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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 | 480 | Not Applicable | NQF Level 07 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0324/24 | 2024-07-01 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2033-06-30 | |||
| 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 the Bachelor of Education in Senior Phase and Further Education and Training Teaching is to prepare professionally qualified and ethically responsible teachers for the Senior Phase (Grades 7 - 9) and Further Education and Training (FET) Phase (Grades 10 -12) within the South African schooling system. The qualification provides learners with integrated disciplinary knowledge, pedagogical expertise, practical teaching competence, and professional values required for effective classroom practice in diverse educational contexts. It is designed for prospective teachers who intend to enter the education profession and contribute meaningfully to learner development, curriculum implementation, and national educational transformation. Learners who complete this qualification will gain specialised subject knowledge in at least three approved teaching subjects, develop the ability to facilitate inclusive and effective learning environments, and acquire the professional competencies required for registration with the South African Council for Educators (SACE). A learner will want to complete this qualification to obtain a recognised professional teaching degree that enhances employability, supports career progression within the education sector, and enables meaningful participation in advancing quality education in South Africa. This qualification serves as an initial professional teaching qualification at NQF Level 7 and provides access to academic and professional progression pathways, including Bachelor of Education Honours and relevant postgraduate diplomas at NQF Level 8. It is aligned with the Minimum Requirements for Teacher Education Qualifications (MRTEQ) and prepares qualifying learners for professional practice in public and independent schools. Upon successful completion, the learner will possess systematic and integrated knowledge of subject content, pedagogy, assessment practices, and educational theory appropriate to the Senior Phase and FET Phase. The learner will understand curriculum policy frameworks, diversity and inclusivity principles, and ethical responsibilities within the South African education system. Qualifying learners will be responsible for planning, delivering, and assessing Learning and Teaching; managing classroom environments; supporting diverse learner needs; engaging with parents and communities; and participating in school governance and professional development activities consistent with the responsibilities of a professionally qualified teacher. A qualified learner will be able to demonstrate integrated subject knowledge and pedagogical competence appropriate to the Senior Phase and FET Phase; design and facilitate inclusive, learner-centred Learning and Teaching environments; implement fair, valid, and reliable assessment practices to support learner achievement; apply educational theory and policy to professional decision-making; uphold ethical standards and professional conduct in accordance with regulatory requirements; reflect critically on teaching practice to improve learner outcomes; collaborate effectively with colleagues, parents, and communities; and engage in continuous professional development and lifelong learning within the teaching profession. Rationale: The development of this qualification is underpinned by the ongoing national need for professionally qualified teachers for the Senior Phase (Grades 7-9) and Further Education and Training (FET) Phase (Grades 10-12) within the South African schooling system. The education sector continues to face shortages of appropriately qualified subject-specialist teachers, particularly in priority learning areas, as well as the need to strengthen curriculum delivery, assessment standards, and learner performance. This qualification has been developed to provide a coherent and integrated initial professional teacher education pathway that responds to national policy requirements and contemporary classroom demands. It addresses the need for qualifying learners who are academically grounded, pedagogically competent, and professionally prepared for immediate entry into the teaching profession. The qualification responds directly to the needs of the basic education sector, as identified through national policy frameworks, the Department of Basic Education, and institutional engagement with schools and teacher education stakeholders. The need for well-qualified teachers has been consistently highlighted in sector planning processes aimed at improving learner achievement, strengthening subject competence, and promoting inclusive education practices. The qualification meets sectoral requirements by preparing teachers who can implement the national curriculum, apply sound assessment practices, and respond to diverse learner needs in varied socio-economic contexts. Consultation and alignment processes included engagement with teacher educators, school-based mentor teachers, school management personnel, and policy guidelines issued by the Department of Higher Education and Training and the Department of Basic Education. The qualification contributes to society by enhancing educational quality, promoting social cohesion, and supporting equitable access to quality teaching. Economically, it strengthens human capital development by improving learner throughput and preparing future generations for further education, training, and productive participation in the economy. The qualification is intended for individuals who aspire to enter the teaching profession in the Senior Phase and FET Phase. Typical learners include school leavers who meet university entrance requirements, as well as mature learners seeking to pursue a professional career in education. Where applicable, access through Recognition of Prior Learning may provide opportunities for suitable