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 Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
96406  Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching 
ORIGINATOR
Sol Plaatje University 
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-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:
In line with the institution's vision statement the purpose of the Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching (BEd in SP and FET Teaching) Degree is to provide a well-rounded education that will empower learners with an integrated knowledge base to enable them to demonstrate applied competence, commitment and responsibility as academically and professionally qualified teachers. This qualification will be developed in accordance with the academic project of the institution which is to ensure that the institution remains an excellent, internationally recognised research-intensive institution with a focus on the development of a community of diverse people, based on tolerance, openness and reason. The curriculum and the accompanying classroom practice, as Terwel and Walker (2003) suggest, should be a "shaping force" of the learners admitted at institution. Thus two important questions which are taken into account when examining the curriculum is how learners are shaped and what the attributes our graduates possess.

On completion of the BEd in SP and FET Teaching learners will be able to:
  • Have an understanding of the concepts, principles, theories and procedures relevant to the senior and FET phases.
  • To understand and apply subject and pedagogical knowledge.
  • Have self-reflexivity and self-understanding to enable learners' commitment to the highest level of professional work ethics.
  • To be active citizens who will respond to and initiate change.
  • Have competences to organise learning among a diverse range of learners in diverse contexts.

    Rationale:
    With the implementation of the Higher Education Qualifications Framework (HEQF) (DoE 2007) in January 2009, as well as the Minimum Requirements for Teacher Education Qualifications (15 July 2011) necessitated the re-design of the initial teacher education programmes (ITE).

    This provided the opportunity to re-curriculate the teacher's qualifications which was, designed with the seven roles of the teacher as focus as set out in the Norms and Standards for Teacher Training (DoE 2000).The Policy on the Minimum Requirements for Teacher Education Qualifications (2011) promulgated the redesign of several of these programmes. The previous curriculum design of teacher-training qualifications focussed on a compliance driven implementation of the curriculum instead of focussing on a professional teacher-education qualification which seeks to educate professionals to be able to interpret, design and implement a curriculum. The aim is thus to redesign initial teacher education programmes in order to address the complexities of education in South Africa and to ensure that these qualifications are designed within a theoretical framework and are conceptualised from a curriculum perspective.

    Once the learners obtain this degree they must register with The South African Council for Educators (SACE) before entering the teaching profession in South Africa. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL), also described as "prior learning that is given a value, by having it affirmed, acknowledged, assessed or certified, " is an important and recognised feature of qualification frameworks and educational practices. RPL is intended to support the transformation of South Africa's education system and to act as a vehicle for lifelong learning. The institution is committed to broadening access, in particular to the Bachelor of Education programmes, to higher education by incorporating the principle of recognising prior learning achievements. According to this principle recognition can be granted irrespective of the context of the learning experience, provided that the prior learning can be assessed and that credits may be awarded on the basis of that assessment in order to permit entry to a formal programme of study. RPL denotes a process whereby:
  • The previous learning and experience of an applicant are compared with the outcomes required for a specified qualification.
  • Any prior learning that meets the requirements in respect of a qualification is accepted.
    RPL process will recognise what a person has already learnt from:
  • Formal, accredited and certified learning.
  • Non-formal learning (work experience in a company or industry, or with experts in the field).
  • Informal learning (life experience, e.g. community work).
    The purpose of the institution's policy is to facilitate the access, mobility, transfer and progress of learners within the national qualifications framework by means of the recognition of prior learning. In order to achieve this, the policy aims to:
  • Establish a clear definition of RPL, accepted by all those involved with RPL at the institution.
  • Provide guidelines aimed at introducing the necessary measures for effective, appropriate, reliable, fair, valid and practicable assessment of a prospective learner's prior learning.
  • Enhance the institution's efficiency by developing and maintaining institutional systems by means of which alternative forms of learning can be recognised in a reliable, fair, and viable manner.

    Entry Requirements:
    There are three access routes into the Bachelor of Education (BEd) (SP and FET Teaching) qualification:
  • National Senior Certificate (NSC) granting access into Bachelor studies with appropriate subject combinations.
    Or
  • Senior Certificate (SC) with endorsement for entry Matriculation Exemption.
    Or
  • Learners who are in possession of a recognised Certificate or Diploma in education or another relevant field, may also present their qualifications for entry into this BEd with a possibility of transfer of credits, for cognate previous studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at NQF Levels 5, 6 and 7, totalling 520 Credits.

