| [Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards] |
|
|
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 | |||
| 119211 | Bachelor of Education in Foundation Phase Teaching | |||
| ORIGINATOR | ||||
| 2 Oceans Graduate Institute NPC T/A Two Oceans Graduate Institute | ||||
| 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 | Early Childhood Development | ||
| 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 | |
| Registered | SAQA 129/22 | 2022-07-15 | 2025-07-15 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2026-07-15 | 2031-07-15 | |||
| 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 Bachelor of Education in Foundation Phase Teaching is to equip learners with the required specialised subject content knowledge, educational and pedagogical theories and methodologies and focused practical knowledge and skills. The qualification will enable learners to demonstrate competence and responsibility as academically and professionally qualified foundation phase teachers. The will demonstrate the theoretical and practical competence to teach from Grades R to Grade 3 in a variety of school, learner, economic and social contexts pertaining to the South African education landscape and beyond. Underpinned by a values-based approach, the qualification will guide learners in a contextualized and inclusive way to attain the relevant knowledge and skills applicable to the foundation phase of teaching and learning. Graduates will demonstrate the competence to integrate and apply different types of knowledge and learning, they will know who their learners are and how they learn, and they will understand their individual needs and tailor their teaching accordingly. On completion of the qualification, qualifying learners will be able to: Rationale : The qualification has been developed to be in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 34467, 15 July 2011) and the South African Standards for Principalship (18 March 2016). The rationale for the development of the qualification relates to very specific needs in the South African foundation phase school sector as well as the well-defined needs of stakeholders in the context of 21st-century developments and needs. Successful teaching and learning in the intermediate, senior, and further education and training phases are based upon a solid foundation in the initial phase of schooling. Educationalists and education economists confirm in various research reports that teaching in the foundation phase in South African schools is inadequate. This dysfunctional foundational education system brings about constraints toward long-term inclusive economic growth. The qualification has been developed to be in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 34467, 15 July 2011) and the South African Standards for Principalship (18 March 2016). Foundation phase education in South Africa does not equip learners to "read-for-meaning" and "calculate-with-confidence". Research confirms an enormous lack of foundational reading skills. Learning to "read for meaning" is the most critical skill learners should learn in the foundation phase as the progress of all further learning in other learning areas is based upon the acquiring of this skill. The foundation phase curriculum stipulates that learners should be able to read for meaning by the end of Grade 3 in their Home Language and English. A recent Progress in International Reading Literacy (International Results in Reading: PIRLS 2016) study showed that 78% of South African Grade 4 children could not read for meaning in any language. Learners could not "locate and retrieve an explicitly stated detail." Comparable figures in other countries are 64% (Morocco), 35% (Iran), 13% (Chile), and 3% (United Kingdom). Research further confirms an enormous lack of foundational mathematical skills amongst foundation phase learners. Learning to use the four basic mathematical operations effectively and with confidence is one of the most essential mathematical skills children should learn in the foundation phase. According to the Trends in International Mathematics and Science Study (International Results in Mathematics: TIMSS 2015), 61% of South African Grade 5 learners could not do basic mathematics. They could not add and subtract whole numbers, have no understanding of multiplication by one-digit numbers and cannot solve simple word problems. The Centre for Development and Enterprise (CDE) did in-depth research on the lack of professional teaching standards in South Africa, which define what teachers should know and be able to do to support learning objectives in the classroom. The CDE confirms the absence of a common, accepted, and reliable set of standards that describe what constitutes effective teaching practices for pupil learning. Teacher Professional Standards for South Africa - The road to better performance, development, and accountability Research further confirms that South African teachers have inadequate subject content knowledge. Teachers' poor conceptual knowledge of the subjects they are