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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: 

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:
  • To grant admission to the qualification by learners who do not meet the admission requirements and they can be granted advanced standing.
  • To grant advanced standing through exemption from modules or courses at lower levels of the qualification in accordance with the institution's RPL Policy.
  • To gain credits towards the qualification. RPL can be awarded for a qualification if evidence is offered of learning achievement equivalent to the learning outcomes and level of the module/s for which RPL is requested.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4, granting access to Bachelor studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Bachelor studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
  • Higher Certificate in Early Childhood and Education, NQF Level 5.
    Or
  • Higher Certificate in Education, NQF Level 5. 
    		•

    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:
  • Home Language 1, 12 Credits.
  • First additional language 1, 12 Credits.
  • Life Skills 1, 12 Credits.
  • Mathematics 1, 12 Credits.
  • General Pedagogy 1, 16 Credits.
  • Education 1A, 16 Credits.
  • Education 1B, 16 Credits.
  • Skills for Student Teachers, 16 Credits.
  • Teaching Practice 1, 12 Credits.

    Compulsory Modules, Level 6,124 Credits:
  • General Pedagogy II A, 16 Credits.
  • General Pedagogy II B, 16 Credits.
  • Education II A, 16 Credits.
  • Education II B, 16 Credits.
  • Home Language II, 12 Credits.
  • First Additional Language II, 12 Credits.
  • Life Skills II, 12 Credits.
  • Mathematics II, 12 Credits.
  • Teaching Practice II, 12 Credits.

    Compulsory Modules, Level 7,128 Credits:
  • Education III A, 16 Credits.
  • Education III B, 16 Credits.
  • Early Childhood Education 1, 12 Credits.
  • First Additional Language Teaching 1, 16 Credits.
  • Life Skills Teaching 1, 16 Credits.
  • Home Language Teaching 1, 16 Credits.
  • Mathematics Teaching 1, 16 Credits.
  • Work Integrated Learning 1, 20 Credits

    Compulsory Modules, Level 7,124 Credits
  • Indigenous Home Language Teaching II, 20 Credits.
  • First Additional Language Teaching II, 20 Credits.
  • Life Skills Teaching II, 20 Credits.
  • Mathematics Teaching II, 20 Credits.
  • Early Childhood Education II, 12 Credits.
  • Work Integrated Learning II, 24 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:
  • Apply subject knowledge with the full understanding of underlying fields of knowledge, skills, values, principles, methods, and procedures of the relevant subject.
  • Apply and understand why certain teaching and learning approaches are appropriate for learners and the context.
  • Demonstrate that they can use the characteristic language, terminology, and concepts of their subject.
  • Indicate a well-developed understanding of the relevant content when implementing subject knowledge.
  • Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their subject.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate that they know their learners and how they learn.
  • Adapt their teaching and mediate learning to address the diverse needs of learners, including those with barriers to learning.
  • Construct learning environments that are appropriately contextualised and inspirational.
  • Communicate and facilitate learning effectively in the Language of Learning and Teaching (LoLT).
  • Recognize and respect the differences among learners by facilitating learning in Language of Conversational Competence (LoCC) where applicable.
  • Identify and adjust classroom communications to suit different learning and learner needs.
  • Evaluate and apply relevant subject content and various principles, strategies, and resources appropriate to the teaching of the subject in a South African context.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Critically engage with the school curriculum and interpret it for different diverse contexts.
  • Analyse and interpret the related subject curriculum.
  • Unpack the content in the relevant curriculum documents.
  • Understand and interpret provided learning qualifications/experiences.
  • Design own learning qualifications/ experiences.
  • Identify the necessities for a specific context of learning.
  • Select and prepare suitable textual and visual resources for learning.
  • Select, sequence and pace learning are supportive to the differing needs of both the subject and the learners.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Lead and manage in an ethical, value-driven, and democratic way that is responsive to changing circumstances and needs.
  • Identify and use time, space, and resources to meet learning needs and contextual realities.
  • Plan to utilize full lesson time available for productive teaching and learning.
  • Manage learning in diverse contexts in the classroom effectively to ensure a conducive learning environment.
  • Identify and handle disciplinary problems when it arises.
  • Carry out administrative duties efficiently.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply highly developed literacy, numeracy, and Information Technology skills.
  • Reflect critically on own practice in theoretically informed ways.
  • Engage with the mentor, teacher, and co- learners.
  • Constantly improve their practice and adapt to evolving circumstances.
  • Strive towards lifelong learning.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Integrate assessment into teaching and learning by means of constructive alignment.
  • Understand and apply the purposes and methods of assessment.
  • Interpret the effects of assessment and be able to provide constructive feedback to learners.
  • Design and manage appropriate purposeful driven formative and summative assessments on the required cognitive level.
  • Design and provide for diverse learning needs in the classroom in the form of alternative activities and assessment tasks/strategies.
  • Administer assessment results.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Identify learning and social problems and consult with the mentor and relevant teacher.
  • Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed, and ethical attitude.
  • Display appropriate values that will uphold the Constitution and promote democratic values and practices in the classroom, school, and community at large.
  • Conduct themselves in a manner that befits, enhances, and develops the teaching profession.
  • Practice and promote a critical, committed, and ethical attitude towards developing a sense of respect and responsibility towards others.
  • Develop a supportive and empowering environment for the learner.
  • Respond to the educational needs of learners. 
    		•

    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:
  • Advanced Diploma in Education, NQF level 7.

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

    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.