Bachelor of Education in Senior Phase and Further Education and Training Teaching

Purpose

The purpose of the qualification is to assist the greater South African context in meeting the demand of a shortage of qualified, professional teachers. The qualification provides education and training that equips graduates with substantial subject content knowledge, educational theory and methodology that will enable them to demonstrate competence and responsibility to the profession at large. The qualification also provides students with the ability to develop practical skills through workplace experience and teach across varying school contexts with an inclusive education perspective.

Rationale

In 1986, the Human Sciences Research Council of South Africa (HSRC) found that one-third of the teachers employed in South African schools were unqualified and under-qualified. In 1995, the National Teacher Education Audit indicated that approximately one-third of the teachers employed across South African schools were unqualified and under-qualified. With interventions and agreements between the teacher labour movements and employers, the number of teachers in South African schools who are unqualified and under-qualified is currently still high and remains an enormous challenge, and mitigates against having well-qualified teaching staff to provide quality education as envisaged in the National Plan for teacher education. As a private provider, this institution is able to provide qualifications to graduates through supported distance education to address this ongoing concern.

Recognition of Prior Learning (RPL)

Teachers who are in possession of a recognised Certificate or Diploma in Education (or in other relevant fields) may present their qualifications for admission to the Bachelor of Education, with a possibility of transfer of credits from cognate previous studies. The RPL policy will be used to determine the level of progression and/or credit accumulation towards the qualification.

RPL for admission would be considered on the following

• Appraisal of prior qualifications to meet admission requirements. The appraisal will be based on equivalence as identified by Universities South Africa. Appraisal of foundational knowledge required to pursue a teaching specialisation This appraisal will be determined through the evaluation of documents, certificates and course outlines of prior study that demonstrate relevant competences and outcomes.

The process of RPL will include

• Appraisal of documents, certificates and course outlines of prior study which demonstrate relevant competences and outcomes.
• An interview with the prospective candidate.
• Evaluation of a portfolio of evidence of past work experiences, activities, publications and skills development to show that the student has achieved the required knowledge and skills for admission.

Credit Accumulation and Transfer (CAT) is governed by the RPL Policy.

CAT for credit recognition will be considered on the following

• Appraisal of credits obtained in past studies in related fields.
• Appraisal of conversational language competence, especially that of the indigenous African languages.
• Evaluation of experiential knowledge and skills in the use of Information and Communication Technology.

Entry Requirements

The minimum entry requirements to this qualification are

1. Senior Certificate (SC) with endorsement.
2. National Senior Certificate (NSC) granting access to Bachelor's Degree admission.
3. National Certificate Vocational (NCV) granting access to Bachelor's Degree admission.

Or

• A Higher Certificate, Level 5.

Or

• An Advanced Certificate, Level 6.

Or

• A Diploma, Level 6.

And

• Appropriate subject combinations and levels of competence as determined by the specialisation requirements.
• Competence in the language of instruction.

This qualification comprises compulsory and elective modules at Levels 5 to 7 totalling 512 Credits.

Compulsory modules, Level 5, 24 Credits

• Introduction to Education 101, 8 Credits.
• IsiZulu Conversational 102, 16 Credits.

Compulsory modules, Level 6, 88 Credits

• South African School Education System 101, 8 Credits.
• Education Studies 102: Curriculum Studies, 16 Credits.
• English Communication 102, 16 Credits.
• Education Studies 201: Teaching and Learning, 16 Credits.
• Teaching Practice 201, 16 Credits.
• Education Studies 202: Sociology, 16 Credits.

Compulsory modules, Level 7, 80 Credits

• Education Studies 301: Psychology, 16 Credits.
• Teaching Practice 302, 16 Credits.
• Researching Teaching and Learning 401, 16 Credits.
• Education Studies 402: Philosophy, 16 Credits.
• Teaching Practice 400, 16 Credits.

Elective modules (Choose TWO Further Education and Training (FET) subjects), 224 Credits

Level 5, 32 Credits

(Select two subjects)

• Accounting FET 111, 16 Credits.
• Business Studies FET 121, 16 Credits.
• Economics FET 131, 16 Credits.
• Mathematics FET 141, 16 Credits.
• English FET 151, 16 Credits.
• IsiZulu FET 161, 16 Credits.

Level 6, 32 Credits

(Select two subjects)

• Accounting FET 211, 16 Credits.
• Business Studies FET 221, 16 Credits.
• Economics FET 231, 16 Credits.
• Mathematics FET 241, 16 Credits.
• English FET 251, 16 Credits.
• IsiZulu FET 261, 16 Credits.

And Select two subjects

Level 6, 32 Credits

• Accounting Method FET 210, 16 Credits.
• Business Studies Method FET 220, 16 Credits.
• Economics Method FET 230, 16 Credits.
• Mathematics Method FET 240, 16 Credits.
• English HL and FAL Method FET 250, 16 Credits.
• IsiZulu HL and FAL Method FET 260, 16 Credits.

And Select two subjects

Level 6, 32 Credits

• Accounting FET 311, 16 Credits.
• Business Studies FET 321, 16 Credits.
• Economics FET 331, 16 Credits.
• Mathematics FET 341, 16 Credits.
• English FET 351, 16 Credits.
• IsiZulu FET 361, 16 Credits.

And Select two subjects

Level 6, 32 Credits

• Accounting Method FET 310, 16 Credits.
• Business Studies Method FET 320, 16 Credits.
• Economics Method FET 330, 16 Credits.
• Mathematics Method FET 340, 16 Credits.
• English HL and FAL Method SP 350, 16 Credits.
• IsiZulu HL and FAL Method SP 360, 16 Credits.