teaching is a fundamental constraint on the quality of teaching and learning activities, and consequently on the quality of learning outcomes (The Centre for Development and Enterprise, August 2017). The qualification was developed in consultation with stakeholders including the government, departments of education, educationalists, schools, and parents. A consensus was reached on a formal body of knowledge and good teaching practice for teacher education and development in the foundation phase. The theoretical content and the practical application of the qualification intend to establish high morale and teaching expertise amongst prospective foundation phase teachers. The qualification will therefore create the explicit relationship between learning standards, curriculum content and assessment and what teachers do in the classroom, to strengthen and raise the quality of education in the foundation phase. The underperformance in matric and high dropout rates are rooted in weak foundations in the primary school sector and specifically in the foundation phase of teaching (Grades R-3). The qualification aims to improve literacy, numeracy, and life skills outcomes in the foundation phase through dedicated teacher education and focuses on the role of foundation phase teachers in the improvement of teaching and learning in the Foundation Phase through well-educated foundation phase teachers. The qualification intends to provide prospective foundation phase teachers with a meaningful learning opportunity to teach in the most challenging contexts. The improvement of the South African education system relates directly to the improvement of teacher quality and access to high-quality initial teacher education qualifications. Foundation Phase teachers are the key agents for the change needed to deliver quality foundational education to South African learners. The qualification, therefore, intends to create a very specific foundation phase teacher profile and to deliver graduates that will embody all the attributes of quality and professional foundation phase educators. The Chief Foundation Phase Specialist provided valuable information on current departmental needs pertaining to teaching needs and challenges in the foundation phase. The outcome of this meeting has been incorporated into the outcomes and associated assessment criteria of the qualification. The focus of the qualification will be to provide teachers with a deep conceptual understanding of their subject and the appropriate methodology to teach the subject. The critical challenge for teacher training and the qualification is to improve learner performance through a high-quality teacher education qualification. The centrality of the development of pedagogical content knowledge is based upon sound subject content knowledge of the subjects in the foundation phase. The development of the qualification further addresses the 21st-century context of digitisation and the utilisation of Information Computer Technology (ICTs) in teaching and learning in a very specific way. The planned online offering of the qualification takes full cognizance of ICTs and digital developments in tertiary teaching and learning. The institution continuously seeks to be on par with developments towards the fourth industrial revolution and the implications thereof for teaching and learning in the foundation phase. Graduates should portray 21st-century skills such as critical thinking, problem-solving and digital literacy in a digitised educational context. The institution seeks to provide digital qualified teachers for the foundation phase who can apply digital administration systems in the fields of project management, financial management, classroom management, school management and whole school evaluation. Newly qualified foundation phase teachers should take on the challenge of a uniquely 21st-century school design in different educational ecosystems with creativity and with an innovative entrepreneurial mindset. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification. RPL for access: RPL for exemption of modules: RPL for credit: 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 and elective modules at National Qualifications Framework Level 5, 6 and 7 totalling 480 Credits.
Compulsory Modules, Level 5, 65 Credits : Elective Modules, Level 5, 25 Credits (Select two modules from the following options): Or Or AND Elective Modules, Level 5, 5 Credits (Select one module from the following options): Compulsory Modules, Level 6, 155 Credits: Elective Modules, Level 6, 40 Credits (Select one from each group): Group A: Group B: Group C: Group D: Compulsory Modules, Level 7,165 Credits: Elective Modules, Level 7, 30 Credits (Select three modules from the following options): Or Or Or |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate integrated knowledge of the central areas of one or more fields, disciplines, or practices, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline, or practice; and detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines, or practices.
