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

Purpose

The purpose of the Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching is to prepare Bachelor and Diploma holders to become professionally qualified teachers for the senior and further education and training phase. This qualification offers entry-level preparation for students who wish to develop focused knowledge and skills as classroom teachers in their subjects of specialisation. The design of the qualification accords with the Minimum Requirements for Teacher Education Qualifications (2015) and the Higher Education Qualifications Sub-Framework (2013).

On completion of the qualification qualifying learners will

• Be equipped with the required general and specialised pedagogical content knowledge that will enable them to teach their specialisation subjects in the Senior and Further Education and Training Teaching school phases.
• Demonstrate competence and responsibility as academically and professionally qualified senior and further education and training teachers in their subjects of specialisation. Underpinned by universal values.
• Guide learners based on focused knowledge and skills, in a contextualised and inclusive way, to attain the relevant knowledge and skills applicable to the senior and further education and training phase of teaching and learning.
• Apply specialised subject content knowledge and pedagogical content knowledge with the relevant practical teaching and learning skills in Senior and FET classrooms within diverse contexts.

Rationale

The rationale for the development of this qualification relates to particular needs in the South African secondary school sector as well as the specific needs of stakeholders in the context of 21st-century developments and requirements. The following description of the rationale for this qualification accords with the intended target learners.

There is an enormous need in South Africa for well-educated Senior and Further Education and Training teachers to address critical shortfalls in the secondary school system in South Africa. The research conducted pointed to the fact that South African secondary school learners perform at a level far below the international average in international education evaluations. The research done by RESEP highlighted several issues, including high dropout rates, repetition policies (especially repetition without adequate support), the effect of remoteness (distance from main centres), shifts to outcomes-based curriculums and the crucial need for teacher supply and high-level training. Repeat and dropout rates increase markedly from the end of Grade 9 to Grade 11.

This qualification will address the inadequate subject content knowledge base of teaching in the senior and further education and training phases and to address the priority of a principled understanding of the disciplines taught in these phases. The teachers will also gain a deep conceptual understanding of their subject and the appropriate methodology to teach the subject. The skills learned will improve learner performance through a high-quality teacher education programme.

The curriculum structure of the qualification will take cognisance of the following new subjects in the senior and further education and training phases: Coding, Artificial Intelligence, Robotics, Entrepreneurship, Marine Studies and Swahili (with an eye on prospective students from central and east Africa). An essential aspect of the rationale for the development of the qualification is the need for teachers who can demonstrate the ability to translate in-depth subject content knowledge into an improvement of teaching practice standards in all the subjects of the senior and further education and training classroom.

Qualifying learners should portray 21st-century skills such as critical thinking, problem-solving and digital literacy in a digitised educational context. The institution seeks to provide qualified digital teachers for the senior and FET phases who can apply digital administration systems in the fields of project management, financial management, classroom management, school management and whole school evaluation. Newly qualified senior and FET teachers should take on the challenge of uniquely 21st-century school design in different educational ecosystems with creativity and with an innovative entrepreneurial mind-set.

Recognition of Prior Learning (RPL)

The purpose of the Recognition of Prior Learning (RPL) and Credit Accumulation Transfer (CAT) at the institution is to provide for the assessment of learners who have undergone previous training and experience in the field of education or other relevant areas. The institutional RPL policy is in alignment with the RPL Policy of the NQF. Verified training and experience, either formally or informally, will enable learners to be enrolled at the institution. The institution award credits after a thorough assessment of prior learning and experience, based on the outcome, to allow learners to register for the qualification.

RPL and CAT at the institution is a multi-dimensional process, which enables academic management to determine the nature and level of successful completed formal learning at another registered and accredited public or private institution. Prior learning is learning in the following contexts and situations: formal, accredited, certified learning, practical school-based experience and proven informal learning. RPL will apply to learners seeking exemption from specific requirements leading to carefully considered placement in the qualification. Admission to the qualification can indicate credit transfer or credit recognition towards the attainment of the required outcomes for the award of the qualification.

