[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
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: 

Higher Certificate in Education 
SAQA QUAL ID QUALIFICATION TITLE
120165  Higher Certificate in Education 
ORIGINATOR
Akademiese Reformatoriese Opleiding en Studies (AROS) NPC 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0638/26  2026-02-02  2029-02-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-02-02   2033-02-02  

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 Higher Certificate in Education has a vocational purpose, in preparing the learner to work as a teaching assistant and to provide access, with a chance of success, to meet the minimum entry requirements of the Bachelor of Education qualifications.

The qualification provides a foundation in a range of education philosophies and theories as well as practice, that will prepare the learner to function in the school context and be a valuable addition to the teaching support staff at a school.
Upon completion of this qualification, qualifying learners will be equipped with the required cognitive and conceptual tools as well as the academic skills that they need to cope with higher education studies; and strengthen their language and numerical skills of learners.

Learning will be focused on enhancing academic competencies such as basic language and learning skills, information management skills, and educational theories and practices that will prepare the learner for work in the basic education context. The learner will be encouraged to take responsibility for his or her own learning.

The qualification aims to provide a solid basis in terms of Christian philosophy as well as a limited range of educational theories and philosophies. Learners will be exposed to Work Integrated Learning in a school context, which should enable them to make a more informed choice regarding their further studies and the specific phase of specialisation.

Rationale:
The South African higher education system has three distinct sets of requirements (in terms of matric results) for entry. The three sets of entry requirements provide access to Higher Certificate, Diploma and Bachelor's degree qualifications respectively. According to the HEQSF Framework, the Higher Certificate serves to provide learners with the basic introductory knowledge, cognitive and conceptual tools, and practical techniques for higher education studies in their chosen field of study, in this case, education. This qualification signifies that the learner has attained a basic level of higher education knowledge and pedagogical competence required to succeed in their further studies, which is likely to be a cognate Bachelor of Education degree. The proposed qualification is aligned with the government's commitment to widening access to higher education. The qualification has been developed in line with the Revised Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015). The proposed qualification has been designed to assist learners in gaining access to initial teacher education qualifications as per MRTEQ.

The education-specific content of the Higher Certificate is introductory to the field of study. It covers a range of theoretical themes such as the regulatory framework for education, an introduction to pedagogy, didactics and assessment, and classroom management. It also provides a solid overview of the planning process of a school and teacher, the practical administration of the classroom and teaching environment, the skills required by teachers, and the different phases in the Basic Education system. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, Level 5, 120 Credits:
  • Language Proficiency in Afrikaans, 12 Credits.
  • Language Proficiency in English, 12 Credits.
  • Information Technology and Communication, 12 Credits.
  • Mathematical Proficiency, 12 Credits.
  • Teaching and Learning Theory, 12 Credits.
  • Teaching and Learning Practice, 12 Credits.
  • Biblical Studies and Philosophy, 12 Credits.
  • Theoretical Framework for Education, 12 Credits.
  • Logic, Critical and Analytical Thinking,12 Credits.
  • Introduction to an African Language, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge and understanding of Christian philosophy, educational philosophy and Biblical norms and principles in an education context.
    2. Demonstrate proficiency in the language of tuition and other selected languages for academic and practical purposes.
    3. Demonstrate knowledge of professional teaching theory and practice in the school context.
    4. Demonstrate a basic conceptual and procedural knowledge of mathematics that will enable learners to cope with further higher education studies.
    5. Demonstrate an understanding of the African and South African contexts of education, inclusive education, and diversity in the context of education. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define the concepts of philosophy, Christian philosophy, education philosophy and Christian educational philosophy.
  • Explain the importance of philosophy in education.
  • Identify opportunities where Christian norms and Biblical principles can be applied to enrich a norm-driven practice of education.
  • Participate in learning by listening with discernment, making effective notes, and responding appropriately.
  • Plan and manage own time and learning, applying awareness of self and own learning approach.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Speak, read, and write in Afrikaans for academic and practical purposes. (Language of tuition of the institution)
  • Speak, read, and write in English for academic and practical purposes.
  • Describe the African culture and language contexts in the multilinguistic South African society
  • Conduct a basic conversation in a third (African) language.
  • Access, evaluate, read, and interpret online information for academic purposes.
  • Use Microsoft applications such as word processing, email, spreadsheets, and presentations to produce research and learning outputs.
  • Interpret assessment instructions through the analysis of action verbs' natural environment.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Describe the education context and role-players in the South African Basic Education schooling system.
  • Explain basic teaching and learning and classroom management concepts and strategies.
  • Describe the development phases, and associated needs of learners.
  • Identify teaching and learning strategies, lessons, and appropriate assessment methods, for each phase.
  • Plan teaching and learning activities, with due consideration of appropriate teaching and learning techniques, material, lessons, assessment methods and classroom management techniques for each of the phases.
  • Complete a range of administrative tasks required of a teacher in a school context.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use basic mathematical concepts, principles, and methods accurately and correctly to solve mathematical problems.
  • Use appropriate standard methods as well as identify own methods to solve problems by implementing Polya's problem-solving model.
  • Present problems in various ways and find ways to solve these problems, as well as interpret problems that are given in different ways.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Describe the principles of inclusive teaching, demonstrating an appreciation of South Africa's cultural diversity.
  • Explain the concept of professional, ethical, and caring teaching drawing on appropriate values and
    approaches. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Kingdom
    Institution: Kings Education
    Qualification Title: Advanced Level Foundation
    Duration: 1 year

