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 THAT HAS PASSED THE END DATE:

Bachelor of Education in Senior Phase and Further Education and Training Teaching

SAQA QUAL ID	QUALIFICATION TITLE
96458	Bachelor of Education in Senior Phase and Further Education and Training 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		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
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		2031-06-30

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: Senior Phase and FET Teaching provide a well-rounded education that equips learners 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 Senior Phase and FET learners. The qualification is focused on developing practical competence, reflexively grounded in educational theory (i.e. the qualification seeks to develop teachers who are able to organise systematic learning based on knowledge of their subject, of their learners and of the process of learning; who are able to communicate effectively and employ a range of teaching strategies which they can justify; and who are committed to professional development and reflection).

Through the facilitation of learning the various modules in this qualification will ensure that learners obtain sound subject knowledge; understand teaching and learning; communicate and mediate learning effectively; further develop literacy, numeracy and Information Technology (IT) skills; use resources to design learning programmes; understand and manage diverse classrooms; assess learners reliably; display positive work ethics and values; and can reflect on their own practice critically and constructively.

Upon qualifying the learners will be able to:

Demonstrate integrated and detailed knowledge regarding the subjects they will be teaching.

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.

Use available resources appropriately, for planning and designing suitable learning programmes.

Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.

Assess learners using reliable and varied ways, as well as using the results of the assessments to improve teaching and learning.

Display positive work ethics, appropriate values and conduct in a manner that benefits, enhances and develops the teaching profession.

Rationale:
The Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) aims to provide a relevant and contemporary learning programme in South Africa, where learners from diverse backgrounds are equipped to adapt to teaching in the Senior and FET phases in diverse contexts. The stakeholder needs are reflected in the eleven basic competences of a teacher (as gazetted in the Minimum Requirements for Teacher Education Qualifications, July 2011) and it is believed that this qualification will help to cultivate prospective teachers to encompass these competences.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits, as aligned to the qualification to promote life-long learning. Persons with teaching experience will be accepted to the qualification.

Recognition of prior learning is based on the following process:

Applicant indicates the reason for applying for recognition of previous learning (could be entrance to a qualification or exemption from certain modules in the qualification).

The RPL committee determines the criteria for the recognition of prior learning based on the request (could be admission requirements of the qualification, assessment of exit level outcomes of modules for which exemption is requested or approved guidelines required by the professional body/industry).

The applicant must submit a portfolio of evidence of learning in place (what the applicant knows).

The RPL committee assesses the evidence of previous learning supplied by the applicant against the criteria and makes a recommendation to the Faculty's quality committee in a full report describing the process followed.

The Quality committee will make a recommendation to Faculty Board to ratify the decision.

Entry Requirements:

A National Senior Certificate (NSC) granting access for entry into bachelor studies.
Or

Senior Certificate with endorsement
Or

Teachers who are in possession of a recognised certificate or diploma in education, may present their qualifications for entry into this qualification with a possibility of credit transfer.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises 22 compulsory modules at NQF Levels 5, 6 and 7, totalling 520 Credits.

Modules at NQF Level 5, 76 Credits:

Teaching Practice 1, 8 Credits.

Conversational Language 1, 20 Credits.

Conversational Language 2, 20 Credits.

Life Long Learning Skills for Teachers, 28 Credits.

Modules at NQF Level 6, 280 Credits:

Education Studies 1, 24 Credits.

Education Studies 2, 32 Credits.

General Pedagogy 1, 12 Credits.

General Pedagogy 2, 24 Credits.

Subject Teaching 1, 20 Credits.

Subject Teaching 2, 20 Credits.

Subject Teaching 3, 20 Credits.

Subject Content 1, 32 Credits.

Subject Content 2, 32 Credits.

Subject Content 1, 32 Credits.

Teaching Practice 2, 8 Credits.

Teaching Practice 3, 24 Credits.

Modules at NQF Level 7, 164 Credits:

Education Studies 3, 32 Credits.

Subject Teaching 1, 20 Credits.

Subject Teaching 2, 20 Credits.

Subject Teaching 3, 20 Credits.

Subject Content 2, 32 Credits.

Teaching Practice 4, 40 Credits.

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. 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 and 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.

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.

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 processes 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.

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.

Integrated Assessment:
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.

Integrated Assessment is understood as providing an opportunity for learners to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across the Exit Level Outcomes.
Integration is encouraged at three levels:

Within a constituent module.

Between modules.

Across the qualification as a whole through the teaching practice.

School-based Work-Integrated Learning (WIL), including supervised and assessed teaching practice, constitutes an essential part of the Bachelor of Education qualification. Teachers will spend a minimum of 20 weeks and a maximum of 32 weeks in a formally supervised classroom over the four-year duration of the Degree.

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 as well as in primary schools 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 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 international qualifications 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

Completion of a Bachelor of Education meets the minimum entry requirements to a 120 Credit at NQF Level 7, Advanced Diploma in Education, or vertically, for admission into a cognate 120 Credit, at NQF Level 8, Bachelor of Education Honours Degree, or a cognate Postgraduate Diploma in Education Qualifications.

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 Pretoria