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 Further Education and Training Mathematics Teaching 
SAQA QUAL ID QUALIFICATION TITLE
99327  Advanced Diploma in Education in Further Education and Training Mathematics 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:
The purpose of this qualification is to provide learners with knowledge and skills to teach Mathematics at Further Education and Training (FET) Level. It is also designed for practising teachers to strengthen and enhance their existing specialisation in FET Mathematics teaching it is also suitable for existing teachers to develop a new role or practice i.e. FET Mathematics teaching.

A graduate with this qualification will be able to:
  • Take full responsibility for own work, decision-making and use of resources and take limited accountability for the decisions and actions of others.
  • Understand the roles of instructional leadership in managing and leading subject and learning areas at school and classroom level.
  • Integrate knowledge of South African education systems with an understanding of educational policies and be able to explain, evaluate and apply appropriate educational perspectives.
  • Apply an integrated knowledge of the fundamentals and skills of numbers, operations, relationships, patterns, functions, algebra, space, shape, measurement, statistics and probability in their teaching as they relate to the current curriculum.

    Rationale:
    Although the South African Education system has achieved a significant level of learners of school-going age in terms of access and participation, the quality of learning in schools has not kept apace. Research has shown that South African learners do not have a solid foundation in numeracy and reading literacy in the early primary school years of learners which affects the throughput of learners in the secondary and tertiary phases of education.

    The Advanced Diploma in Education in Further Education and Training Mathematics Teaching is designed to provide teachers with knowledge and skills to teach Mathematics at Further Education and Training (FET) Level. This qualification enables teachers to think critically and to possess professional, technological and cultural knowledge in order to function optimally within a diverse teaching context. The qualification assists teachers to further develop specific attributes and skills necessary for the teaching profession. The education sector needs teachers who are subject specialists with a sound knowledge base with regard to Mathematics in the Further Education and Training (FET) phase and who are able to function in a diverse school context. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL applications will be assessed based on the University's policy framework for the Assessment and Recognition of Prior Learning, including:

    Work experience:
  • Placement in a public sector or private sector, Non-Governmental Organisation (NGO) work environment.

    Curriculum Vitae:
  • An extensive Curriculum Vitae that includes experience and learning over time is shown in the responsibilities associated with successive practical experiences.

    At least two references:
  • Confidential reports from two referees on the applicant's work and experience.

    Written assessment of prior learning:
  • A written open book test in which the basic underlying skills are tested.

    Entry Requirements:
    The minimum entry requirement for this qualification is one of the following:
  • A Bachelor of Education, Level 7.
    Or
  • A general Bachelors' Degree, Level 7 plus a recognised teacher qualification.
    Or
  • A Higher Diploma in Education.
    Or
  • An Advanced Certificate in Education, Level 6
    Or
  • A College Higher Diploma in Education, Level 6.
    Or
  • A Further Diploma in Education, Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at NQF Level 7, totalling 120 Credits.
    Compulsory Modules:
  • General Pedagogy, 6 Credits.
  • Educational Perspectives, 6 Credits.
  • Curriculum Leadership and Management, 6 Credits.
  • Work integrated learning, 12 Credits.
  • Financial Mathematics, 9 Credits.
  • Patterns, Functions and Algebra, 22 Credits.
  • Trigonometry, 14 Credits.
  • Geometry, 22 Credits.
  • Calculus, 9 Credits.
  • Data Handling, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Take full responsibility for own work, decision-making, use of resources and take limited accountability for the decisions and actions of others.
    2. Understanding the roles of instructional leadership in managing and leading the subject and learning areas at school and classroom level.
    3. Apply an integrated knowledge of the fundamentals and skills of numbers, operations, relationships, patterns, functions, algebra, space, shape, measurement, statistics and probability to own teaching as they relate to the current curriculum. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Evidence based solutions to problems are applied.
  • Facilitation of collaborative learning processes is carried out.
  • Teaching and learning resources are used creatively and managed through innovation.
  • Advice is given to colleagues and subordinate teachers on teaching matters.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Integrated knowledge of learning and instructional theories in the educational context is applied.
  • Appropriate instructional theories and principles are identified, described, evaluated, explained and analysed.
  • Key features of the curriculum and how these impacts on planning, teaching and assessment practices are demonstrated.
  • How school structures, systems and procedures impact on curriculum delivery is understood and taken into account in own teaching.
  • 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 evaluating learner achievements, policy development and facilitating curriculum development and subject management are demonstrated.
  • Necessary specialised knowledge and critical social cognition needed for significant leadership in a complex and rapid changing society such as the South African teaching environment are demonstrated.
  • Significant leadership in a complex and rapid changing society such as the South African teaching environment is demonstrated.
  • Knowledge of South African education systems is integrated with understanding of educational policies and used to explain, evaluate and apply appropriate educational methods and techniques.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Collaborative learning processes and basic research skills are identified.
  • The theory of learning and how to teach the mathematics content in a way that engages learners in understanding, reasoning and problem solving is applied.
  • The strategies/activities that promote understanding and reasoning, small-group learning, teacher questioning, and the use of classroom discussions are demonstrated.
  • Activities that help educators to construct their own understanding of the content in order to teach effectively are used.

