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: 

Bachelor of Education in Senior Phase and Further Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
99645  Bachelor of Education in Senior Phase and Further Education and Training Teaching 
ORIGINATOR
Vaal University of Technology 
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  484  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   2033-06-30  

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 primary purpose of the Bachelor of Education in Senior Phase and Further Education and Training Teaching [BEd (SP and FET Teaching)] is to equip Teachers with disciplinary and pedagogical content knowledge that will enable them to be able to teach in both primary and secondary schools or in FET colleges. The qualification aims to prepare the Teacher to be able to:
  • Be an encouraging, supportive and humane facilitator in the teaching-learning situation to enable learners to discover their talents, realise their physical and intellectual potentialities to the fullest, and to develop character and desirable social and human values needed to function as responsible citizens.
  • Be an active member of a group of persons who is able to make a conscious effort for curricular renewal so that it is relevant to the changing societal needs and the personal needs of learners.
  • Understand the way learning occurs and to create plausible situations conducive to learning.
  • Be sensitive to the social, professional and administrative contexts in which they need to operate.
  • Identify own personal expectations, perceptions of self, capacities and inclinations.
  • Formulate own professional orientation as a teacher in situation-specific contexts.
  • Address the learning needs of all children, including those who are marginalised and disabled.
  • Develop the needed counselling skills and competencies to be a 'facilitator' for and 'helper' of children needing specific kinds of help in finding solutions for day-to-day problems related to educational, personal and social situations.

    Teachers will develop in-depth critical knowledge in their key learning areas (Disciplinary Learning) and in the pedagogy of facilitating the learning (Pedagogical Learning) of secondary school students and those in TVET colleges in these subject areas. In addition, graduates will develop sensitivity to the needs and characteristics of their learners at those levels (i.e. at secondary schools and TVET colleges); awareness of the social context and implications for schooling (Situational Learning); understanding of educational challenges and issues; self-awareness including awareness of the influence of their Teachers' personal theories, values and modes of operation in the motivation of learning, knowledge, skills and attitudes; theory and research on effective teaching practices and flexibility to enable constructive work in educational settings (Practical Learning).

    The qualification will also prepare Teachers to be reflective practitioners, who are oriented towards an inquiry disposition. Teachers will also be exposed to introductory research methods so that they will be able to be reflexive practitioners in their schools and FET settings.

    Rationale:
    The Bachelor of Education in Senior Phase and Further Education and Training Teaching [BEd (SP and FET Teaching)] aims to produce employable graduates who can make an impact in society by being able to use cutting edge technology and teaching methods. The qualification is designed to ensure Teachers are equipped with the relevant and requisite specialised knowledge, skills, values, attitudes and competencies to be able to teach effectively in scarce subjects. Currently there is a need for Teachers in subjects such as Mechanical Technology and Electrical Technology therefore the focus of the BEd (SP and FET Teaching) is Mathematics or Science (Physics, Chemistry) or Electrical and Mechanical Technology. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has appropriate policies and procedures for RPL including the identification, documentation, assessment, evaluation and transcription of prior learning against specified Exit Level Outcomes, so that Teachers will be able to apply for RPL. Assessment instruments are designed for RPL in accordance with the institution's policies.

    Admission to the qualification or advanced standing will also be determined with the help of the RPL Policy which is in line with the institutions guidelines and policies.

    Entry Requirements:
    To be able to gain access to the Bachelor of Education in Senior Phase and Further Education and Training Teaching applicants should be in possession of a:
  • National Senior Certificate (NSC) granting access to Bachelor's Degree studies.
    Or
  • Senior Certificate (SC) with endorsement.
    Or
  • National Certificate Vocational [NC (V)] at NQF Level 4 granting access to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at NQF Levels 5, 6 and 7, totalling 484 Credits

    Compulsory Modules, Level 5, 30 Credits:
  • Education 1A, 6 Credits.
  • Micro-teaching WIL 1A, 4 Credits.
  • Language in Teaching and Learning 1A, 4 Credits.
  • Computer Literacy, 6 Credits.
  • Life Skills 1A, 2 Credits.
  • Language of Conversational Competence (SeSotho /IsiZulu), 8 Credits.