2. Demonstrate focused knowledge and skills in the education of learners from Grade R to Grade 3. 3. Demonstrate the ability to analyse and critically reflect on and address the complex problems regarding foundation phase teaching in different contexts. 4. Apply specialised subject content knowledge in relation to general and specialized pedagogical content knowledge with the relevant practical teaching and learning skills in foundation phase classrooms of diverse contexts. 5. Demonstrate the ability to apply different types of knowledge in the moment of the foundation phase teaching practice based on the notion of integrated and applied knowledge. 6. Demonstrate the ability to effectively apply, communicate and assess knowledge in the foundation phase classroom. 7. Demonstrate research competence at an introductory level in the field of foundation phase teaching and learning. 8. Demonstrate knowledge of universal moral and ethical values and instil these values in learners to live according to them. |
| 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: Associated Assessment Criteria for Exit Level Outcome 8: Integrated Assessment The implementation of integrated assessment relates to the context of a distance and online mode of delivery complemented by tutorials and practical sessions. A learner-centred and outcomes-directed educational approach base the interpretation of a learner's performance against the intended learning outcomes of the specific learning programme/module/study unit, congruent with the level descriptors. The assessment relates directly to the teaching and learning process, based on constructive alignment. The purpose of assessment is threefold namely: Constructive alignment is a fundamental principle in the design of the qualification in higher education based upon the twin principles of constructivism in learning and alignment in teaching. This implies making explicit the learning outcomes and levels of knowledge, understanding and skills one intends learners to achieve and then designing assessment instruments that will effectively test learners' attainment of these outcomes. The constructive alignment of intended learning outcomes, teaching methods and assessment criteria and tasks forms the basis of the institution's approach to assessment. The institution envisages assessment, formative and summative, that leads to lifelong learning, facilitating the autonomy of learners. Lecturers should regard the role of assessment tasks as conducive to learner development, providing them with the ability to come to ethical conclusions and act accordingly. Tasks should be appropriate to the discipline/field of study, NQF level, the credit value of the module and aimed at meeting the Teaching Practice requirements. The integrated assessment approach to assessment includes both formative and summative opportunities. Formative Assessment: The institution follows an approach of continuous assessment. Continuous assessment is the valuation of learners' progress throughout the study, rather than by examination at the end of it. It comprises several varied assessments that count towards learners' mark records. Formative assessment is an ongoing assessment with enhanced performance and the quality of teaching and learning. Formative assessment opportunities can vary, depending on the nature of the assessments and the content requirements of the module. Formative assessment is varied, utilizing mostly online strategies such as: Summative Assessment: Summative assessment evaluates the overall performance of a learner in a module following a systematic manner which determines the level at which the learner has mastered the outcomes. This form of assessment is introduced at times or has specific deadlines, and the results of these tasks contribute to the learners' mark record. Summative assessments accord with professional requirements following the principle of constructive alignment. The summative assessment of Teaching Practice measures achievement against a particular assessment criterion. It takes place at the end of each placement in schools, on the evidence provided in a teaching portfolio compiled by the learner. The summative assessment also takes the form of a series of continuous assessments, involving the assessment of a learner's progress throughout the Teaching Practice programme. Summative assessment opportunities should not exceed two for a 5-credit module and four for a 10-credit module. The weighting of these tasks should be appropriate to the NQF level and credit value of the subject. Assessment opportunities are communicated to learners at the onset of the module and are described in the module guide. The ratio for determining the final mark of each module is 50% formative assessment and 50% summative assessment. Exit-level modules will provide a final supervised summative assessment that will be externally moderated. At the exit level, this final summative assessment will contribute to 50% of the total mark of the learner for the module assessed. In modules where the summative assessment comprises a portfolio, there will be no supplementary assessment, as there are several opportunities for improvement during the compilation of the portfolio. Assessment of Teaching Practice: The assessment of Teaching Practice aligns with the intended learning outcomes of the Teaching Practice modules. The overall intended learning outcome of school-based practical learning is the integration of theoretical knowledge with practice-based experience in the context of the foundation phase classroom and the school. Academic and classroom teaching practice coherently align in the best interest of learner learning and teaching and learning in the foundation phase. In terms of a carefully structured curricular process, learners must be able to: Assessment tasks for Teaching Practice are designed and developed to meet the appropriate NQF level. Assessment and monitoring align with the particular focus and form of the school-based learning (e.g., problem-based learning) and the corresponding teaching and learning activities. It takes the form of both formative and summative assessments. Formative assessment is dependent on the ongoing communication between learner and mentor-teacher as well as between learner and lecturer, to enhance, recognize and respond to the learning in the context of the classroom and the school. Self-assessment is also a recognized form of formative assessment using a checklist related to the assessment criteria. Formative assessment in the classroom situation takes place by responding to questions, asking questions, and interacting with learners during practical classroom learning activities. Assessment of Teaching Practice focuses on the following different types of school-based learning: School-based theoretical learning; problem-based learning; project-based learning and classroom practice learning. |
| INTERNATIONAL COMPARABILITY |
| The purpose, curriculum content and mode of delivery of the South African (SA) qualification was compared with similar qualifications from accredited institutions in Australia, Scotland, and India.
