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 Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97262  Bachelor of Education in Senior Phase and Further Education and Training Teaching 
ORIGINATOR
North West 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  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  535  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:
The goal of the educational experience in the Bachelor of Education in Senior Phase and FET Teaching BEd (SP & FET Teaching) is to prepare learners academically and professionally. This qualification is also meant to create commitment towards social justice and responsibility towards the environment in order to educate learners to become responsible, sensitive agents of change in the schools and communities where they live and work.

The academic and professional dimensions are meant to provide learners with appropriate, scientifically well-rounded disciplinary knowledge, intellectual enrichment and professional competences. Furthermore, dispositions will be fostered that will enable them to become effective and reflective mediators of learning, so that they could function successfully as teachers in a globally interdependent world. To be able to reach this, the qualification is characterised by its strong component in specialised content knowledge, complemented with current theoretical and practical knowledge of appropriate themes in general education and subject methodology, appropriate aspects of communication (verbal, written and electronic), academic literacy and integrated environmental education. Thus enabling learners to integrate and blend the different aspects of the qualification in order to develop pedagogical content knowledge - a concept that is internationally prevalent in the teaching-learning theory.

The qualification will enrich learners intellectually so that they could develop enquiring, research-oriented minds in order to become flexible in an ever changing and diverse social-political and education environment, both in the country and internationally. In this qualification, principles, cognitive skills and enquiring and reflective dispositions, as opposed to static knowledge, are emphasised as a basis for entering a professional teaching career. Having reached this, learners will be able to teach the senior and further education and training phase curriculum or curricula in a diverse range of schools. A change in career paths will then also be possible.

A sense of personal and social responsibility will be fostered in and among learners by encouraging involvement (as an individual and as a member of a team) in community and public service as well as environmental affairs, enabling them to develop sensitivity towards these matters and particularly towards diversity regarding ability, culture, language and socio-economic status of learners/groups. They will also be made aware of the role that professional service providers like psychologists, social workers, etc. fulfill in the education of school learners, in order to enable them to work in partnership with them, once employed as teachers. Learners will be lead to display leadership and to become agents of change in order to deliver positive contributions regarding the general well-being of communities in which they work and live. Upon completion of the qualification the learner will be able to do the following:
  • Demonstrate integrated knowledge related to domain-specific content, supporting specialist teaching of at least four subjects selected from across the relevant domains (e.g., languages, science and technology, mathematics, life skills and social sciences).
  • Demonstrate integrated knowledge of, take into account and solve complex problems regarding different cultural, linguistic and socio-economic contexts and environments in which teaching and learning takes place.
  • Demonstrate integrated knowledge and understanding as well as the ability to interpret, implement, and evaluate curricula and policies in order to promote trans-disciplinary, collaborative, and holistic learning.
  • Collate, evaluate and integrate knowledge from different authoritative sources pertaining to education and constantly keep developing flexible mindsets, in order to form and adapt own opinions, hone cognitive skills and obtain enquiring and reflective dispositions.
  • Apply flexible mindsets for reflecting on and solving complex education problems regarding the diverse needs of learners, changing conditions in teaching and learning environments.
  • Demonstrate an ability to acknowledge the importance of building a community where diversity is actively employed as a resource for teaching and learning.
  • Demonstrate understanding of sound principles, values, dispositions and reflective attitudes that prepare to contemplate own teaching practice in accordance with the professional SACE code of conduct.
  • Demonstrate shared professional values, including a commitment to diversity and inclusion; respect for family, community, and cultural contexts; respect for scientific evidence in theory practice, as a guide to professional and ethical decisions; and reliance on guiding principles of the cognitive, affective and moral development of the adolescent.
  • Display integrated knowledge of what content, and how to teach their school subjects, which will display ethical behaviour and dispositions in order to function as well-rounded and accountable initial teachers.

    Rationale:
    In 2011 a new policy document regarding the education of teachers (The Minimum Requirements for Teacher Education) was promulgated. This policy replaced the previous "Norms and Standards for Educators", resulting in a need for the development of this particular qualification, so as to align it with the requirements of the latest policy document.

