Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching
Purpose:
Source: SAQA official qualification record. Yiba Verified does not own the underlying qualification data shown on this page.
Qualification type
Advanced Diploma
Credits
120
Sub-framework
HEQSF - Higher Education Qualifications Sub-framework
Providers listed
0
Qualification snapshot
Official qualification identity fields captured from the qualification record.
Originator
Central University of Technology, Free State
Quality assurance functionary
CHE - Council on Higher Education
Field
Field 05 - Education, Training and Development
Subfield
Schooling
Qual class
Regular-Provider-ELOAC
Recognise previous learning
Y
Important dates
These dates are carried directly from the qualification record.
Registration start
2024-07-01
Registration end
2027-06-30
Last date for enrolment
2028-06-30
Last date for achievement
2031-06-30
Purpose and entry context
Official SAQA text formatted for easier reading.
Purpose and rationale
Purpose
The purpose of this qualification is to provide a learner with a professional education qualification that focuses on developing competencies that a learner can apply as a subject practitioner in the Senior Phase and Further Education and Training (FET) phase. This 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 schools in varying contexts. This qualification aims at the development of professional competence, reflexively grounded in educational theory. The Postgraduate Certificate (PGCE) is an entry-level, initial professional teaching qualification that 'caps' an undergraduate Degree or an approved Diploma.
Rationale
This qualification offers entry-level initial professional preparation for undergraduate Degree or Diploma holders who wish to develop focused knowledge and skills as classroom teachers in the Senior Phase and Further Education and Training (FET) phase. This application is justified to ensure that learners who have completed a three year Degree/Diploma at a higher education institution in specific content areas are able to qualify as professional educators.
This qualification is aligned to Minimum Requirements for Teacher Education Qualifications (MRTEQ) in terms of its knowledge mix, its progression possibilities, and the collective roles of teachers in a school and the basic competences of a beginner teacher.
Entry requirements and RPL
Recognition of Prior Learning (RPL)
It is the policy of the Institution to facilitate access to public higher education, especially to persons who were previously disadvantaged in terms of access to public higher education, by recognizing the prior learning achievements of individuals, irrespective of how these learning achievements were acquired. In this commitment, the Institution records that its policy aim is not intended to accredit, but to give due Recognition to Prior Learning achievements in determining access. The credibility of assessment through the RPL process is guided by the salient aspects of quality assurance. Critical pre-requisites for maintaining acceptable procedures are the following:
- Prior learning assessments can only be made against clearly formulated learning outcomes of each qualification and module prescribed by the curriculum for the qualification.
- A credible and transparent assessment process that is inherently fair to other learners.
- Supporting the institutional principle of "learner access with success".
The purpose of RPL in this qualification is to provide learners who may not qualify through the 'normal' route access to this qualification. As the Postgraduate Certificate in Education (PGCE) is a professional teaching qualification, access to this qualification is determined by clear entry requirements. Any candidate who wants to enter this qualification through RPL is expected to provide a portfolio of evidence of prior learning.
The applicant should draft a written application, and submit this application to the Assessment and Graduation Unit. Applicants are advised to seek the assistance provided at the academic department responsible for formulating this application. Any RPL application for recognition of academic achievements at another higher education institution will be referred to the relevant faculty, where it will be dealt with in terms of the standing procedures for subject/course recognition. The applicant is subject to a substantive assessment by the responsible persons at the academic departments, and a report on this assessment is provided to the Assessment and Graduation Unit.
A faculty RPL committee is constituted under the Faculty board to evaluate each case individually and on its own merits.
Entry Requirements
The minimum entry requirement for this qualification is
- Diploma in Education at Level 6.
Or
- Bachelor's Degree Level 7.
Structure and assessment
Qualification rules, exit outcomes, and assessment criteria from the SAQA record.
Qualification rules
This qualification consists compulsory and elective modules at Level 7 totalling 144 Credits.
Compulsory Modules, 90 Credits
- Professional Studies, 24 Credits.
- Education, 24 Credits.
- Computer Literacy, 6 Credits.
- Introduction to Research, 12 Credits.
- School-based Learning, 24 Credits.
