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 Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97156  Postgraduate Certificate in Further Education and Training 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  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  128  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 learners sates who wish to develop focused knowledge and skills as teachers in the Further Education and Training (FET).

Upon qualifying the learner will be able to:
  • Demonstrate knowledge of concepts, principles and procedures as well as theories of learning relevant to the FET Phase.
  • 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.
  • Adapt and transform subject competence into conceptual learning experiences.
  • Use an integrated knowledge base to demonstrate 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.

    Rationale:
    The Postgraduate Certificate in Further Education and Training Teaching is a professional teaching qualification for learners who wish to develop focused knowledge and skills as classroom teachers for Grades 10-12.

    The 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 core subject domains. 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 learners 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 Careful attention has been given to the linkage, progression and logical sequencing of what is taught. Learners' needs will inform the sequencing and timetabling of learning.
  • The qualification will be taught as an integrated one-year full-time qualification, rather than over three years.
  • The new qualification will be aligned with The Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy.

    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 learners with the necessary knowledge, skills, values, attitudes and hands-on experience to pursue a teaching career. 
    		•

    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 Education Qualifications, 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, 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:
    Minimum entry requirements are on the basis of the following:
  • A 360 or 480 Credits Bachelors' Degree, which includes one subject that must have been studied in a Degree for three years. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of Compulsory and Elective Modules at NQF Levels 7 and 8, totalling 128 Credits.

    Compulsory Modules at NQF Level 5:
  • Xhosa Communication for Educators, 8 Credits.

    Compulsory Modules at NQF Level 7:
  • Education, 40 Credits.
  • School Experience Senior Phase and Further Education and Training, 32 Credits.
  • English.

    Compulsory Modules at NQF Level 8:
  • Research Paper: School Subject Content, 24 Credits

    Elective Modules at NQF Level 7:
  • English Senior Phase and Further Education and Training, 24 Credits.
  • Geography SP and Further Education and Training, 24 Credits.
  • History SP and Further Education and Training, 24 Credits.
  • Life Sciences Further Education and Training, 24 Credits.
  • Mathematics Further Education and Training, 24 Credits.
  • Physical Sciences Further Education and Training, 24 Credits.
  • Dramatic Arts Further Education and Training, 24 Credits.
  • Visual Arts Further Education and Training, 24 Credits.
  • Afrikaans, 0 Credits.
  • Xhosa, 0 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of concepts, principles and procedures as well as theories of learning relevant to the Further Education and Training (FET) 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. To 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 Further Education and Training (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. 
    		•

    INTERNATIONAL COMPARABILITY 
    Postgraduate Certificate in Education (Further Education and Training) is being offered by the University of Brighton, in the United Kingdom. The purpose of the qualification is to:
  • To provide an effective basis for professional practice in teaching that meets and extends beyond the statutory requirements at each stage towards.
  • To provide learners with the skills and opportunities to develop habits of critical reflection on practical teaching and the theories and policies that underpins the professional practice of teachers in the learning and skills sector.
  • To provide learners with the skills and understanding that promote flexibility and adaptability within a professional context.
  • To promote collegiality and collaboration in professional practice.
  • To promote the acquisition and extension of teaching strategies appropriate to the diversity of learners in the learning and skills sector.

    The Postgraduate Certificate in Education (PGCertEd) is being offered by The University of Canterbury in New Zealand. This qualification builds on learners' prior experiences; the qualification uses teaching methods that encourage the further development of existing knowledge, skills and attitudes. It seeks to build learners' competencies and confidence as teachers and encourage them to take further responsibility for their own learning. The qualification curriculum is underpinned by a commitment to scholarship: The notion that all teaching should be embedded in a search for knowledge and on-going critical inquiry into practice. Learners are encouraged to begin research into their own teaching and how their students learn in the context of that teaching. This approach emphasises the essential inter-relation of teaching and research.

    Conclusion:
    From the above information it is clear that this qualification compares favourably with the above cited international qualifications in terms of the purpose of the qualifications. 
    		•

    ARTICULATION OPTIONS 
    Learners would be eligible to pursue the following articulation pathways:

    Horizontally:
  • Management and leadership pathway via an Advanced Diploma in Education (School Leadership and Management) at NQF Level 7.

    Vertically:
  • Educational planning/research and/or policy development pathway via a Bachelor of Education (Honours). 
    		•

    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.