candidates with relevant experience to enter the qualification in accordance with institutional policies. Qualifying learners will typically enter occupations as professionally qualified teachers in public and independent schools, teaching approved subject specialisations in Grades 7 to 12. With experience, qualifying learners may assume additional responsibilities such as subject leadership, grade coordination, learner support roles, and participation in school governance structures. The qualification provides both an academic and professional work pathway into the teaching profession. The development of this qualification was informed by national policy frameworks governing teacher education and professional standards. In accordance with Section 28 of the National Qualifications Framework Act, consultation and alignment with recognised professional and regulatory bodies in the education sector were undertaken. The qualification complies with the Minimum Requirements for Teacher Education Qualifications (MRTEQ) and meets the standards for professional registration with the South African Council for Educators (SACE). Consultation with the relevant professional regulatory environment ensures that qualifying learners are eligible to register as professional educators, subject to meeting statutory requirements. The qualification aligns with professional expectations for ethical conduct, subject competence, and pedagogical proficiency as required within the regulated teaching profession. This qualification resides within the Higher Education Qualifications Sub-Framework (HEQSF) at NQF Level 7 and constitutes an initial professional teaching qualification for the Senior Phase and Further Education and Training (FET) band. It provides the required integrated academic and professional preparation for entry-level practice as a Senior Phase and FET teacher and enables professional registration with the South African Council for Educators (South African Council for Educators), subject to meeting all statutory and professional requirements. The qualification forms part of a sequenced learning pathway that allows horizontal articulation into cognate NQF Level 7 qualifications within the field of education and related disciplines, subject to institutional admission requirements and recognition of prior learning where applicable. It also provides access to vertical progression to NQF Level 8 qualifications, including Bachelor of Education Honours degrees, Postgraduate Diplomas in Education, and subsequently Master's and Doctoral studies in Education, subject to institutional requirements. In addition, diagonal articulation may allow progression into related fields across other sub-frameworks of the National Qualifications Framework (NQF), where admission requirements and provider-specific criteria are met. As part of a professional career pathway, the qualification enables advancement within the school system into leadership, management, specialist subject advisory roles, or further professional designations, thereby supporting long-term career mobility and structured professional development within the education sector. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy that applies to equivalent qualifications for admission to the Bachelor of Education in Senior Phase and Further Education and Training Teaching. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission into this qualification, as well as advancement within the qualification. RPL may be applied for access, credits from modules and credits for or towards the qualification. RPL for access: Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission into this qualification may be considered for admission through RPL. To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification. RPL for advanced standing: An applicant who has already achieved some of the competencies expected for admission to, or progression within the Bachelor of Education in Senior Phase and Further Education and Training Teaching may be admitted despite lacking the conventional qualification pathway. In such an instance, the applicant's prior learning, knowledge, skills, and professional experience will be assessed to determine whether they are equivalent to the learning outcomes normally required for admission. This learning may have been acquired through formal studies, workplace experience, professional development, community engagement, short courses, research, or other forms of non-formal and informal learning. RPL for module exemption: Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module. RPL for credit: Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification. Credit shall be appropriate to the context in which it is awarded and accepted. Entry Requirements: Or Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The qualification consists of compulsory and elective modules at National Qualifications Framework Level 5, 6, and 7, totalling 535 credits.
Learners can specialise in any of the following specialisation areas: Compulsory Modules, NQF Level 5, 97 Credits: Choose ONE of the following languages (6 Total Credits): Elective Modules, NQF Level 5, 48 Credits: Choose ONE of the following modules - Senior Phase (SP): Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 6, 98 Credits: Elective Modules, NQF Level 6, 66 Credits: Choose ONE of the following modules- Senior Phase (SP): Choose TWO of the following modules - Further Education and Training (FET) Phase: Choose ONE of the following modules - Senior Phase (SP): Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 6, 74 Credits: Elective Modules, NQF Level 6, 66 Credits: Choose ONE specific subject methodology - Senior Phase (SP): Choose TWO specific subject methodologies - Further Education and Training (FET) Phase: Choose ONE of the following modules - Senior Phase (SP): Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 7, 68 Credits: Elective Modules, NQF Level 7, 18 Credits: Choose ONE specific subject methodology - Senior Phase (SP): Choose TWO specific subject methodologies - Further Education and Training (FET): Compulsory Modules, NQF Level 5, 113 