Postgraduate Certificate in Education in Further Education and Training Teaching

Purpose

The purpose of the Postgraduate Certificate in Education (PGCE) in Further Education and Training Teaching is to offer a professional qualification to teachers. These teachers have either completed a structured first Degree or an approved Diploma for professional, academic and occupational purposes. The qualification focuses on developing professional competence of teachers to build knowledge and skills to apply as a subject/discipline specialist in the FET phase. Teachers will be able to display a deeper understanding of specialised knowledge. They will also acquire practical skills to justify or change their practice by reflecting on it based on a preliminary understanding of educational theory.

The curriculum will comprise of the following

• Pedagogical learning: through the FET subject specialisations.
• National/regional professional priorities, such as the implementation of general pedagogy, curriculum, and other related issues.
• Disciplinary learning: is congruent with the basic competencies of the beginning teacher in the development of the different competencies within the modules.
• Practical learning: placement of teachers in schools in a school-based Work Integrated Learning (WIL) enables them to understand the school contexts.
• Fundamental learning: aimed at developing literacy skills.
• Situational learning to understand diversity in the South African context to teach in a manner that includes all the learners, and
• Identify learning or social problems and work in partnership with professional service providers to address such problems.

The qualification aims to

• Prepare critical educators, creative problem solvers and agents of change.
• Produce quality educators who will be able to deal with the diverse development challenges in both urban and rural contexts.
• Produce teachers who can critique current and outdated knowledge and pedagogical practices.
• Produce teachers who are committed, loyal, and who are patriots and willing to serve at different levels, i.e. local, provincial and at the national level.
• Produce teachers who can turn situations around and produce excellent academic achievement even in difficult and challenging situations.
• Produce teachers who will make effective use of relevant technology in teaching.

Rationale

The PGCE aims to respond to teacher shortages by equipping and preparing learners with focused knowledge and skills required for classroom practice at the FET phase. Equipping learners who wish to change career paths will make teachers available to teach in rural areas, which in the province and nationally is staffed by unqualified and underqualified teachers. The positive correlation between the provision of qualified teachers and excellence in teaching and learning at the FET phase will favourably impact on the society served by the institution.

The qualification will target practitioners who completed a structured first degree or an approved diploma who intend to develop knowledge and skills that can be applied as a subject/discipline specialist in the FET phase level. A completed PGCE may be presented for entry into a cognate Postgraduate Diploma in Education and may also proceed to a B. Ed Honours degree. A candidate who wishes to join the workforce may teach at Secondary and Senior Secondary Schools.

The qualification will consolidate and deepen the learner's knowledge of their specialised subjects, and to develop their ability to research educational contexts using appropriate methodologies and techniques. The qualification will accredit learners who demonstrate an understanding of the theoretical underpinnings of the subjects taught and develop their professional expertise. It will foster progressive thinking in the field of education by developing a cadre of teachers with a broader and more in-depth understanding of their field of specialisation, and enhance their critical and creative thinking skills.

The qualification seeks to provide high-quality education of international standards contributing to the advancement of knowledge that is socially and ethically relevant and applying that knowledge to the scientific, technological and social-economic development of our nation and the full world.

Recognition of Prior Learning (RPL)

The institution's RPL provides for a range of RPL assessment methodologies which allows the institution to assess prior knowledge for access upon the learner enquiry. These methods of assessment may include portfolios of evidence; structured or unstructured interviews; written tests and examinations; assignments and essays amongst others. The faculty has an RPL committee will assess the learners previously acquired skills/knowledge. The faculty admissions and RPL committee will determine the RPL procedure in consultation with the Teaching and Learning Centre. The RPL procedure will primarily be applied for access and not for exit purposes.

The knowledge must be relevant to the qualification and has evidence for that; the committee will follow the due process to evaluate the prior learning of the learner. The faculty RPL committee will assess the evidence provided by the learner. The faculty will implement the recommendation made by the faculty RPL committee.

