SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Certificate in FET Mathematics Teaching

SAQA QUAL ID	QUALIFICATION TITLE
97234	Advanced Certificate in FET Mathematics Teaching
ORIGINATOR
University of the 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
Advanced Certificate	Field 05 - Education, Training and Development		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 06	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:
The purpose of the qualification is:

To strengthen the subject specialisation of practising teachers with a prior qualification in Mathematics Teaching at a lower level, or to retrain teachers for the teaching of Mathematics in the FET Phase.

To enable these teachers to develop disciplinary, pedagogical, practical and situational learning reflexive competences in teaching and learning in the particular subject/phase in the school.

This will be pursued in the curriculum through specialised learning, and the application of specialised knowledge and skills to teaching and learning in the classroom. The qualification is designed to deepen the teachers' subject matter knowledge, general principles and methodology in Further Education and Training (FET) Mathematics teaching. As such, teachers will be enabled to develop disciplinary, pedagogical, practical and situational learning reflexive competences in teaching and learning in the FET phase of schooling. Aims such as the following will also be pursued to explore the purpose of the qualification: Fostering self-reflexivity and self-understanding; development of the competences to organise learning among a diverse range of learners in diverse contexts.

The qualification will have a strong professional focus and will address the needs of the following groups of teachers:

Teachers who did not include FET Mathematics in their previous professional training but who want to specialise in this field. (Retraining in a new teaching subject)

Teachers who did not specialise in FET Mathematics in their prior professional training, but who gained experience in teaching Senior Phase or FET Mathematics and who want to acquire a professional qualification in FET Mathematics teaching (Upgrading).

Teachers who studied this specialisation in a three-year Diploma in Education or a National Professional Diploma in Education (NPDE), and who want to strengthen their field of study (Upgrading).

Upon qualifying the learner will be able to:

Describe and explain their theoretical and conceptual understanding of social justice education; critically examine the South African education context and evaluate their own professional context and practice in terms of social justice education.

Construct a research plan, including appropriate methods, feasible and researchable questions, analyse and report data, as well as conduct critical reading and writing.

Understanding of applicable education theory and its uses, influences, relation to practice, as well as to society and change.

Applying Mathematics content and pedagogical knowledge and practices to deal with the teaching and learning of Mathematics in order to improve the quality of education.

Rationale:
The institution established itself as a reputable provider of teacher education and training and has trained thousands of teachers via the former National Professional Diploma in Education (NPDE) and the Advanced Certificate in Education (ACE). Over the past 12 years national strategic priorities have been put into place to provide specialist training to address the need for the upgrading of teacher qualifications and/or unqualified and under-qualified teachers. The NPDE advanced large numbers of practicing teachers' status to REQV13. The latter resulted in a growing number of potential learners who are in need of upgrading to REQV14. The Advanced Certificate in FET Mathematics Teaching [AdvCert (FET Mathematics Teaching)] addresses such a requirement of the Department of Higher Education and Training (DHET) for a teaching and learning pathway for teachers in order to advance their careers. The AdvCert (FET Mathematics Teaching) not only focuses on Further Education and Training (FET) education in general, but has a specific aim to improve teachers' knowledge and competencies towards a new subject, or strengthen their subject specialisation.

From the extensive consultation with the education department at a national level, as well as a national needs analysis, it has been found that there is a shortage of adequately qualified teachers for the FET Mathematics classroom. Teachers also pointed to a lack in professional capacity among large numbers of teachers who currently are employed to teach FET Mathematics in the Free State Province and elsewhere. Projects have been undertaken by the institution to address the gaps in the knowledge base of FET Mathematics. Therefore, the AdvCert (FET Mathematics Teaching) will not only upgrade the qualification of those teachers who are currently employed in FET Mathematics positions and who do not have adequate training, but also offer specialist education to those teachers who need to strengthen their FET Mathematics knowledge base. In addition, the qualification also aims to provide retraining to teachers who wish to change their career path, thus widening the pool of teachers who are able to teach this subject.

The AdvCert (FET Mathematics Teaching) is designed to address the subject specific needs of Mathematics teachers in the FET Phase. In addition to the national prescribed requirements, this curriculum includes additional credits for deepening of content knowledge. This addresses the lack of specific mathematics content knowledge among many South African teachers. It is expected that education departments will welcome the delivery of an AdvCert (FET Mathematics Teaching).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The formal RPL policy and procedures of the institution will be applied and it includes the following:

Learners may apply for exemption to the maximum of 60 Credits.

Learners interrupting their studies for longer than three years will not receive any exemptions for modules previously completed.

Entry Requirements:
The minimum admission for this qualification is:

An approved and recognised professional teaching qualification evaluated as REQV 13.
Or

Practising teacher in possession of a recognised professional teaching qualification at minimum NQF Exit Level 5 or equivalent.
Or

A Teacher's Diploma, National Professional Diploma in Education or equivalent NQF Level 5 qualification.
Or

A 480 Credit Bachelor of Education at NQF Level 7 (in a different phase or specialisation).
Or

An applicable Advanced Diploma or Postgraduate Certificate in Education (in a different phase or specialisation).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules and an elective module:

Compulsory Modules at NQF Level 6, 128 Credits:

Education Studies I: The individual in education context, 8 Credits.

