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 Certificate in FET Mathematics Literacy Teaching 
SAQA QUAL ID QUALIFICATION TITLE
97972  Advanced Certificate in FET Mathematics Literacy 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 qualification is intended 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 Literacy in the FET Phase.
  • 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 Mathematics Literacy 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 Mathematics Literacy 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 Mathematics Literacy in their prior professional training, but who gained experience in teaching Mathematics or Mathematics Literacy and who want to acquire a professional qualification in Mathematics Literacy teaching (Upgrading).
  • Teachers who studied this specialisation in a three-year Diploma in Education or a NPDE, and who want to strengthen their field of study (Upgrading).

    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). During the past 12 years, the institution advanced national strategic priorities by providing 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 practising teachers' status to REQV13. The latter resulted in a growing number of potential learners who are in need of upgrading to REQV14. The AdvCert (FET Mathematics Literacy Teaching) consequently addresses the 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 Literacy Teaching) does not focus on FET education in general, but has a specific aim to improve teachers' knowledge and competencies towards a new subject, or strengthen their subject specialisation.

    Extensive consultation with education departments on a national level, as well as a national needs analysis emphasised the shortage of adequately qualified teachers for the FET Mathematics Literacy class room. Projects undertaken by the institution to address gaps in the knowledge base of FET Mathematics Literacy teachers pointed to a lack in professional capacity among large numbers of teachers who currently are employed to teach FET Mathematics Literacy in the Free State Province and elsewhere. Therefore, the AdvCert (FET Mathematics Literacy Teaching)will not only upgrade the qualification of those teachers who are currently employed in FET Mathematics Literacy positions without adequate training, but also offers specialist education to those teachers who need to strengthen their FET Mathematics Literacy 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 course.

    The AdvCert (FET Mathematics Literacy Teaching) is designed to address the subject specific needs of Mathematics Literacy teachers in the FET Phase. In addition to the national prescribed requirements, this curriculum includes additional credits for deepening of content knowledge. This speaks to the evident lack in specific content knowledge among many South African teachers. It is expected that education departments will welcome the delivery of an AdvCert (FET Mathematics Literacy Teaching). However, the envisaged learner intake will not exceed a total of more than 100 teachers for the first cohort, especially since delivery will require specialised support. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Institutional rules and requirements for Recognition of Prior Learning (RPL) apply where the minimum requirements are not met.

    Entry Requirements:
    Admission requirements for the qualification are as follows:
  • Professional Bachelor of Education.
    Or
  • An Advanced Diploma in Education.
    Or
  • A former PGCE.
    Or
  • Higher Diploma Postgraduate.
    Or
  • Three year Diploma in Education. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification is composed of modules at NQF Levels 5 and 6, totalling 120 Credits.

    Elective Modules at NQF Level 5:
    Subject content modules:
  • Finance, 8 Credits.
  • Data and Probability, 8 Credits.
  • Numbers and Calculations, 8 Credits.
  • Measurement, 8 Credits.
  • Representations of the Physical World, 8 Credits.

    Information and Communications Technologies (ICT) modules:
  • Introduction to ICT (Take either in Semester 1 OR in Semester 2), 6 Credits.
  • Numbers and Calculations, 8 Credits.
  • ICT in the Maths Classroom I, 3 Credits.
  • ICT in the Maths Classroom II, 3 Credits.

    Modules at NQF Level 6:
  • Education Studies I: The individual in Education Context, 8 Credits.
  • Teaching Maths Literacy I (Numbers and Calculations), 8 Credits.
  • Teaching Maths Literacy II (Finance), 16 Credits.
  • Classroom Management: Mathematics, 8 Credits.
  • Professional Practice in the Classroom, 8 Credits.
  • Teaching Maths Literacy IV (Numbers and Calculations), 8 Credits.
  • Teaching Maths Literacy V (Measurement), 16 Credits.
  • Education Studies II: Managing diversity in the learning context, 8 Credits.
  • Teaching and Learning in Education Context, 8 Credits.
  • Teaching Maths Literacy VI (Representations of the Physical World), 16 Credits.
  • Teaching Maths Literacy III (Data and Probability), 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate practical competence in selecting, designing, planning, implementing and evaluating, appropriate, and effective projects, procedures and/or programmes.
    2. Demonstrate ability to apply appropriate and adaptable professional skills and judgment in a variety of contexts of practice.
    3. Set, and aspire to achieve, high standards in practice, and ongoing professional improvement. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Areas where learning is required are identified.
  • The most suitable situation/environment for learning is constructed.
  • Learning within diverse education contexts is facilitated.
  • Working with colleagues and the broader community in an independent way is demonstrated.
  • Change in the broader education context and society is contributed to and acted on.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Principles and procedures relevant to FET Mathematics Literacy Teaching are demonstrated.
  • Inclusivity and barriers to learning, and principles and practices of effective teaching and learning are demonstrated.
  • Teaching strategies and assessment approaches are applied.
  • Application of ICT skills to FET Mathematics Literacy Teaching is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Own subject competence is transformed into conceptual learning experiences.
  • Professional practice based on an integrated knowledge base is reflected on.
  • Acting with integrity by maintaining the highest level of professional work ethics is demonstrated.

