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

Purpose

The purpose of the Postgraduate Certificate in Education is to provide learners with an integrated knowledge base that will allow them to demonstrate applied competence, commitment, and responsibility as academically and professionally qualified beginner teachers in the Senior Phase (Grades 7-9) and Further Education and Training band (Grades 10-12).

The Postgraduate Certificate in Education is thus designed to provide a structured high-quality professional learning pathway for current and prospective education learners who want to become experts and specialists in senior phase and further education and training teaching while addressing teacher shortages. The Postgraduate Certificate in Education is a professional teaching qualification that `caps' an undergraduate degree or an approved diploma. It offers entry-level initial professional preparation for qualifying undergraduate degree or diploma holders who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and/or subject(s).

The qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience, to enable successful learners to apply their learning as beginner teachers in schools in varying contexts. Therefore, learners will be able to choose one teaching specialisation from the Senior Phase (Arts and Culture or Life Orientation, or Social Sciences) and one teaching specialisation from the Further Education and Training Phase (Dramatic Arts or History or Visual Art), depending on their underlying undergraduate qualification. This qualification is also intended to prepare learners for postgraduate study by deepening their knowledge and understanding of theories, methodologies, and practices in specific academic disciplines and fields, as well as developing their ability to formulate, undertake, and resolve more complex theoretical and practice-related problems and tasks using appropriate methods and techniques.

Upon completion of the qualification, a qualifying learner will be able to

• Demonstrate the ability to apply relevant skill, methods, knowledge, and values for teaching in the Senior Phase (SP) and Further Education and Training (FET) phase of a particular subject.
• Demonstrate the ability to interpret and design learning programmes and materials.
• Display the ability to mediate learning in a manner that is sensitive to diversity.

Rationale

The Postgraduate Certificate in Education is to provide a structured and high-quality professional learning pathway for current and prospective education learners who want to become experts and specialists in senior phase and further education and training teaching while addressing teacher shortages.

The Postgraduate Certificate in Education is a professional teaching qualification that `caps' an undergraduate degree or an approved diploma. It offers entry-level initial professional preparation for qualifying undergraduate degree or diploma holders who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and/or subject(s).

The qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience, to enable successful learners to apply their learning as beginner teachers in schools in varying contexts.

Therefore, learners will be able to choose one teaching specialisation from the Senior Phase (Arts and Culture or Life Orientation, or Social Sciences) and one teaching specialisation from the Further Education and Training Phase (Dramatic Arts or History or Visual Art), depending on their underlying undergraduate qualification. This qualification is also intended to prepare learners for postgraduate study by deepening their knowledge and understanding of theories, methodologies, and practices in specific academic disciplines and fields, as well as developing their ability to formulate, undertake, and resolve more complex theoretical and practice-related problems and tasks using appropriate methods and techniques.

The qualification is designed to meet the minimum requirements for teacher education qualifications as outlined in Appendix C of the Department of Higher Education and Training's Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015). (DHET). It is also aligned with the new Higher Education Qualifications Framework's (HEQF) guidelines. The following will assist in exploring and fulfilling the purpose of this qualification:

• Provision of pedagogical content knowledge.
• Fostering of self-reflexivity and self-understanding to enable commitment to the highest level of professional work ethics.
• Development of learners as active citizens who will respond to and initiate change.
• Development of competences to organise learning among a diverse range of learners in diverse contexts.

The qualification is further aimed at learners who have completed their Bachelor of Arts and other relevant disciplines and wish to pursue a teaching career. Learners will be able to choose one teaching subject from the Senior Phase (Arts and Culture or Life Orientation, or Social Sciences) and one teaching subject from the Further Education and Training Phase (Dramatic Arts or History or Visual Art), depending on their undergraduate qualification.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning will not be utilised for entry to the Postgraduate Certificate in Education (Senior Phase and Further Education and Training Teaching).

Entry Requirements

• An approved bachelor's degree, NQF Level 7.

Or

• An appropriate Diploma, NQF Level 6.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 132 Credits

Compulsory Modules at NQF Level 7, 86 Credits

• Psychology of Education, NQF Level 7, 10 Credits.
• Sociology of Education, NQF Level 7, 11 Credits.
• History of Education, NQF Level 7, 11 Credits.
• Fundamental Assessment Practice, NQF Level 7, 8 Credits.
• Micro Teaching, NQF Level 7, 8 Credits.
• School Based Learning Contemporary Policies in Education, NQF Level 7, 24 Credits.
• Inclusive Education, NQF Level 7, 8 Credits.
• Contemporary Policies in Education, NQF Level 7, 6 Credits.

Elective at NQF Level 5, 6 Credits: (Choose one module)

• Computer Practice, NQF Level 5, 6 Credits.
• Afrikaans, NQF Level 5, 6 Credits.
• IsiZulu, NQF Level 5, 6 Credits.
• South Sotho, NQF Level 5, 6 Credits.

Elective Modules at NQF Level 7, 20 Credits: (Choose one Module)

• Arts and Culture, NQF Level 7, 20 Credits.
• Life Orientation, NQF Level 7, 20 Credits.
• Social Sciences, NQF Level 7, 20 Credits.

Elective Modules at NQF Level 7, 20 Credits: (Choose one Module)

• Dramatic Arts, NQF Level 7, 20 Credits.
• History, NQF Level 7, 20 Credits.
• Visual Art, NQF Level 7, 20 Credits.

1. Demonstrate the ability to apply relevant skill, methods, knowledge, and values for teaching in the Senior Phase (SP) and Further Education and Training (FET) phase of a particular subject.
2. Demonstrate the ability to interpret and design learning programmes and materials.
3. Display the ability to 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 with a classroom environment.
6. Be able to 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 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

• Use ability to design and use Teaching and learning material that enhance learning.
• Use teaching aids to assist learner's understanding of the content.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate the dispositions and competences to organise learning among a diverse range of learners in diverse contexts.
• Apply competence, commitment, and responsibility as academically and demonstrate professionally qualified teachers within the diverse education contexts.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify the ranges 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 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 assessment.

Associated Assessment Criteria for Exit Level Outcome 7

• Apply practical understanding of the self and interpersonal relationships.

Integrated Assessment

Formative assessments: Learners must complete and submit formal formative assessment tasks per module, such as objective tests, such as multiple-choice (weighted at 20%), and cognitive assessments, such as traditional assignments (weighted at 40%), which account for 60% of formative assessment. Learners who do not achieve an average subminimum of 40% on their formative assessments may be allowed to resubmit their assessment tasks after receiving academic support and guidance.

Summative assessments

Learners who achieve a subminimum formative assessment average of 40% will be allowed to proceed to the summative assessment (weighted at 40%). This exam will also have a subminimum of 40%.