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:

Diploma: Education: Further Education: Natural Sciences

SAQA QUAL ID	QUALIFICATION TITLE
13937	Diploma: Education: Further Education: Natural Sciences
ORIGINATOR
Vista University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Diploma	Field 05 - Education, Training and Development		Higher Education and Training
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	422	Level 6	Level TBA: Pre-2009 was L6	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2014-06-30

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

To accredit a learner with introductory practical, foundational and reflexive competence, as an initial teaching qualification for the Further Education and Training Band in schools, in the learning areas related to mathematics and the natural sciences

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

A qualified practitioner at this level is able to fulfil the roles and competences of a teacher, viz.

Mediator of learning

Interpreter and designer of learning programmes and materials

Leader, administrator and manager

Scholar, researcher and lifelong learner

Community, citizenship and pastoral role

Assessor

Learning area and phase specialist, viz mathematics and natural sciences in further education

The first six roles and competences being played out in the specialist role.

The above-mentioned exit level outcomes demonstrate all the following critical cross-field outcomes:

1. Identifying and solving problems in which responses display that the learner is able to think critically and creatively

2. Being able to work as a member of a team and group

3. Being able to organise and manage one's time responsibly and effectively

4. Collecting, organising, analysing and critically evaluating information

5. Communicating effectively using visual, mathematical and language skills in the modes of oral and written persuasion

6. Using science and technology effectively showing responsibility towards the environment and health of others

7. Recognising that problem solving contexts do not exist in isolation

8. Contributing to the full personal development of the learner and the social and economic developments of society at large.

ASSOCIATED ASSESSMENT CRITERIA

The learner must be able to demonstrate that he/she has acquired the relevant knowledge, skills and attitudes as contained in the curriculum. This includes, but is not confined to:

1. Mastery of subject matter, skills and attitudes in the learning area and phase specialisation

2. Mastery of the roles and competences of a teacher, as played out in the specialist role

INTEGRATED ASSESSMENT

The learner must be able to demonstrate he/she has acquired the relevant knowledge, skills and attitudes as contained in the curriculum. These knowledge, skills and attitudes are assessed through:

Continuous assessment consisting of a combination of some or all of the following:

Written and oral tests

Assignments

Demonstrations

Portfolios

Or any other appropriate form of assessment and or

Summative assessment consisting of a written examination and or laboratory work as required in the natural sciences

A detailed record and monitoring of learner progress will be maintained. The roles and competences of a teacher will be assessed as played out in the specialist role.

ARTICULATION OPTIONS

Horizontal, internal articulation exists with the BA BED (Further Education: Human and Social Sciences), BSc, BED (Further Education: Natural Sciences), B Com and BED (Further Education: Management Sciences).

Vertical, internal articulation exist with the Advanced Certificates in Education in Cognitive Studies, Management and Administration and Special Education Needs.

Vertical and horizontal, external articulation exist with similar programmes offered at other higher education institutions in the country.

MODERATION OPTIONS

University Senate and Council (internally). External standard are set (but not moderated) by the employer as described in the Norms and Standards for Educators.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal Assessors are academics at Vista University who hold relevant qualifications at least at the same (but preferably higher) level than this Certificate AND have relevant teaching experience

External assessors are academics from other higher education institutions who meet at leas the same criteria as those for internal assessors.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

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.

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