    Compulsory Modules, NQF Level 5, 60 Credits:
  • Lifelong Learning Skills for Teachers (including ICT), 12 Credits.
    Language: Conversational Competence, learners are required to choose from the following:
  • Setswana Conversational Language 1, 8 Credits.
  • Setswana Conversational Language 2, 8 Credits.
    Or
  • Sign Conversational Language 1.
  • Sign Conversational Language 2.
    Learners choose one of the languages (different from their Home Language) OR another 16 credit module in the case of RPL.

    Language of Learning and Teaching:
  • English as medium for T and L (LoLT), 12 Credits.
  • Afrikaans as medium for T and L (LoLT), 12 Credits.
    Learners who cannot speak Afrikaans choose any other 12 credit module.
  • Teaching Practice 1, 8 Credits.
    Compulsory Modules, NQF Level 6, 108 Credits:
  • Education Studies 1, 24 Credits.
  • General Pedagogy 1, 12 Credits.
  • General Pedagogy 2, 24 Credits.
  • SPU101, 16 Credits.
  • Teaching Practice 2, 8 Credits.
  • Teaching Practice 3, 24 Credits.
    SPU101 is a compulsory module for all first year SPU learners.
    Compulsory Modules, NQF Level 7, 104 Credits:
  • Education Studies 2, 32 Credits.
  • Education Studies 3, 32 Credits.
  • Teaching Practice 4, 40 Credits.

    Elective Modules, 248 Credits:
    Learners choose two modules for the subject content of 64 Credits each (year one and year two) OR one module for the subject content of 64 Credits (year one and year two) and two modules for the subject content of 32 Credits each (both year one).
  • Subject Content 1, NQF Level 5 and 6, 32 Credits.
  • Subject Content 1, NQF Level 6 and 7, 32 Credits.
  • Subject Content 2, NQF Level 6 and 7, 32 Credits.
  • Subject Content 2, NQF Level 6 and 7, 32 Credits.
  • Subject Content 3, NQF Level 6 and 7, 32 Credits.
    Depending on the Subject Content choices in years 1 and 2, learners must choose one of the following combinations:
  • 1 FET Subject Teaching module and 2 SP Subject Teaching modules.
    Or
  • 2 FET Subject Teaching modules and 1 SP Subject Teaching module.
    Or
  • 1 FET Subject Teaching module; 1 SP Subject Teaching module and 1 Support module.

