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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: |
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 | |
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 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? |
Y |
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. 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: 1.2 Competence is evident when candidates: Component 2: Competences relating to the subject and content of teaching 2.1 Competence is evident when candidates are able to: 2.2 Competence is evident when candidates are able to: Component 3: Competences relating to teaching and learning processes 3.1 Competence is evident when candidates are able to: Component 4: Competences relating to the school and the educator profession 4.1 Competence is evident when candidates are able to demonstrate: 4.2 Competence is evident when candidates are able to demonstrate: 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 AssuranceFunctionary |
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. |