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: 

Certificate: Education 
SAQA QUAL ID QUALIFICATION TITLE
61972  Certificate: Education 
ORIGINATOR
SGB Educators Schooling 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2021-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2022-06-30   2025-06-30  

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 purpose of the CE is to accredit candidates with introductory practical and foundational competence, and some reflexive competence in all the prescribed educator roles. The qualification serves as an entry point to and an exit point from both the Professional Diploma in Education (PDE) and the Bachelor of Education (BEd).


Rationale for the qualification

This qualification serves as an introduction to the practice of education, and is a first step towards qualifying as an educator in schooling. It also opens career paths in the broader field of Education, Training and Development. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
This qualification may be achieved in part through the recognition of relevant prior learning and/or experience as a practitioner in one of the sub-fields of Education, Training and Development. For the purposes of recognising prior learning, providers are required to develop structured means for the assessment of individual learners against the exit level outcomes on a case-by-case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors.

This qualification can serve as an exit point from the BEd programme after 120 credit points have been successfully completed. It also serves as an entry point into the Professional Diploma in Education.


Recognition of prior learning:

This qualification may be achieved in part through the recognition of relevant prior learning and/or experience as a practitioner in one of the sub-fields of Education, Training and Development. For the purposes of recognising prior learning, providers are required to develop structured means for the assessment of individual learners against the exit level outcomes on a case by case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors. 

RECOGNISE PREVIOUS LEARNING? 

EXIT LEVEL OUTCOMES 
Exit level outcomes

Exit level outcomes are grouped into four components, which together reflect the work of a professional educator. The critical outcomes are integrated into the exit level outcomes. Under each component, two or more of the educator roles, as defined in the Norms and Standards for Educators (cf. Government Gazette number 20844, dated 4 February 2000) have been integrated, viz.
  • Learning mediator
  • 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 / subject / discipline / phase specialist.

    Guidelines for assessing integrated and applied competence relating to each exit level outcome are provided. See also the assessment criteria in section 10, which deals with integrated assessment. For a definition of the content requirements for particular phase specialisations, see the requirements under section 3 above.

    Component 1: Competences relating to fundamental learning

    The focus in this component is on the role of scholar, researcher and lifelong learner, and its emphasis is on the literacy and numeracy of the candidate. However, there is some reference in the application of the communicative and numerical competence to the roles of learning mediation, assessment and management/administration.

    1.1 Demonstrate competence in reading, writing and speaking the language/s of instruction in ways that facilitate their own academic learning and their ability to facilitate the learning of others.

    1.2 Demonstrate competence in interpreting and using numerical and elementary statistical knowledge to facilitate their own academic learning and their ability to manage/administer teaching, learning and assessment.

    Component 2: Competences relating to the subject and content of teaching

    The focus in this component is on the role of interpreter and designer of learning programmes and materials, the role of learning mediation, as well as on the specialist role.

    2.1 Demonstrate competence with regard to the knowledge base underpinning the learning areas or subjects they will be teaching.

    2.2 In their area/s of specialisation (phase and subject/learning area), demonstrate competence in planning, designing, and reflecting on learning programmes appropriate for their learners and learning context.

    Component 3: Competences relating to teaching and learning processes

    The focus in this component is on the integration of all seven roles listed above.

    3.1 In their area of specialisation, demonstrate competence in selecting, using and adjusting teaching and learning strategies in ways, which meet the needs of the learners and the context.

    Component 4: Competences relating to the school and the educator profession

    The focus in this component is on the role of manager/administrator/leader as well as of the community, citizenship and pastoral role.

    4.1 Demonstrate a capacity to function responsibly within the education system, an institution, and the community in which the institution is located.

    4.2 Demonstrate a respect for and commitment to the educator profession. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Component 1: Competences relating to fundamental learning

    1.1 Competence is evident when candidates are able to:
  • read academic and professional texts and integrate and use the knowledge in their own studies;
  • read and interpret with understanding written and graphic materials relating to their area of specialisation (phase, learning area or subject);
  • select and use study methods appropriate to their own needs;
  • use basic information and communications technology to further their own learning;
  • use the main language of instruction to explain and describe key concepts in their area of specialisation (phase, learning area or subject);
  • convey the content of their learning in written, graphic and other forms.

    1.2 Competence is evident when candidates:
  • can interpret with understanding numerical information in their learning area, subject or discipline;
  • can apply numerical and elementary statistical knowledge to educational issues, cross-curricular activities, and their own learning;
  • know how to prepare for the management of classroom resources and the monitoring of learner attendance;
  • know how to prepare for the recording and interpretation of the academic progress and achievement of learners.

    Component 2: Competences relating to the subject and content of teaching

    2.1 Competence is evident when candidates are able to:
  • demonstrate general familiarity with the content of teaching in their area/s of specialisation;
  • demonstrate elementary skills in the identification and selection of sources of knowledge relevant to their area/s of specialisation;
  • show an introductory understanding of the ways in which curricular knowledge is a selection from wider fields of knowledge;
  • demonstrate an introductory knowledge of the fields of knowledge, which frame the content of teaching in their area/s of specialisation.

