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 enable holders of bachelor's degrees or diplomas, who wish to pursue careers in teaching, to develop and acquire focused disciplinary, pedagogical, and practical knowledge and skills to teach in chosen subjects in the Senior Phase and Further Education and Training band. The qualification accredits a professional teaching programme that 'caps an undergraduate degree or an approved diploma as stipulated in the 2015 Department of Higher Education and Training policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ). This qualification is underpinned by four critical learning approaches associated with the acquisition, integration, and application of knowledge for teaching purposes.

Learners will be able to display a deeper understanding of specialised knowledge. They will also acquire practical skills to justify or change their practice by reflecting on it based on a preliminary understanding of educational theory.

Learners will be equipped with the theoretical and practical knowledge and skills to critically engage with, analyse, and reflect on the subject matter.

They will acquire skills to implement appropriate pedagogical approaches, be cognisant of varied learning environments, including diversity in the learner population, critically reflect on individual practice and implement appropriate improvement practices.

Upon completion of the qualification, learners will be able to

• Demonstrate an integrated disciplinary, curricular, and pedagogical knowledge underpinning effective teaching and learning that can be applied to the phase and area of specialisation.
• Determine best-practice teaching, learning and assessment methods and strategies for the subject, context, and the environment.
• Communicate effectively in the mediation and creation of a conducive, supportive, and inclusive learning and teaching environment and the context of general communication with all relevant stakeholders.
• Demonstrate sound knowledge and understanding of diverse and varied learning and teaching environments.

Rationale

Continued technological advancements and the prioritisation of innovation and creativity have led to an increased focus on the responsiveness of the schooling system in preparing and equipping learners with the competencies and capabilities to navigate this dynamic, progressive, constantly evolving world. Teacher education programmes, specifically, have been at the centre-point of deliberation as the pivotal role of education in advancing human and socio-economic development remains unequivocal (Chaudhari and Lakshmi, 2019; Department of Higher Education and Training, 2020).

The paradigmatic shift in the basic education sector has necessitated the development of suitable teacher education programmes that will graduate qualifying teachers with the required theoretical disciplinary, pedagogical, and practical competencies to teach in chosen subjects and phases.

As an Initial Teacher Education (ITE) programme, this qualification will address the learning and development needs of Bachelor's Degree or Diploma graduates from suitable fields who wish to pursue careers in teaching in the Senior Phase and Further Education and Training band.

On completion of this qualification, graduates will qualify to teach a chosen subject in the Senior Phase and the Further Education and Training band and will be able to register as professionally qualified teachers with the South African Council for Educators (SACE).

Recognition of Prior Learning (RPL)

RPL for access

Learners need to be able to demonstrate their prior learning either through evaluation/verification and/or assessment. Each application will be considered on a case-by-case basis and learners will enter into discussion with the RPL advisor to determine the requirements for the RPL assessment/portfolio of evidence.

Although learners are rigorously assessed, as per the principles of RPL, there is no guarantee that a learner will gain admittance into a programme or receive exemptions from modules.

While the institution is making provision for RPL, it is also adhering to the guidelines set by the CHE (CHE, 2016), and only 10 % of a cohort will be allowed admittance to a programme on an RPL basis.

All RPL applications will be adjudicated by the Academic Committee and Registrar: Administration. The outcome of the applications will be communicated to learners in writing (via email).

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate Bachelor's degree, NQF Level 7.

Or

• An appropriate Diploma, NQF Level 6.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 120 Credits.

Compulsory Modules, Level 7, totalling 127 Credits

• Information Communication Technology Fundamentals, 6 Credits.
• Second Language Communicative Fundamentals, 6 Credits.
• Foundations of Education, 12 Credits.
• Diversity and Inclusive Education in South Africa, 8 Credits.
• Professional Ethics in Teaching, 7 Credits.
• Senior Phase and Further Education and Training Teaching, 16 Credits.
• Senior Phase Subject Didactics, 24 Credits.
• Further Education and Training Subject Didactics, 24 Credits.
• Teaching Practice, 24 Credits.

1. Demonstrate an integrated disciplinary, curricular, and pedagogical knowledge underpinning effective teaching and learning that can be applied to the phase and area of specialisation.
2. Determine best-practice teaching, learning and assessment methods and strategies for the subject, context, and the environment.
3. Communicate effectively both in the mediation and creation of a conducive, supportive, and inclusive learning and teaching environment; and in the context of general communication with all relevant stakeholders.
4. Demonstrate sound knowledge and understanding of diverse and varied learning and teaching environments.
5. Reflect on practice, values, and behaviours to build professional excellence and enhance teaching practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Evaluate the key philosophical, sociological, psychological, and historical foundations and theories in education that inform quality learning and teaching in the phase and specialisation area.
• Evaluate and apply critical subject matter concepts, processes and procedures as they relate to the phase and specialisation area.
• Review, select and sequence learning and teaching material and resources appropriate to learner needs, and the phase and area of specialisation.

Associated Assessment Criteria for Exit Level Outcome 2

• Illustrate proficient knowledge and a sufficient understanding of curricula and instructional strategies appropriate to the phase and subject specialisation area.
• Plan and implement assessment strategies and tasks aligned to the phase and subject specialisation area.
• Recognise individual learner needs and identify suitable learning opportunities to mitigate barriers to learning.
• Analyse, select and utilise a range of educational and instructional technologies to facilitate and enhance learning.
• Promote and successfully implement the principles and practices of inclusive learning and teaching in the classroom.

Associated Assessment Criteria for Exit Level Outcome 3

• Utilise appropriate language of instruction to facilitate learning and cultivate inclusivity in the classroom.
• Illustrate the fundamental conversational competence in a second language appropriate to the learner body and variable teaching and learning contexts.
• Engage professionally and respectfully and communicate with all stakeholders, including learners, parents/guardians, colleagues and relevant community members.

Associated Assessment Criteria for Exit Level Outcome 4

• Acknowledge diversity and actively promote equitable opportunity and acceptance within the learner body, classroom and school.
• Apply appropriate management and leadership theories, styles, dimensions, and principles in practice and actively participate in school decision-making structures.
• Proactively acknowledge and promote constitutional human rights and social justice in education.

Associated Assessment Criteria for Exit Level Outcome 5

• Engage successfully with and draw from literature and research to inform professional conduct.
• Conduct efficient a continuous evaluation of personal, academic and professional growth and progress from multiple perspectives.
• Analyse and evaluate teaching practice by applying appropriate evidence-based reflective approaches and strategies to inform professional conduct, develop teaching practice, and manage complex problems and challenges in professional contexts.