Credits: Choose ONE of the following languages (6 Total Credits): Elective Modules, NQF Level 5, 32 Credits: Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 6, 120 Credits: Elective Modules, NQF Level 6, 44 Credits: Choose TWO specific subject methodologies - Further Education and Training (FET) Phase: Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 6, 96 Credits: Elective Modules, NQF Level 6, 44 Credits: Choose TWO specific subject methodologies - Further Education and Training (FET) Phase: Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 7, 74 Credits: Elective Modules, NQF Level 7, 12 Credits: Choose TWO Specific Subject Methodologies - Further Education and Training (FET): Compulsory Modules, NQF Level 5, 97 Credits: Choose ONE of the following languages (6 Total Credits): Elective Modules, NQF Level 5, 48 Credits Choose ONE of the following modules - Senior Phase (SP): Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 6, 98 Credits: Elective Modules, NQF Level 6, 66 Credits: Choose ONE of the following modules- Senior Phase (SP): Choose TWO of the following modules - Further Education and Training (FET) Phase: Choose ONE of the following modules - Senior Phase (SP): Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 6, 74 Credits: Elective Modules, NQF Level 6, 66 Credits: Choose ONE specific subject methodology - Senior Phase (SP): Choose TWO specific subject methodologies - Further Education and Training (FET) Phase: Choose ONE of the following modules - Senior Phase (SP): Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 7, 68 Credits: Elective Modules, NQF Level 7, 18 Credits: Choose ONE Specific Subject Methodology - Senior Phase (SP): Choose TWO specific subject methodologies - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 5, 145 Credits: Choose ONE of the following languages (6 Total Credits): Compulsory Modules, NQF Level 6, 164 Credits: Compulsory Modules, NQF Level 6, 134 Credits: Compulsory Modules, NQF Level 7, 68 Credits: Compulsory Modules, NQF Level 5, 145 Credits: Choose ONE of the following languages (6 Total Credits): Compulsory Modules, NQF Level 6, 164 Credits: Compulsory Modules, NQF Level 6, 134 Credits: Compulsory Modules, NQF Level 7, 68 Credits: Compulsory Modules, NQF Level 5, 113 Credits: Choose ONE of the following languages (6 Total Credits): Elective Modules, NQF Level 5, 32 Credits: Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 6, 120 Credits: Elective Modules, NQF Level 6, 44 Credits. Choose TWO of the following modules - Further Education and Training (FET) Phase: Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 6, 96 Credits: Elective Modules, NQF Level 6, 44 Credits: Choose TWO specific subject methodologies - Further Education and Training (FET) Phase: Choose TWO of the following modules - Further Education and Training (FET) Phase: Compulsory Modules, NQF Level 7, 74 Credits: Elective Modules, NQF Level 7, 12 Credits: Choose TWO Specific Subject Methodologies - Further Education and Training (FET) Phase: |
| EXIT LEVEL OUTCOMES |
| 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. Assess learners using reliable and varied ways, as well as using the results of the assessments to improve Learning and Teaching. 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:
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: Associated Assessment Criteria for Exit Level Outcome 6: Integrated assessment: The assessment strategy for the qualification is designed to determine the learner's applied competence and successful completion of learning in relation to the Exit Level Outcomes and NQF Level 7 descriptors. Integrated assessment in this qualification refers to a holistic approach in which theoretical knowledge, practical skills, professional values, and reflective competence are assessed in an interconnected manner across disciplinary, pedagogical, and work-based learning components. The qualification applies an overall assessment ratio of approximately 50:50 for formative to summative assessment across modules and learning components. This balance ensures that learning is continuously supported while maintaining rigorous evaluation of final competence. Assessment tasks are aligned with the purpose of the qualification and require learners to demonstrate competence in the modes expected of professional teachers, including lesson planning, curriculum interpretation, assessment design, classroom management, ethical decision-making, and reflective practice. Integrated assessment includes written assessments of theoretical knowledge together with practical demonstrations of teaching competence during Work-Integrated Learning (WIL). Learners are required to synthesise subject content knowledge, pedagogical strategies, and contextual understanding when applying learning in real or simulated classroom environments. Capstone-type assessments, such as integrated teaching portfolios and school-based evaluations, require learners to demonstrate the integration of knowledge, skills, and professional dispositions. Experiential learning and Work-Integrated Learning (WIL) form a compulsory and progressively structured component of the qualification. During supervised school placements, learners demonstrate applied competence through lesson presentation, assessment implementation, classroom management, learner support, and professional conduct. These components are assessed through mentor evaluations, structured observation, reflective journals, and integrated teaching portfolios. Assessment practices include a variety of tasks such as assignments, case studies, problem-solving tasks, projects, presentations, research tasks, examinations, and practical teaching demonstrations. Integrated summative assessments at the end of modules or academic periods evaluate the learner's ability to synthesise and apply learning across disciplinary and pedagogical domains. Assessment processes are guided by principles of validity, reliability, fairness, transparency, and alignment with learning outcomes. Internal and, where required, external moderation processes are implemented to ensure consistency and quality