORIGINATOR
Central University of Technology, Free State 
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  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  535  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Education (B Ed) (Senior Phase (SP) and Further Education and Training (FET) Teaching) is to produce graduate teachers who are able to integrate theory, principles, proven techniques, practical experience and appropriate skills competently in the field of teaching.

The qualification is designed to develop the competencies of a novice teacher as set out in Appendix C of the DHET July 2001: Policy on the Minimum Requirements for Teacher Qualifications. Thus the B Ed (SP and Further Education and Training (FET) Teaching) will prepare the qualifying learner to have a thorough knowledge of the subjects they are going to teach. Being able to take into account the learner and the subject needs in order to be able to teach in diverse contexts and to be able to effectively manage the classroom. The learners will also acquire the necessary skills such as communication, information technology, literacy etc. in order to be able to teach more effectively. Furthermore, learners will be able to improve their teaching and learning as they will be able to assess in reliable and varied ways. Qualifying learners will be able to portray a positive work ethic as they will be able to reflect critically on their own practice in conjunction with their professional community.

Rationale:
The Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) Teaching qualification is an initial teaching qualification which intends to improve the scientific and intellectual capacity of South Africa by producing well-trained teachers in the subject domains of Languages, Business and Management, Sciences and Technology. It is premised on the following principles:
  • School-Based Learning (SBL) provides the guiding thread around which the qualification is designed. The qualification is structured around what students need to know and be able to do for each tranche of SBL, distributed in each year of study.
  • Education Studies will be taught across-cutting themes, rather than in disciplinary silos as in the present qualification (Psychology of Education, Sociology of Education, Philosophy of Education and History of Education).
  • Careful attention has been given to the linkage, progression and logical sequencing of what is taught. Students' needs will inform the sequencing and timetabling of learning.
  • The qualification will be taught as an integrated four-year programme, rather than over three years.
  • The new qualification will be aligned with the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy. Therefore, three teaching subjects will be offered, as opposed to the current two, one Senior Phase teaching subject and two Further Education and Training subjects.

    The qualification accredits the development of professional competence informed by the purpose of the qualification, sound knowledge and understanding of the area(s) of specialisation and of educational theory.

    The qualification aims to equip students with the necessary knowledge, skills, values, attitudes and hands-on experience to pursue a teaching career. The qualification helps to establish the Central University of Technology, Free State as an active role player in development of South African society in terms of providing well-trained teachers. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification can be achieved in part through Recognition of Prior Learning (RPL), in terms of the policy and guidelines of the institution concerning the recognition of other forms of formal, informal and non-formal learning experience. RPL takes place only where prior learning corresponds with the required NQF Level and in terms of applied competencies relevant to the content and outcomes of the qualification. Through RPL learners may gain access to the qualification, be given advanced status and be given credits. RPL applications are submitted to the Unit for Assessment and Graduation. Candidates are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive prior learning and experience. Once the institution's RPL coordinator has deemed the RPL application as being complete, the application will be sent to the Faculty of Humanities for assessment. The RPL committee of the School of Teacher Education assesses the candidate's application thoroughly against the relevant learning outcomes and upon consensus makes a recommendation to the relevant Head of Department. Such recommendation is returned to the Unit for Assessment and Graduation for further procedural actions.

    Entry Requirements:
    The entrance requirements for learners who matriculated after 2008 are the National Senior Certificate (NSC) with endorsement for entry into Bachelor studies and with appropriate subject combinations. Whilst learners who matriculated before 2007 must have a Senior Certificate (SC) with Matriculation Exemption. An admission score of 27 or more apply in both cases. Over and above these admission requirements, learners must meet qualification-specific requirements. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) Teaching consists of modules at NQF Levels 5, 6 and 7 adding up to 535 credits.

