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: 

Advanced Diploma in Education in Mathematical Literacy Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97583  Advanced Diploma in Education in Mathematical Literacy Teaching 
ORIGINATOR
Stellenbosch 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
Advanced Diploma  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 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:
Upon qualifying the learner will be able to:
  • Integrate knowledge of learning and instructional theories and psychology in the educational context.
  • Using the necessary specialised knowledge and critical social cognition, to develop significant leadership in a complex and rapidly changing society of the South African teaching environment.
  • Integrate knowledge of the fundamentals and skills of teaching Mathematics Literacy.

    Rationale:
    The adoption of the new Higher Education Qualifications Sub-Framework (HEQSF) has necessitated the alignment of all higher education qualifications with the HEQSF. In addition, teacher education qualifications need to satisfy the demands of the Minimum Standards for Teacher Education Qualifications (MRTEQC) that was promulgated by Government Gazette Vol 553, Number 34467 on the 15th July 2011. The MRTEQC identifies three broad qualification pathways that educators may follow with a view to advance their careers, of which one is a teaching and learning pathway. In addition, the qualification needs to have a clear logic and a sound theoretical underpinning. Key questions which need to be asked is: Who are our learners? What are the attributes that need to be developed to ensure that our learners meet the requirements? How do we ensure that these attributes are developed? What is the profile of the in-service teacher?

    Teachers need to be developed to be adaptable and reflexive so that they can function optimally in a complex educational context. The qualification envisions a learner who can think critically and who possesses the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts. In-service Mathematical Literacy teachers in Further Education and Training (FET) phase also need to develop their specific professional attributes and skills for the teaching profession. It would thus not include only practical knowledge, but also deep-theoretical knowledge of the application of a constructivists approach in the classroom to enhance the quality of their contribution in these contexts.

    The architecture and purpose of the qualification does not only take the core purpose of MRTEQC as a point of departure, but also on the premise that we want to afford in-service teachers the opportunity to strengthen their pedagogical content knowledge (PCK). This qualification will cover three areas to ensure effective mathematics teaching, mathematics pedagogy and learner thinking.

    In- service teachers also need to be subject specialists with a sound knowledge base with regards to Mathematical Literacy in the Further Education and Training (FET) phase, whom are able to function in a diverse (in its broadest sense) school context.

    The Advanced Diploma in Education in FET Mathematical Literacy Teaching qualification aim is to further strengthen and enhance an existing specialisation in FET Mathematical Literacy Teaching and to develop a new role or practice to support FET Mathematical Literacy Teaching and learning in education.

    The qualification offers a two year, part time qualification of intellectual enrichment and intensive, focused and applied specialisation, which meets the requirements of FET Mathematical Literacy Teaching. The qualification provide the learner with a deep and systematic understanding of current thinking, practice, theory and methodology in FET Mathematical Literacy Teaching in a complex and rapidly changing South African educational environment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution accepts the principle underlying outcomes based, source based and lifelong learning, in which consideration of articulation and mobility plays a meaningful role. The University endorses the view that recognition of prior learning, gained either through formal qualifications at this or other institutions, or informally (through experience), is an essential element when deciding on admission to and granting of credits for a particular chosen qualification of the University.

    Recognition of Prior Learning deals with proven knowledge and learning a learner has gained, either by undergoing formal training programmes or through experience. At all times the question will be what level of skill, reviewed in the context of the exit level skill required for the envisaged teaching learning programme, or modules within it, or status for which the learner applies, and not only the experience the learner has record of. Recognition of Prior Learning is thus granted based on the applied competencies the learner has demonstrated, considering the Exit Level Outcomes to be reached with the chosen qualification, in this case, the Advanced Certificate in Foundation Phase Teaching.

    Entry Requirements:
  • A four-year Bachelor of Education at NQF Level 7.
    Or
  • An Undergraduate Degree at NQF Level 7 with a Postgraduate Certificate in Education at NQF Level 7.
    Or
  • A three-year Diploma at NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Level 7, totalling 120 Credits.
  • General Pedagogy, 6 Credits.
  • Educational Perspectives, 6 Credits.
  • Curriculum Leadership and Management, 6 Credits.
  • Work integrated learning, 12 Credits.
  • Basic Skills: Numbers and Calculations with Numbers, 22 Credits.
  • Basic Skills: Patterns, Relationships and Representations, 22 Credits.
  • Finance, 11 Credits.
  • Measurement, 11 Credits.
  • Maps, Plans and other representations of the Physical World, 10 Credits.
  • Data Handling, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Integrate knowledge of learning and instructional theories and psychology in the educational context.
    2. Using the necessary specialised knowledge and critical social cognition, to develop significant leadership in a complex and rapidly changing society of the South African teaching environment.
    3. Integrate knowledge of the fundamentals and skills of teaching mathematics literacy. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Appropriate instructional theories and psychological principles are applied.
  • Evidence-based solutions to problems are given.
  • Facilitation of collaborative learning processes and theory driven arguments in support of learning theories is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The role of instructional leadership in managing, leading subject and learning areas at school and classroom level is understood.
  • The key features of the curriculum are understood and how this will impact on planning, teaching and assessment practices is explained.
  • How school structures, systems and procedures impact on curriculum delivery are explained.
  • Leadership in the implementation of the curriculum and guidance on the development of learning programmes, teaching, learning and assessment methods is provided.
  • Competence in monitoring and evaluation of learner achievement, policy development and curriculum development is facilitated.
  • Teaching and learning resources is managed creatively through innovation.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Teaching the mathematics content in a way that engages learners in understanding, reasoning, and problem solving is demonstrated.
  • Strategies or activities are used that promotes understanding and reasoning.
  • Small-group learning, teacher questioning, and classroom discussions and activities is used that helps learners to construct their own understanding of the content.
  • Probing questions instead of leading questions are asked.

