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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Science Education 
SAQA QUAL ID QUALIFICATION TITLE
101137  Postgraduate Diploma in Science Education 
ORIGINATOR
University of the Western Cape 
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  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Postgraduate Diploma in Science Education is used as a CPD qualification to further strengthen and enhance an existing specialisation in a subject, or to develop a new role or practice to support teaching and learning in a school. The qualification offers intellectual enrichment or intensive, focused and applied specialisation, which meets the requirements of a specific niche in education such as Natural Science Education. The qualifying learner will be equipped with a deep and systemic understanding of current thinking, practice, theory and methodology in the area of specialisation.

Rationale:
The qualification offers intellectual enrichment and intensive, focused and applied specialisation. The qualification will provide the learner with a deep and systematic understanding of current thinking, practice, theory and method in science education. It is offered to in-service teachers form part of their professional development and is offered to take into account the pedagogical content knowledge needs of the discipline. The qualification addresses the problem of practicing science and mathematics teachers with a need for advanced scientific knowledge, understanding and process skills to meaningfully deal with school science.

It is an area of specialisation in dire need of support given the recent National Senior Certificate results as well as the achievement of South African learners in national and international benchmark tests. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Notwithstanding the RPL policies of the institution any learner that could be admitted via RPL, the application must be vetted by the Department of Higher Education and Training in terms of the Minimum Requirements for Teacher Education Qualification, 2015.

Entry Requirements:
The minimum requirement for this qualification is:
  • Bachelor of Arts in Education, NQF Level 7.
    Or
  • Diploma in Education plus Advanced Certificate in Education/ACT.
    Or
  • Higher Diploma in Education, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of compulsory modules at Level 8 totalling at 120 Credits.

    Compulsory Modules Level 8, 120 Credits:
  • Science Education 724, 15 Credits.
  • Science Education 725, 15 Credits.
  • Science Education 731, 15 Credits.
  • Science Education 732, 15 Credits.
  • Researchers in Science Education 714, 15 Credits.
  • Curriculum and Pedagogy 711, 15 Credits.
  • Computers in Education 707, 15 Credits.
  • Metatheory 700, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate and understanding of inquiry-based teaching and its application in the design, implementation and assessment of science lessons.
    2. Demonstrate the skills and confidence to use a practical and experimental approach to teach the science curriculum content.
    3. Prepare and present practical lessons to consolidate the science theory and practice.
    4. Demonstrate an understanding and knowledge of the science content and pedagogy.
    5. Devise appropriate indicators of performance to measure and evaluate science learning as a reflection of their own teaching.
    6. Understand current thinking, practice, theory and methodology of the nature of science. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Outcomes applies across all the Exit Level Outcomes:
  • Demonstrate integrated knowledge of the central areas of one or more disciplines, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field and discipline or practice.
  • Identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.
  • Take decisions and act ethically and professionally, and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment.
  • Develop appropriate processes of information gathering for a given context or use and the ability to independently validate the sources of information and evaluate and manage the information.
  • Produce and communicate information, demonstrating the ability to develop and communicate his or her ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse.

    Integrated Assessment:
    Learners are assessed regularly throughout all the modules of the qualification from both a summative and formative perspective. The qualification takes on a particular practical and experimental approach with a practical assessment leading to a final practical examination. The qualification requires a final written examination.

    The continuous assessment comprises a 50 % of the final mark of for each module and the final examination (written and practical in science education) for each module comprises the remaining 50%. 
    		•

    INTERNATIONAL COMPARABILITY 
    Cambridge University, England, United Kingdom:
    The institution offers the Postgraduate Certificate of Education General Primary. It is a one-year full-time qualification taught in partnership with local schools. The qualifications cater for a lively mix of trainees, from different backgrounds, cultures and parts of the country that are either in their final year at university or those with higher Degrees or mature applicants who have decided to become teachers after a period in another occupation or a career break. It is expected to have a Degree qualification in either the learner's teaching subject or a closely related subject which will enable them to cover the full range of secondary work up to university entrance standard. The qualification is a highly academic course which is assessed at Masters' level and is equivalent to 50% of the Cambridge Masters course. The primary purpose of the qualification is professional development of teachers to help turn those, who have an interest in teaching subjects related primary mathematics education (grades 5-11), into inquiring, supportive and inspirational teachers and to equip them for leadership roles in the future.

    The proposed qualification focuses primarily on strengthening, supplementing, upgrading and/or enriching teachers' knowledge, understanding and skills in Science, which fits in with the scope of the Cambridge qualification, to help turn teachers with an interest in teaching into inquiring, supportive and inspirational teachers. However, UWC's qualification does not include professional studies and placements in schools. Similarities would cover current teaching approaches (pedagogical content knowledge), current thinking, practice, theory and methodology, as well as designing, implementing and reporting on lesson plans, the nature of Science, etc., content knowledge as prescribed by the curriculum and opportunities for critical reflection in mediating conceptual change.

    Edge Hill University, Ormskirk, Lancashire, England:
    The institution offers the Postgraduate Certificate Specialist Primary Mathematics Practice, this is a one-year qualification that enables the practising teacher to:
  • Acquire cutting edge knowledge, expertise and benefit from access to nationally and internationally respected scholars and practitioners in mathematics;
  • Join a programme with a strong focus on practice development and whole school improvement;
  • Gain a deep understanding of mathematics subject knowledge and pedagogy within the primary curriculum, including progression from the Early Years Foundation Stage and into Key Stage 3.

    This qualification is for a qualified practising teachers, seeking to enhance the subject knowledge of mathematics and pedagogical skills. This is achieved by improving a teacher's understanding of the primary science curriculum, identifying school priorities, and working collaboratively with peers to develop the teaching and learning of mathematics in a school. Teachers are expected to discover a range of approaches to teaching and learning as they become conversant with the requirements of the curriculum and develop the knowledge and capability to support its delivery across their school. The qualification also offers the opportunity to network and share good practice with colleagues from around the country and engage in critical debate about current issues in science education.

    The qualification focuses primarily on guiding science teachers, who wish to upgrade their qualifications or who want to enrich and supplement their existing knowledge and competence, in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. This is also the purpose of the Edge Hill qualification, namely to retrain teachers to teach Science. This qualification prepares leaners for Postgraduate studies. Similarities would cover content knowledge in science, learning in Science Education that is challenging, thus problem solving, curriculum differentiation in order to engage all learners and the nature of Science Education. The UWC qualification differs in the sense that it also includes conceptual change theory, accompaniment of learners with learning difficulties or misconceptions and learning theories. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Education Honours in Science Education, NQF Level 8.
  • Postgraduate Diploma in Education, NQF Level 8.

    Vertical Articulation:
  • Master of Education, NQF Level 9.
  • Master of Philosophy, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 the Western Cape 


    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.