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 Education in Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
99337  Postgraduate Certificate in Education in Further Education and Training Teaching 
ORIGINATOR
Management College of Southern Africa (MANCOSA) 
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  144  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2021-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2022-06-30   2025-06-30  

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 
Purpose:
The Postgraduate Certificate in Further Education and Training Teaching is an initial teaching qualification which intends to improve the scientific and intellectual capacity of South Africa by producing well-trained teachers in the core subject domains. It is premised on the following principles:
  • School-Based Learning (SBL) is the guiding thread around which the qualification is designed. The qualification is structured around what learners need to know and be able to do for each tranche of School-Based Learning, distributed in each year of study.
  • Education Studies will be taught across-cutting themes, rather than in disciplinary silos. Careful attention has been given to the linkage, progression and logical sequencing of what is taught. Learners' needs will inform the sequencing and timetabling of learning.
  • The qualification is aligned with The Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy.

    The purpose of the Postgraduate Certificate in Education in Further Education and Training Teaching is to provide professional education and training to develop the foundational competence, practical skills and reflexive cognitive abilities needed by a teacher entering the profession so as to be able to teach effectively. The graduates of this qualification will be able to teach competently in the Further Education and Training (FET) phase of schooling. This qualification 'šaps' a Bachelors' Degree and has a specific focus on developing teachers' professional knowledge and teaching skills in their approved specialisation for teaching in a South African school.

    Rationale:
    From research it has been found that one third of the Teachers employed in South African schools were unqualified and under-qualified. This mitigates against having a well-qualified teaching staff that can provide quality education as envisaged in the National Plan for Teacher Education. Currently, public Higher Education institutions are not meeting the envisaged demand for initial teacher training, let alone addressing the needs of unqualified and under-qualified teachers already teaching.

    There is also a problem in regard to the use of indigenous languages by existing teachers. This qualification offers Conversational IsiZulu at NQF Level 5 as a compulsory extra module to help alleviate this problem.

    This qualification through its supported distance education approach can address the problem of the large numbers of unqualified and under-qualified teachers who need to obtain a qualification to enable them to be qualified and to upgrade under-qualified teachers with the necessary, knowledge and skills.

    Furthermore, the envisaged annual need for newly qualified Teachers is between 15 000 to 20 000 based on attrition statistics. The existing qualifications and Higher education Institution offerings seem to be insufficient to meet this need. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    There is no alternate admission into the Postgraduate Certificate in Education: Further Education and Training Teaching qualification. The admission requirements for initial teacher training are stipulated by the Department of Higher Education and Training (DHET) in the Minimum Requirements for Teacher Education Qualifications, DHET, Government Gazette No. 38487, 19 February 2015).

    RPL can, however, be used to grant learners exemption for modules in the qualification.

    Entry Requirements:
    The minimum admission requirement to this qualification is:
  • Teacher's Diploma.
    Or
  • A Bachelors' Degree, Level 7. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Levels 5 and 7, totalling 144 Credits.

    Compulsory Module at NQF Level 5, 8 Credits:
  • isiZulu Conversational 5, 8 Credits.

    Compulsory Modules at NQF Level 7, 136 Credits:
  • Education Studies: Curriculum, Teaching and Learning, 16 Credits.
  • Education Studies: Sociology and Philosophy, 16 Credits.
  • FET Teaching Specialisation 1, 32 Credits.
  • FET Teaching Specialisation 2, 32 Credits.
  • Professional Studies and Professional Ethics, 8 Credits.
  • Teaching Practice 1, 8 Credits.
  • Teaching Practice 2, 16 Credits.
  • English Communication and Academic Literacy, 8 Credits. 