    The Bachelor of Education in Senior Phase and FET Teaching [BEd (SP & FET Teaching] intends to deliver reflective, intellectually enriched and culturally responsive learners with flexible mind-sets. This should enable them to deliver positive contributions towards the different stakeholders in education. Once employed in appropriate teaching positions, these learners will be able to effectively teach the subjects they are qualified in. Furthermore, they will be empowered to contribute towards the general well-being of learners in schools as well as to the general well-being of communities linked to the relevant schools, both locally and internationally.

    The BEd (SP and FET Teaching) qualification will equip learners with a focused education Degree, and will prepare learners to educate and mediate learning from Grade 8 through to Grade 12. This will benefit the education sector, as the need for appropriately qualified teachers in the country will be employed due to the fact that this qualification is intended to deliver reflective, intellectually enriched and culturally responsive learners, with flexible mind-sets, they ought to be able to make positive contributions towards the general well-being of communities - both locally and internationally.

    All learners will have obtained sufficient broad knowledge to interpret and evaluate relevant policies and understand the requirements of all modules in the senior and further education and training phase school curriculum.

    Senior Phase and Further Education and Training (SP & FET) teachers must be skilled in identifying and addressing barriers to learning within their specialisation, as well as in curriculum differentiation for multiple learning levels within a grade. The knowledge mix for BEd (SP & FET Teaching) includes disciplinary, pedagogical and practical learning, to enable teachers to work competently with Grade 8-12 learners. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The relevant academic oversight entities accept the underlying principles of outcomes-based, source-based and lifelong learning, in which considerations of articulation and mobility play meaningful roles. The Faculties and Schools endorse the view that Recognition of Prior Learning, whether acquired formally through teaching-learning programmes at this or another institution, or informally (through experience), is an essential element in deciding on admission to and awarding credits for a chosen qualification with a view to placement in a chosen qualification of the University.

    Entry Requirements:
    Admission requirements:
  • A National Senior Certificate (NSC) passed with Bachelors' Degree admission.
    Or
  • A National Certificate Vocational NC (V) passed with Bachelors' Degree admission.
    Or
  • An Advanced Certificate.
    Or
  • A 240 or 360 Credit Diploma.
    Or
  • An Advanced Diploma in a cognate discipline. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of compulsory modules at NQF Levels 5, 6 and 7 and electives modules at NQF Levels 5, 6 and 7 totalling 535.

    Compulsory Modules at NQF Level 5, 76 Credits:
  • AGLA/AGLE, 12 Credits.
  • Educational Media and Technology, 8 Credits.
  • Language of Conversational Competence, 8 Credits.
  • Curriculum Development for Educators, 8 Credits.
  • Work Integrated Learning 1A, 8 Credits.
  • Major 1 1A, 12 Credits.
  • Major 2 1A, 12 Credits.
  • GET 1A, 8 Credits.

    Compulsory Modules at NQF Level 6, 227 Credits:
  • LOLT, 3 Credits.
  • Language Across the Curriculum, 16 Credits.
  • Language Communication, 16 Credits.
  • Professional Studies: Introduction, 8 Credits.
  • Historical and Political context of Education, 8 Credits.
  • Professional Studies: Teaching and learning theories, 8 Credits.
  • Educational Psychology: Introduction, 8 Credits.
  • Educational Psychology: Human Development, 8 Credits.
  • Work Integrated Learning 1B, 2A, 2B, 24 Credits.
  • Major 1 1B, 2A, 2B, 3A, 56 Credits.
  • Major 2 1B, 2A, 2B, 3A, 56 Credits.
  • GET 1B, 2A, 16 Credits.