    The following list should be consulted when choosing the Subject Teaching and/or Support modules.
    Learners must also choose both Modules 1 and 2 from the following for teaching of the subjects and they choose those subjects that they have already selected as the subject content:
  • Setswana Teaching (Home Language) 1: Senior Phase, NQF Level 6, 20 Credits.
  • Setswana Teaching (Home Language) 2: Senior Phase NQF Level 7, 20 Credits.
  • Setswana Teaching (Additional Language) 1: Senior Phase, NQF Level 6, 20 Credits.
  • Setswana Teaching (Additional Language) 2: Senior Phase NQF Level 7, 20 Credits.
  • English Teaching (Home Language) 1: SP, NQF Level 6, 20 Credits.
  • English Teaching (Home Language) 2: SP NQF Level 7, 20 Credits.
  • English Teaching (Additional Language) 1: SP, NQF Level 6, 20 Credits.
  • English Teaching (Additional Language) 2: SP NQF Level 7, 20 Credits.
  • Afrikaans Teaching (Home Language) 1: SP, NQF Level 6, 20 Credits.
  • Afrikaans Teaching (Home Language) 2: SP.
  • Afrikaans Teaching (Additional Language) 1: SP, NQF Level 6, 20 Credits NQF Level 7, 20 Credits.
  • Afrikaans Teaching (Additional Language) 1: SP NQF Level 7, 20 Credits.
  • English Teaching (Home Language) 1: FET, NQF Level 6, 20 Credits.
  • English Teaching (Home Language) 2: FET NQF Level 7, 20 Credits.
  • English Teaching (Additional Language) 1: FET, NQF Level 6, 20 Credits.
  • English Teaching (Additional Language) 2: FET NQF Level 7, 20 Credits.
  • Afrikaans Teaching (Home Language) 1: FET, NQF Level 6, 20 Credits.
  • Afrikaans Teaching (Home Language) 2: FET.
  • Afrikaans Teaching (Additional Language) 1: FET NQF Level 6, 20 Credits.
  • Afrikaans Teaching (Additional Language) 1: FET NQF Level 7, 20 Credits.
  • Setswana Teaching (Home Language) 1: FET, NQF Level 6, 20 Credits.
  • Setswana Teaching (Home Language) 2: FET.
  • Setswana Teaching (Additional Language) 1: FET, NQF Level 6, 20 Credits.
  • Setswana Teaching (Additional Language) 2: FET NQF Level 7, 20 Credits.
  • Mathematics Teaching 1: Senior Phase, NQF Level 6, 20 Credits.
  • Mathematics Teaching 2: Senior Phase NQF Level 7, 20 Credits.
  • Natural Sciences Teaching 1: Senior Phase, NQF Level 6, 20 Credits.
  • Natural Sciences Teaching 1: Senior Phase NQF Level 7, 20 Credits.
  • Technology Teaching 1: Senior Phase, NQF Level 6, 20 Credits.
  • Technology Teaching 2: Senior Phase NQF Level 7, 20 Credits.
  • Economic and Management Science Teaching 1: Senior Phase, NQF Level 6, 20 Credits.
  • Economic and Management Science Teaching 2: Senior Phase NQF Level 7, 20 Credits.
  • Life Orientation Teaching 1: Senior Phase, NQF Level 6, 20 Credits.
  • Life Orientation Teaching 2: Senior Phase NQF Level 7, 20 Credits.
  • Social Sciences Teaching 1: Senior Phase, NQF Level 6, 20 Credits.
  • Social Sciences Teaching 2: Senior Phase.
  • Arts and Culture Teaching 1: Senior Phase, NQF Level 6, 20 Credits.
  • Arts and Culture Teaching 2: Senior Phase NQF Level 7, 20 Credits.
  • Mathematics Teaching 1: FET, NQF Level 6, 20 Credits.
  • Mathematics Teaching 2: FET NQF Level 7, 20 Credits.
  • Mathematical Literacy Teaching 1: FET, NQF Level 6, 20 Credits.
  • Mathematical Literacy Teaching 2: FET.
  • Physical Sciences Teaching 1: FET, NQF Level 6, 20 Credits.
  • Physical Sciences Teaching 2: FET NQF Level 7, 20 Credits.
  • Life Sciences Teaching 1: FET, NQF Level 6, 20 Credits.
  • Life Sciences Teaching 2: FET NQF Level 7, 20 Credits.
  • Information Technology Teaching 1: FET, NQF Level 6, 20 Credits.
  • Information Technology Teaching 2: FET.
  • Engineering Graphics and Design Teaching 1: FET, NQF Level 6, 20 Credits.
  • Engineering Graphics and Design Teaching 2: FET NQF Level 7, 20 Credits.
  • Geography Teaching 1: FET, NQF Level 6, 20 Credits.
  • Geography Teaching 2: FET NQF Level 7, 20 Credits.
  • CAT Teaching 1: FET, NQF Level 6, 20 Credits.
  • CAT Teaching 2: FET NQF Level 7, 20 Credits.
  • History Teaching 1: FET, NQF Level 6, 20 Credits.
  • History Teaching 2: FET NQF Level 7, 20 Credits.
  • Accounting Teaching 1: FET, NQF Level 6, 20 Credits.
  • Accounting Teaching 2: FET NQF Level 7, 20 Credits.
  • Economics Teaching 1: FET, NQF Level 6, 20 Credits.
  • Economics Teaching 2: FET NQF Level 7, 20 Credits.
  • Business Studies Teaching 1: FET, NQF Level 6, 20 Credits.
  • Business Studies Teaching 2: FET NQF Level 7, 20 Credits.
  • Life Orientation Teaching 1: FET, NQF Level 6, 20 Credits.
  • Life Orientation Teaching 2: FET NQF Level 7, 20 Credits.
  • Religion Studies Teaching 1: FET, NQF Level 6, 20 Credits.
  • Religion Studies Teaching 2: FET NQF Level 7, 20 Credits.
  • Learning support Physical Teaching 1: Senior and FET, NQF Level 6, 20 Credits.
  • Learning support Physical Teaching 2: Senior and FET NQF Level 7, 20 Credits.
  • Learning Support - Guidance, Counselling and Specialised Learning Support Teaching 1: Senior and FET.
  • Learning Support - Guidance, NQF Level 6, 20 Credits.
  • Counselling and Specialised Learning Support Teaching 2: Senior and FET NQF Level 7, 20 Credits.
  • Learning Support Librarianship Teaching 1: Senior and FET, NQF Level 6, 20 Credits.
  • Learning Support Librarianship Teaching 2: Senior and FET NQF Level 7, 20 Credits.
  • Learning Support ICT Teaching 1: Senior and FET, NQF Level 6, 20 Credits.
  • Learning Support ICT Teaching 2: Senior and FET, NQF Level 7, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of concepts, principles and procedures as well as theories of learning relevant to the Senior and Further Education and Training Phase.
    2. Understand what learners bring to the situation by identifying areas where learning is required and construct a suitable environment for learning to be achieved by working with colleagues, learners and the community at large in an interdependent way.
    3. Adapt and transform subject competence into conceptual learning experiences.
    4. Using an integrated knowledge base demonstrates a reflective critical disposition towards the history of the education context so as to be able to reflect on professional practices and be able to act with integrity and professional work ethics. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Inclusivity in classrooms is understood.
  • Principles and practices of effective teaching and learning are demonstrated.
  • Learning qualifications are interpreted and learning qualifications are designed.
  • Teaching strategies, range of assessment approaches are used, interpreted and designed to ensure the alignment of the outcomes, content and assessments are met.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • A practical understanding of the "self" and interpersonal relationships is demonstrated.
  • A practical understanding of teaching and learning for the Senior and FET Phases in relation to educational theory and practice is demonstrated.
  • The dispositions and competences to organise learning among a diverse range of learners in diverse contexts are selected and used.
  • Language skills (main and additional) are used clearly and accurately.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Pedagogy of reasoning and action is understood.
  • Subject content knowledge in the specific electives is adapted and managed.
  • Appropriate pedagogical content knowledge is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Knowledge of the contexts of education is understood such as the physical, social, economic and political environment in which teachers work and teach.
  • Foundational educational knowledge is acquired such as the theories underpinning understanding of the education system as well as applicable general pedagogic knowledge relevant in educational contexts.
  • Forces playing in the curriculum is analysed such as philosophy; social; psychology; history; technology; knowledge.
  • Attributes such as passion, integrity and commitment in enhancing education as profession is displayed.

