Postgraduate Certificate in Further Education and Training Teaching

Purpose

This offering provides preparation for learners sates who wish to develop focused knowledge and skills as teachers in the Further Education and Training (FET).

Upon qualifying the learner will be able to

• Demonstrate knowledge of concepts, principles and procedures as well as theories of learning relevant to the FET Phase.
• Understand what learners bring to the situation by identifying areas where learning is required and construct a suitable environment for learning to be achieved by working with colleagues, learners and the community at large in an interdependent way.
• Adapt and transform subject competence into conceptual learning experiences.
• Use an integrated knowledge base to demonstrate a reflective critical disposition towards the history of the education context so as to be able to reflect on professional practices and be able to act with integrity and professional work ethics.

Rationale

The Postgraduate Certificate in Further Education and Training Teaching is a professional teaching qualification for learners who wish to develop focused knowledge and skills as classroom teachers for Grades 10-12.

The qualification is an initial teaching qualification which intends to improve the scientific and intellectual capacity of South Africa by producing well-trained teachers in the core subject domains. It is premised on the following principles:

• School-Based Learning (SBL) provides the guiding thread around which the qualification is designed. The qualification is structured around what learners need to know and be able to do for each tranche of SBL, distributed in each year of study.
• Education Studies will be taught across-cutting themes, rather than in disciplinary silos Careful attention has been given to the linkage, progression and logical sequencing of what is taught. Learners' needs will inform the sequencing and timetabling of learning.
• The qualification will be taught as an integrated one-year full-time qualification, rather than over three years.
• The new qualification will be aligned with The Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy.

The qualification accredits the development of professional competence informed by the purpose of the qualification, sound knowledge and understanding of the area(s) of specialisation and of educational theory.

The qualification aims to equip learners with the necessary knowledge, skills, values, attitudes and hands-on experience to pursue a teaching career.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL), also described as "Prior learning that is given a value, by having it affirmed, acknowledged, assessed or certified." is an important and recognised feature of qualification frameworks and educational practices. RPL is intended to support the transformation of South Africa's education system and to act as a vehicle for lifelong learning. The institution is committed to broadening access, in particular to the Education Qualifications, to higher education by incorporating the principle of recognising prior learning achievements. According to this principle recognition can be granted irrespective of the context of the learning experience, provided that the prior learning can be assessed and that credits may be awarded on the basis of that assessment in order to permit entry to a formal programme of study. RPL denotes a process whereby:

• The previous learning and experience of an applicant are compared with the outcomes required for a specified qualification.
• Any prior learning that meets the requirements in respect of a qualification is accepted.

RPL process will recognise what a person has already learnt from

• Formal, accredited, certified learning.
• Non-formal learning (work experience in a company or industry, or with experts in the field).
• Informal learning (life experience, e.g. community work).

The purpose of the institution's policy is to facilitate the access, mobility, transfer and progress of learners within the national qualifications framework by means of the Recognition of Prior Learning.

In order to achieve this, the policy aims to

• Establish a clear definition of RPL, accepted by all those involved with RPL at the institution.
• Provide guidelines aimed at introducing the necessary measures for effective, appropriate, reliable, fair, valid and practicable assessment of a prospective learner's prior learning.
• Enhance the institution's efficiency by developing and maintaining institutional systems by means of which alternative forms of learning can be recognised in a reliable, fair, and viable manner.

Entry Requirements

Minimum entry requirements are on the basis of the following

• A 360 or 480 Credits Bachelors' Degree, which includes one subject that must have been studied in a Degree for three years.

This qualification comprises of Compulsory and Elective Modules at NQF Levels 7 and 8, totalling 128 Credits.

Compulsory Modules at NQF Level 5

• Xhosa Communication for Educators, 8 Credits.

Compulsory Modules at NQF Level 7

• Education, 40 Credits.
• School Experience Senior Phase and Further Education and Training, 32 Credits.
• English.

Compulsory Modules at NQF Level 8

• Research Paper: School Subject Content, 24 Credits

Elective Modules at NQF Level 7

• English Senior Phase and Further Education and Training, 24 Credits.
• Geography SP and Further Education and Training, 24 Credits.
• History SP and Further Education and Training, 24 Credits.
• Life Sciences Further Education and Training, 24 Credits.
• Mathematics Further Education and Training, 24 Credits.
• Physical Sciences Further Education and Training, 24 Credits.
• Dramatic Arts Further Education and Training, 24 Credits.
• Visual Arts Further Education and Training, 24 Credits.
• Afrikaans, 0 Credits.
• Xhosa, 0 Credits.

1. Demonstrate knowledge of concepts, principles and procedures as well as theories of learning relevant to the Further Education and Training (FET) Phase.
2. Understand what learners bring to the situation by identifying areas where learning is required and construct a suitable environment for learning to be achieved by working with colleagues, learners and the community at large in an interdependent way.
3. To adapt and transform subject competence into conceptual learning experiences.
4. Using an integrated knowledge base demonstrates a reflective critical disposition towards the history of the education context so as to be able to reflect on professional practices and be able to act with integrity and professional work ethics.

Associated Assessment Criteria for Exit Level Outcome 1

• Inclusivity in classrooms is understood.
• Principles and practices of effective teaching and learning are demonstrated.
• Learning qualifications are interpreted and learning qualifications are designed.
• Teaching strategies, range of assessment approaches are used, interpreted and designed to ensure the alignment of the outcomes, content and assessments are met.

Associated Assessment Criteria for Exit Level Outcome 2

• A practical understanding of the "self" and interpersonal relationships is demonstrated.
• A practical understanding of teaching and learning for the Senior and Further Education and Training (FET) Phases in relation to educational theory and practice is demonstrated.
• The dispositions and competences to organise learning among a diverse range of learners in diverse contexts are selected and used.
• Language skills (main and additional) are used clearly and accurately.

Associated Assessment Criteria for Exit Level Outcome 3

• Pedagogy of reasoning and action is understood.
• Subject content knowledge in the specific electives is adapted and managed.
• Appropriate pedagogical content knowledge is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• Knowledge of the contexts of education is understood such as the physical, social, economic and political environment in which teachers work and teach.
• Foundational educational knowledge is acquired such as the theories underpinning understanding of the education system as well as applicable general pedagogic knowledge relevant in educational contexts.
• Forces playing in the curriculum is analysed such as philosophy; social; psychology; history; technology; knowledge.
• Attributes such as passion, integrity and commitment in enhancing education as profession is displayed.