SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Postgraduate Diploma: Education: Mathematics Education 
SAQA QUAL ID QUALIFICATION TITLE
13929  Postgraduate Diploma: Education: Mathematics Education 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide graduates of the PGDE (Mathematics Education) with knowledge, skills and applied competencies to enable them to be competent teachers of Mathematics in schools and lecturers of Mathematics Education in Teacher Training Colleges. They will also be able to play a meaningful role as Mathematics curriculum developers for school curricula. Mathematics represents a 'scarce' subject in South Africa.

A second purpose of the qualification is to enable qualifiers to develop as persons, to increase their employability and to enable them to further their studies in Mathematics Education (and Education in general) on a post-graduate (masters and doctorate) level, thereby producing leaders in the field.

A third purpose of the qualification is to provide South Africa with competent primary and secondary school teachers in Mathematics and Mathematics teacher trainers (especially at INSET level) who will have an understanding of and the ability to address the Mathematics Education needs of the country. As there is a serious shortage of competent Mathematics teachers and educators in South Africa, this qualification represents a vital attempt to address a national educational need. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • learn from predominantly written material;
  • communicate what they have learnt comprehensibly in the medium of instruction;
  • with guided support, take responsibility for their own progress;
  • manipulate and apply mathematical concepts and principles at an appropriate level of competence (comparable to Mathematics at BSecEd or BPrimEd level, i.e. 8 modules of Mathematics for a major; compare the entry level of 480 credits of Level 6)


    Recognition of prior learning:

    This qualification recognises:
  • formal prior learning
  • Students' prior accredited learning at tertiary level in relevant domains of Mathematics and Mathematics Education which constitute credit-bearing units shall be recognised.
  • A student must hold a three-year Bachelor's degree with at least eight (8) modules in Mathematics (comparable to the eight in Unisa's BSecEd and BPrimEd degrees) or in the mathematical sciences

    AND

    a professional teaching qualification, or the equivalent thereof;

    OR
  • a combined four-year degree, for example a BSecEd or BAEd with a Mathematics major, ie at least (8) modules in Mathematics (equatable to the eight in Unisa's BSecEd and BPrimEd degrees) or in the mathematical sciences

    OR
  • any Bachelor's degree, a professional qualification and a Further Diploma in Mathematics Education which qualifies a candidate to teach Mathematics at a Secondary School, provided that it has at least eight (8) modules in Mathematics (equatable to the eight in Unisa's BSecEd and BPrimEd degrees) or in the mathematical sciences.

    Please Note: The eight modules of Mathematics specified constitute the minimum entry requirement. However, the preference will be to enrolle students with a major in Mathematics, that is Mathematics III.

    non-formal and informal prior experiential learning

    Appropriate Mathematics competence would be considered in lieu of formal prior learning (see 3.3). Students might be given RPL for individual modules if they can produce a portfolio of evidence, or an article in the field of the module, that shows that they meet the outcomes and associated assessment criteria specified for that module. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be awarded in part or as a whole through the recognition of prior learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification, thus up to 50% of the degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall do so. 

    EXIT LEVEL OUTCOMES 
    Critical cross-field:

    All critical cross-field outcomes will be embedded appropriately in the qualification. They will be assessed within the context of the programme. The distance education context has particular challenges, which we try to meet below.

    1. The PGDE graduate can identify, analyse, formulate, model and solve convergent and divergent mathematics education problems of living, of individual and societal kinds, creatively and innovatively.

    2. The PGDE graduate can work effectively with others as a member of a team, group, organization, community, and contribute to the group output in tasks in the educational field.

    3. The PGDE graduate can manage and organize her or his activities and life responsibly and effectively, including her or his studies and career.

    4. The PGDE graduate can collect, analyse, organize and critically evaluate information.

    5. The PGDE graduate can communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation in often-extensive pieces of sustained discourse.

    6. The PGDE graduate can use science and technology effectively and critically, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.

    7. The PGDE graduate can demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.


    Developmental:

    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

    1. The PGDE graduate can reflect on and explore a variety of strategies to learn and teach more effectively (see Critical Outcomes 3 and 5 above).

    2. The PGDE graduate can participate as a responsible citizen in the life of local, national and global communities (also see Critical Outcome 2 above).

    3. The PGDE graduate can be culturally and aesthetically sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

    4. The PGDE graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes above).

    5. The PGDE graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 5 above).


    Specific:

    A PGDE (Mathematics Education) student is actively engaged in becoming a specialist teacher or lecturer (at a college). As such the student develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the contextual roles that are required of practitioners in the SAQA field of Education, Training and Development (05).