Level 7, 32 Credits

(Select two subjects)

• Accounting FET 411, 16 Credits.
• Business Studies FET 421, 16 Credits.
• Economics FET 431, 16 Credits.
• Mathematics FET 441, 16 Credits.
• English FET 451, 16 Credits.
• IsiZulu FET 461, 16 Credits.

And Select two subjects

Level 7, 32 Credits

• Accounting Method FET 410, 16 Credits.
• Business Studies Method FET 420, 16 Credits.
• Economics Method FET 430, 16 Credits.
• Mathematics Method FET 440, 16 Credits.
• English HL and FAL Method FET 450, 16 Credits.
• IsiZulu HL and FAL Method FET 460, 16 Credits.

Elective modules (Choose ONE Senior Phase subject that is underpinned by the choice of FET subject), 96 Credits

Level 5, 16 Credits

(Select one subject)

• Economics and Management Sciences SP 111, 16 Credits.
• Mathematics SP 121, 16 Credits.
• English SP 131, 16 Credits.
• IsiZulu SP 141, 16 Credits.

Level 6, 64 Credits

(Select one subject)

• Economics and Management Sciences SP 112, 16 Credits.
• Mathematics SP 122, 16 Credits.
• English SP 132, 16 Credits.
• IsiZulu SP 142, 16 Credits.

And Select one subject

Level 6, 16 Credits

• Economics and Management Sciences Method SP 212, 16 Credits.
• Mathematics Method SP 222, 16 Credits.
• English HL and FAL Method SP 232, 16 Credits.
• IsiZulu HL and FAL Method SP 242, 16 Credits.

And Select one subject

Level 6, 16 Credits

• Economics and Management Sciences Method SP 311, 16 Credits.
• Mathematics Method SP 321, 16 Credits.
• English HL and FAL Method SP 331, 16 Credits.
• IsiZulu HL and FAL Method SP 341, 16 Credits.

And Select one subject

Level 6, 16 Credits

• Economics and Management Sciences SP 312, 16 Credits.
• Mathematics SP 322, 16 Credits.
• English SP 332, 16 Credits.
• IsiZulu SP 342, 16 Credits.

Level 7, 16 Credits

(Select one subject)

• Economics and Management Sciences Method SP 412, 16 Credits.
• Mathematics Method SP 422, 16 Credits.
• English HL and FAL Method SP 432, 16 Credits.
• IsiZulu HL and FAL Method SP 442, 16 Credits.

1. Demonstrate foundational knowledge of theories and principles that inform teaching and learning.
2. Demonstrate knowledge of the diverse context in which teaching and learning takes place within the South African school system.
3. Develop an understanding of learner-centred pedagogy to meet diverse South African learner needs and schooling contextual variations.
4. Plan lessons for teaching incorporating the use of teaching and learning technologies to facilitate effective learning.
5. Know and apply the prevailing school and curriculum policies that inform teaching practice.
6. Demonstrate skill in the teaching of specialisation subjects taking cognisance of t learner diversity and inclusive education as it relates to teaching and learning, educational infrastructure and school resources across the diverse schooling context that is prevalent within South African communities.
7. Communicate effectively in class through the medium of English.
8. Converse with learners in one of the indigenous African languages.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply teaching and learning theories in lesson facilitation.
• Use fundamental educational principles to inform all learning.

Associated Assessment Criteria for Exit Level Outcome 2

• Consider the challenges within the diverse South African context when creating and adapting lessons.
• Use the South African school system and its disparate contexts in the facilitation of lessons and apply to the nature of assessments.

Associated Assessment Criteria for Exit Level Outcome 3

• Use learner-centred teaching and learning strategies in lesson planning and delivery.
• Consider the diverse teaching and learning challenges in various contexts.

Associated Assessment Criteria for Exit Level Outcome 4

• Use teaching and learning technologies to plan and facilitate effective lessons.
• Incorporate skills, values and knowledge in lessons for effective learning to occur.

Associated Assessment Criteria for Exit Level Outcome 5

• Use the curriculum and school policies to inform all teaching and learning.
• Apply school policies in context.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply learner diversity and inclusivity to the delivery of specialisation subject lessons.
• Consider diverse teaching contexts which include limited resources in schooling communities when planning lessons.

Associated Assessment Criteria for Exit Level Outcome 7

• Use English communication skills competently and effectively in the classroom.

Associated Assessment Criteria for Exit Level Outcome 8

• Implement IsiZulu conversation language skills to increase language competence.

Integrated Assessment

Formative and Summative Assessment

Assessment will attempt to integrate knowledge, skills, attitudes and applied competence.

Integrated assessment centres on the

• Extent to which the student has grasped the concepts of each module.
• Application of management theory to a practical context.
• Balance between theory and practice and its relevance to the level of the qualification.
• Development of strategic and leadership capabilities of the student.
• Use of appropriate technology to ensure effective communication of ideas.
• Development of critical thinking and problem solving.

The assessment methods measure the extent to which the teacher has achieved competence in the different areas of study delivered through the modules. These assessment methods include:

• Interpretative and analytical problem solving in the written examination.
• Research and work based assignments.
• Classwork.
• Self-assessment activities.
• Work-Integrated Learning.

Formative Assessment

The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited number of outcomes.

Summative Assessment

This includes examination or equivalent assessment, such as a research essay or portfolio, in order to determine a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Principles of Assessment

• Appropriateness: The method of assessment is suited to the performance being assessed.
• Fairness: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
• Manageability: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
• Integration into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
• Validity: The assessment focuses on the relevant academic standards.
• Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible.
• Authenticity: The examiner is satisfied that the work being assessed is attributable to the person being assessed.
• Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required academic standard can be repeated consistently.
• Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
• Open: Students can contribute to the planning and accumulation of evidence. Assessed candidates understand the assessment process and the criteria that apply.
• Consistent: The same examiner would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other examiners.