    Compulsory modules:
  • Communications and Study Skills (comparable to the Information Technology and Communication in the SA qualification)
  • Data Handling
  • Information Technology (comparable to the Information Technology and Communication in the SA qualification)

    Elective modules:
  • Art and Design
  • Biology
  • Business Studies
  • Chemistry
  • Economics
  • Geography
  • Government and Politics
  • History
  • Law
  • Mathematics
  • Further Mathematics
  • Physics
  • Psychology.

    Entry requirements:
  • Learners must have completed 11-12 years of schooling.
    This qualification does have a language requirement but allows learners at a lower level to complete an extended programme.

    Content:
    The core modules are similar to the modules included in the proposed Higher Certificate. The elective modules are much more 'generic' and it does not seem to be intended to form an integrated whole, but rather follow a 'build own' programme approach.

    ELOs:
    Intended to allow learners to gain access to higher education as well as improve skills required for further education.

    Similarities
  • The entry requirements for both qualifications are similar. In the UK qualification, the prospective learners are expected to have completed 11-12 years of schooling which corresponds with the year in which learners can achieve an NSC.
  • Both the UK and SA qualifications are offered in one year.
    Country: Australia
    Institution: La Trobe University
    Qualification Title: Certificate in Teacher Education
    Credits: 240
    Level: 6 - Similar to an NQF-level 6 qualification in South Africa but with a purpose similar to the NQF-level 5 Higher Certificate as it provides access to further learning.
    Duration: 2 years Full-time (or part-time equivalent).

    Graduates at this level will have broad knowledge and skills for paraprofessional/highly skilled work and/or further learning. The curriculum focuses on generic academic knowledge and skills acquisition, but also includes subjects related to the inclusion of indigenous cultural knowledge and identities.
    Teaching practice and educational issues are also addressed in the ELOs.
    After successful completion of the qualification, learners should be able to enrol for Bachelor of Education qualification(s).

    The core modules such as:
  • Language proficiency (Similar to the SA qualification)
  • Teaching and learning theory (Similar to the SA qualification)
  • Mathematical proficiency (Similar to the SA qualification)
  • Information technology and communication. (Similar to the SA qualification)

    Similarities:
  • Both qualifications articulate vertically into a bachelor's degree.

    Differences:
  • The Australian qualification has a weighting of 240 Credits, whereas the SA qualification has a weighting of 120 Credits.
  • The Australian qualification is at Level 6 which is similar to an NQF-level 6 qualification in South Africa but with a purpose similar to the NQF-level 5 Higher Certificate as it provides access to further learning.
  • The Australian qualification is offered in one year, whereas the SA qualification is offered in two years. 
    		•

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

    Horizontal Articulation:
  • Higher Certificate in Adult and Community Education and Training, NQF Level 5.
  • Higher Certificate in Early Childhood Care and Education, NQF Level 5.

    Vertical Articulation:
  • Diploma in Education, NQF Level 6.
  • Bachelor of Education, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    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.
     
    1. Akademiese Reformatoriese Opleiding en Studies (AROS) NPC 


    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.