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

Purpose

The purpose of this qualification is to equip teachers with

• Subject and discipline knowledge.
• Sound pedagogical content knowledge.
• Self-reflexive knowledge that will enable them to demonstrate commitment to a professional work ethics.
• Skills to enable them to be empowered and become active citizens able to respond to the needs of their learners.
• Skills to enable teachers to organise and encourage learning in all learners.

Rationale

A Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching, (PGCE (Senior Phase and Further Education Training and Teaching)) is designed to take graduates from variety of disciplines, who have not studied Education in their undergraduate Degrees, and provide them with the knowledge, skills and personal attributes needed to function effectively as teachers in the secondary school environment, at both Senior Phase and Further Education and Training (FET) levels. The choice of teaching subjects in the PGCE is determined by the combination of undergraduate subjects (major/s and/or sub-majors) completed. Graduates with a major and/or sub-major in two of the teaching areas will be eligible for this PGCE. Once completed, they may proceed to teaching positions.

This form of qualification is common where students with the relevant undergraduate Degrees are provided with the requisite skills and competencies through a carefully constructed one-year qualification that enables them to be professionally competent as teachers. The curriculated PGCE qualification will aim to address the increasing need for properly qualified Senior Phase and FET Phase teachers. The one-year PGCE qualification provides an entry path into the teaching profession and is relevant for professionals with no teaching experience as well as for persons who have teaching experience, but who are not in possession of a professional educational qualification. The PGCE qualification makes provision for a career change over a short period of time. The PGCE also serves as an alternative entry path into teaching compared to the four-year Bachelor of Education (B.Ed.).

The PGCE seeks to provide quality teachers for all schools, strive towards equity, address national and local needs and address past imbalances. The institution is positioned in the rural heartland of KwaZulu-Natal (KZN) and as such is optimally placed to provide teachers with unique teaching practical experience in a diverse range of environments. Research indicates that there is a shortage of students with multilingual skills in rural areas and the PGCE (Senior Phase and FET Teaching) is designed with the objective of ensuring that there is a constant inflow of new teachers with the requisite subjects.

Recognition of Prior Learning (RPL)

Admission via RPL is possible. Candidates for RPL admission will be required to demonstrate suitability either through work experience and/or other prior learning that has taken place. The Institution makes provision for RPL admission of its intake, in line with the policies of the institution.

RPL access: the intake in any year may be approved through the Recognition of Prior Learning, whether as the result of formal or non-formal learning (incorporating experiential learning) or a demonstrated functional similarity. Mature age applicants may be approved for entry by the Registrar and in compliance with the admission policy for this qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate Bachelor's Degree or Diploma (360 Credits) with sufficient disciplinary learning in appropriate academic field to enable the development of teaching specialisation phases or/subjects as specified for each phase.

This qualification comprises compulsory and elective modules at Levels 5 and 7, totalling 140 Credits.

Compulsory Modules, Level 5, 12 Credits

• English Language for Teaching and Learning, 8 Credits.
• ICT Skills for Teachers, 4 Credits.

Elective Modules, Level 5, 8 Credits

• Conversational Language for Teachers - Afrikaans, 8 Credits.
• Conversational Language for Teachers - IsiZulu, 8 Credits.
• Conversational Language for Teachers - Sesotho, 8 Credits.

Compulsory Modules, Level 7, 80 Credits

• Education Studies 1A (Sociology, philosophy and history), 8 Credits.
• Education Studies 1B (Curriculum Development), 8 Credits.
• Education Studies 2A (Educational Psychology), 8 Credits.
• Education Studies 2B Education Management Sciences), 8 Credits.
• General Pedagogy, 8 Credits.
• Situational Learning (Education in Context), 8 Credits.
• Teaching Practice A, 8 Credits.
• Teaching Practice B, 24 Credits.

Elective Modules, Level 8, 40 Credits (select two streams as teaching subjects)

• Accounting Education A (FET), 10 Credits.
• Accounting Education B (FET), 10 Credits.

Or

• Computer Application Technology Education A (FET), 10 Credits.
• Computer Application Technology Education B(FET), 10 Credits.

Or

• Business Studies Education A (FET), 10 Credits.
• Business Studies Education B (FET), 10 Credits.

Or

• Afrikaans Education A (FET), 10 Credits.
• Afrikaans Education B (FET), 10 Credits.

Or

• Economics and Management Sciences Education A (SP), 10 Credits.
• Economics and Management Sciences Education B (SP) , 10 Credits.

Or

• Economics Education A (FET), 10 Credits.
• Economics Education B (FET), 10 Credits.

Or

• Economics and Management Sciences Education A (SP), 10 Credits.
• Economics and Management Sciences Education B (SP), 10 Credits.