Elective Modules, Credits 57 Credits (select one conversational language module and two methodology modules)
Conversational Modules, 6 Credits (choose one)
- Conversational language: Afrikaans, 6 Credits.
- Conversational language: English, 6 Credits.
- Conversational language: Sesotho, 6 Credits.
- Conversational language: SA Sign Language.
- Conversational language: IsiXhosa, 6 Credits.
- Conversational language: isiZulu, 6 Credits.
Methodology Modules, 48 Credits (Choose two)
- SP Methodology: Arts and Culture, 24 Credits.
- SP Methodology: Economic and Management Sciences, 24 Credits.
- SP Methodology: Natural Sciences, 24 Credits.
- SP Methodology: Social Sciences, 24 Credits.
- SP Methodology: Life Orientation, 24 Credits.
- SP Methodology: Mathematics, 24 Credits.
- SP Methodology: Technology, 24 Credits.
- SP Methodology: Afrikaans (FAL), 24 Credits.
- SP Methodology: English (Home Language), 24 Credits.
- SP Methodology: IsiXhosa (FAL), 24 Credits.
- SP Methodology: IsiZulu (FAL), 24 Credits.
- SP Methodology: Sesotho (FAL), 24 Credits.
- FET Methodology: Accounting, 24 Credits.
- FET Methodology: Agricultural Sciences, 24 Credits.
- FET Methodology: Business Studies, 24 Credits.
- FET Methodology: Civil Technology, 24 Credits.
- FET Methodology: Computer Applications Technology (CAT), 24 Credits.
- FET Methodology: Consumer Studies, 24 Credits.
- FET Methodology: Economics, 24 Credits.
- FET Methodology: Electrical Technology, 24 Credits.
- FET Methodology: Engineering Graphics and Design, 24 Credits.
- FET Methodology: Geography, 24 Credits.
- FET Methodology: History, 24 Credits.
- FET Methodology: Hospitality Studies, 24 Credits.
- FET Methodology: Information Technology, 24 Credits.
- FET Methodology: Afrikaans (FAL), 24 Credits.
- FET Methodology: English (Home language), 24 Credits.
- FET Methodology: Sesotho (FAL), 24 Credits.
- FET Methodology: Life Orientation, 24 Credits.
- FET Methodology: Life Sciences, 24 Credits.
- FET Methodology: Zulu (FAL), 24 Credits.
- FET Methodology: Mechanical Technology, 24 Credits.
- FET Methodology: Physical Science, 24 Credits.
- FET Methodology: Tourism, 24 Credits.
- FET Methodology: Visual Art, 24 Credits.
- FET Methodology: Xhosa (FAL), 24 Credits.
- FET Methodology: Mathematics, 24 Credits.
Exit level outcomes
- Demonstrate competence regarding the knowledge base underpinning the learning area or subject specialisation.
- Demonstrate an ability to select and apply suitable methods to identify, analyse, evaluate, critically reflect on and address complex problems in their area of specialisation.
- Demonstrate the ability to function responsibly within the education system, the school and the community by demonstrating respect for and commitment to the educator profession.
- Demonstrate efficient and effective information retrieval and processing skills, using appropriate information and communication technologies for teaching and learning in their areas of specialisation.
- Demonstrate competence in selecting, using and adjusting teaching and learning strategies in ways which meet the needs of the learners and the context in their area of specialisation.
- Demonstrate competence in monitoring and assessing learner progress and achievement in the specialisation.
Associated assessment criteria
Associated Assessment Criteria for Exit Level Outcome 1
- Demonstrate a commitment to the epistemic values and principles, which depict the fields of knowledge in their area/s of specialisation.
- Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their area/s of specialisation.
- Critically discuss the content of curricular knowledge in their area/s of specialisation, and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
- Interpret curricular knowledge in practice, in their area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
Associated Assessment Criteria for Exit Level Outcome 2
- Identify, analyse and address complex problems in teaching and learning, using a range of routine and some advanced skills, conceptual and/ evidence-based solutions and theory-driven arguments.
- Generate, explore and consider options for problem solution in their specialisations and identify the most appropriate course of action in relation to the specialisation.
- Critically reflect on and evaluate the solutions to problems for future decisions in their areas of specialisation.
Associated Assessment Criteria for Exit Level Outcome 3
- Engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.
- Practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
- Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
- Take and act upon decisions in a professional, ethical and moral manner.
Associated Assessment Criteria for Exit Level Outcome 4
- Identify, analyse, synthesise and undertake independent evaluation of information and engage with and evaluate current research and scholarly or professional literature in teaching and learning.
- Independently access and process information through recommended sources and the Internet.
- Use teaching and learning support materials to facilitate learner progress and development.
Associated Assessment Criteria for Exit Level Outcome 5
- Select and use teaching and learning strategies appropriate to the learning area or subject, topic and learners.
- Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies.
- Identify and assist learners with special needs and barriers to learning and development.
- Facilitate occasions where learners are taught in groups, pairs and as individuals.
- Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts, both familiar and unfamiliar.
Associated Assessment Criteria for Exit Level Outcome 6
- Select, adapt and/or design assessment tasks and strategies appropriate to the area of specialisation and a range of learning contexts.
- Design and administer assessment tasks using clear language and instructions.
- Use a range of assessment strategies to accommodate differences in learning style, pace and context.
- Interpret and use assessment results to inform future teaching, learning and assessment strategies.
Integrated Assessment
A range of integrated strategies will be used to ensure that the practical, core and reflexive objectives are integrated:
Practical
- Lesson planning and lesson presentation (both simulated and school-based).
- Portfolios (both simulated and school-based).
- Lesson observation (both simulated and school-based).
- Research proposal writing.
Core
- Assignments, tests, projects and examination.
Reflexive
- An integrated assessment task where learners are expected to indicate via reflection how theory interacts with practice in this qualification.
Progression and comparability
Articulation options
This qualification provides possibilities for horizontal and vertical articulation.
Horizontal Articulation
- Advanced Diploma in Education, Level 7.
Vertical Articulation
- Bachelor of Education Honours, Level 8.
International comparability
This qualification compares favourably with the following qualifications
United Kingdom, University of Nottingham offers a Postgraduate Certificate (International). The aim of this United Kingdom qualification is to improve practice by building new ideas and strategies which are tested out in classrooms. The entry requirements of the qualification are as follows:
- A learner must hold an approved first degree with at least second class honours (or equivalent), or an approved professional qualification deemed to be equivalent to a second class honours degree.
- A learner must be an established educator with day-to-day access to a computer and the internet and regular access to a classroom context.
This United Kingdom qualification articulates to a Master's Degree. Its Exit Level Outcomes are as follows
- Helps a learner to understand own education system from an international perspective.
- Enables a learner to become familiar with the basic assumptions, concepts, and principles of a range of learning theories and to evaluate their usefulness in specific educational situations.
- Promotes a deeper understanding of a range of teaching strategies.
- Develops expertise in practitioner research.
- Makes appropriate use of professional and research literature.
The content of the qualification offered in the United Kingdom is as follows
Contexts
This is an introductory module which introduces a philosophical, comparative and observational focus which runs throughout the course. Units within the module include 'Purposes of the School Curriculum', 'Understanding International Educational' and 'Understanding the Classroom'.
Understanding Learning
This is a module that is divided into two and focuses on classical theoretical approaches to the conceptualisation of learning, mainly from the field of psychology such as motivation, intelligence, behaviourism, constructivism and neuroscience. The second half presents a number of distinctive approaches to learning.
Approaches to Teaching
This module includes generic materials on 'teaching strategies' and 'aspects of pedagogy'. 'Teaching strategies' includes materials on questioning, group work and other forms of collaborative learning. 'Aspects of pedagogy' includes materials on student management, planning, assessment, differentiation, special educational needs and inclusion, English as an additional language, and Information and communication technology (ICT) in education.
Investigating Student Understanding
This is a final module of the course, learners are asked to plan and undertake a small-scale classroom investigation in their own schools. The project is an investigation into the cognitive and affective dimension of the development of learners' understanding by focusing on a case study of one or more learners in the student's own educational context.