    Integrated Assessment:
    Formative assessments will be made up of tests/assignments/projects/case studies, etc.
    Summative assessments will be formal examinations written in November, affording learners a first and second opportunity.

    In modules where a formal examination is required, a class mark is allocated during the year (for year modules). A minimum class mark is required for admission to the examination. A learner's class attendance, class work and practical work (formal assessments where appropriate) are taken into account to calculate a class mark. A learner's overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 50%:50% (class mark: examination mark) for year modules.

    A final mark of 50% is required to pass a module. All these regulations are published in the General Calendar (Part 1) in the chapter "University Examinations". Every learner receives a copy of the Calendar at registration, which means that this information is communicated to students before the commencement of every academic year.

    Work Integrated Learning (WIL) is integrated in the teaching modules and includes opportunities for learning from practice and learning in practice. It is expected that the students will be able to carry out activities in their classrooms and reflect critically on their own practice. Practical assessment activities, assignments and a reflective journal forms part of all the modules with the aim to develop the learners' sense of agency as teachers. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification is internationally comparable with:

    Graduate Diploma in Education - University of Queensland, Australia:
    The Graduate Diploma in Education is a one-year teacher preparation qualification for learners who already hold a tertiary Degree. This qualification offers practical, school-based learning and draws on the latest research into effective teaching methods; ensuring learners are well equipped to meet the challenges of a teaching career. Modules within the qualification will challenge learners to use their knowledge, expertise and experience to design learning environments that will engage their learners in the learning process and cater for a variety of learning styles during the teaching of Mathematics. Learners will learn to cooperatively and critically plan, design, implement and review relevant Mathematics syllabi including developing teaching and learning strategies and curriculum materials. Learners will have developed a personal theory of teaching that fully considers the role of teachers in the promotion of a socially just and inclusive society.

    Post Graduate Certificate in Education (PGCE) - Edge Hill University, Lancashire, United Kingdom:
    The Advanced Diploma offers entry-level initial professional preparation for learners who wish to develop focused knowledge and skills as classroom teachers in a chosen phase and subject(s). Thus the PGCE has been selected for the comparability studies. The PGCE offered by Edge Hill University is a postgraduate qualification with the purpose to provide learners with a range of academic, professional and vocational knowledge, understanding, skills and values to become a high quality and skilled teacher in the secondary phase of schooling. The qualification aims to develop reflective and analytical skills as well as providing practical experience in planning effective lessons and leaning strategies and hands-on classroom experience in Mathematics. The qualification is offered as a one year full time or as a flexi qualification over three years with a combination of academic study, group discussion and reflection , practical and work-based learning in the classroom which will give the student the knowledge and skills to become an excellent teacher. The qualification includes the development of the use of ICT, of knowledge of educational theory, awareness of appropriate and innovative teaching and assessment methods, enhanced subject knowledge and a wider awareness of the role of the teaching profession through the study of professional values.

    Conclusion:
    From the above cited international qualifications, this qualification compares favourably in terms of the competencies that will be developed. 

    ARTICULATION OPTIONS 
    Upon completion of the Advanced Diploma in FET Teaching the following articulation possibilities are available:
    Horizontal articulation:
  • Completion of the Advanced Diploma in FET Teaching allows entry into a 120 Credits NQF 7 Advanced Diploma in Education or a 120 Credits at NQF Level 6 Advance Certificate in Teaching.

    Vertical articulation:
  • Completion of the Advanced Diploma in FET Teaching allows entry into cognate 120 Credits at NQF Level 8 Postgraduate Diploma in Education.
  • Completion of the Advanced Diploma in FET Teaching after completion of an approved Bachelor's Degree allows entry into a 120 Credits at NQF Level 8 Bachelor of Honours Degree. 
    		•

    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. Stellenbosch 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.