Learners have to apply for RPL and CAT in writing to the registrar at least three months before envisaged enrolment. Learners will receive the qualification information and relevant module outlines enabling an informed choice about the modules that they apply for RPL. It is the responsibility of the learners wishing to transfer from another institution, to provide their results and all the course descriptions and credit values of subjects and modules passed at other institutions. Learners must provide, concerning formal learning, certified proof from other institutions on the completion of qualifications, subjects and modules. Learners must submit, concerning informal learning, a portfolio of evidence of prior learning on a par with the learning outcomes of a module or modules, matching the NQF Level descriptors for the module or modules.

The institution may conduct a baseline test to determine the proficiency of the learner to master the qualification successfully. The RPL Committee, consisting of the Head of Department, as well as the Academic Head and one ad hoc academic staff member, will consider all applications for RPL and CAT. Upon approval, the RPL Committee will inform the lecturers responsible for the modules of the granting of credit/s.

Entry Requirements

The minimum entry requirement for this qualification is

• Appropriate Bachelor's Degree with teaching subject/s, 360 Credits, NQF Level 7.

Or

• Appropriate Diploma with appropriate teaching subject/s, 360 Credits, NQF Level 6.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5 and 6 totalling 125 Credits.

Compulsory Modules, Level 5, 24 Credits

• Teaching Practice I (5 weeks), 12 Credits.
• Teaching Practice II (5 weeks), 12Credits.

Elective Modules, Level 5, 5 Credits (Choose one module)

• Information Communication Technology, 5 Credits.
• Afrikaans Communication, 5 Credits.
• IsiXhosa Communication, 5 Credits.

Compulsory Modules, Level 7, 48 Credits

• Educational History and Philosophy, 12 Credits.
• Professional Studies, 8 Credits.
• Educational Psychology, 16 Credits.
• Social Pedagogy, 12 Credits.

Elective Modules, Level 7, 48 Credits (Choose two specialisation subjects): Senior Phase and FET subject specialisations are complementary, and specialisation should occur according to the combinations:

SENIOR PHASE

• Senior Phase Afrikaans Home Language Teaching, 24 Credits.
• Senior Phase English Home Language Teaching, 24 Credits.
• Senior Phase English First Additional Language Teaching, 24 Credits.
• Senior Phase Mathematics, 24 Credits.
• Senior Phase Technology, 24 Credits.
• Senior Phase Natural Sciences, 24 Credits.
• Senior Phase Economic and Management Sciences, 24 Credits.
• Senior Phase Creative Arts: Visual Arts, 24 Credits.
• Senior Phase Creative Arts: Drama, 24 Credits.
• Senior Phase Social Sciences: Geography, 24 Credits.
• Senior Phase Social Sciences - History, 24 Credits.
• Senior Phase Life Orientation, 24 Credits.

FET PHASE

• FET Afrikaans Home Language Teaching, 24 Credits.
• FET English Home Language Teaching, 24 Credits.
• FET English First Additional Language Teaching, 24 Credits.
• FET Mathematical Literacy, 24 Credits.
• FET Mathematics, 24 Credits.
• FET Civil Technology or Electrical Technology, 24 Credits.
• FET Physical Sciences, 24 Credits.
• FET Life Sciences, 24 Credits.
• FET Accounting or Business Studies or Economics, 24 Credits.
• FET Computer Applications Technology, 24 Credits.
• FET Dramatic Art or Visual Art or Dance Studies, 24 Credits.
• FET Geography, 24 Credits.
• FET History, 24 Credits.
• FET Life Orientation, 24 Credits.
• FET Consumer Studies, 24 Credits.
• FET Hospitality Studies, 24 Credits.
• FET Tourism, 24 Credits.