    A qualified practitioner/teacher at this level (level 8) should be a specialist teacher/lecturer who would have obtained:
  • foundational competence: the practitioner will be highly competent in the knowledge, skills, values, principles, methods, and procedures relevant to the teaching of Mathematics in a school.
  • practical competence: the practitioner will be able to apply teaching skills in a school.
  • reflective competence: the practitioner will be able to observe his/her specific practical situation critically and to form creative solutions for teaching problems. The practitioner would have developed a self-knowledge about his/her own values, attitudes and abilities and would have a clear understanding of how these are related to teaching in practical situations. The practitioner will understand the role that continuous assessment and action research play in developing competence within the field of teaching in a school and his/her chosen specialisation and be able to carry out basic evaluations and action research projects.

    This Degree will enable the practitioner (teacher or lecturer) to fulfil the following contextual roles:

    1. Mediator of learning: To be able to mediate learning in a manner which is sensitive to the diverse needs of learners; construct learning environments which are conducive to teaching and learning; appropriately contextualised and inspirational; beneficial to effective communication and showing recognition of and respect for the different cultures, languages and levels of proficiency of others within secondary and primary schools, and teacher training colleges. The practitioner will also demonstrate sound knowledge of subject content and various principles, strategies and resources appropriate to teaching at a school or college in the South African context.

    2. Interpreter and designer of learning programmes and materials: To understand and interpret provided learning programmes, design original learning programmes, identify the requirements for a specific context of learning and select and prepare suitable textual and visual resources for learning appropriate for schools and colleges. The teacher will also select, sequence and pace the learning in a manner sensitive to the differing needs of the subject/learning area and learners in schools and colleges.

    3. Leader, manager and administrator: To be able to make decisions appropriate to the school and college level, manage learning in the classroom, carry out classroom administrative duties efficiently and participate in decision-making structures within schools and colleges. These competencies will be performed in ways which are democratic, which support learners and colleagues, and which demonstrate responsiveness to changing circumstances and needs.

    4. Scholar, researcher and lifelong learner: To enable the teacher to achieve ongoing personal, academic, occupational and professional growth through pursuing reflective study and research in their learning area, in broader professional and educational matters, and in other related fields.

    5. Community, citizenship and pastoral role: To enable the practitioner to practise and promote a critical, committed and ethical attitude towards developing respect and responsibility towards others, one that upholds the Constitution, and promotes democratic values and practices in the school/college and society. This degree will enable the practitioner/teacher to demonstrate within the school an ability to develop a supportive relation with teachers, parents and other key persons and organisations based on a critical understanding of community development issues.

    6. Assessor: To be able understand that assessment is an essential feature of the teaching and learning process and to know how to integrate it in this process in a school. The teacher will have an understanding of the purposes, methods and effects of assessment and be able to provide helpful feedback to learners. The teacher will be able to design and manage both formative and summative assessment in ways that are appropriate to the school level and meet the requirements of accrediting bodies. The teacher will be able to keep detailed and diagnostic records of assessment. The teacher will understand how to interpret and use assessment results to feed into processes for the improvement of learning programmes.

    7. Learning area/subject/discipline/phase specialist. To be well grounded in the knowledge, skills, values, principles, methods, and procedures relevant to the discipline, subject, learning area and/or phase of study in schools. The teacher will know about different approaches to teaching and learning and how these may be used in ways, which are appropriate to the learner and the context within the different school phases. The teacher will have a well-developed understanding of the content knowledge appropriate to the field of specialisation. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical cross-field:

    Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations will show that graduates:

    1.
  • identify, analyse, model and solve concrete and abstract problems in educational settings by drawing on their own experience.
  • identify, model and solve concrete and abstract problems in educational settings by drawing upon the theoretical knowledge and experiential base of individual disciplines in the educational and other fields.
  • identify, model and solve problems in a variety of routine and non-routine contexts within broad parameters of mathematics education.
  • use their knowledge and experience to offer suggestions for solving problems at a community and national level.
  • solve mathematics educational problems by generating alternative strategies for dealing with those problems and selecting the most appropriate for the content.
  • critically evaluate various viewpoints on mathematics education and compare them to own views.
  • offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.
  • analyse the global, national and local mathematics educational context in terms of problems, needs, opportunities.

    2.
  • show evidence of 'people skills' (tolerance, empathy, listening skills, etc) in-group situations involving learners, parents, colleagues and educational authorities.
  • demonstrate respect for the opinion of others through (written and/ or oral) reporting without bias.
  • demonstrate tolerance of diversity through (written and/ or oral) reporting without bias.
  • undertake mathematics education related projects and provide evidence of successful interaction with others.
  • use effective communication skills within the Mathematics classroom, the school and the community.
  • lead people effectively in the field of mathematics education.
  • are supportive followers and group participants.
  • organise effective working groups in the Mathematics classroom, the school and the community.
  • communicate the evidence of these group interactions through (written and/ or oral) reporting.

