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: 

Postgraduate Certificate in Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
96446  Postgraduate Certificate in Foundation Phase Teaching 
ORIGINATOR
University of Cape Town 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  130  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   2031-06-30  

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:
This offering provides preparation for graduates who wish to develop focused knowledge and skills as teachers in the Foundation Phase. Having qualified trained teachers working with children in pre-school settings (for a substantial proportion of time, and most importantly as the pedagogical leader) had the greatest impact on quality, and is linked specifically with better outcomes for children in pre-reading and social/behavioural development. The qualifications aim to develop teacher with a more extensive knowledge in foundation teaching to enable the graduate to work competently with Grade R learners and prepares young children for formal learning. This qualification also equips learners to be effective practitioners and value the importance of quality and assist them develop new initiatives, particularly in disadvantaged communities.

Rationale:
This is an initial professional teaching qualification for graduates who wish to develop focused knowledge and skills as classroom teachers for Grades R-3. Historically teachers in the Foundation Phase of schooling have been poorly qualified and have low professional status in South Africa. In order to address the apparent shortcomings of the South African schooling system more Foundation Phase teachers are required, particularly those who are qualified through the medium of an African language. There are few opportunities available nationally for graduates to become Foundation Phase teachers and none in the Western Cape. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Candidates wishing to gain Recognition of Prior Learning will need to submit a detailed application that includes the following:
  • A motivation/justification for admission to the qualification.
  • Details of relevant work experience, highlighting skills that would be an advantage in the qualification.
  • Leadership positions held or potential for this.
  • Evidence of writing skills or involvement with the offering of training.
  • An analysis of his/her strengths and limitations, and how the applicant intends to address these in the qualification.
  • Any other proof (not mentioned above) that the applicant would like to offer in order to indicate that he/she should be considered for admission to this qualification.

    Entry Requirement:
    The minimum admission requirement for the Postgraduate Certificate is an approved and recognised four-year Bachelor of Education Degree, or a three-year general Bachelors' Degree and a Postgraduate Certificate in Education (or a former equivalent), or (a) four-year professional teaching qualification(s) as well as a 120 Credit Level 7 Advanced Diploma in a cognate specialisation. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of compulsory modules at NQF Level 7 totalling 130 Credits.
    Modules:
  • Education, 40 Credits.
  • School Experience FP, 32 Credits.
  • Childhood Studies FP, 10 Credits.
  • Life Skills FP, 10 Credits.
  • Literacy (HL and EFAL), 10 Credits.
  • Special Studies in FP teaching, 10 Credits.
  • Mathematics FP, 10 Credits.
  • Xhosa communication for educators, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand the importance of sound subject knowledge for teaching, and ways of accessing it.
    2. Demonstrate an understanding of the context, curriculum and legislation guiding foundation phase teaching.
    3. Apply effect strategies to teaching and learning to enhance learning at foundation phase.
    4. Use effective communication, plan and report on learner progress to all stakeholders. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The process on how learners acquire knowledge is understood and teaching is tailored accordingly.
  • The knowledge on how to teach a subject(s) and how to select, pace and sequence content in accordance with both subject and learner needs is demonstrated.
  • Strategies to manage differently resourced classrooms and schools in order to ensure conducive learning environments are described.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Issues of diversity, inequality and social justice in South African education are understood.
  • Understand the legislative framework in which teachers work as professionals is considered and understood.
  • The school curriculum is identified and its specialised content is unpacked.
  • Available resources are used appropriately so as to plan and design suitable learning programmes.
  • Learners are assessed in reliable and varied ways and the results of assessment are used to improve teaching and learning.
  • The ability to reflect critically, in theoretically informed ways and in conjunction with professional community of colleagues, on own practice in order to constantly improve it and adapt it to evolving circumstances is applied.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Play roles are introduced to inspire interest among the learners.
  • The impact and effectiveness of language in the phase is analysed.
  • A clear description of classroom practices and the experiences is provided.
  • Methods to develop meta-linguistic skills that assist children to identify and analyse specific sounds to allow learners to read or write are applied.
  • Challenges encountered across contexts by both teachers and learners are identified.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Effective communication with parents to enhance their understanding of their children's learning and development in order to fully explore their potentials is maintained.
  • Children's learning progress is objectively analysed and evaluated with reference to information from various sources.
  • Adequate and appropriate teaching resources are prepared and to make use of diversified play equipment.

    Integrated Assessment:
    All modules have different assessment practices. Submission of all assignments is compulsory. The assessment for School experience comprises of an assessment of teaching practice and the portfolio. In teaching practice, students are expected to satisfy the teaching practice supervisors appointed by the School of Education, the school in which they teach and the external examiner, who will visit schools during teaching practice. The assessment is based on the supervisors' reports, confidential reports by schools, a student report and the examiner's reports. The mark for the course as a whole will be awarded jointly for teaching practice and the portfolio. 
    		•

    INTERNATIONAL COMPARABILITY 
    Stranmillis University College in Northern Ireland in the UK offers a Postgraduate Certificate in Early Years Education (PGCE) qualification. This qualification is designed for those who wish to prepare for a teaching career specialising in the 3-8 age range. Half of the course is based in the University College and the other half in schools. Learners experience a variety of teaching and learning methods during the course of their study. They gain knowledge and understanding through lectures, seminars, workshops, peer group discussions and debates, peer group collaborative tasks, individual consultation opportunities, presentations and independent study time.

    University of the Sunshine Coast in Australia offers a Graduate Certificate in Early Phase of Learning. The qualification is aimed at assisting learners gain an understanding of how younger children develop and learn in rich early-years environments. The Graduate Certificate in Early Phase of Learning is a graduate qualification for registered teachers who wish to work in early childhood settings (Prep-Year 3), but are not trained as early childhood teachers. The qualification provides in-depth knowledge of early learning priorities, research, and policy and practices including literacy and numeracy skills. Enhance learners understanding of the human growth process in relation to the learning styles and needs of young children. Examine theories and models of English language teaching, and engage in studies of how to teach reading, writing and oral language strategies to children.

    Conclusion:
    The qualifications compares favourably with our qualification as it focus on the learning and development of young children. Also focus on teaching and learning how to read and write the language of teaching and learning. These are specialisation qualifications for teachers who are already in the field but want to specialise in the field. 

    ARTICULATION OPTIONS 
    The qualification articulates horizontally and vertically.

    Horizontally with:
  • Postgraduate Certificate in Education at NQF Level 7.

    Vertically with:
  • Bachelor of Education in Early Childhood Development in Foundation Phase at NQF Level 8.
  • Bachelor of Education Honours in General Education and Training Foundation Phase at NQF Level 8. 
    		•

    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. University of Cape Town 


    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.