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 Senior Phase and Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97398  Postgraduate Certificate in Senior Phase and 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:
The purpose of this qualification is to provide learners with the necessary preparation so that they can be able to develop focused knowledge and skills as teachers in the Senior and FET Phases. The qualification will be accredited as a professional initial teacher education qualification and will enable for learners to be able to register with the South African Council for Educators as teachers. Upon completion of the qualification learners will be able to demonstrate the following:
  • 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.
  • Using available resources appropriately, for planning and designing suitable learning programmes.
  • Ability to manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
  • Assessing 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.
  • Demonstrate an understanding of the legislative framework in which teachers work as professionals.

    Rationale:
    The Postgraduate Certificate in Senior Phase and Further Education and Training [PGCE (SP and FET)] is an initial professional teaching qualification for learners who wish to develop focused knowledge and skills as classroom teachers for Grades 7-12. The qualification is meant to offer opportunity to non-professional graduate teachers and graduates who want to make teaching a career to be trained. The qualification is geared towards attracting and training graduate non-professional teachers, exposing and acquainting them with basic teaching skills from different fields of educational studies, and giving them the opportunity to practice and fine-tune their teaching skills. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL will be possible whereby specific existing knowledge and skills will be assessed in one or more of the modules, against the outcomes of the modules and in line with the assessment procedures of the qualification.

    Entry Requirements:
    Learners are required to have the following in place in order to be considered for admission:
  • A Bachelor's Degree. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of compulsory modules at NQF Levels 5 and 7, and elective modules at NQF Level 7 totalling 128 Credits.

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

    Compulsory Modules at NQF Level 7, 72 Credits:
  • Education, 40 Credits.
  • School Experience SP and FET, 32 Credits.
  • Language of Learning and Teaching - English.

    Elective Modules at NQF Level 7, 48 Credits:
    Learners must only choose two:
  • Language of Learning and Teaching - Afrikaans.
  • Language of Learning and Teaching - Xhosa.
  • Accounting Further Education and Training (FET), 24 Credits.
  • Afrikaans Senior Phase (SP) and FET, 24 Credits.
  • W Visual Arts (Practical) SP and FET, 24 Credits.
  • Dance Studies FET, 24 Credits.
  • Design Studies FET, 24 Credits.
  • Dramatic Arts FET, 24 Credits.
  • Economics FET, 24 Credits.
  • English SP and FET, 24 Credits.
  • Expressive Arts SP, Credits.
  • French SP and FET, 24 Credits.
  • Geography SP and FET, 24 Credits.
  • German SP and FET, 24 Credits.
  • Hebrew SP and FET, 24 Credits.
  • History SP and FET, 24 Credits.
  • Information Technology FET, 24 Credits.
  • Jewish Studies FET, 24 Credits.
  • Life Sciences FET, 24 Credits.
  • Life Skills SP and FET, 24 Credits.
  • Mathematics SP and FET, 24 Credits.
  • Music Choir Training SP and FET, 24 Credits.
  • Music Theory and History SP and FET, 24 Credits.
  • Natural Sciences SP, 24 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.
    7. Demonstrate an understanding of the legislative framework in which teachers work as professionals. 

    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.
  • 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.

    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 process 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.
  • 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 7:
  • Qualities of what it means to be an ethically competent professional educator are explained.
  • An open-ended practical philosophical method to identify, analyse and resolve moral dilemmas is applied.
  • A position of teachers as professionals, and policies for the regulation of teaching in South Africa is understood.

    Integrated Assessment:
    Assessment will include both summative and formative methods.

    Summative Assessment:
    The summative assessment methods will be inclusive of examinations, feedback reports during learning and projects or a portfolio. External examination is in accordance with the university's assessment policy. All courses are externally examined.

    Formative assessment:
    This will include methods like; assignments, projects, oral or written tests, an evaluation of the use of the language during teaching practice. The assessment for school experience will comprise of an assessment of teaching practice and the portfolio. In teaching practice, learners are expected to satisfy the teaching practice criteria. Supervisors will be appointed by the School of Education, and together with the external examiner, the school in which they teach will be visited to assess the teaching practice. The assessment will comprise the supervisors' reports, confidential reports by schools, a learner report and the examiner's reports. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparison for the Postgraduate Certificate in Senior Phase Teaching at NQF Level 7 was conducted against international qualifications from institutions known to have world-renowned reputations for the provision of teacher education such as the University of Oxford in the United Kingdom and the University of Curtin in Australia.

    Postgraduate Certificate in Education - Oxford University - UK:
    The Postgraduate Certificate in Education (PGCE) qualification is part of the university's internship programme with the community. The qualification involves a close partnership between the university department and local comprehensive schools. This enables all aspects of the qualification to be planned, carried out and evaluated jointly by the university and school staff. This partnership results in a qualification which integrates work in the university and in school throughout the year. The university positively encourages applications from all sections of the community since it is believed to be vital for the teaching profession to fully reflect the diverse and pluralistic society.

    As part of the assessment criteria for this qualification, learners are expected to undergo a teacher inspection process performed by an Education Provider. This teacher inspection process will be compiled as the Teacher Education Inspection Report. This report will have dates of when it was conducted, the name of the inspector, and its unique reference number.

    Graduate Diploma in Education (Secondary Education) - Curtin University - Australia:
    The qualification offers an opportunity for learners from a variety of backgrounds to obtain a teaching qualification. The qualification equips learners who wish to develop and acquire knowledge and skills in Secondary Education teaching. This qualification will enable those with approved qualifications to become certified secondary teachers. As secondary school teachers are usually employed to teach more than one school subject, it is a requirement of the qualification that learners undertake both a major and minor area of study. The major teaching area is based on the content of the Bachelor Degree. The minor teaching area will be a curriculum area that a learner has studied to a lesser degree and/or an area where you have gained professional experience.

    Conclusion:
    The results of the comparability studies conducted reveal that this qualification is comparable with the above cited international qualifications. in terms of the purpose. This qualification compares very well with the qualifications cited above since all seek to develop additional skills and knowledge of the learner to perform effectively in a classroom environment. 

    ARTICULATION OPTIONS 
    This qualification articulates both vertically and horizontally as follows:

    Horizontal Articulation:
  • Advanced Diploma in Senior Phase and (FET) Teaching, at NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Teaching and Learning in Higher Education, at NQF Level 8.
  • Bachelor of Education Honours, 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.