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

Purpose

The purpose of the qualification is to provide the accreditation of a professional teaching qualification that caps an undergraduate degree or an approved diploma. It offers entry-level initial professional preparation for qualifying learners who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and/or subjects(s). For this purpose, the qualification requires specific depth and specialisation of knowledge, together with practical skills and work experience to enable successful learners to apply their learning as beginner teachers in varying contexts (Department of Higher Education and Training (DHET), The Minimum Requirements for Teacher Education Qualifications (MRTEQ), 2015:26).

The qualification aims to offer a professional teacher-education qualification that seeks to educate professionals who will be able to interpret, design and implement a curriculum in diverse contexts. It thus seeks to prepare learners to address the complexities of education in South Africa. The key to preparing teachers for the South African schooling system is to provide them with the insights, skills and appropriate attitudes and values to deal positively with diversity. Issues of social justice, transformation and diversity permeate most of the modules that constitute the qualification.

The following types of learning underpin the qualification's curriculum

• Disciplinary learning via the prerequisite B-degree as well as Education as a subject which is the conceptualised factual knowledge of a specific subject that (learner) teachers need to demonstrate a high level of subject competence.
• General pedagogical learning refers to, for example, the knowledge of the child, learning, inclusiveness and curriculum and specific pedagogical learning which has to do with the teaching of a particular subject at a specific level.
• Practical learning that involves learning from and learning in practice.
• Fundamental learning that seeks to expose learners to the use of additional languages, Information and Communication Technology (ICT) and academic literacies.
• Situational learning involves exposing learners to varied learning situations, context, and environment as well as to prevailing policy, political and organisational context.

The acquisition and integration of the above knowledge results in Pedagogical Content Knowledge (PCK) whereby action is taken to enhance the growth of knowledge in learners, ultimately empowering them to teach their specific subject(s)/phase in addition.

Qualifying learners will be able to

• Process information.
• Engage in reflective practice.
• Become critical thinkers and decision-makers.
• Develop a disposition to lifelong learning.
• Be active citizens who will respond to and initiate change.
• Promote the well-being of society and the environment.
• Have a high level of subject competence.
• Transform their subject competence into conceptual learning experiences.
• Understand that professional practice is based on an integrated knowledge base.
• Explore the history of the education context of the diverse communities in which they work.
• Operate within diverse educational contexts and act autonomously.
• Work with colleagues, learners, and the community at large, and provide leadership.
• Act on and contribute towards change in the curriculum, the broader education context and society.
• Act with integrity, remain passionate and committed, and maintain the highest level of professional work ethics.

Rationale

The South African news media frequently reports on the dire shortage of qualified teachers in South Africa, which highlights the need for additional teacher training. The National Development Plan (NDP) envisaged an increase in higher education participation from 17.9% in 2012 to 25% by 2030. In the last decade, there has been a growth of over 50% in university enrolments from 603 000 learners in 2001 to 935 000 in 2012. Meeting the NDP targets will require further growth in the enrolments of higher education institutions. The primary motivation for the establishment of two new public universities in South Africa is to significantly contribute to the acceleration and expansion of access to university education in South Africa, in addition to building additional academic capacity in niche disciplines and specialisations.

The Postgraduate Certificate in Education (FET) phase of teaching is an initial teacher training qualification that learners can apply for once they have completed their undergraduate degree that is relevant for teaching purposes in schools. This qualification is developed to fill a capacity gap in the existing teacher training system in South Africa and provides an opportunity for those learners wanting to pursue an education career.

The qualifying learners from the Schools of Natural and Applied Sciences, Humanities and Economic and Management Sciences are exposed to different school subjects such as Mathematics, Physics, Life Sciences, Accounting, Languages, History, Geography, Agriculture and Information Communication and Technology. Both the national and provincial departments of education have reported a need to have more teachers in these subjects. This group of learners have also shown interest in doing a professional qualification in Education to qualify them as teachers. Furthermore, there are several qualifying learners in other careers and unqualified teachers without a professional teaching qualification that will benefit from this qualification. This, therefore, necessitated the need for the development of this qualification to cater for this need.