Or

• Economics Education A (FET), 10 Credits.
• Economics Education B (FET), 10 Credits.

Or

• Engineering Graphic Design Education A (FET), 10 Credits.
• Engineering Graphic Design Education B (FET), 10 Credits.

Or

• English Education A (SP), 10 Credits.
• English Education B (SP), 10 Credits.

Or

• English Education A (FET), 10 Credits.
• English Language Education B (FET), 10 Credits.

Or

• Geography Education A (FET), 10 Credits.
• Geography Education B (FET), 10 Credits.

Or

• History Education A (FET), 10 Credits.
• History Education B (FET), 10 Credits.

Or

• isiZulu Language Education A (SP), 10 Credits.
• isiZulu Language Education B (SP), 10 Credits.

Or

• Life Orientation Education A (SP), 10 Credits.
• Life Orientation Education B (SP), 10 Credits.

Or

• isiZulu Education A (FET), 10 Credits.
• isiZulu Education B(FET), 10 Credits.

Or

• Life Orientation Education A (FET), 10 Credits.
• Life Orientation Education B (FET), 10 Credits.

Or

• Life Sciences Education A (FET), 10 Credits.
• Life Sciences Education B (FET), 10 Credits.

Or

• Mathematics Education A (SP), 10 Credits.
• Mathematics Education B (SP), 10 Credits.

Or

• Mathematics Education A (FET), 10 Credits.
• Mathematics Education B (FET), 10 Credits.

Or

• Natural Sciences Education A (SP), 10 Credits.
• Natural Sciences Education B (SP), 10 Credits.

Or

• Physical Sciences Education A(FET), 10 Credits.
• Physical Sciences Education B(FET), 10 Credits.

Or

• Social Sciences Education A (SP), 10 Credits.
• Social Sciences Education B (SP), 10 Credits.

Or

• Tourism Education A (FET), 10 Credits.
• Tourism Education B (FET), 10 Credits.

Or

• Technology Education A (FET), 10 Credits.
• Technology Education B (FET), 10 Credits.

1. Demonstrate a keen understanding of the required knowledge for teaching in the Further Education and Training phase.
2. Use and apply the skills and dispositions needed for teaching in Further Education and Training phase.
3. Explore, critique and apply a range of practices relevant to diverse teaching and learning contexts.
4. Integrate knowledge acquired from a variety of subjects and disciplines.
5. Act in keeping with the pedagogical content knowledge acquired.
6. Conduct evidence-based research.
7. Demonstrate the self-reflexivity needed to inform and evaluate her own teaching practice at Further Education and Training level.
8. Evince a critical understanding of the requirements of professional practice.
9. Take responsibility for managing learning in both self-directed and collaborative.

The following associated assessment criteria are assessed in an integrated manner across all the Exit Level Outcomes

• Understand how Senior Phase and Further Education and Training (FET) Phase learners develop and learn.
• Demonstrate skill in working with Senior Phase and FET Phase learners, including addressing possible barriers to learning.
• Adopt professional ethics in the context of the school, classroom and community when working with Senior and FET phase learners.
• Develop and deliver appropriate learning programmes in the chosen subject areas.
• Observe, reflect on and address the Senior Phase and FET learners' learning and development needs.
• Reflect on classroom and other information and knowledge acquired to inform practice, and to enhance his/her own understanding of the chosen discipline.
• Understand and apply the key concepts and principles that inform teaching and learning at Senior and FET phase earning and teaching.
• Demonstrate the ability to integrate knowledge so that it informs teaching practice in different contexts and of all Senior Phase and FET learners in a democratic and inclusive culture.
• Stay up to date with developments in the teaching and learning of the selected discipline areas.
• Plan and implement curriculum and teaching activities taking into account the diverse needs of the Senior Phase and FET learner.
• Source materials and activities, and use media appropriately in ways that integrate and ensure effective teaching and learning in the selected teaching areas.
• Demonstrate self-reflexivity in designing and delivering learning materials, activities, and assessments.
• Employ a clear work ethic and community-centred approach to the learning context.
• Work alone and collaboratively is evident.
• The ability to source materials and activities.
• Collect information in classroom and conduct research that informs teaching.
• Stay up to date with developments in the teaching and learning of the selected discipline areas.

Integrated Assessment

Quality assessment is central to credible certification and recognition of learner achievement. The Institution will ensure credibility in assessment through the application of clear and rigorous procedures and practices, in keeping with the principles of fairness, validity, reliability and practicability.

Integrated assessment is used extensively across the qualification, including in the teaching practice. Self and formative assessment takes place in various ways in the face-to-face context, including through classroom activities, assignments, and written work. Summative assessments are integrated into the learning in that they take place at the end of each of the constituent modules of the qualification.