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 THAT HAS PASSED THE END DATE:

Bachelor of Primary Education

SAQA QUAL ID	QUALIFICATION TITLE
9773	Bachelor of Primary Education
ORIGINATOR
University of Witwatersrand
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		Schooling
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	Level 7	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2029-06-30

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.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the qualification is to produce graduates to teach in foundation and intermediate phases in schools. The benefit to the graduate is the development of professional skills through the acquisition of learning area specialisation and teaching theory.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Formally Accredited Learning:
The typical applicant has a matriculation with full exemption, or University-approved equivalent qualification - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning:

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The qualifying learner is able to:

1. Mediate learning
2. Interpret and design learning programmes and materials
3. Lead, administer and manage learning in their phase or learning area
4. Continue learning after formal studies are complete
5. Advise the community on appropriate phase and learning areas
6. Apply knowledge, skills, values, principles, methods and procedures relevant to the phase to an area in teaching
7. Develop an environment for teaching and learning that is cognisant of the political, economic, cultural and social context
8. Understand policy and practice relevant to the phase
9. Develop evaluative and methodological projects
10. Creatively and critically evaluate and apply curricular principles and learning materials
11. Read, understand, synthesise and critically engage with relevant educational research
12. Critically review and adapt their role in the provision of education within a particular context
13. Develop judgement and make decisions through comparative evaluation of foundational theory and practical experience, appropriate to the special phase/learning area/subject
14. Participate in group and team activities
15. Communicate their ideas and the implications of these, sensitively, responsibly and effectively using appropriate technological tools.

Critical Cross-field Outcomes:

a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 6, 8, 10 & 13.

b) "Working with others as a member of a team, group, organisation, community" - see ELO 5, 14 & 15.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 9, 12 & 13.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO 6, 9, 10 & 11.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 6, 9 & 15.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 7 & 15.

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 4, 7 & 12.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

(i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 4, 6, 9, 10, 11, 12 & 13.

(ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 3, 5, 6, 7, 8, 13 & 15; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.

(iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 7, 8, 12 & 13.

(iv) "Exploring education and career opportunities" - see ELO 1, 2, 3, 4, 5, 9 & 15.

(v) "Developing entrepreneurial opportunities" - see ELO 1, 2, 3, 5, 9, 13 & 15.

ASSOCIATED ASSESSMENT CRITERIA

The qualifying learner demonstrates the ability to:

1. Design learning programmes, lead, administer and manage learning in their phase or learning area
2. Apply knowledge, skills, values, principles, methods and procedures relevant to the phase/learning area/subject
3. Understand policy and practice relevant to the phase
4. Evaluate their own and others' practice and learning materials in the phase
5. Read, understand, synthesise and critically engage with relevant educational research
6. Participate in group and team activities
7. Communicate their ideas and the implications of these, sensitively, responsibly and effectively using appropriate technological tools.

Integrated Assessment:

Integrated assessment occurs through the demonstration of competence in teaching practice, practical work, assignments, projects, portfolios and examination.

ARTICULATION OPTIONS

Except for the qualification at entry level, this section specifies with which other qualifications of the University the qualification articulates; therefore it can articulate with equivalent qualifications nationally and internationally.

Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

Entry to the qualification:
A matriculation with full exemption, or equivalent University-approved qualification.

Articulation during the qualification:
No formal articulation but learners may be able to move to another Bachelor's degree of the University, or equivalent qualification.

On completion of the qualification:
At exit level this qualification articulates with the Bachelor of Education degree of the University (NQF level 7).

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

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 Witwatersrand