    3.
  • demonstrate the requisite study skills and learning strategies.
  • organize their study plans.
  • use creative and various learning strategies, which suit their personal situations and contexts.
  • cope with the self-discipline necessary for distance learning.
  • think independently, and offer evidence to support their decisions.
  • assess their own strengths and weaknesses and develop coping strategies.
  • organise the Mathematics teaching programme of a specific class group, and other tasks pertaining to education in a school.

    4.
  • demonstrate increasingly advanced research skills.
  • use library and other resources effectively to suit their individual needs and to suit the needs of the particular areas of research.
  • create and utilise teaching and learning situations to further critical thinking.
  • integrate information from a variety of sources.
  • act responsibly as a researcher and scholar (e.g., appropriate referencing, avoiding plagiarism, etc.).
  • follow the conventions of scholarship in the various disciplines under study.
  • use relevant conventions and guidelines to their academic and personal purposes.
  • critically analyse theories, examples, experiences, etc.
  • argue appropriately within the relevant discourse community.
  • conduct action research in the classroom using appropriate methodologies.

    5.
  • communicate their ideas in the Mathematics classroom and the school and provide supporting evidence in a sustained manner.
  • Generate and evaluate conclusions and premises in academic and professional arguments.
  • follow the literacy and numeracy conventions and notations of written (and/or oral) use in Mathematics.
  • use appropriate models of organisation and presentation as required for specific class groups.
  • use statistics appropriately and responsibly in support of their ideas.
  • create and use visuals appropriately to enhance the teaching and learning process in the Mathematics classroom and the school.
  • recognise own communication and logical limitations and problems and seek help appropriately.
  • identify and illustrate subject-specific jargon when it facilitates learning.
  • see, describe and interpret what they come across in appropriate ways to enhance the teaching and learning process in their work
  • assist learners, parents and colleagues to speak and think for themselves.
  • use language to critically analyse, evaluate and critique others' ideas.

    6.
  • demonstrate a responsible attitude and respect towards scholarship, science and technology.
  • use scientific methods of investigation, testing and evaluation (see number 1).
  • select educational technology to suit the needs of the individual or group.
  • use and promote the use of natural resources in a sustainable way.
  • introduce, design, use and evaluate dynamic approaches and software in the teaching and learning of Mathematics.
  • demonstrate a consideration of the ethics involved in science and technology issues.
  • show respect and openness towards the psychological, health and physical environment of others.
  • integrate mathematical knowledge with the knowledge from other disciplines.

    7.
  • draw upon their prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them to include real-life aspects in their teaching strategies.
  • look beyond and across traditional disciplinary boundaries for possible solutions.
  • assist learners to bridge the gap between the classroom situation and real-life.


    Developmental:

    1.
  • reflect on and explain what they know in their own words.
  • use strategies including research to further their own learning and that of others.
  • apply what they study in different contexts, both personal and public, real and simulated.
  • display awareness of their own learning preferences and strategies to suit their needs.
  • show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).
  • assist their learners to develop individual learning strategies suitable to the study of Mathematics.
  • teach by means other than transfer, like modelling and problem solving in real-life contexts.
  • reflect on and explain what they know in their own words.
  • manage and organize the learners in Mathematics classrooms competently.
  • invent and use problem-solving strategies in their own teaching of Mathematics.
  • teaching innovatively for transfer in different contexts both real and simulated.
  • display awareness of their own teaching preferences and strategies to suit their needs.
  • teach effectively for understanding at different learning levels
  • assist their learners to develop individual learning strategies

    2.
  • engage constructively with diversity and others' opinions in the classroom and their profession.
  • apply what they know and study at different levels, from personal to professional academic contexts.
  • act as role models for the learners in the school and the community.

    3.
  • manage cultural diversity and apply appropriate teaching and learning strategies in the culturally diverse classroom.
  • use various skills to draw out the cultural accomplishments and contexts of others in educational settings (e.g., listening skills, empathy, sympathy, open-mindedness, etc).

    4.
  • illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the PGDE and those of the community at large (local and global).
  • make connections from theoretical knowledge to practical application in the real world.
  • use the educational skills, which are highly valued in the workplace.
  • use the skills required for efficiency in teaching: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • deal effectively with complex problems and tasks set them in teaching, in the real world, by drawing upon the skills from the course work (critical thinking, problem-solving, conflict resolution, etc).
  • demonstrate a work ethic that emphasises and inspires commitment, creativity and responsibility.

