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

Purpose

The qualification provides an opportunity for a holder of an approved initial qualification to acquire a capstone teacher education qualification. Undergraduate degree or diploma recipients can use the PGCE to obtain the requisite pedagogical knowledge, skills, and qualities, complementing subject content knowledge acquired in a previous qualification, to become a teacher in a specific phase and subject(s). The qualification provides applied teaching knowledge and explicit practical skills. The candidate can develop workplace competence and intellectual independence to facilitate entry into the profession as a beginner teacher. The qualification also entails the acquisition of competence that may render the graduate eligible for cognate post-graduate studies and equips the graduate with the capacity for continued professional development as a teacher. The graduate is eligible for registration as a teacher with the South African Council for Educators.

This is a professional teaching qualification, designed to equip graduates with the pedagogical knowledge, skills, and competencies required for the effective facilitation of learning and teaching in the South African education system and context. The qualification is pegged at level 7 of the NQF with a scope of 136 credits and serves as a pathway for individuals who hold a relevant undergraduate degree or a related diploma to transition into the teaching profession, thereby addressing national imperatives of teacher provisioning and reformation. The qualification provides an opportunity for a holder of an approved initial qualification to acquire a capstone teacher education qualification. Graduates of undergraduate degrees or related diplomas can utilise the qualification to obtain the requisite pedagogical knowledge, skills, and qualities, complementing their subject content knowledge acquired in their previous qualification to become a teacher in the senior or FET phase and subject(s).

The PGCE clearly aligns with the Classic-Christian Tradition and institutional values of the institution to develop ethical, responsible, culturally sensitive, and socially responsive educators who contribute meaningfully to the South African education landscape. It further promotes academic excellence, creativity, and contextually relevant teaching practices, fostering graduates who uphold the values of inclusivity and societal engagement. The qualification meets the growing demand for qualified, competent, and reflective teachers in South Africa by equipping graduates with, amongst others, subject-specific teaching methodologies, classroom management strategies, and assessment skills. Through school-based learning (WIL) and engagement with 21st-century pedagogies, graduates will be well-prepared to respond to the evolving needs of the Basic Education sector, ensuring quality learning and teaching outcomes.

The qualification provides graduates with the professional recognition and certification required to register with the South African Council for Educators (SACE), thereby enabling them to pursue careers as novice teachers in various public and private school settings. It enhances their ability to apply educational theories in practice, adapt to diverse learning environments, and engage in continuous professional development. Furthermore, the qualification is contextually responsive through alignment with the National Development Plan (NDP 2030), the Department of Higher Education and Training's (DHET) policy on teacher education, and critical teacher shortages in key subject areas such as Mathematics and Languages. It also prioritizes inclusive education, equipping teachers with skills to support learners with diverse needs and promote social justice in education.

Upon completion of the qualification, graduates will demonstrate related graduate attributes, showcasing their abilities to:

• design and implement effective learning and teaching strategies, aligned with the Curriculum and Assessment Policy Statement (CAPS)
• apply pedagogical knowledge and differentiated teaching strategies in diverse contexts
• utilize integrated assessment techniques to monitor and support learner progress
• demonstrate ethical and professional conduct in accordance with SACE guidelines
• integrate technology-enhanced learning to foster learner engagement responsive to 4IR technologies
• navigate the digital transformation in education by incorporating e-learning, artificial intelligence (AI) tools, and blended learning and teaching methodologies.

The qualification contributes to social development by fostering well-trained educators who shape future generations and promote a culture of learning. Economically, it strengthens employment prospects for graduates, supports national education goals, and enhances South Africa's global competitiveness by producing skilled educators capable of addressing critical skills gaps in key subject areas. Finally, the PGCE prepares graduates to function as competent, autonomous professionals within the school system. While newly qualified teachers will benefit from mentorship and induction programmes, they will be equipped to manage classrooms independently, engage in collaborative learning communities, and take on leadership roles in education over time.

Rationale

The qualification is a professional qualification in teacher education and thus resides in the professional pathway within the framework of the HEQSF. Several reasons led to the design and development of this learning programme. A substantial number of learners at the APA study to complete the BA or the BSocSci at level 7 of the NQF. The qualification provides for direct horizontal articulation to these graduates for career change within the context of Classic-Christian Higher Education, in their language of learning and teaching, namely Afrikaans. Furthermore, there is a national need for qualified and well-trained teachers in a wide range of disciplines. South Africa is grappling with a significant shortage of trained teachers, which poses challenges to the nation's educational objectives. Despite approximately 15,000 teachers graduating annually, there remains an alarming shortfall of about 10,000 educators needed to meet the country's demands.

The qualification meets the needs of well-trained teachers in basic education and related sectors, through the integration of cutting-edge methodologies, including evidence-based practices for teaching, amongst others, mathematics, languages, and computer science, to equip our learner-teachers with the tools to foster critical thinking and problem-solving skills amongst learners in South Africa. The design and the development of the qualification are characterised by consultation with specialists and meet the requirements of the Minimum Requirements of Teacher Education Qualifications (MRTEQ) of the Department of Education. The PGCE in SP and FET Teaching provides an opportunity for a holder of an approved initial qualification to acquire a capstone teacher education qualification. Undergraduate degree or diploma recipients can use the PGCE to obtain the requisite pedagogical knowledge, skills, and qualities, complementing subject content knowledge acquired in their previous qualifications, to become a teacher in the senior or further education and training phase.