Australia, University of Sydney offers Graduate Certificate in Educational Studies (International Education). This Australian qualification is designed for learners seeking a shorter period of study than that required for the Master's degree. Learners can choose to complete a certificate with units of study that suit their interests, or specialise in their chosen field from offerings in International Education. The entry requirements of this Australian qualification are as follows:
- A Bachelor of Education from the University of Sydney or equivalent qualification and either the completion of Postgraduate studies, or professional experience equivalent to one year full-time in a field considered by the Faculty to be appropriate to the program of study.
Or
- A Bachelor's Degree and either the Graduate Diploma in Education or Bachelor of Teaching or Master of Teaching from the University of Sydney or equivalent qualification.
Or
- A Bachelor's Degree from the University of Sydney or equivalent qualification and either the completion of postgraduate studies in Education, or professional experience equivalent to two years full-time in a field considered by the Faculty to be appropriate to the program of study.
The content of this Australian qualification is as follows
Assessment Literacy for School Teachers
In Australia, one of the standards within the domain of Professional Knowledge describes what teachers must know and be able to do to 'assess, provide feedback, and report on the learning of a learner at the 4 career levels. This unit provides a basic introduction to what teachers need to know and do to meet the assessment requirements of the assessment standards for the Proficiency Career Level.
Data Literacy for School Teachers
The pressures and incentives that are driving the need for data literacy for school teachers come from many directions: (a) the move to a standards referenced system, (b) the integration of international, national and state-wide high stakes testing programs, and (c) the requirement in the Australian Professional Standards for Teachers that directly address data literacy. In this unit data literacy is broadly defined as the ability to understand and use data effectively to inform teaching and learning decisions.
Global Poverty, Social Policy and Edu
Investigation and analysis of: basic indicators of global poverty; key theories of poverty and development and their implications for social policy and education; western paradigms and their effects in non-western contexts; alternatives to westernisation; education as a form of foreign aid and development co-operation in multilateral, bilateral and non-government programs; multi-sectoral approaches to poverty alleviation strategies.
Globalisation and Education
Concepts of global integration and culture. Economic political and cultural dimensions of globalisation. Major interpretive approaches to globalisation. Major world trends in education assessed in light of globalisation. Globalisation of labour markets; marked forces in education; cross-cultural and trans-national trends in education provision; knowledge as a global construct; global organisations and agenda in education; emerging global and regional structures in education, learners, educational professionals and knowledge workers in a globalising world. Investigation and report on a special study.
Intercultural Ed: Principles and Strategy
Concepts of culture, cultural diversity and inter-cultural communications. Education and culture in the context of globalisation. The homogenisation and heterogenisation debate. Case studies of cultural diversity and inter-cultural education in the domains of policy, management, curriculum teaching and learning. Special study of cultural diversity and intercultural education in a selected international education context. Opportunity to draw upon personal experience to show understanding of the issues covered.
International Policy Trends in Education
Investigation and analysis of key trends in education change and reform in major Western countries including: shifting priorities in education policies; increasing emphasis on educational outcomes, testing and international comparisons of learning achievement; significance of shifts fostering lifelong learning and human capital formation; trends in educational accountability; changes in the role of the state and implications for the financing of education; privatisation and decentralisation of education. Impact of major demographic, economic and labour market developments on education policies; impact on youth policy and transition from school to work, and their educational implications.
Internationalisation of Education
An investigation of major developments in internationalisation of education, at schooling, technical and further education, and higher education levels. Historical developments of internationalisation; contrasting interpretations and 20th century developments. Contemporary trend analysis including a detailed case study of a specific policy or program.
Investigating International Education
This unit focuses on the investigation and analysis of modes of research in international education, and associated issues in cross-cultural research. Students will review, research, and analyse modes of research, with support provided through relevant materials. Issues of data quality and range, the role of international organisations in providing data and shaping debates, and issues of power that should be negotiated in cross-cultural setting will be examined. Having surveyed some different methods, such as forms of scientism, ethnomethodology and post-colonialism, and had the chance to consider their relative strengths and weaknesses, students have the opportunity to examine the implications of using different methods in a comparative exercise of two different methodological frameworks.
Conclusion
This qualification compares favourably with both qualifications offered in the United Kingdom and Australia. They are similar in purpose, entry requirements, and to a certain extent, the content. The Australian qualification is on internationalization but the module content still embodies similar knowledge to this qualification.
Providers currently listed
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No provider listing was captured on this qualification record.
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