Country: Australia Accredited Institution: Queensland University of Technology Qualification title: Bachelor of Education (Primary) Duration: 4 years full-time and 8 years part-time Similarities: The Queensland University of Technology (QUT) qualification is compared to the South African (SA) qualification in the following aspects. Duration: Both the QUT and SA qualifications are offered over four years of full-time study. Purpose/Rationale: The QUT and SA qualifications prepare pre-service teachers to respond to the demands of the information age for children from the early and middle phases of schooling. Disciplinary, theoretical, pedagogical, and practical competencies are paramount to the qualification. Capacitating pre-service teachers to research and lead and embrace diversity and differentiated learning takes centre stage. Both qualifications develop capabilities in digital technologies, entrepreneurial thinking, creativity, innovation, and resilience. Primary teaching is a stimulating and rewarding career. As a primary school teacher, a learner will provide the foundation for lifelong learning in young minds. The qualifications will prepare learners to create learning experiences that will encourage, challenge, support and extend all learners. Learners will develop creative approaches to respond to the diverse needs of learners and will gain extensive classroom experience through Professional Experience placements. Teachers develop a range of skills, knowledge, and practices because of their unique combination of work experiences and personal qualities. They will be empowered to shape their career path and explore the many ways to make an impact. Upon completion of both QUT and SA qualifications, qualifying learners can explore careers outside the classroom, including: The QUT and SA qualifications will ensure learners step into the classroom with confidence and continue to adapt to ongoing workforce changes and future opportunities. Some key inclusions in the course are: Qualification structure: The module content for the two qualifications is similar. Each of the qualifications shares modules offered at well-established recognised specialist pre-service teacher preparation institutions. They combine the same knowledge types to achieve the completed - disciplinary, foundational, pedagogical and a large component of practice in situ. The institutions focus on preparing pre-service teachers with 21st Century skills for a fast-paced digital environment. However, there is also cognisance given to the child in the context of family and community - so vital in the South African context where challenges in society are unique. The qualifications in each institute recognise the importance of developing research skills to equip pre-service teachers with lifelong learning opportunities. There is strong evidence that all qualifications have embedded soft skills which build resilience and confidence in undergraduates. The Bachelor of Education (Primary) is a teacher qualification designed for effective teacher preparation in a unique contemporary context. The qualification is aimed at developing capacities required by teachers working in the information age, a time of rapid change where education is recognised as playing an increasingly important role in society. The qualification develops teachers across the year Levels 1-7, spanning the Early and Middle Phases of Learning. In particular, the qualification focuses on the development of skills, understandings and attributes that enable teachers to demonstrate specialist abilities with respect to: Flexible delivery: Depending on where you live, learners can choose on-campus, external, or a blended approach to study that accommodates their other commitments and their preferred learning style. If learners choose external study, the learner will be part of an online learning community and in regular contact with our expert teaching staff. QUT provides a variety of online learning environments where you will participate fully, receive expert knowledge and guidance, and have easy access to course content. This qualification meets professional teaching standards for the Australian Institute for Teaching and School Leadership and Queensland College of Teachers. Graduates are eligible to apply for teacher registration. Learners will be qualified to teach primary subjects in the Australian Curriculum and other frameworks. Similarities: Differences: Year One: Semester One: Year 1, Semester 2 Year One, Semester One: Year Two, Semester Two: Year Three, Semester One: Year Three, Semester Two: Year Four, Semester One: Year Four, Semester Two Similarities: Four-year full-time qualification Differences: Country: India Accredited Institution: Banaras Hindu University Qualification Title: Bachelor of Education in Pre-Primary and Primary Education Similarities: The Banaras Hindu University (BHU) qualification is comparable to the South African qualification in the following aspects. Entry Requirements: Admission to both the BHU and SA qualifications is open to learners from all disciplines. Purpose/Rationale: Both the BHU and SA qualifications include core areas of child development and curriculum planning for different stages, including activities that aid emotional, social, motor skills and language development. Learners learn to engage children with games, books, and activities according to the individual needs of the learners. The qualifications also enable learners to evaluate a child's