    Integrated Assessment:
    Assessment in this qualification will be continuous (as stipulated in the Assessment Policy of the UFS) and will be used in the following ways:
  • Formative assessment: learners' performance is recognised, discussed with them (i.e. timeous feedback) and appropriate follow-up steps are planned. Cumulative evidence of learners' progress and performances such as role play; reflective journal writing; case studies; tests; examinations; portfolios will be conducted.
  • Diagnostic assessment: learning problems are identified and classified so that appropriate support may be offered to learners.
  • Summative assessment: the overall performance of a learner is recorded, followed by feedback to the learner.
  • Evaluation: capturing and comparing learners' performances with a view to using the information in curriculum development and evaluation of teaching and learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Deakin's Bachelor of Teaching in Secondary or Bachelor of Arts degree introduces learners to the knowledge and competencies required by secondary teachers as well as providing you 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 learner will be eligible for employment as a secondary teacher in Australia. Learners 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 in 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 compares 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 
    The Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching qualification is an NQF Level 7 qualification which enables learners to articulate vertically into Postgraduate studies in Education such as the Bachelor of Education Honours Degree or a Postgraduate Diploma in Education (PGDE) (both on NQF Level 8) at higher education institution that provides such qualifications. This qualification also offers the means to articulate horizontally to an Advanced Diploma in Education (e.g. in leadership). 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    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. Sol Plaatje University 


    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.