Typical learners for this qualification will be

• Learners who have completed an approved Bachelor's degree at an exit NQF Level 7, or an appropriate 360-credit exit NQF level 6 Diploma.
• Learners who will specialise in one FET school subject, the Bachelor's degree or diploma should include a major module (that qualifies as a school approved subject) with a credit load of at least 48 credits at NQF level 7 that is stretched over 2 to 3 academic years.

The qualification will enable teachers to think critically and to possess the professional, technological, and cultural knowledge to function optimally in their respective diverse teaching contexts and thus improving the quality of teaching and learning in South Africa. The qualification will allow learners to articulate into the Bachelor of Education Honours which will have an economic benefit for learners and the country translating into improved socio-economic and living conditions and more career opportunities in education. Qualified learners will be able to register with the professional council for educators (SACE) educators to teach in various schools in South Africa and abroad.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of 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, the learner needs 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

• 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.
• Credit shall be appropriate to the context in which it is awarded and accepted.

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 compulsory and elective modules at NQF Level 5 and 7 totalling 136 credits.

Compulsory modules at NQF Level 5, 8 Credits.

• Sestwana Conversational Language, 4 Credits.
• Information and Communication Technology (ICT), 4 Credits.

Elective Modules at NQF Level 5, 8 Credits (Select one module from the following).

• English Language of Language Teaching, 8 Credits.

Or

• Afrikaans Language of Language Teaching, 8 Credits.

Compulsory Modules, Level 7, 72 Credits

• Principles of Learning and Teaching, 8 Credits.
• School Based Experience, 32 Credits.
• Education Studies I, 8 Credits.
• Psychology of Learning and Teaching, 8 Credits.
• Education Studies II, 8 Credits.
• Education Studies III, 8 Credits.

Elective Modules, Level 7, 48 Credits (Choose one Senior Phase Teaching subject and one FET subject).

Senior Phase Teaching (Choose one the following subjects)

• Arts and Culture, 24 Credits.
• Economic and Management Sciences, 24 Credits.
• English, 24 Credits.
• Setswana, 24 Credits.
• Life Orientation, 24 Credits.
• Mathematics, 24 Credits.
• Natural Sciences, 24 Credits.
• Social Sciences, 24 Credits.
• Technology, 24 Credits.

AND

Further Education and Training Teaching (Choose one the following subjects)

• Accounting, 24 Credits.
• Business Studies, 24 Credits.
• Computer Applications Technology, 24 Credits.
• Economics, 24 Credits.
• English, 24 Credits.
• Engineering Graphics and Design, 24 Credits.
• Information Technology, 24 Credits.
• Geography, 24 Credits.
• History, 24 Credits.
• Setswana, 24 Credits.
• Life Orientation, 24 Credits.
• Life Sciences, 24 Credits.
• Mathematical Literacy, 24 Credits.
• Mathematics, 24 Credits.
• Physical Sciences, 24 Credits.
• Religion Studies, 24 Credits.

1. Demonstrate the ability to apply relevant skills, methods, knowledge, and values for teaching in the Senior Phase (SP) and Further Education and Training (FET) phase of a particular subject.
2. Interpret and design learning programmes and materials.
3. Mediate learning in a manner that is sensitive to diversity.
4. Display the potential of becoming a lifelong learner, scholar, and researcher.
5. Act as a leader, administrator, and manager in a classroom environment.
6. Assess effectively and efficiently.
7. Act as a responsible citizen by being caring, respecting, and showing responsibility towards others.

Associated Assessment Criteria for Exit Level Outcome 1

• Plan, organise and present lessons relevant to the SP and FET teaching and learning situation
• Use appropriate teaching and learning methods, approaches and strategies that are relevant to the teaching and learning in the SP and FET phases.
• Discuss subject content knowledge in the specific electives.
• Apply appropriate pedagogical content knowledge.

