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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: |
Bachelor of Education in Foundation Phase Teaching |
SAQA QUAL ID | QUALIFICATION TITLE | |||
118320 | Bachelor of Education in Foundation Phase Teaching | |||
ORIGINATOR | ||||
Akademia NPC | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
- | HEQSF - Higher Education Qualifications Sub-framework | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
National First Degree | Field 05 - Education, Training and Development | Schooling | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 480 | Not Applicable | NQF Level 07 | Regular-Provider-ELOAC |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Reregistered | EXCO 0821/24 | 2021-10-05 | 2027-06-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2028-06-30 | 2033-06-30 |
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 |
Purpose:
The purpose of the qualification is to equip graduates with the required content knowledge base, educational theory and methodology that will enable them to demonstrate applied competence and responsibility as academically and professionally qualified beginner Foundation Phase Teachers. This qualification will lead to the development of all eleven beginner teaching competencies which include the required teaching knowledge, that is, integrated subject, broader curriculum, and pedagogical knowledge for each of the four subjects, as well as knowledge and skills that will strengthen Foundation Phase specialisation. Graduates should have the necessary depth of, and specialisation in knowledge, together with practical skills and workplace experience, that will enable them to apply their learning as beginner teachers in any Grades R - 3 class in varying contexts. Rationale: The qualification will contribute towards the Department of Basic Education's vision of improved education in primary schools, particularly in the fields of literacy and numeracy. The qualification is intended to equip qualifying learners with the necessary knowledge, skills, values, attitudes, and hands-on experience to improve the quality of teaching and learning in South African schools. The qualification design is based on the national teacher training and higher education statutory requirements detailed in The Minimum Requirements for Teacher Education Qualifications (Government Gazette, February 2015), the Foundation Phase Curriculum and Assessment Policy Statement (January 2012) of the Department of Basic Education, the Criteria for Qualification Accreditation (2004, revised in 2012) of the Council on Higher Education and the Revised Higher Education Qualifications Sub Framework (HEQSF) (Government Gazette, August 2013). This qualification addresses the need for quality trained teachers in the South African education sector, equipped to meet the social and educational demands of twenty-first-century teaching practice and expectations. The design of the qualification took into consideration the importance of local, regional, and national educational needs. The qualification is a professional education qualification that is aimed at providing professional teacher training to learners who want to enter the teaching profession. On successful completion of the qualification, learners will be able to register as professional teachers with the South African Council for Educators (SACE). |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning (RPL):
Recognition of Prior Learning is applied in terms of policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. RPL will be applied in the following circumstances: Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or Or |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 500 Credits.
Compulsory Modules, Level 5,124 Credits: Compulsory Modules, Level 6,124 Credits: Compulsory Modules, Level 7,128 Credits: Compulsory Modules, Level 7,124 Credits |
EXIT LEVEL OUTCOMES |
1. Demonstrate the ability to analyse and apply sound subject knowledge of Home Language, First Additional Language, Mathematics and Life Skills.
2. Demonstrate ability to mediate learning in the teaching of Home Language, First Additional Language, Mathematics and Life Skills in diverse contexts. 3. Demonstrate the ability to interpret and design learning programmes and materials in the four mentioned subjects above. 4. Demonstrate the ability to be an instructional leader and to administer and manage the classroom effectively in the elected subject(s) in diverse contexts. 5. Achieve ongoing personal, academic, occupational, and professional growth, through pursuing reflective study and research in their elected subject(s), in broader educational matters. 6. Show competence to integrate assessment into teaching and learning, assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning. 7. Demonstrate, practice, and promote a critical, committed, and ethical attitude towards developing a sense of respect and responsibility towards others. |
ASSOCIATED ASSESSMENT CRITERIA |
Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: |
INTERNATIONAL COMPARABILITY |
This qualification compares favourably with the following qualifications:
Country: Namibia Institution: University of Namibia Qualification Title: The Bachelor of Education (Pre-Primary and Lower Primary) NQF Level: 8 Duration: Four years Purpose: The qualification prepares learners to teach from Pre-primary, Grade 1 to Grade 4. Appropriate teaching methods are integrated into the phase-specific school subject content courses throughout the four years of study. On completion of the qualification, learners are awarded a degree in B. Ed (Pre- and Lower Primary). Qualification structure: Learners are required to take core courses in Education, as well as in all school subjects in this phase. All courses are compulsory except for Namibian languages where learners must select one Namibian Language or Sign Language. Country: United Kingdom Institution: University of Nottingham Qualification Title: Bachelor of Education Duration: Three to Four years Purpose: The qualification is intended for primary education and secondary school teachers usually completing a first degree followed by a Postgraduate Certificate in Education. Country: Australia Institution: University of Swinburn Qualification Title: Bachelor of Education (Early Childhood and Primary) Duration: Four years Purpose: The learners are equipped to negotiate the changing context of teaching and learning in the 21st century, with innovative and creative teaching methods that make expert use of emerging technologies. Learners gain a broad body of knowledge, studying the contexts of education, cultural-historical perspectives and child development, as well as units focusing on specific subject disciplines. Comparison: The qualification offers specialisations in Mathematics and English while in South Africa specialisations will also be in another language and Life Skills). Learners must furthermore complete ninety days of placement (less than the twenty weeks specified by MRTEQ) throughout the qualification to put into practice the leadership and management skills learned in their studies (South Africa - knowledge, skills, and values). The biggest difference is that the qualification emphasises Science and Technology and the inclusion of Teaching Humanities (History, Geography, Civics Citizenship and Economics and Business within the primary classroom). The rest of the subjects in the Early and Childhood and Primary qualification is related to those in the Bachelor of Education (Bed) in Foundation Phase Teaching. Country: New Zealand Institution: University of Auckland Qualification Title: Bachelor of Education in Primary Teaching Duration: Four years The University of Auckland offers a Bachelor of Education degree in Primary Teaching which combines Foundation Phase and Foundation Phase Teaching. The duration is shorter, but the outcomes of the course are similar, and the qualification has coursework and practical components. Conclusion: The international qualifications compare favourably with this one in terms of the purpose since all seek to provide initial preparation for the teacher at the early and middle phases of learning. Similarities identified are in terms of the development of competencies needed for a learner to be a teacher in the Foundation Phase. The design of the qualification took into consideration the importance of local, regional and national educational needs. By consulting the National review of education qualifications (CHE 2010), the Minimum Requirements for Teacher Education Qualifications (2015), engagement with stakeholders and the comparison with similar qualifications. |
ARTICULATION OPTIONS |
This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
MODERATION OPTIONS |
N/A |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
N/A |
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. |
NONE |
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. |