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate Diploma, NQF Level 6.
• An appropriate Bachelor's qualification, NQF Level 7.

This qualification consists of the following compulsory and elective modules at NQF Level 7 totalling 128 Credits.

Compulsory Modules NQF Level 7, 88 Credits

• Education in Context, 8 Credits.
• History of Education, 8 Credits.
• Language and academic literacies, 8 Credits.
• Philosophy of Education, 8 Credits.
• Psychology of Education, 8 Credits.
• Sociological Foundations of Education, 8 Credits.
• Teaching as a profession, 8 Credits.
• School Experience (Study of Practice), 8 Credits.
• School Experience (School-Based WIL), 24 Credits.

Elective Modules NQF level 7, 40 Credits (Choose two)

• Accounting Method, 20 Credits.
• Advanced Studies/Specialised Research Study, 20 Credits.
• Afrikaans Method, 20 Credits.
• Agricultural Sciences Method, 20 Credits.
• Business Studies Method, 20 Credits.
• Computer Application Technology Method, 20 Credits.
• Economics Method, 20 Credits.
• English Method, 20 Credits.
• Geography Method, 20 Credits.
• History Method, 20 Credits.
• IsiXhosa Method, 20 Credits.
• Life Orientation Method, 20 Credits.
• Life Sciences Method, 20 Credits.
• Mathematics Method, 20 Credits.
• Mathematical Literacy, 20 Credits.
• Music Method, 20 Credits.
• Physical Science Method, 20 Credits.
• Visual Arts Method, 20 Credits.

1. Demonstrate integrated knowledge of the central areas of one or more teaching field fields, and practices, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories in the teaching field.
2. Develop critical thinking and understand issues of multiperspectivity.
3. Demonstrate an understanding of a range of methods of enquiry in a teaching field, and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within teaching practice.
4. Identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.
5. Take decisions and act ethically and professionally and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment.
6. Develop appropriate processes of information gathering for a given context or use; and the ability to independently validate the sources of information and evaluate and manage the information.
7. Develop and communicate their ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse.
8. Manage processes in unfamiliar and variable contexts, recognising that problem solving is context and system bound, and does not occur in isolation.
9. Identify, evaluate and address learning needs in a self-directed manner, and to facilitate collaborative learning processes.

Associated Assessment Criteria for Exit Level 1

• Demonstrate sound knowledge of pedagogical content knowledge in the subject areas.
• Design and develop lessons, resources and assessment tools.

Associated Assessment Criteria for Exit Level 2

• Conduct research, do the assignment to source information, and critically evaluate literature.

Associated Assessment Criteria for Exit Level 3

• Present lessons that are suitable for the diverse needs of learners.

Associated Assessment Criteria for Exit Level 4

• Critique curriculum documents and design learning programmes.

Associated Assessment Criteria for Exit Level 5

• Demonstrate management skills in managing classes of diverse learners.
• Use an integrated approach of assessment during lessons.

Associated Assessment Criteria for Exit Level 6

• Conduct individual assignment and be able to analyse and synthesise the information.

Associated Assessment Criteria for Exit Level 7

• Design and present a lesson in a manner that benefits all learners irrespective of their academic capabilities.

Associated Assessment Criteria for Exit Level 8

• Demonstrate and apply knowledge related to issues of inclusivity in classrooms.

Associated Assessment Criteria for Exit Level 9

• Define and apply collaborative learning.

Integrated Assessment

Assessment during the year will consist of a combination of Formative and Summative Assessments.

Formative Assessment

A variety of modules in the PGCE qualification have different types of formative assessment. Formative assessment comprises projects, assignments and tests.

Summative Assessment

Examinations will be conducted to assess knowledge of the theoretical components of the modules.

The final mark consists of 50% formative assessment and 50% summative assessment.

Lecturers will conduct the assessment of the Work-integrated learning (School Experience/Practice teaching) by critiquing lessons presented by the teacher in schools followed by the moderations of teaching practice portfolio by an external moderator.