    Modules at NQF Level 5, 181 credits:
  • Academic Literacy and Communication Studies,12 credits
  • Communication in second official language, 12 credits
  • Digital Literacy, 12 credits
  • Numeracy, 6 credits
  • Life Skills, 6 credits
  • Micro Teaching and Observation I, 6 credits
  • School Based Learning I, 12 credits
  • Education I (Learner & Learning and Media in T&L), 31 credits
  • Choose 1 Major from 6specialisations SPI, 16 credits
  • Choose 1 Major from 6specialisationsFET I, 16 credits
  • Choose 1Major from 6specialisationsFET I, 16 credits
  • General Subject Methodology I, 6 credits
  • Specific Subject Methodology A - SP I, 6 credits
  • Specific Subject Methodology B - FET I, 6 credits
  • Language of Learning and Teaching I, 12 credits
  • Specific Subject Methodology C - FET I, 6 credits

    Modules at NQF Level 6,158 credits:
  • Language of Learning and Teaching II, 12 credits
  • Micro Teaching II, 6 credits
  • Education II (Working in Classroom & Curriculum Studies), 38 credits
  • Choose 1 Major from 6specialisations SPII, 16 credits
  • Choose 1 Major from 6specialisations FETII, 16 credits
  • Choose 1 Major from 6specialisationsFET II, 16 credits
  • School Based Learning II, 24 credits
  • Micro Teaching III, 6 credits
  • General Subject Methodology II, 6 credits
  • Specific Subject Methodology A - SP II, 6 credits
  • Specific Subject Methodology B - FET II, 6 credits
  • Specific Subject Methodology C - FET II, 6 credits

    Modules at NQF Level 7, 196 credits:
  • Education III (Being a Teacher & Learner Centered Schools), 38 credits
  • Choose 1 Major from 6specialisationsSP III, 16 credits
  • Choose 1 Major from 6specialisationsFET III, 16 credits
  • Choose 1 Major from 6specialisationsFET III, 16 credits
  • School Based Learning III, 24 credits
  • Specific Subject Methodology A - SP III, 6 credits
  • Specific Subject Methodology B - FET III, 6 credits
  • Specific Subject Methodology C - FET III, 6 credits
  • Education IV (School Administration), 19 credits
  • Introduction to Classroom Research, 25 credits
  • School Based Learning IV, 24 credits 
    		•

    EXIT LEVEL OUTCOMES 
    Qualifying learners will be expected to demonstrate the following competences:
    1. Demonstrate integrated and detailed knowledge regarding the subjects they will be teaching.
    2. Show an understanding of diversity in the South African context in order to teach their subject(s), how to select, determine the sequence and pace content in accordance with both subject and learner needs.
    3. Using available resources appropriately, for planning and designing suitable learning programmes.
    4. Ability to manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
    5. Assessing learners using reliable and varied ways, as well as using the results of the assessments to improve teaching and learning.
    6. Display positive work ethics, appropriate values and conduct in a manner that benefits, enhances and develops the teaching profession. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Knowledge, principles, methods and procedures relevant to the phase, subject discipline or practice are understood.
  • Key terms, concepts, facts, principles, rules and theories of the specialisations involved are evaluated and applied.
  • Learning programmes are interpreted, original learning programmes are designed, the requirements for a specific context of learning are identified.

    Associated Assessment Criteria for Exit-Level Outcome 2:
  • An understanding of who their learners are and how they learn are demonstrated.
  • Learning in a manner sensitive to the differing needs of both the subject and the learners is selected, sequenced and paced.
  • Learning in a manner which is sensitive to the diverse needs of learners, including those with barriers to learning is mediated.
  • Showing recognition of, and respect for the differences in others is displayed.
  • Complex learning and/or social problems is identified, analysed, evaluated, critically reflected on and addressed and working in partnership with professional services to address these problems is shown.
  • Teaching and learning needs in a learner- and self-directed manner in unfamiliar and variable contexts are aligned.

    Associated Assessment Criteria for Exit-Level Outcome 3:
  • Knowledge of the strategies and resources appropriate to use for teaching in a South African context are demonstrated.
  • Suitable textual and visual resources for learning are selected and prepared.
  • Different approaches to teaching and using them in ways which are appropriate for the learners and the context are selected and used.

    Associated Assessment Criteria for Exit-Level Outcome 4:
  • Learning in the classroom is managed.
  • Classroom administrative duties are carried out efficiently.
  • Participate in school decision-making structures is displayed.
  • Competence in communicating effectively in order to mediate learning is demonstrated.
  • Learning environments that are appropriately contextualised and inspirational are constructed.