    Integrated Assessment:
    Learner assessment is integrated in the whole system of a qualification approach to teaching and learning and as such forms part of the institutional context. The University Centre of Pedagogy will ensure that their qualifications are aligned with the Assessment Policy (2012-2017). Assessment may take place through a system of formative and summative assessments.

    Formative assessments will be made up of tests/assignments/projects/case studies, etc.

    Summative assessments will be formal examinations written in November, affording Teachers 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 learners 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 Melbourne Graduate School of Education offers a Postgraduate Certificate in Education. Teachers l learn how to apply theory and research and develop an understanding of the complex dimensions of current educational issues, practices and/or policies. Teachers will also be able to reflect on research and demonstrate skill in analysis, synthesis and evaluation of teaching and learning.

    The qualification also aims to develop disciplinary knowledge of Mathematics to be able to teach. Teachers will master secondary school level mathematics content and significantly extend pedagogical understanding to teach effectively. The qualification is targeted towards current secondary level mathematics school teachers.

    Upon completion teachers will be able to:
  • Demonstrate a good knowledge of the goals of teaching mathematics and the mathematical content expected in the school years which they are being prepared to teach.
  • Demonstrate a good knowledge of the resources for such teaching.
  • Understand how students of the relevant year levels learn mathematics, and understand the ways to promote their learning.
  • Make effective use of research findings and evidence-based professional readings in addressing professional problems.

    The Postgraduate Certificate in Education Mathematics is offered at the University of Oxford. The purpose of the qualification is to enable aspiring teachers to:
  • Become an effective secondary school teacher of mathematics.
  • Learn a variety of styles, paces, approaches and presentations for teaching.
  • Plan effectively for lessons.
  • Use insights into children's learning and, through recognition of their particular conceptions to help in the planning of lessons.
  • Develop skills and experiences in planning, teaching and managing effective lessons through which learners can gain mathematical knowledge, awareness and understanding.
  • Reflect on and analyse teaching, and make decisions about how to modify and adapt it to be more effective for learning.
  • Understand a range of resources, research and theoretical perspectives.
  • Develop skills and experience in ICT (Information and Communication Technology) to support teaching and management.

    Conclusion:
    This qualification compares favourably with other qualifications offered internationally. All qualifications aim to train teachers to teach Mathematics within a diverse teaching context. All qualifications enable teachers to develop specific attributes and skills necessary for the teaching profession, such as critical thinking and analysis. 
    		•

    ARTICULATION OPTIONS 
    Professionally qualified Teachers, who have completed an Advanced Diploma in Education, may proceed to a cognate Bachelor of Education Honours Degree, or to an Honours Degree in another cognate field or to a cognate Postgraduate Diploma in Education. Accumulated credits may also be presented for entry into a cognate Bachelors' Degree, including a Bachelor of Education 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.