Postgraduate Certificate in Education in Further Education and Training Teaching

Purpose

The purpose of the Postgraduate Certificate in Education in Further Education and Training Teaching is to provide focused knowledge and skills required by classroom teachers. The qualification will equip teachers with the knowledge, practical skills and reflexive attitudes needed for an initial teacher education qualification. The qualification enables teachers to attain a specific depth and specialisation of knowledge, together with practical skills and workplace experience and apply their learning as beginner teachers in the Further Education and Training Teaching (FET) phase schools.

This qualification is one of two pathways for developing professional teachers to teach within the South African school system. The qualification focuses on providing experiences for developing teachers' reflexive competence which will contribute to the development of a self-directed teacher capable of reflecting in informed and theoretical ways on their learning experiences. This qualification will also contribute to developing critically engaged scholars to address social and contextual realities and challenges in schools to become transformative in their approach to education and development. Teachers will develop competence to further their studies in education academically through Postgraduate studies in Education, and/or professionally through alternate qualifications for professional growth.

On completion of the qualification, qualifying learners will be able to

• Select, design, plan, implement and evaluate appropriate, and effective projects, procedures and/or programmes.
• Apply appropriate and adaptable professional skills and judgement, in a variety of contexts of practice.
• Show a commitment to set, and aspire to achieve high standards in practice, and ongoing professional improvement.
• Critically analyse relevant materials, resources, and practices, in the light of a conceptual understanding of their area of special study.

Rationale

The qualification is a professional education qualification, focusing on developing skills, values, attitudes, and competencies which the graduates can apply as subject specialist teachers in the FET Phase of Basic Education. The qualification requires a specific depth and specialisation of knowledge, together with practical skills and school-based learning, to enable successful learners to apply their learning as beginner teachers in secondary school contexts. The qualification aims at the development of professional competence, reflexively grounded in educational theory.

The qualification is an entry-level, initial professional teaching qualification that must be seen as a capping qualification to accredit a professional teaching qualification intended for learners who have an appropriate Bachelor's degree with the approved foundational knowledge of teacher-associated teaching specialization required of a South African school curriculum. The purpose of the qualification is to provide focused knowledge and skills required of classroom teachers. The qualification professionalizes teachers with the knowledge, practical skills and reflexive attitudes needed for an initial teacher education qualification. These knowledge, skills and reflexive attitudes are beginning competencies for teaching in a South African school context. The graduates will be able to teach competently in the FET phase of schooling allied to their area of specialisation in this qualification. The qualification consists of two elective FET subject methodologies offered in the first and second semesters.

The list of FET subject methodologies offered in its initial stages are listed below

• Subject 1: Business Studies.
• Subject 2: Computer Application Technology.
• Subject 3: Hospitality Studies.
• Subject 4: Engineering and Graphic Design.

The qualification will address the increasing need for properly qualified FET Phase teachers. The qualification provides an entry path into the teaching profession and is relevant for beginning professionals with no teaching experience as well as for persons who have teaching experience but do not have a professional educational qualification. The qualification makes provision for a career change over a short period. The qualification has been designed with the Minimum Requirements for Teacher Education Qualifications (2015) and the Higher Education Qualifications Sub-Framework (2013). The qualification is aligned with the institution's mission and vision as it seeks to provide quality teachers for all schools, strive towards equity, address national and local needs, and address past imbalances.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate bachelor's degree, NQF Level 7 with sufficient disciplinary content learning in the appropriate fields leading to a teaching specialization.

Or

• An appropriate Diploma NQF Level 6, 360 credits with sufficient disciplinary content learning in the appropriate fields leading to a teaching specialization.

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

Compulsory Modules, Level 7, 64 Credits

• Education Foundations 1A: Teaching, Learning, Curriculum and Assessment, 16 Credits.
• Education Foundations 1B: Sociology and Philosophy, 16 Credits.
• Schooling in South Africa, 8 Credits.
• Teaching Practice I, 8 Credits.
• Teaching Practice II, 16 Credits.

Elective Modules, Level 7, 64 Credits (Select any two modules)

• Teaching Methods in Business Studies, 32 Credits.
• Teaching Methods Computer Application Technology, 32 Credits.
• Teaching Methods in English, 32 Credits.
• Teaching Methods in Engineering and Graphic Design, 32 Credits.
• Teaching Methods in History, 32 Credits.
• Teaching Methods in Hospitality Studies, 32 Credits.
• Teaching Methods in Information Technology, 32 Credits.
• Teaching Methods in isiZulu, 32 Credits.
• Teaching Methods in Mathematics, 32 Credits.
• Teaching Methods in Tourism, 32 Credits.

1. Demonstrate practical competence in selecting, designing, planning, implementing, and evaluating appropriate, and effective projects, procedures and/or programmes.
2. Demonstrate appropriate and adaptable professional skills and judgement, in a variety of contexts of practice.
3. Demonstrate a commitment to set, and aspire to achieve, high standards in practice, and ongoing professional improvement.
4. Demonstrate the ability to critically analyse relevant materials, resources, and practices, in the light of a conceptual understanding of their area of special study.

Associated Assessment Criteria for Exit Level Outcome 1

• Engage in appropriate practices, a practical competence to understand the theoretical bases for these practices' foundational competence.
• Reflect on and improve their engagement in such practices and reflexive competence.
• Evaluate and appropriately select projects, procedures and/or programmes to design and plan to facilitate their effective teaching in their study area (teaching specialisation).
• Effectively implement their plans and designs in authentic environments (e.g. classroom) for teaching their study (teaching specialisations) areas.
• Apply reflexive competence to improve the planning and implementation of teaching skills to enhance learning by the learners.

Associated Assessment Criteria for Exit Level Outcome 2

• Measure the extent to which candidates have integrated the roles and the knowledge and skills delivered through the different courses/modules, which make up the programme.
• Develop professional competence in decision-making, analysing the diverse contexts of practices and making informed judgements.
• Adapt the professional practices to the context in which the practising teacher will be placed.

Associated Assessment Criteria for Exit Level Outcome 3

• Assess a variety of roles in practice in a special study.
• Aspire to perform at high standards of practice.
• Engage in self-led ongoing professional development.
• Participate in the professional improvement interventions.

Associated Assessment Criteria for Exit Level Outcome 4

• Work competently, flexibly, responsively, and effectively in a special study, in appropriate organizational contexts.
• Develop a well-rounded knowledge base of their area of special study.
• Participate in current discourses and debates within their area of special study.
• Critically evaluate and analyse relevant materials, resources, and practices.
• Make informed decisions about their professional practices.

INTEGRATED ASSESSMENT

The qualification is designed to strengthen learners' knowledge in the field of Education. Both formative and summative assessment methods will be used in the qualification using a range of assessment methods and approaches.

Mini projects will be completed in some modules. These mini projects will draw on the knowledge and skills covered across many subject areas.

Each assessment may be group work or individual work. Below are the examples of formative and summative assessments.

• Written tests (individual).
• Written assignments.
• Practical assignments.
• Presentations.
• Tutorial work (group or individual).
• Discussions.
• Demonstrations.