    Compulsory Modules at NQF Level 7, 232 Credits:
  • Understanding the Educational World, 12 Credits.
  • Main Currents in the Philosophy of Education, 12 Credits.
  • Aspects of Professional Studies, 8 Credits.
  • Educational Law, 8 Credits.
  • Educational Psychology: Learning support, 8 Credits.
  • Environmental management for sustainability, 8 Credits.
  • Critical thinking and social justice, 8 Credits.
  • Educational Management, 8 Credits.
  • Professional Studies: Integrated Assessment, 8 Credits.
  • Research in Education, 8 Credits.
  • Educational Systems, 8 Credits.
  • Research Proposal, 8 Credits.
  • Work Integrated Learning 3A, 3B, 4A, 4B, 32 Credits.
  • Major 1 3B, 4A, 4B, 48 Credits.
  • Major 2 3B, 4A, 4B, 48 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated knowledge related to domain-specific content, supporting specialist teaching of at least four subjects selected from across the relevant domains (e.g., languages, science and technology, mathematics, life skills and social sciences).
    2. Demonstrate integrated knowledge of, and solve complex problems regarding different cultural, linguistic and socio-economic contexts and environments in which teaching and learning takes place.
    3. Demonstrate integrated knowledge and understanding as well as the ability to interpret, implement, and evaluate curricula and policies in order to promote trans-disciplinary, collaborative, and holistic learning.
    4. Collate, evaluate and integrate knowledge from different authoritative sources pertaining to education and in keeping with developing flexible mindsets, in order to form and adapt own opinions, hone cognitive skills and obtain enquiring and reflective dispositions.
    5. Apply flexible mindsets for reflecting on and solving complex education problems regarding the diverse needs of learners, changing conditions in teaching and learning environments.
    6. Demonstrate an ability to acknowledge the importance of building a community where diversity is actively employed as a resource for teaching and learning.
    7. Demonstrate understanding of sound principles, values, dispositions and reflective attitudes in order to contemplate own teaching practice in accordance with the professional SACE code of conduct. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Integration of sound, scientific and current knowledge related to domain-specific content, supporting specialist teaching of at least four subjects selected from across the relevant domains as applicable in the Senior and Further Education and Training (FET) Phase, through the use of variety of assessment methods is discussed and evaluated.
  • Current scientific knowledge related to the teaching and learning of subjects and knowledge related to the teaching profession - both orally and in writing is critically discussed and analysed.
  • The ability to integrate and blend school subject content, subject methodology and general pedagogical knowledge in order to develop and apply pedagogical content knowledge in oral and written assignments and particularly in micro-teaching and work integrated learning is displayed.
  • The ability to work collaboratively and multi-disciplinary when developing and applying pedagogical content knowledge (in discussions, lesson planning and presentation, and in work integrated learning) is displayed.
  • Effective mediation of learning, by integrating all relevant knowledge and skills gained and by displaying flexible mindsets to accommodate fluid circumstances and positive changes pertaining to education is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The different cultural, linguistic, and socio-economic contexts and environments in which teaching and learning take place are critically observed, discussed, analysed, evaluated and interpreted and anticipation of the influence of these contexts on teaching and learning, in oral, written and practical assignments are evaluated and interpreted.
  • The ability to effectively manage teaching and learning in different cultural, linguistic, and socio-economic contexts and environments in oral and written assignments, lesson planning and lesson presentations and particularly during work integrated learning is demonstrated.
  • Own understanding and ideas on the complex issues regarding education are developed, as they manifest in the South African context in particular, but also internationally, in class discussions, group work, etc is communicated.
  • Leadership and commitment towards, and skills to become responsible, sensitive agents of change in schools regarding social and education inequalities are demonstrated.
  • Knowledge and skills to create healthy, respectful, supportive, and challenging learning environments in lesson planning and presentation and in work integrated learning are demonstrated.
  • Knowledge of and ability to work in partnership with other professionals regarding education, in class discussions and in work integrated learning is demonstrated.
  • Interest and knowledge of teamwork in projects regarding environmental affairs and other contentious matters in the communities where teachers work and live are displayed.
  • Ability to initiate and support similar projects is displayed.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Relevant national, regional and school policies are discussed and interpreted and the ability to integrate and implement them in oral and written assignments, lesson planning and presentation and in work integrated learning is demonstrated.
  • Understanding of the Senior and Further Education and Training school phase curriculum, requirements of the different subjects in oral and written assignments, lesson planning, presentation and work integrated learning is evaluated and implemented.
  • The ability to promote collaborative, trans-disciplinary, holistic learning in lesson planning, presentation and in work integrated learning is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Information from different authoritative sources pertaining to education like scientific literature, curricula, lecturers, practicing teachers, etc is acquired.
  • Newly gained knowledge by writing mini dissertations on given relevant issues in education.
  • The use of logical, scientifically based arguments regarding newly gained knowledge, in oral as well as in written forms is demonstrated.
  • Newly gained knowledge in collaborative discussions, debates, lesson planning and presentation and particularly in work integrated learning is integrated and displayed.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Versatile mindsets in order to respond to the diverse needs of learners, the changing conditions in teaching and learning and the ever-expanding conceptualisation of education through a variety of oral and written individual and/or group forms of assessment are demonstrated.
  • Complex education related problems are solved.
  • Newly gained knowledge, skills and dispositions in lesson planning and presentation and in work integrated learning are applied.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Integrated knowledge and skills to employ in diverse communities as a resource for teaching and learning is critically assessed, analysed and evaluated.
  • Leaders and sensitive agents of change are developed in order to contribute to the general well-being of communities - as reflected in variety of oral and written individual and/or group forms of assessment and in work integrated learning.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Values and dispositions pertaining to education in class discussions and in written assignments, tests and exams are critically analysed, applied and reflected upon.
  • Continuous feedback on ethical dispositions and behaviour in class discussions, from lecturers and practicing teachers assessing practical sessions during work integrated learning is given and received.
  • Ethical and the sound value system are compared to the professional SACE code of conduct, in order to adjust and/or rectify behaviour where necessary.
  • Reflective attitudes in all teaching and learning situations to contemplate own teaching practice and take responsibility for continuing professional learning in the Senior and FET classroom is displayed.
  • Own teaching practice and responsibility of continuing in the professional development in the Senior and FET phase classroom is improved.