Finally, the qualification not only benefits the individual by providing career opportunities and skills but also enhances society by improving the quality of education and social cohesion through well-trained teachers who can contribute to improving learner performance and higher literacy rates. Ultimately, the PGCE plays a crucial role in driving economic development and national prosperity in South Africa.

Recognition of Prior Learning (RPL)

RPL for access

No access to the postgraduate qualification can be awarded through a process of RPL due to the nature and purpose of the qualification. However, applicants may apply for RPL if they qualify for:

RPL for exemption from 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, he/she need 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 transfer

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. Such accumulated credits could be obtained in a completed or incomplete qualification from prior learning which should 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.

The qualification consists of compulsory and elective modules at NQF Level 7, totalling 126 Credits.

Compulsory Modules, NQF Level 7, 96 Credits

• Communication, 12 Credits.
• General Didactics, 12 Credits.
• Professionalism in Teaching, 8 Credits.
• School-based Learning, 32 Credits.
• Theory of Education, 32 Credits.

Elective Modules NQF Level 7, 40 Credits:

Group A: Specific Didactics: SP, 20 Credits, (Choose One)

• Afrikaans
• Guidance and Counselling
• Economic Management Sciences
• English
• Life Orientation
• Mathematics
• Natural Sciences
• Social Sciences

And

Group B: Specific Didactics: FET, 20 Credits (Choose One)

• Accounting
• Afrikaans
• Agricultural Science
• Computer Application Technology
• Consumer study
• Economics
• English
• Geography
• Guidance and Counselling
• History
• Life orientation
• Mathematics
• Second Additional Languages.

1. Demonstrate an integrated and detailed scope of knowledge of the central areas of the study of Education and its Foundations and Pedagogical Learning as well as an ability to evaluate types of educational knowledge, including an understanding of and an ability to apply the key terms, concepts, facts, principles, rules and theories in terms of but not limited to philosophy in education, educational psychology, and education, history of education, didactics, and educational management.

2: Select and apply a range of teaching and learning methods to manage processes in familiar and unfamiliar contexts, understand the diversity in the South African context, identify, analyse, evaluate, and critically reflect on and address complex learning and/or social problems. Such knowledge and skills should enable them to teach their subjects and to select, sequence, and pace outcomes and content in meeting the needs of the learners and that of the subject through contemporary facilitation of collaborative processes in various educational settings.

3: Facilitate and manage teaching and learning in the Senior and Further Education and Training Phases in Basic Education effectively across diverse contexts. As such, they should further ensure conducive learning environments aligned with teaching and learning needs in a learner- and self-directed manner in familiar and unfamiliar and variable contexts, demonstrating an ability to act ethically, morally, and professionally.

1. Reflect critically, in theoretically informed ways, and develop appropriate processes of information gathering within a given context and an ability to independently validate the sources of information/data. They should further evaluate, manage, and communicate such information/data appropriately in meeting the needs within the related contexts of the Senior Phase or the FET Phase, towards the fostering of a Scholarship of Learning and Teaching (SoLT) in their field of study.
2. Develop and communicate their scope of educational knowledge, skills, and applied competencies proficiently, appropriately, and effectively, using relevant academic, professional, technology-enhanced enhanced and occupational discourse in their language of teaching and learning. They should also be able to demonstrate basic conversational competencies in a language other than their language of learning and teaching.

Associated Assessment Criteria (AAC) for Exit Level Outcome 1

- Interrogate, evaluate, and apply education and its foundations in fields such as

> Key tendencies in education,

> Learning and educational strategies.

> Educational psychology,

> Education and society,

> History of education,

> Inclusive education,

> Professionalism,

>Educational management and administration.

> General pedagogy

> Specific pedagogy

>Learning in practice in school-based learning settings

Associated Assessment Criteria (AAC) for Exit Level Outcome 2

- Integrate detailed knowledge and understanding, and apply a range of pedagogies in

> General and applied pedagogies in various settings,

> Management of L and T in diverse South African contexts,

> Assessment, conducted in various settings and modalities of offering.

> Learning and teaching in the subject of specialisation, which is applied in a variety of settings,

> 21st Century blended and digital methodologies and facilitation skills, applied in various technologically enhanced environments,

> Applied and action research through the utilisation of digital technologies and artificial intelligence (AI), to enrich the facilitation of L and with contemporary pedagogical strategies,

> Facilitation of teaching and learning in school contexts, framed against the Curriculum and Assessment Policy Statement (CAPS),

> Assessment, evaluation, and reflection, compiled and conducted in line with the related CAPS, sources, and taxonomy of learning outcomes.