1. Apply existing subject content knowledge concerning general and specialised pedagogical knowledge and methodologies as responsible and professionally qualified Senior and Further Education and Training teachers.
2. Demonstrate focused knowledge and skills in the education of learners in the Senior and Further Education and Training phase.
3. Apply specialised pedagogical content knowledge with the relevant practical teaching skills in Senior and Further Education and Training classrooms of diverse contexts.
4. Demonstrate the ability to effectively apply, communicate and assess knowledge in the Senior and Further Education and Training phase classroom.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate integrated knowledge with the principles, practices and methods of teaching in the senior and further education and training phase.
• Apply knowledge of learners, learning, curriculum theory, curriculum differentiation and general instructional and assessment theory and strategies in the senior and further education and training phase.
• Outline the notion of inclusive education and the implications and applications thereof for teaching in the senior and further education and training phase.
• Assess own subject content knowledge in respect of specialisation subjects and evaluate and address his/her learning needs towards continuous professional development in a self-directed manner.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate and apply focused practical knowledge and skills for teaching in the senior and further education phase.
• Analyse current historical, philosophical, sociological and psychological thought and determine what the implications of this analysis are for teaching in the senior and further education and training phase.
• Analyse identify and address barriers to learning inclusively.
• Construct an understanding of the varied learning situations and contexts of learners in the senior and further education and training phase integrated with an evaluation of the differentiated nature of the South African society and its political and organisational structures.
• Integrate teaching competence in a second and third official language.
• Integrate teaching competence with the ability to integrate ICT's and digital technologies in teaching and learning.
• Integrate teaching competence with the ability to explain subject concepts and terminology in an African language.

Associated Assessment Criteria for Exit Level Outcome 3

• Construct and determine the relationship between the subject content knowledge of the specialisation subject and the teaching abilities and consequences of this knowledge for teaching in the senior and further education and training phase.
• Present, explain and teach concepts specific to his/her subject of specialisation in the senior and further education and training phase.
• Determine the methods and rules of his/her subject of specialisation to create appropriate learning opportunities for diverse learners.
• Survey and analyse a variety of teaching practices and skills relevant to teaching in the senior, further education and training Phase.

Associated Assessment Criteria for Exit Level Outcome 4

• Evaluate and assess the progress of learners and the outcomes of learning in the senior and further education and training phase in a formative and summative way.
• Integrate teaching and learning with the relevant knowledge of inclusive education to address barriers to learning appropriately.

Integrated Assessment

The institution follows an approach of continuous assessment. Continuous assessment is the valuation of students' progress throughout the study, rather than by examination at the end of it. It comprises several varied assessments that count towards students' mark records. This approach to assessment includes both formative and summative opportunities. Formative assessment is an ongoing assessment to enhance student performance and the quality of teaching and learning.

Formative assessment opportunities can vary, depending on the nature of the assessments and the content requirements of the module. Summative assessment opportunities should not exceed two for a 5 Credits module and four for a 10 Credits module. The weighting of these tasks should be appropriate to the NQF Level and credit value of the subject. Assessment opportunities are communicated to learners at the onset of the module and described in the module guide. The ratio for determining the final mark of each module is 50% formative assessment and 50% summative assessment.

Summative assessment will evaluate the overall performance of a learner in a module following a systematic manner. This form of assessment is introduced at particular times or has specific deadlines and the results of these tasks contribute to the students' mark record. Summative assessments accord with professional requirements following the principle of constructive alignment. The Institute envisages.

Assessment, formative and summative that leads to lifelong learning, facilitating the autonomy of students. Lecturers should regard the role of assessment tasks as conducive to student development, providing them with the ability to come to ethical conclusions and act accordingly.

Assessment is varied, utilising mostly online strategies such as presentations, projects, essays, reports, collaborative projects as well as individual tasks and tests. Specific modules require the submission of practical portfolios. Tasks should be appropriate to the discipline/field of study, NQF Level, the credit value of the module and aimed at meeting the Teaching Practice requirements. Exit level modules will provide a final supervised summative assessment, and externally moderated. At the exit level, this final summative assessment will contribute to 50% of the total mark of the student for the module assessed. The other 50% accumulate using continuous assessment.

The module pass mark is a final mark of 50%. Learners receiving a final mark of 45-48% in a module will be offered a second summative assessment opportunity before being required to re-enrol for a specific module. A mark of 49% will be adjusted upwards to 50%. In modules where the summative assessment comprises of a portfolio, there will be no supplementary assessment, as there are several opportunities for improvement during the compilation of the portfolio.

The assessment of Teaching Practice aligns with the intended learning outcomes of the Teaching Practice modules. The overall intended learning outcome of school-based practical learning is the integration of theoretical knowledge with practice-based experience in the context of the Senior and FET classroom and the school. Academic and classroom teaching practice coherently align in the best interest of student learning and teaching and learning in the Senior and FET phase.