    Associated Assessment Criteria for Ext Level Outcome 8:
  • Knowledge of shared professional values when making decisions on ethical issues, both orally and in writing and in work integrated learning is demonstrated.
  • Respect for family, community, and in cultural contexts, particularly in work integrated learning is illustrated.
  • Integrated knowledge of the cognitive, affective and moral development of the adolescent, in tests, assignments, class discussions, exams and in work integrated learning is displayed.
  • Teaching practice by reflecting and acting on feedback given by peers, lecturers and practicing teachers as assessed in further lesson presentations is improved.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Integrated knowledge and understanding regarding the teaching of school subjects pertaining to the Senior and FET phase (e.g. how to select, sequence, pace and assess content) as to be assessed in lesson planning, presentation and work integrated learning is demonstrated.
  • Classrooms are effectively managed while considering the age, culture etc. of the learners and while showing respect for themselves and the learners - as to be assessed in lesson planning and presentation and work integrated learning.
  • Willingness to accept full responsibility for teaching, the decisions making regarding the education of learners in their classes and, full responsibility for the effective use of educational resources to be assessed in lesson planning and presentation and work integrated learning is shown.
  • Accepting co-responsibility for the behaviour of learners in the varied contexts where they function as initial teachers to be assessed in lesson planning and presentation and work integrated learning is understood.

    Integrated Assessment:
    This qualification will have both formative and summative assessment.

    Formative Assessment:
    Formative assessment will include, among others, a personal growth portfolio for practice and field experience. The lecturer utilises development feedback from informal and formal formative assessment opportunities during contact sessions to improve teaching and learning. Assessment methods will include the following; class activities and discussions, questions and answers, hypothetical case studies, work place assessment, role play, presentations, peer group assessments, oral and written assignments, tests.

    Summative Assessment:
    Summative assessment will include; projects, portfolios and theoretical oral or written examination. Summative assessments in all modules are regulated by the University's General Academic Rules. These assessments will incorporate the assessment of the mastered knowledge and professional skills of the entire fundamental and core learning outcomes in comprehensive assessment opportunities. 
    		•

    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 
    Horizontal Articulation:
  • Advanced Diploma in Education, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, 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. North West 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.