    Elective Modules, Level 5 (Teachers need to either choose two SP subjects and one FET subject; or one SP subject and two FET subjects):
  • Mathematics 1A, 10 Credits.
  • Physics 1A, 10 Credits.
  • Chemistry 1A, 10 Credits.
  • Electrical Technology 1A, 10 Credits.
  • Mechanical Technology 1A, 10 Credits.

    And (Teachers will select in accordance with the specialisations made above):
  • Mathematics 1A Pedagogy, 4 Credits.
  • Physics 1A Pedagogy, 4 Credits.
  • Chemistry 1A Pedagogy, 4 Credits.
  • Electrical Technology 1A Pedagogy, 4 Credits.
  • Mechanical Technology 1A Pedagogy, 4 Credits.

    Compulsory Modules, Level 6, Credits:
  • Education 1B, 6 Credits.
  • School-based WIL 1A, 4 Credits.
  • Language in Teaching and Learning 1B, 6 Credits.
  • Education 2, 12 Credits.
  • School-based WIL 2, 8 Credits.
  • Language in Teaching and learning 2, 8 Credits.
  • Life Skills 1B, 4 Credits.
  • School-based WIL 3, 8 Credits.
  • Research Methods, 12 Credits.

    Elective Modules, Level 6 (Teachers will select in accordance with the specialisations):
  • Mathematics 1B, 18 Credits.
  • Physics 1B, 18 Credits.
  • Chemistry 1B, 18 Credits.
  • Electrical Technology 1B, 18 Credits.
  • Mechanical Technology 1B, 18 Credits.

    AND (Teachers will select in accordance with the specialisations):
  • Mathematics 1B Pedagogy, 4 Credits.
  • Physics 1B Pedagogy, 4 Credits.
  • Chemistry 1B Pedagogy, 4 Credits.
  • Electrical Technology 1B Pedagogy, 4 Credits.
  • Mechanical Technology 1B Pedagogy, 4 Credits.

    AND (Teachers will select in accordance with the specialisations):
  • Mathematics 2A and 2B, 30 Credits.
  • Physics 2A and 2B, 30 Credits.
  • Chemistry 2A and B 2B, 30 Credits.
  • Electrical Technology 2A and 2B, 30 Credits.
  • Mechanical Technology 2A and 2B, 30 Credits.

    AND (Teachers will select in accordance with the specialisations):
  • Mathematics 2A and 2B Pedagogy, 8 Credits.
  • Physics 2A and 2B Pedagogy, 8 Credits.
  • Chemistry 2A and 2B Pedagogy, 8 Credits.
  • Electrical Technology 2A and 2B Pedagogy, 8 Credits.
  • Mechanical Technology 2A and 2B Pedagogy, 8 Credits.

    AND (Teachers will select in accordance with the specialisations):
  • Mathematics 3A, 12 Credits.
  • Physics 3A, 12 Credits.
  • Chemistry 3A, 12 Credits.
  • Electrical Technology 3A, 12 Credits.
  • Mechanical Technology 3A, 12 Credits.

    Compulsory Modules, Level 7, Credits:
  • Education 3, 18 Credits.
  • Education 4, 30 Credits.
  • School-based WIL 4, 40 Credits.
  • Research Project in area of specialisation, 35 Credits.

    Elective Modules, NQF Level 7 (Teachers will select in accordance with the specialisations):
  • Mathematics 3B, 24 Credits.
  • Physics 3B, 24 Credits.
  • Chemistry 3B, 24 Credits.
  • Electrical Technology 3B, 24 Credits.
  • Mechanical Technology 3B, 24 Credits.