interests during the development phase, because preschool is often a child's first exposure to the sciences, creative arts, writing and music. Learners might explore psychology and nutrition while developing curriculum-writing skills, and gain knowledge of classroom-reading techniques to keep the children focused. They could learn to use reading to expand children's vocabularies and expose them to different remedial concepts. The qualifications cover classroom lectures and learner-teaching experiences. Both qualifications will examine key points such as: Upon completion of the BHU and SA qualifications, learners will be able to: The qualifications will assist learners to expand their horizons within and beyond the classroom and provide learners with the opportunity to play a key role in pre and primary education. Pre-primary and early years teachers work in institutions that cater to an age group ranging from 0 to 12-year-old children (e.g., pre-primary, and primary schools, nursery schools, daycare centres, and early years facilities). These teachers gain specialist skills that qualify them for positions that involve implementing the right teaching strategies, optimising pedagogical ideas, planning lessons, supporting children for holistic development among other areas, advising the parents of these children and assuming management responsibilities. The qualifications are an excellent foundation for a career working with young children in varied educational and allied fields. Qualifying learners may pursue careers as: Qualification structure: Both the BHU and SA qualifications consist of the following similar compulsory and elective modules. Curriculum and Credits Foundation: Compulsory Modules, 50 Credits: Specializations, 40 Credits. Similarities: Both the BHU and SA qualifications consist of the following similar compulsory modules: Differences: The BHU qualification differs slightly from the SA qualification in that the BHU qualification starts from pre-school to age 12 whereas the SA qualification includes Grade R to Grade 3 learners. The BHU consists of different elective options against the background of school curricula. Country: Scotland Accredited Institution: University of Strathclyde Glasgow Qualification Title: Bachelor of Arts in Primary Education Similarities: The University of Strathclyde Glasgow (USG) qualification is comparable to the South African (SA) qualification in the following aspects. Duration: The USG and SA qualifications are offered over four years of full-time study. Entry Requirements: Both the USG and SA qualifications require applicants who have completed their secondary school qualifications. The USG entry requirements are as follows: Purpose: A career in Primary Education is challenging and very rewarding. Primary teachers are faced each day with complex and demanding tasks. Teachers develop, plan, implement and evaluate programmes of study in all curricular areas (Expressive Arts, Health and Wellbeing, Languages, Literacy and English, Mathematics, Religious and Moral Education, Physical Education, Sciences, Social Studies, and Technologies). The USG and SA qualifications promote the social and personal development of all children, working with parents and fellow professionals both within and out of the school. Most of the graduates go on to work as primary school teachers, working for the social and personal development of their pupils. A primary school teacher develops, plans, implements and evaluates teaching programmes in all areas of the curriculum. The role also involves working with parents and fellow professionals within and without the school. Qualification structure: Both the USG and SA qualifications consist of both the compulsory and elective modules. Year One: Compulsory Modules: The USG qualification consists of compulsory modules in Year one, choosing three subjects from across the faculty. Primary Education learners study education with two other subjects. The subject options available to learners in year one are: Years Two to Four: Work placement: Learners undertake a placement in each year of their course: Year One: Seventy hours with children and/or young people aged 0-14 years in a community setting Year Two: Primary 1-3 school-based placement, running throughout the academic year and closely linked to on-campus modules Year Three: Four-week placement in a nursery and six weeks in a Primary 4-7 class (either or both placements in Year Three can be undertaken outside Scotland Year Four: Ten weeks in a primary school at a stage of the learner's choice Similarities Both the USG and SA qualifications offer the following compulsory modules. Professional development is an important aspect of the work of all teachers. Learners have many opportunities to participate in Continuing Professional Development (CPD) beyond their core classes and can develop and lead the CPD projects. Learning and teaching: Alongside traditional lectures and tutorials, teaching-learning methods for both the USG and SA qualifications include: Assessment: Assessment methods for both qualifications include formative and summative assessment. Formative assessments include: Formal assessment is mainly by written submission or practical work. There are four exams across the four years of the course. Differences The USG qualification offers learners an opportunity to specialise in a range of curricular subjects and to select the specialisation. |
| 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. |