  • EXIT LEVEL OUTCOMES 
    1. Demonstrate foundational knowledge of theories and principles that inform teaching and learning.
    2. Plan lessons for teaching incorporating the use of teaching and learning technologies to facilitate effective learning.
    3. Demonstrate the skills in teaching of the specialisation subjects taking cognisance of the teaching context, educational infrastructure and school resources across the diverse schooling context that is prevalent in South African communities.
    4. Communicate effectively in class through the medium of English and converse with learners in one of the indigenous South African languages.
    5. Demonstrate an understanding of teaching as a profession through demonstrating professional ethics and responsible and professional individualconduct as a teacher. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate knowledge of the diverse context in which teaching and learning takes place within the South African school system.
  • Understand relevant curriculum theory, learning theories teaching theories and pedagogies and identify their implications for teaching practice.
  • Use key theoretical constructs of curriculum, teaching and learning to explain the current school education system and practices.
  • Understand and explain the main current research into learning and teaching in the context of South African school education system.
  • Reflect on own teaching practices from a theoretical perspective.
  • Develop an understanding of the concepts of Sociology and Philosophy.
  • Discuss dominant sociological theories that have informed education over time.
  • Understand the nature of diversity in the school context with a view to promoting social harmony, social justice and social inclusion as it relates to school education.
  • Understand the dominant philosophies that have informed Education over time.
  • Understand the Outcomes approach to teaching and learning and its influence on school curriculum in South Africa.
  • Use key theoretical constructs from Sociology and Philosophy to understand the nature of teaching and learning in South African schools.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate knowledge on how to teach the teaching specialisation within the Further Education and Training (FET) phase of schooling.
  • Develop skills in planning for and, teaching own specialisation(s).
  • Demonstrate reflexive competence to inform future practices, taking into consideration the diversity of the learner population and the teaching context.
  • Reflect on planning and teaching with a view to improving own practices.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Develop appropriate lesson plans that take into consideration the content to be taught, the diversity of learners and the availability of resources in a school.
  • Understand teaching, learning and assessment strategies in the teaching of Accounting, Business Studies and Economics and Management Sciences in the FET phase of schooling.
  • Understand the Curriculum and Assessment Policy Statement (CAPS) for own subject specialisations at the FET phase of the school curriculum with a view to integrating that knowledge in facilitating learning.
  • Use a range of specific teaching methods that informs the teaching of subject specialisations within the CAPS curriculum.
  • Appraise the learning situation with a view to selecting appropriate teaching and learning resources, including classroom technologies, to facilitate effective teaching and learning.
  • Develop appropriate assessment tools for assessing learning in subject specialisations.
  • Demonstrate applied competence by teaching a section of the subject specialisation.
  • Know what records need to be kept as professional teachers.
  • Plan specific lessons, either individually or in clusters of lessons.
  • Use teaching and learning technologies in own teaching.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use appropriate technology to ensure effective communication of ideas.
  • Understand the different genres in English language communication.
  • Present a written piece of work that is grammatically correct and coherent.
  • Communicate orally in English using appropriate voice, structure and form.
  • Conduct a conversation through the medium of isiZulu.
  • Understand the nature and role of code switching in conversational isiZulu.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate an understanding of the characteristics of a professional teacher.
  • Demonstrate knowledge of the schooling system in South Africa.
  • Understand the policies that inform teaching and learning in the South African school education system.
  • Know the teacher code of conduct and the professional ethics expected of teachers.
  • Understand teacher roles within and outside of school.

    Integrated Assessment:
    Three forms of assessment will take place, namely:
  • Formative assessment: The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited number of outcomes.
  • Summative assessment: Examinations or equivalent assessment such as a research essay or portfolio in order to determine a representative of the Exit Level Outcomes practised and assessed in the formative stage. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.
  • Teaching Practice assessment: Continuous assessment - Both teaching practice sessions are supervised through the appointment of in-school mentors and the institutions' appointed supervisors. The assessment of the learner is done by both the school-based mentor teacher and the institution's appointed supervisor. The assessment includes an appraisal of a portfolio consisting of lesson plans, classroom observations, self-reflective reports and mentoring (supervision) reports. 

  • INTERNATIONAL COMPARABILITY 
    A Postgraduate Certificate in Education (Further Education and Training) is offered by the University of Brighton, in the United Kingdom.

    The purpose of the qualification is to:
  • Provide an effective basis for professional practice in teaching that meets and extends beyond the statutory requirements at each education stage.
  • Provide teachers with the skills and opportunities to develop habits of critical reflection on practical teaching and the theories and policies that underpin the professional practice of teachers in the learning and skills sector.
  • Provide Teachers with the skills and understanding that promote flexibility and adaptability within a professional context.
  • Promote collegiality and collaboration in professional practice.
  • Promote the acquisition and extension of teaching strategies appropriate to the diversity of learners in the learning and skills sector.

    The Postgraduate Certificate in Education is offered by the University of Canterbury in New Zealand. This qualification enables teachers to use teaching methods that encourage the further development of existing knowledge, skills and attitudes. It seeks to build teachers' competencies and confidence and encourage them to take further responsibility for their own learning. The qualification curriculum is underpinned by a commitment to scholarship: the notion that all teaching should be embedded in a search for knowledge and on-going critical inquiry into practice. Teachers are encouraged to begin research into their own teaching and how their learners learn in the context of that teaching. This approach emphasises the essential inter-relatedness of teaching and research.

    Conclusion:
    This qualification compares favourably with the above cited international qualifications in terms of the purpose and content of the qualifications. 

  • ARTICULATION OPTIONS 
    The qualification offers specific vertical articulation possibilities with the following qualification offered by MANCOSA:
  • Postgraduate Diploma in Educational Management, Level 8 (ID: 36065).

    However, there is systemic articulation possibilities with qualifications offered by other institutions provided the learner meets the minimum entry requirements. They are:

    Horizontal Articulation:
  • Bachelor of Education Honours, Level 8.
  • Bachelor of Education Honours (Professional) in Curriculum Studies, 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. Management College of Southern Africa (MANCOSA) 



    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.