    AND (Teachers will select in accordance with the specialisations):
  • Mathematics 4 Pedagogy, 15 Credits.
  • Physics 4 Pedagogy, 15 Credits.
  • Chemistry 4 Pedagogy, 15 Credits.
  • Electrical Technology 4 Pedagogy, 15 Credits.
  • Mechanical Technology 4 Pedagogy, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Teach and assess effectively in the specific area of specialisation.
    2. Manage classrooms effectively across diverse contexts in order to ensure a facilitative learning environment.
    3. Engender a positive work ethic, display appropriate values and ability to conduct oneself in a manner that befits, enhances and develops the teaching profession with a focus on the development of a professional teacher committed to the teaching profession.
    4. Conduct research within the context of teaching and learning in the secondary school and FET College environments, including consideration of interdisciplinary aspects (Educator as a Researcher). 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use inquiry-based learning as a teaching method to enable learners to play an active and participatory role in their own learning process.
  • Integrate and apply different types of knowledge practices or learning namely disciplinary learning, pedagogical learning, practical learning, fundamental learning and situational learning.
  • Critically analyse and evaluate the outcomes of interventions, techniques, strategies or processes in teaching and learning in secondary schools and at Technical and Vocational (TVET) colleges.
  • Understand the various policies such as Curriculum and Assessment Policy Statements (CAPS) for the areas of specialisation listed in the policy document and have a thorough understanding of the National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R - 12.
  • Understand the school curriculum and be able to unpack its specialised content, as well as being able to use available resources appropriately, so as to plan and design suitable learning programmes.
  • Demonstrate knowledge and understanding of fundamental concepts and principles in the area of specialisation.
  • Assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning.
  • Search for relevant learning content, organise, plan, develop lessons and apply flexible teaching methods in facilitating mechanical technology.
  • Develop an in-depth understanding of the areas of specialisation and be able to impart knowledge to Senior Phase (SP) and FET learners.
  • Understand beyond the fundamentals of the areas of specialisation and be able to effectively provide guidance to learners in terms of career choice and general understanding of the subject.
  • Use the computer as a learning tool.
  • Develop a sound understanding of pedagogical approaches applicable to their teaching contexts at an advanced level.
  • Select, plan, and determine the sequence and pacing of lessons in the classroom. Develop their pedagogic content knowledge in accordance with both subject and learner needs.
  • Communicate effectively in general, as well as in relation to their subject(s), in order to mediate learning.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Discuss the key concepts such as learning and development and their distinctions; diverse abilities and needs of adolescents.
  • Critically reflect on educational practices in the light of the theories of human development- behaviourist, cognitivist, moral, psycho-social and socio-cultural approaches; learning equity; inquiry methods into issues of learning characteristics of adolescents, mediated learning experiences (Vygotsky and Piaget).
  • Develop a clear understanding of philosophical issues in Education which direct the thoughts and actions of the professional Educator.
  • Appreciate the value of Philosophy of Education with special reference to the aims and nature of education, the nature and validation of educational knowledge, the learner and the learning process, the Teacher and the teaching process, education, values and morality in society.
  • Demonstrate an in-depth understanding and interpretation of texts by drawing on the insights gained to provide a critical account of educational practices.
  • Critically reflect on educational practices in the light of the theories and concepts from the prescribed texts.
  • Give an account of the relation between learning and development in psychological terms.
  • Compare, contrast and apply theories of human development to classroom practice.
  • Appreciate the role played by different learning theories for educators and learners in schools.
  • Distinguish between traditional and modern constructivist perspectives for classroom practice.
  • Appreciate the importance of psychology of education for pedagogy and practice.
  • Identify, use and evaluate diverse learning styles and strategies for themselves and learners in the classroom.
    Be culturally and aesthetically sensitive across a range of social contexts.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues on their own practice in order to constantly improve it and adapt it to evolving circumstances.
  • Demonstrate knowledge of contemporary issues in a global and societal context, as necessary to develop professional and ethical responsibility, including responsibility to employers and to society at large.
  • Recognise the need for life-long learning, especially concerning maintenance and improvement of technical skills.
  • Communicate effectively and function effectively with members of multi-disciplinary teams and with other workers in an industrial setting, including those from different backgrounds.
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation, community or school.
  • Organise and manage oneself and one's activities responsibly and effectively.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Explore the research paradigms: Qualitative, Quantitative and mixed methods.
  • Understand how to apply the design types for qualitative and quantitative approaches and the process of research.
  • Demonstrate a strong background in the subject and understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the subject of research.
  • Demonstrate sound subject knowledge on research writing; communicate effectively on own subject(s) in mediating research activities.
  • Apply information and concepts from research to real-world situations.