    2.2 Competence is evident when candidates are able to:
  • plan lessons and other learning experiences within teaching programmes, showing an ability to select appropriate content and teaching and learning strategies;
  • demonstrate an introductory knowledge of the principles for the design of learning programmes;
  • select and/or design materials and resources appropriate to learning programmes;
  • be able to compare learning programmes, lessons and materials in their area/s of specialisation;
  • demonstrate an introductory knowledge of theories about teaching, learning, child development and curriculum.

    Component 3: Competences relating to teaching and learning processes

    3.1 Competence is evident when candidates are able to:
  • apply theoretical knowledge and understanding of educational theory to discussions and debates on teaching and learning strategies;
  • initiate and accept responsibility for their own learning;
  • use clear language in the learning situation.

    Component 4: Competences relating to the school and the educator profession

    4.1 Competence is evident when candidates are able to demonstrate:
  • an introductory knowledge of the education system;
  • knowledge of how to co-operate with others performing similar or related tasks in formal or informal settings;
  • knowledge of how to co-operate with others in maintaining an orderly learning environment;
  • an interest in and skills, which can contribute to activities outside the formal curriculum.

    4.2 Competence is evident when candidates are able to demonstrate:
  • commitment to the task of being an educator, to the well being of learners and to the principles of fairness and equity.
  • introductory knowledge of the pastoral, contractual, legal and administrative responsibilities of educators;
  • introductory knowledge of the legal and contractual rights of educators.


    Integrated assessment

    Assessment should be focused on candidates' ability to apply their theoretical knowledge and understanding to discussions and debates about educational practice. Assessors should use a range of strategies which will allow candidates to demonstrate applied competence without their being required to actually teach in authentic contexts. Assessment strategies and procedures should be in alignment with the purpose and exit level outcomes of the qualification. They should not consist of only written assignments, tests and/or examinations, but should include a variety of options: case studies, problem solving assignments, portfolios of learning, materials and projects. 

  • INTERNATIONAL COMPARABILITY 
    International comparability

    Together with the Norms and Standards for Educators, as regulated by the Department of Education on 4 February 2000, the SGB has consulted Guidelines for Initial Teacher Education Courses in Scotland from the Scottish Office Education Department (October 1998) and Competency Based and Commitment Oriented Teacher Education for Quality School Education National Council for Teacher Education (New Delhi 1998). 

    ARTICULATION OPTIONS 
    This qualification can serve as an exit point from the BEd programme after 120 credit points have been successfully completed. It also serves as an entry point into the Professional Diploma in Education. 

    MODERATION OPTIONS 
    Candidates' results/achievements should be moderated by one or more external moderators. They should report not only on the standard of achievement but also on the validity and reliability of the assessment strategies, design and criteria in relation to the purpose and exit level outcomes of the qualification.

    Providers may use their own qualified staff as assessors. They may also, if they wish, use the services of tutors, departmental advisory services, fully qualified practising educators acting as mentors, and outside assessment agencies.

    All of these should be registered as assessors and be accountable to the provider concerned, and its ETQA. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    See "Moderation Options". 

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

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level
    NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary
    NQF Sub-Framework
    20160  Certificate: Education  Generic Provider - Field 05  Level 5  Level TBA: Pre-2009 was L5  120     ETDP SETA  OQSF 
    88828  Certificate: Education  University of Venda  Level 5  Level N/A: Pre-2009 was L5  120  2018-12-31  CHE  HEQSF 
    62111  Certificate: Education: Early Childhood  University of the Free State  Level 5  Level N/A: Pre-2009 was L5  120  2018-12-31  CHE  HEQSF 
    62112  Certificate: Education: Home Economics  University of the Free State  Level 5  Level TBA: Pre-2009 was L5  120     CHE  HEQSF 
    62113  Certificate: Primary Education  University of the Free State  Level 5  Level N/A: Pre-2009 was L5  120  2018-12-31  CHE  HEQSF 
    62114  Certificate: Secondary Education  University of the Free State  Level 5  Level TBA: Pre-2009 was L5  120     CHE  HEQSF 
    62115  Certificate: Secondary Education: Home Economics  University of the Free State  Level 5  Level TBA: Pre-2009 was L5  120     CHE  HEQSF 
    64695  Certificate: Teaching, Training and Assessing Learning  City Guilds International  Level 5  Level TBA: Pre-2009 was L5  120  2012-06-12  ETDP SETA  OQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    88828  Certificate: Education  University of Venda  
    62111  Certificate: Education: Early Childhood  University of the Free State  
    62112  Certificate: Education: Home Economics  University of the Free State  
    62113  Certificate: Primary Education  University of the Free State  
    62114  Certificate: Secondary Education  University of the Free State  
    62115  Certificate: Secondary Education: Home Economics  University of the Free State  



    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.