    Associated Assessment Criteria for Exit-Level Outcome 5:
  • Assessment into the teaching and learning process is integrated.
  • Helpful feedback to learners is provided.
  • Both formative and summative assessment in ways that are appropriate to the level and purpose of learning is designed and managed.
  • Assessment results to feed into process of the improvement of learning programmes are interpreted and used.

    Associated Assessment Criteria for Exit-Level Outcome 6:
  • A critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others is practiced and promoted.
  • A supportive and empowering environment for the learner is developed and the educational needs for the learner and fellow-educators are created.
  • Decisions are taken and in a professional, ethical and moral manner are acted upon.
  • Decisions and actions are justified by drawing upon appropriate ethical and moral values.
  • On-going personal, academic, occupational and professional growth is achieved, through reflective study and research in the field.

    Integrated Assessment:
    The assessment strategy for this qualification is underpinned by integrated assessment strategies which are reflective and continuous and include formative and summative assessment methods.

    Formative assessment:
    Formative assessment involves integrated types of assessment, used to inform students about their progress on a continuous basis through the whole year. Formative assessment includes types such as:
  • Assignments.
  • Projects.
  • Practical work.
  • Informal assessment.

    Summative assessment:
    Summative assessment refers to assessment which will take place at the end of a learning experience. Results are expressed in marks in terms of level of competence achieved, with regard to level descriptors, and associated assessment criteria. This assessment is also used for promotional purposes. Summative assessment includes:
  • Formal tests.
  • Examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Deakin's Bachelor of Teaching in Secondary or Bachelor of Arts Degree which introduces learners to the knowledge and competencies required by secondary teachers as well as providing learners with a broad understanding of the practice of educators. The qualification also gives an in-depth knowledge in one or more fields of study within the Bachelor of Arts.

    The graduate will be eligible for employment as a secondary school teacher in Australia. Graduates will be able to teach in secondary schools from junior secondary to VCE levels, as well as taking up positions in community and youth performance companies, TAFE and adult community educational institutions, private academies and agencies, community arts offices, government departments and private industries and services.

    Studies in the arts provides learners with opportunities to develop skills of critical and systematic thinking; an imaginative understanding and appreciation of the theory and practice of the social sciences; enhanced cultural sensitivity and understanding; skills and knowledge relevant to employment in the modern workforce and familiarity with the use and importance of information technology in learning and employment. All of these skills will complement the teaching profession.

    As part of the teaching component the qualification equips learners with key skills required for working as a secondary teacher through studying topics such as teacher-learner identity, policy, schooling and society, how to create learning-teaching environments, pedagogy, understanding children and adolescents, and professional identity and curriculum.

    University Of Warwick Centre for Education Studies in the United Kingdom develops employable individuals with skills that are strongly woven into the qualification - The Bachelor of Arts is Education Studies. This qualification is an innovative new undergraduate qualification designed to offer a comprehensive study of education from a variety of critical subject approaches. From lifelong to life-wide, the concept of education is looked at from the point of view of not only teaching, but also looks at policy, the arts, psychology, economics, childhood and society.

    Critically analysing Education in a fast-changing globalised world, the Degree introduces learners to creative and be able to apply forward-thinking approaches to teaching and learning. It also allows learners to develop an understanding of contemporary educational policies at both global and local levels, whilst exploring the background to the history and development of education.

    Conclusion:
    The qualifications from the two countries compare favourably with this one in terms of outcomes and duration. The qualification also acknowledges diversity of education not only in this country hence it compares to the best practices and standards at international levels. 

    ARTICULATION OPTIONS 
    Upon completion of the Bachelor of Education in Senior Phase and Further Education and Training Teaching, a student will be able to vertically articulate to:
  • Bachelor of Education Honours at NQF Level 8.
    Or
  • Specialised qualifications in cognate fields, such as the Bachelor of Arts Honours at NQF Level 8.

    Horizontally:
  • Postgraduate Diploma in Educational Management and Leadership at NQF Level 7.
  • Advanced Diploma in Intermediate Phase Teaching at NQF Level 7. 
    		•

    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. Central University of Technology, Free State 


    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.