Associated Assessment Criteria for Exit Level Outcome 2

• Ability to design and use teaching and learning material that enhances learning.
• Use teaching aids to assist learners' understanding of the content.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate the dispositions and competencies to organise learning among a diverse range of learners in diverse contexts are demonstrated.
• Demonstrate applied competence, commitment, and responsibility as academically and professionally qualified teachers within diverse educational contexts.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify the range and limits of applicability of the core concepts and principles.
• Demonstrate the application of the core concepts and principles.
• Apply the pedagogy of reasoning and action.
• Apply an ability to identify, analyse and address complex problems in teaching and learning, using a range of routine and some advanced skills, conceptual and/or evidenced-based solutions and theory-driven arguments.
• Demonstrate a coherent and critical understanding of the principles, scope, theories, and epistemologies of teaching and learning in higher education.
• Identify, describe, and explain the core concepts, theories, and principles of the discipline.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply appropriate classroom management theories, concepts, techniques, and strategies to ensure effective teaching and learning.
• Demonstrate awareness of classroom discipline policies, perspectives, and procedures

Associated Assessment Criteria for Exit Level Outcome 6

• Design and apply appropriate assessment instruments and tools.
• Apply appropriate assessment methods and procedures.
• Demonstrate the ability to use subject-specific and phase-specific assessments.

Associated Assessment Criteria for Exit Level Outcome 7

• Apply practical understanding of the self and interpersonal relationships.
• Critically reflect on, evaluate, and address own learning needs in a self-directed manner.
• Engage with and form part of a community of practice.

INTEGRATED ASSESSMENT

Integrated Assessment at the level of the qualification provides an opportunity for learners to show that they can integrate concepts, ideas, and actions across this qualification to achieve competence that is grounded and coherent with the purpose of this qualification. Integrated assessment will show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the Exit Level Outcomes.

Integrated Assessment will judge the quality of the observable performance, and the quality of the reasoning that lies behind it. Assessments tools will encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Integrated assessment in this qualification allows the learners to demonstrate applied competence and uses a range of formative and summative assessment methods. The following are examples of assessment activities that are reflected in the module frameworks: tests, projects, research projects, poster presentations, group assignments, role-play, case studies, reflective journal writing and portfolios. A project that starts in the first term and ends in the fourth will furthermore ensure that assessment is not seen merely as an add-on at the end of the year.

Formative assessment

Formative assessments would consist of, not limited to

• Assignments.
• Tasks.
• Tests.
• Self-assessment activities.
• Presentations.
• Projects.

The teaching practice component of the qualification (work-integrated learning) will be assessed continuously and mainly through formative, self-, peer and lecturer assessment during micro-lessons and experimental classes. Formative assessment of school-based activities by the school-based mentor (planning and presentation of lessons, assessment, behavior).

• Formative assessment by lecturers and out-school contracted mentors.
• Formative assessment of assignments and online activities.

Summative assessment

Summative assessments will include

• Portfolios.
• Examinations.

The Work Integrated Learning assessment will be a performance-based assessment combining all standards and will culminate in an integrated summative assessment. In a practice where the application of knowledge, skills, and values (applied competence) demonstrate an integrated assessment. Work integrated learning is the component of a qualification that focuses on the application of learning and the assessment thereof in an authentic work-based context under the supervision and/or mentorship of a person/s representing the workplace. It addresses specific competencies identified for the acquisition of a qualification that makes the learner employable and assists in the development of appropriate attributes and skills. Real-time school visits during the year are supplemented in the second semester with an extended stay of ten weeks. In the fourth term, learners submit a comprehensive portfolio (capstone project), reflecting all the above-mentioned activities for summative assessment.

The teachers conduct assessment in the following ways

• Peer assessment and lecture assessment of virtual micro lesson presentations during micro sessions at the various centres.
• Summative assessment of video recordings of lessons presented as well as the assessment of lesson presentations at school.
• Summative assessment of the teaching practice portfolio.