    Integrated Assessment:
    The assessment procedures will be transparent, valid and fair. The assessments will comprise both formative and summative forms. The final module mark will be calculated in accordance with the faculty rules from the mark attained by the teacher in the examination and the formative assessments. Details on the weightings of all assessment tasks in each module will be outlined in each module booklet.

    School-based WIL forms an important part of the qualification and is conducted over the full four years of the programme. The teaching practice (WIL) will be assessed through the co-operation between lecturers from the institution, the Department of Basic Education, mentors at teaching practice schools, student teachers and external assessors. Assignments and portfolios will be assessed by Lecturers during and at the conclusion of the teaching practice. A team of external assessors will visit the schools to review the teaching practice during the teaching practicals. During the fourth year, teachers will also be expected to complete their research project which they would have conducted during the final year, in a field of their specialisation. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Bachelor of Education in Senior Phase and Further Education and Training Teaching [BEd (SP and FET Teaching)] is an initial teacher qualification which is comparable to the following international qualifications in terms of content and duration. The international qualifications like the South African qualification are offered over a four year period and aim to enhance the teaching and learning in secondary schools.

    At the University of Flinders in Australia, the Bachelor of Education (Middle and Secondary Schooling is being offered. The duration of study for this qualification is a four-year full-time (or the equivalent part-time). The qualification aims to produce graduates who will be able to:
  • Participate in a world that requires high levels of Scientific, Mathematical and Technological Literacy.
  • Teach within and across learning areas.
  • Have an in-depth understanding in two or three specific school Curriculum learning areas that are relevant for teaching in middle or secondary schools.
  • Apply their knowledge and skills in a range of educational settings with diverse groups of students.
  • Have the capacity to undertake on-going professional study through a variety of pathways.

    The Secondary Schooling Strand allows Teachers to pursue a teaching specialisation to deepen their understanding in topics and issues of personal interest. Graduates from The Secondary Schooling Strand will be qualified to teach in at least two different school curriculum areas at secondary school level. The school Curriculum subjects that are offered in the Secondary Schooling Strand are:
  • Information Technology, Junior Science, Physics, Chemistry, Biology, Earth Science, Mathematics.

    The College of Education and Human Development at the University of New Orleans in the United States of America offers a Bachelor of Science in Secondary Education. The purpose of the qualification is to equip Teachers with the necessary skills and knowledge so as to be able to teach Science, Mathematics or Technical subjects. This qualification can be completed over four years. Upon successful completion of the qualification learners will be able to demonstrate the following competencies:
  • Demonstrate content knowledge.
  • Demonstrate appropriate dispositions to be an effective Secondary Teacher.
  • Demonstrate ability to design, implement and evaluate effective Secondary Curriculum and instruction.

    Furthermore, the qualification reinforces the Teachers' decision in becoming a Teacher and introduces them to pedagogics and the relevant content, it provides learners with core education coursework, greater opportunities for field experiences, and support to begin the development of a portfolio that displays their ability to apply theory to practice.

    Conclusion:
    This qualification is comparable with international qualifications in that all the qualifications aim to prepare Teachers to be competent in teaching their areas of specialisations. 
    		•

    ARTICULATION OPTIONS 
    This qualification does not offer specific articulation opportunities with qualifications offered by the Vaal University of Technology.

    The qualification does however, offer systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Advanced Diploma in Education in Further Education and Training Physical Sciences Teaching, Level 7.
  • Advanced Diploma in Technology Education, Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours in Education Leadership and Management, Level 7.
  • Bachelor of Education Honours in Science Education, Level 7. 
    		•

    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. Vaal University of Technology 


    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.