    5.
  • create job opportunities and develop entrepreneurial ideas in whatever situation they find themselves.
  • have a realistic view of their own worth and value to contribute to their local community and global society.
  • communicate that value to others in the real world (writing skills, oral communication skills, etc).
  • integrate entrepreneurial ideas into real-life examples and problems in the Mathematics classroom.
  • demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the PGDE qualification.
  • deal with various complex situations with flexibility and adaptability.


    Specific:

    The following assessment criteria are associated to the stated outcomes

    (i) The practitioner should illustrate knowledge, values, principles, skills and strategies in Mathematics and the mathematical sciences as well as in a variety of professional issues related to teaching in a secondary or primary school.

    (ii) Each of the modules that make up the course has criteria to establish if the qualifier has reached the outcomes of each of the following roles teachers have to adhere to as set out above:

    Evidence in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, practical teaching and examinations will show that graduates:

    1.
  • mediate Mathematics learning in a manner which is sensitive to the diverse needs of learners.
  • construct learning environments which:
    - promote teaching and learning,
    - benefit effective communication,
    - show recognition of and respect for the different cultures, languages and levels of proficiency of others within schools.
  • possess sound knowledge of subject content and various principles, strategies and resources appropriate to teaching Mathematics at a school/college in the South African context.

    2.
  • interpret given Mathematics learning programmes.
  • design original Mathematics learning programmes.
  • effectively identify the requirements for a specific context of learning.
  • select and prepare suitable textual and visual resources for Mathematics learning appropriate for schools/colleges.
  • select, sequence and pace the learning in a manner sensitive to the differing needs of the subject/learning area and learners in schools.

    3.
  • make democratic decisions appropriate to the school level.
  • effectively manage learning in the classroom.
  • efficiently carry out classroom administrative duties.
  • effectively participate in school decision-making structures within schools.

    4.
  • achieve ongoing personal, academic, occupational and professional growth.
  • pursue reflective study and research in their learning area, in broader professional and educational matters, and in other related fields.
  • keep up to date in the theory and practice of teaching Mathematics in the school/college.

    5.
  • practise and promote a critical, committed and ethical attitude towards developing respect for and responsibility towards others.
  • promote democratic values and practices in the school and in society.
  • develop a supportive relation with teachers, parents and other key persons and organisations.
  • explain community development issues.

    6.
  • apply assessment as an essential feature of the teaching and learning process.
  • integrate assessment in a school/college.
  • discuss the purposes, methods and effects of assessment in Mathematics.
  • provide helpful feedback to learners.
  • design and manage both formative and summative assessment in ways that are appropriate to the school/college level and meet the requirements of accrediting bodies.
  • keep detailed and diagnostic records of assessment.
  • interpret and use assessment results to feed into processes for the improvement of learning programmes.

    7.
  • integrate knowledge, skills, values, principles, methods, and procedures relevant to a specific discipline, subject, learning area and/or phase of study in schools.
  • apply different approaches to teaching and learning in ways which are appropriate to the learner and the context within the different school/college phases.
  • explain and interpret the Mathematics knowledge appropriate to a specific field of specialisation.


    Integrated assessment for the purpose of the qualification

    1. Formative assessment: Learning and assessment are integrated. A variety of modules is included in the programme; therefore, different types of formative assessment will be applied according to the nature of each module. Assessment during the year will consist of a combination of assignments including activities such as essays, paragraph questions, multiple choice questions, portfolios, self-assessment tasks in the study guides or calculations to be submitted to and assessed by the lecturers and practical teaching.

    2. Summative assessment: Examinations, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with those of other universities and other qualifications. For example, recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the PGDE students have a number of options for further study. For example, students may proceed to postgraduatestudy at doctorate level.

    3. It would be possible but not compulsory to build in exit levels to the PGDE which would articulate with the Hons BEd after 5 modules and the PGDE after 10 modules and whose outcomes would be a function of the most advanced outcomes of the qualification. Note that each module will carry 24 SAQA credits. 

    MODERATION OPTIONS 
    1. Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of external second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    2. The Norms and Standards document of the Department of Education serves as policy for the qualification of educators and for the evaluation of these qualifications. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment is used for some learning programmes leading to the MEd degree.

    2. The quality management system:
  • Qualifications: The minimum requirement for appointment as a lecturer or external marker at Unisa is an MEd (Mathematics Education) and appropriate experience. In the case of workplace assessment, professional senior teachers are used as assessors.
  • Training: All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of South Africa 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.