Postgraduate Certificate in Education in Senior and Further Education and Training Teaching

Purpose

The development of the Postgraduate Certificate in Education in Senior and Further Education and Training Teaching recognises the national need for effective training of teachers. The qualification focuses on training competent teachers dedicated to providing an education of high quality, with high levels of performance as well as ethical and professional standards of conduct in line with the needs of South Africa.

The qualification includes an appropriate, structured, supervised Work Integrated Learning (WIL) component and is formally assessed. WIL provides exposure to concrete experiences of the varied and contrasting contexts of schooling in South Africa and allows for a well-rounded application of theory to professional practice. Learners are afforded appropriate supervision, and a suitable school placement enrolled in the qualification.

Rationale

There is a demand for a range of vocational, undergraduate and postgraduate qualifications that train learners for work in high social impact areas. The "Integrated Strategic Planning Framework for Teacher Education and Development in South Africa for 2011-2025" published by the Departments of Basic Education and Higher Education and Training, highlights the need for teacher training that is both provincially defined and accessible. Therefore, the institution's provision of this qualification is in part to address this need for more provincial and accessible teacher training qualifications.

A substantial number of public tertiary institutions offer both the Bachelor of Education (BEd) degree as well as the Postgraduate Certificate in Education (PGCE). In the institution's view, there is a training gap for teacher training qualifications to be offered by private tertiary institutions.

The qualification embraces principles highlighted by the "CAPS for Further Education and Training Phase" documents provided by the Basic Education department that identifies the need for more teachers who are competent to:

• Equip learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country;
• Provide access to higher education and the transition from basic education to higher education;
• Facilitate the transition of learners from education institutions to the workplace; and,
• Provide employers with a sufficient profile of a learner's competences.

The teaching profession in South Africa presently relies heavily on learners who enter the profession but are still in need of professional qualification to register with SACE as a qualified teacher. In part, the qualification offered by the institution will provide for this need. The fundamental difference in gaining a professional qualification as against a general undergraduate qualification is embedded in the values aligned with the teaching profession.

This qualification will enable learners to articulate into an Honours degree and Master's degree within their field of specialisation. Global tendencies demonstrate that teachers require further study paths and options beyond an ordinary degree to promote excellence in subject education.

The institution will apply RPL in line with its policies and guidelines. Most of the learners entering into this qualification will already be practising teachers or education and training development practitioners and/or have gained knowledge as a result of learning in the workplace and other settings. A fundamental principle that must inform RPL practice is that learning outcomes must not be compromised as a result of RPL practice. RPL must take place on an individual, learner-by-learner basis and should involve an assessment of the prior learning that is in place.

Learners with an undergraduate degree in psychology but without the requisite Grade Point Average (GPA) who need access into the qualification are required to attend a personal interview and provide a Curriculum Vitae (CV) and motivation letter for admission through RPL.

Entry Requirements

The minimum entry requirement for this qualification is

• Any Bachelor's Degree (except a BEd Degree) with Sociology/Philosophy/Psychology/Political Science/Human Movement Sciences/Labour Studies/Industrial Studies; NQF Level 7, 360/480 Credits.

This qualification consists of the compulsory modules at National Qualifications Framework Level 7 totalling 140 Credits.

Compulsory Modules, Level 7, 140 Credits

• History and Philosophy of Education, 12 Credits.
• Educational Psychology, 10 Credits.
• Educational Management and Research, 10 Credits.
• General Pedagogical Learning, 8 Credits.
• Subject Specific Methodology 1: LO (SP and FET phase), 20 Credits.
• Subject Specific Methodology 2: LO Physical Education (SP and FET phase), 20 Credits.
• School-Based Work Integrated Learning, 32 Credits.
• Teacher and the profession, 8 Credits.
• Guidance and Counselling and Specialised Learning Support, 20 Credits.

1. Demonstrate integrated and detailed knowledge of foundations in education; apply and evaluate the key terms, concepts, facts, principles, rules and theories of, but not limited to; philosophy, psychology, politics, economics, sociology and history of education.
2. Design and interpret the school curriculum and suitable learning programmes in addressing the needs of the learners through appropriate processes of information gathering.
3. Unpack specialised contents and demonstrate the ability to identify, evaluate and address learning needs in a learner- and self-directed manner using appropriate academic, professional, or occupational discourse.
4. Use appropriate processes of information gathering that meets the needs of all learners in an inclusive educational environment using appropriate academic, professional and occupational discourse within their fields of specialisation.
5. Mediate, facilitate and assess teaching and learning, select and apply a range of methodologies in a learner-centred environment.
6. Manage, lead and administrate teaching and learning, learners and their classrooms effectively across diverse contexts, ensuring a conducive learning environment.
7. Take full responsibility and accountability for work in a self- directed manner in unfamiliar and variable contexts.

The following Associated Assessment Criteria applies across the Exit Level Outcomes

• Define, describe and apply teaching and learning within the context of their specialisations.
• Define and implement teaching and learning styles and methodologies in an integrated and collaborative knowledge environment
• Formulate and apply the use of intended learning outcomes in their fields of specialisation in the teaching and learning experience.
• Define, plan and structure content related to outcomes in meeting the needs and requirements of the intended learning outcomes.
• Plan, conduct, assess and record assessment tasks in their fields of specialisation in diverse contexts in meeting general assessment principles and legislative requirements.
• Reflect scholarly and critically, in theoretically informed ways in developing appropriate processes of information gathering for a given context or use.
• Independently evaluate and manage the sources of information.
• Provide specialist support by understanding diversity in the South African context.

Integrated Assessment

Assessment is continuous and in line with an outcomes-based educational approach and training (OBET). Integrated assessment is carried out to support learning and determine the application of knowledge in authentic situations. In an integrated assessment approach, several outcomes are assessed together, and the learner must demonstrate achievement of multiple outcomes within the assessment task - as exemplified in the module outlines.

Types of Integrated Assessment that will be used are as follows

• Problem structuring - A learner will be presented with a problem that needs to be solved. In analysing the problem, the learner will have to make use of multi-disciplinary knowledge that the learner came to know in his/her studies.
• Participatory Integrated assessment - A group of learners from different fields of study are faced with a problem that they have to solve. They will have to work as a team of experts to solve the problem.
• Assessment of School-Based Work (Work Integrated Learning (WIL) following the Policy on the Minimum Requirements for Teacher Education Qualifications School-Based WIL, including supervised and assessed teaching practice, is an important part of this qualification. The learners will be assisted in developing, delivering and reflecting upon learning experiences that benefit all stakeholders. It will provide valuable learning opportunities to advance the notion of work 'readiness' and go far beyond mere outreach activities to the very conduct of teaching. Learners will spend 40 days formally supervised and assessed school-based practice to fully develop the necessary competences of beginner teachers.

Summative Assessment tasks including tests and examinations assess a representative selection of the 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 the qualification.

WIL provides learners with the opportunity to demonstrate integrated and detailed knowledge, skills and applied competencies in fulfilling or assisting in the roles of teachers in basic education. The purpose of WIL is specifically focused on learners engaging the everyday functions of educators at a school. These activities include but are not limited to:

• Designing and developing learning programmes and materials;
• Facilitating Teaching and Learning;
• Mediating Learning;
• Developing and facilitating assessment tasks; and
• Evaluating and managing assessment.