    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.

    Assessment is seen as central to the teaching and learning process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification. Integrated assessment gives an opportunity to the students to demonstrate their achievement holistically across the exit-level outcomes of the programme.

    Each module has a specific assessment strategy that complies with the institutional rules and policies regarding assessment and examination. The teachers' competence in the modules will be assessed through assignments and tests as well as examinations, or examination equivalent tasks. The type of assessment will however depend on the nature of the module and/or the lecturers involved in the module. Continuous assessment activities in the AdvCert (FET Mathematics Literacy Teaching) will include tests, assignments, projects, lesson presentations, posters, presentations; critique of lessons; group assignments, portfolios and practical work.

    Assessment of experiential learning (if applicable):
    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 students' sense of agency as teachers. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparability for the Advanced Certificate in Further Education and Training (FET) Mathematical Literacy teaching was done using qualifications from countries and institutions known for the provision of mathematics. These institutions are: The Open University in the United Kingdom and the Auckland University of Technology in the New Zealand.

    The Graduate Diploma in Mathematics Education offered by The Open University in the United Kingdom is for candidates who do not have a specialist mathematics background, but want to acquire such a speciality. The qualification will give you the subject knowledge and teaching techniques to be an effective mathematics teacher in primary and secondary schools. It's also suitable for numeracy consultants, learning support assistants or if you're working in home education. The qualification will develop your mathematical thinking, knowledge and understanding of underpinning mathematics at all key stages; and awareness of how people learn mathematics.

    The qualification is ideal professional development for teachers, and it provides experience of different teaching approaches and the learning opportunities they afford to teachers. Furthermore, it develops your awareness of, and facility with, ICT in the learning and teaching of mathematics. The qualification will provide you with the continuing professional development necessary for developing your skills in, and knowledge of, the teaching and learning of mathematics.

    The qualification could be done full time for a year, part time for two years and over a time limit of seven years.

    Career opportunities having acquired skills upon completion of the qualification will be in areas such as; Finance, Accountancy, Engineering, Science, Defence, the Pharmaceuticals industry and Business.

    The Auckland University of Technology (AUT) in New Zealand offers the Graduate Certificate & Graduate Diploma in Mathematical Sciences. The aim of the qualification is to give learners the opportunity to gain advanced expertise and knowledge in mathematical sciences. These qualifications will be of particular interest to professionals, such as secondary school teachers, who wish to update their skills in current technologies and applications of mathematical sciences relevant to their various professional contexts. These qualifications will also allow learners who have a degree in another discipline, with a minor or similar in mathematics, to extend their skills and knowledge in mathematical sciences.

    Career opportunities upon completion of the qualifications are the following:
  • Business analyst.
  • Engineering systems analyst.
  • Financial analyst.
  • Operations research.
  • Quality assurance.
  • Secondary teacher (following an additional year of teacher training).
  • Statistical analyst.

    The Advanced Certificate in FET Mathematics Literacy compares well with the cited qualifications. All these qualifications require that candidates should have first done a qualification in education and be in need of advancement with a specialisation in Mathematics. Potential graduates from these qualifications will work at secondary schools and also in various financial sectors. 
    		•

    ARTICULATION OPTIONS 
    There is no direct progression route into an Advanced Diploma in Education from the Advanced Certificate in Teaching. However, learners who do hold a prior Bachelor of Education, an Advanced Diploma in Teaching, a former Postgraduate Certificate in Education or a former Postgraduate Higher Diploma in Education, may progress to a cognate Advanced Diploma in the area of specialisation studied in the Advanced Certificate. Teachers entering with a three-year Diploma in Education, a Teachers Diploma or a completed National Professional Diploma in Education could, oncompletion of an Advanced Certificate in Teaching, gain access to an Advanced Diploma in Education. 

    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 


    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.