Teaching Further Education and Training (FET) Maths I (Functions and Calculus), 16 Credits.

Teaching FET Maths II (Financial Maths and Patterns and Sequence), 8 Credits.

Classroom Management: Mathematics, 8 Credits.

Teaching FET Maths III (Algebra) I, 16 Credits.

Professional Practice in the Classroom, 8 Credits.

Teaching FET Maths IV (Analytical Geometry and Trigonometry), 16 Credits.

Teaching FET Maths V (Statistics and Probability), 8 Credits.

Education Studies II, 8 Credits.

Managing diversity in the learning context, 8 Credits.

Teaching and Learning in Education Context, 8 Credits.

Teaching FET Maths VI (Euclidean Geometry), 16 Credits.

Elective Modules:
Choose one of following electives:

Introduction to ICT, 6 Credits.

Functions and Calculus, 8 Credits.

Financial Maths and Patterns and Sequences, 8 Credits.

ICT in the Maths Classroom I, 3 Credits.

Algebra, 8 Credits.

Introduction to ICT, 6 Credits.

Analytical Geometry and Trigonometry, 8 Credits.

Statistics and Probability, 8 Credits.

ICT in the Maths Classroom II, 3 Credits.

Euclidean Geometry, 8 Credits.

EXIT LEVEL OUTCOMES

1. Applying Mathematics content, pedagogical knowledge and practices to deal with the teaching and learning of Mathematics in order to improve the quality of education.
2. Understanding of applicable education theory and its uses, influences, relation to practice, as well as to society and change.
3. Construct a research plan, including appropriate methods, feasible and researchable questions, analyse and report data, as well as conduct critical reading and writing.
4. Describe and explain their theoretical and conceptual understanding of social justice education as well as critically examine the South African education context and evaluate their own professional context and practice in terms of social justice education.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Mathematics content and pedagogical knowledge and practices to deal with the teaching and learning of Mathematics are applied effectively in order to improve the quality of education.

Decisions and actions that are framed within the South African Mathematics curriculum framework are made appropriately and actions are suitably taken.

Current educational debates are appropriately translated into practice by drawing on their background on education theory, the foundations of Mathematics Education and the forces impacting on Mathematics Education.

Teaching, learning and assessment are managed in a sound manner by having good foundations on education Mathematics knowledge.

An agent of change attitude in their own work environment is appropriately developed and applied to upgrade Mathematics Education in schools.

Associated Assessment Criteria for Exit Level Outcome 2:

The nature and uses of theory, the paradigmatic influences on the construction of theory, the relationship between theory and practice are understood.

Foundational theories that underpin Mathematics Education for setting an agenda for international research in mathematics education are applied.

Mathematics education research that contributes positively to policy and practice are understood and applied.

Associated Assessment Criteria for Exit Level Outcome 3:

A research plan/design/proposal is constructed.

An appropriate method is selected.

Feasible and researchable questions are developed.

Data is analysed and reported.

Associated Assessment Criteria for Exit Level Outcome 4:

Multiple sources are drawn upon to critically examine the social, cultural and historical context of South African education.

Own professional practice through a social justice education lens is problematised and evaluated.

Creative and innovative strategies for directing their professional practices towards social justice are proposed.

Integrated Assessment:
Applied competence will be demonstrated through a variety of formative assessment methods. Summative assessment will be examinations. Various assessment activities that are constructively aligned to the programme and module outcomes; and teaching and learning activities will seek to integrate theory and practice. Assessment will be in line with the University's Assessment Policy assessment.

INTERNATIONAL COMPARABILITY

The Professional Graduate Diploma in Education (PGDE) in Mathematics is offered by Liverpool, John Moore University in the United Kingdom.

The PGDE in Mathematics provides an intensive training experience, tightly focused on providing you with the skills, knowledge and attributes you will need when embarking on your teaching career.

Based on training geared to meeting the Teaching Standards and Qualified Teacher Status, this postgraduate programme also supports the development of your:

Critical understanding of education theory and practice relevant to the subject area.

Reflective practice linked to professional development practitioner research skills for effective teaching and learning.

Understanding and application of subject knowledge.

The Professional Diploma in Mathematics for Teaching offered by the University of Limerick, Limerick, Ireland:

The purpose of the qualification is to ensure that successful learners:

Acquire the extensive and complex integrated knowledge base including mathematical and pedagogical knowledge that is necessary for effective mathematics teaching at post-primary level with special reference to Project Maths.

Demonstrate an ability to integrate this mathematics knowledge for teaching into professional practice as mathematics teachers.

Develop a high standard of practical competence in mathematics teaching as reflective practitioners during their study.

Conclusion:
From the above evidence it is clear that this qualification compares favourably with the two selected international qualifications in terms of the purpose and the outcomes.

ARTICULATION OPTIONS

Advanced Certificate in Further Education and Training (FET) Mathematics enables vertical and horizontal articulation into cognate qualifications. The qualification provides for vertical admission to a professional Master's of Education Degree or to a research Master's Degree In addition, successful candidates, should they meet the criteria set by the institution, may progress vertically to a Master's or NQF Exit Level 9 qualification relevant to the field of study. Advanced Certificate in FET Mathematics may articulate horizontally to other relevant vocational and professional Postgraduate Diplomas and appropriate honours 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 the Free State