assurance across the qualification. Formative assessment: Formative assessment constitutes approximately 50% of the overall assessment weighting and is developmental in nature. It is designed to support the Learning and Teaching process, diagnose learner strengths and areas for improvement, guide planning for further learning, and provide structured feedback to promote progression toward competence. A range of formal, non-formal, and informal formative assessment methods is used throughout the qualification. These include, but are not limited to: Where formative assessment is formal, results are recorded and may contribute toward promotion marks. Continuous feedback mechanisms are embedded in the learning process to ensure that learners are prepared for summative assessment. Formative assessment helps determine readiness for integrated summative assessment and supports the progressive development of applied teaching competence. Through these continuous assessment strategies, learners are guided to integrate disciplinary knowledge, pedagogical reasoning, ethical awareness, and contextual responsiveness. Summative assessment: Summative assessment constitutes approximately 50% of the overall assessment weighting is conducted at the end of learning units, modules, or academic periods to determine whether the learner has achieved the required level of competence. Summative assessment evaluates the extent to which the learner has met the Exit Level Outcomes of the qualification. Summative assessments may include: Summative assessment is formal and contributes toward certification. It determines whether the learner is competent or not yet competent in relation to the learning outcomes and NQF Level 7 descriptors. Work-Integrated Learning is subject to structured summative evaluation through mentor assessments, institutional supervision, and evaluation of teaching portfolios to ensure that learners demonstrate applied competence in authentic school contexts. All summative assessments are subject to internal moderation and, where required, external moderation to ensure reliability, validity, and fairness. Moderation processes confirm that assessment standards are consistent with national policy requirements and professional expectations for teacher education qualifications. Through the integration of formative and summative assessment, the qualification ensures that learners demonstrate holistic competence, synthesise knowledge across learning areas, and meet the academic and professional standards required for entry into the teaching profession. |
| INTERNATIONAL COMPARABILITY |
| The qualification was compared to similar qualifications from the United Kingdom, Australia, and Canada.
Country: United Kingdom Institution name: University College London (UCL Institute of Education) Qualification title: Bachelor of Arts in Education Studies Duration: Three years full-time. Credits: 360 credits Entry requirements: Purpose/Rationale: The UCL Institute of Education qualification and related teacher education pathways prepare learners to understand education systems, curriculum, pedagogy, learning, assessment, inclusion, and professional practice. The purpose is comparable to the South African qualification in that both develop graduates who can contribute to teaching and learning in diverse school contexts, although the United Kingdom route may separate broader education studies from the professional qualification required for teacher status. Qualification structure: Similarities: Differences: Country: Australia Institution name: Charles Sturt University Qualification title: Bachelor of Education Duration: Four years full-time. Level: Australian Qualifications Framework Level 7. Entry requirements: Purpose/Rationale: The Charles Sturt University qualification prepares graduates for professional teaching practice by integrating discipline knowledge, curriculum studies, pedagogy, assessment, inclusive education, educational foundations, and supervised professional experience. This is closely aligned with the purpose of the South African qualification, which prepares professionally qualified teachers for Senior Phase and FET classroom practice. Qualification structure: Similarities: Differences: Country: Canada Institution name: University of Toronto (Ontario Institute for Studies in Education - OISE) Qualification title: Master of Teaching. Duration: Two years. Entry requirements: Purpose/Rationale: The OISE qualification prepares graduates for professional teaching through advanced study of education, curriculum, pedagogy, assessment, equity, inclusion, reflective practice, and supervised practicum experience. Its professional purpose is comparable to the South African qualification because both prepare graduates for responsible classroom practice and professional engagement in schooling, although the Canadian route is typically postgraduate in admission level. Qualification structure: Similarities: Differences: Conclusion: The international comparison shows that the Bachelor of Education in Senior Phase and Further Education and Training Teaching is broadly comparable with teacher education qualifications and pathways offered in the United Kingdom, Australia, and Canada. The qualification shares core features with the selected international examples, including degree-level study, education theory, curriculum and pedagogy, assessment, learner diversity, professional practice, and progression to further study. The closest structural comparison is with the Australian four-year initial teacher education model, while the United Kingdom and Canadian examples demonstrate comparable professional purposes through different qualification and certification routes. The South African qualification remains appropriately contextualised for the national schooling system, the HEQSF, MRTEQ, SACE requirements, and the specific preparation of Senior Phase and FET teachers. |
| ARTICULATION OPTIONS |
| This qualification provides the following articulation options:
Horizontal articulation: Vertical articulation: Diagonal articulation: |
| 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. |