> Learning in practice, enriched and enhanced by the design, development, and utilisation of contemporary educational practice.

Associated Assessment Criteria (AAC) for Exit Level Outcome 3

• Facilitate Learning and teaching is successfully in contact and virtual modalities in conducive environments, aligned with the needs of the learners in the specific phase.
• Manage appropriately in various familiar and unfamiliar settings and diverse contexts.
• Establish and maintain through collaboration in orderly learning environments.
• Maintain by cultivating a critical, committed, and ethical attitude in the learning environment through a sense of respect and responsibility towards all role players in L and T.
• Enhance professionalism with colleagues in institutional settings through collaboration.
• Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed, and ethical attitude.
• enhance and ensure the status of professional educators, within an accountable culture of teaching and learning.
• Promote values and principles of the Constitution, particularly those related to human rights and the environment.
• Promote and practice Reformed Classic-Christian values, attitudes, and views in the school, as well as in society at large.
• Maintain and promote the best interests of learners, parents, communities, colleagues, and the profession through active commitment.

Associated Assessment Criteria (AAC) for Exit Level Outcome 4

• Gather information in familiar and unfamiliar contexts in related fields of learning is conducted through the application of conventional and technological-enriched strategies.
• Validate information for ethical and valid inquiry towards the promotion of Scholarship of Learning and Teaching (SoLT) in their field of study.
• Promote SoLT is further through the utilization of artificial intelligence with the purpose of enriching the process of information gathering, which is validated and verified for ethical practice.
• Select and/or design materials and resources appropriate to specific learning units, taking cognizance of issues such as learning and teaching approach, and the conceptual adequacy and accuracy of the information in the content of the related body of knowledge.
• Select, adapt, or design Coherent learning units and/or lessons appropriate for the learners, context, and specialisation, considering national, regional, and school curriculum policies, learner contexts, and learner differences.
• Plan, select lessons, and other learning experiences within fields of learning or subjects that are appropriate for teaching and learning strategies.
• Select and design of learning units are justified in ways that demonstrate knowledge and understanding of a range of theories about teaching, learning, child development, and curriculum framed against Classic-Christian values.
• Evaluate and improve learning units, lessons, and materials based on experience, classroom research, and an understanding of the knowledge base underpinning the relevant learning areas or subjects being taught.
• Select, adapt, and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
• Explore and interrogate learning in practice and related settings with the purpose of gathering data as required. Such data is utilised for evaluation and reporting.

Associated Assessment Criteria (AAC) for Exit Level Outcome 5

• Develop and communicate proficiently and effectively, translating a scope of educational knowledge, skills, and applied competencies in various settings,
• Utilise communication in appropriate and effective ways to translate and explain academic concepts and contexts in their fields of learning in various settings,
• Augment communication in the facilitation of L and T through the utilisation of various educational tools and technologies.
• Engage in everyday conversations,
• Understand common spoken phrases and respond appropriately in familiar educational contexts,
• Participate in basic conversations related to their task as facilitators of learning and teaching.

Integrated assessment

The nature of integrated assessment in the PGCE is determined by the categories of modules, i.e. 1) examination termination and 2) non-examination termination modules. Only "Theory of Education" is an examination termination module, whilst all other modules are non-examination termination modules. However, the assessment strategy in all modules is based on integrated assessment with combinations of various formative and summative virtual assessment tasks (VATs), and real-world assessment tasks in various learning in practice settings during school-based learning at schools in the vicinity of the learner teacher. The composition of assessment tasks in each module is planned in relation to its purpose and the nature and scope of the related knowledge, skills, and applied competencies.

The composition of assessment tasks in the two categories of modules is structured as follows

Formative assessment

Formative assessment is integrated holistically in the learning and teaching process and is designed to support the learning and teaching process. It is based on continuous feedback and is thus developmental in nature and included in the various categories of modules as follows:

- Examination termination modules in disciplinary learning

Various assessment tasks, such as essays, projects, written assignments, case studies, and informal tests, are designed to accomplish the purpose of formative assessment as well as contribute proportionally towards the year/semester mark with a weight of 50%.

• Non-examination termination modules (Continuous assessment)

Various assessment tasks, such as essays, projects, written assignments, case studies, and informal tests, are designed to accomplish the purpose of formative assessment as well as contribute towards the final mark in line with the weights as determined in the assessment plan of individual modules.

Summative assessment

Summative assessment is taking place during and at the end of learning and teaching experiences to determine whether learners are competent or not, and includes examinations for promotion. Summative assessment is planned and integrated in the assessment of the categories of modules as follows:

- Examination termination modules in disciplinary learning

Formal tests and/or formal assignments are set and designed for the purpose to contribute proportionally towards the year/semester mark with a weight of 50%, whilst a formal examination contributes to the final mark, also with a weight of 50%.

- Non-examination termination modules (Continuous assessment)

Formal tests and/or formal assignments and formal lesson evaluations are set and designed for the purpose to contribute towards the final mark in line with the weights as determined in the assessment plan of individual modules. At least one summative assessment task should be included in the assessment plan of modules in this category.