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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Certificate in Education (Senior Phase and Further Education and Training Teaching) 
SAQA QUAL ID QUALIFICATION TITLE
125272  Postgraduate Certificate in Education (Senior Phase and Further Education and Training Teaching) 
ORIGINATOR
EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (Pty) Ltd) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  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 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0637/26  2026-01-30  2029-01-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-01-30   2033-01-30  

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 Postgraduate Certificate in Education is to provide learners with an integrated knowledge base that will allow them to demonstrate applied competence, commitment, and responsibility as academically and professionally qualified beginner teachers in the Senior Phase (Grades 7-9) and Further Education and Training band (Grades 10-12).

The Postgraduate Certificate in Education is thus designed to provide a structured high-quality professional learning pathway for current and prospective education learners who want to become experts and specialists in senior phase and further education and training teaching while addressing teacher shortages. The Postgraduate Certificate in Education is a professional teaching qualification that `caps' an undergraduate degree or an approved diploma. It offers entry-level initial professional preparation for qualifying undergraduate degree or diploma holders who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and/or subject(s).

The qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience, to enable successful learners to apply their learning as beginner teachers in schools in varying contexts. Therefore, learners will be able to choose one teaching specialisation from the Senior Phase (Arts and Culture or Life Orientation, or Social Sciences) and one teaching specialisation from the Further Education and Training Phase (Dramatic Arts or History or Visual Art), depending on their underlying undergraduate qualification. This qualification is also intended to prepare learners for postgraduate study by deepening their knowledge and understanding of theories, methodologies, and practices in specific academic disciplines and fields, as well as developing their ability to formulate, undertake, and resolve more complex theoretical and practice-related problems and tasks using appropriate methods and techniques.

Upon completion of the qualification, a qualifying learner will be able to:
  • Demonstrate the ability to apply relevant skill, methods, knowledge, and values for teaching in the Senior Phase (SP) and Further Education and Training (FET) phase of a particular subject.
  • Demonstrate the ability to interpret and design learning programmes and materials.
  • Display the ability to mediate learning in a manner that is sensitive to diversity.

    Rationale
    The Postgraduate Certificate in Education is to provide a structured and high-quality professional learning pathway for current and prospective education learners who want to become experts and specialists in senior phase and further education and training teaching while addressing teacher shortages.

    The Postgraduate Certificate in Education is a professional teaching qualification that `caps' an undergraduate degree or an approved diploma. It offers entry-level initial professional preparation for qualifying undergraduate degree or diploma holders who wish to develop focused knowledge and skills as classroom teachers in a chosen phase(s) and/or subject(s).

    The qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience, to enable successful learners to apply their learning as beginner teachers in schools in varying contexts.

    Therefore, learners will be able to choose one teaching specialisation from the Senior Phase (Arts and Culture or Life Orientation, or Social Sciences) and one teaching specialisation from the Further Education and Training Phase (Dramatic Arts or History or Visual Art), depending on their underlying undergraduate qualification. This qualification is also intended to prepare learners for postgraduate study by deepening their knowledge and understanding of theories, methodologies, and practices in specific academic disciplines and fields, as well as developing their ability to formulate, undertake, and resolve more complex theoretical and practice-related problems and tasks using appropriate methods and techniques.

    The qualification is designed to meet the minimum requirements for teacher education qualifications as outlined in Appendix C of the Department of Higher Education and Training's Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015). (DHET). It is also aligned with the new Higher Education Qualifications Framework's (HEQF) guidelines. The following will assist in exploring and fulfilling the purpose of this qualification:
  • Provision of pedagogical content knowledge.
  • Fostering of self-reflexivity and self-understanding to enable commitment to the highest level of professional work ethics.
  • Development of learners as active citizens who will respond to and initiate change.
  • Development of competences to organise learning among a diverse range of learners in diverse contexts.

    The qualification is further aimed at learners who have completed their Bachelor of Arts and other relevant disciplines and wish to pursue a teaching career. Learners will be able to choose one teaching subject from the Senior Phase (Arts and Culture or Life Orientation, or Social Sciences) and one teaching subject from the Further Education and Training Phase (Dramatic Arts or History or Visual Art), depending on their undergraduate qualification. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning will not be utilised for entry to the Postgraduate Certificate in Education (Senior Phase and Further Education and Training Teaching).

    Entry Requirements:
  • An approved bachelor's degree, NQF Level 7.
    Or
  • An appropriate Diploma, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 132 Credits

    Compulsory Modules at NQF Level 7, 86 Credits:
  • Psychology of Education, NQF Level 7, 10 Credits.
  • Sociology of Education, NQF Level 7, 11 Credits.
  • History of Education, NQF Level 7, 11 Credits.
  • Fundamental Assessment Practice, NQF Level 7, 8 Credits.
  • Micro Teaching, NQF Level 7, 8 Credits.
  • School Based Learning Contemporary Policies in Education, NQF Level 7, 24 Credits.
  • Inclusive Education, NQF Level 7, 8 Credits.
  • Contemporary Policies in Education, NQF Level 7, 6 Credits.

    Elective at NQF Level 5, 6 Credits: (Choose one module)
  • Computer Practice, NQF Level 5, 6 Credits.
  • Afrikaans, NQF Level 5, 6 Credits.
  • IsiZulu, NQF Level 5, 6 Credits.
  • South Sotho, NQF Level 5, 6 Credits.

    Elective Modules at NQF Level 7, 20 Credits: (Choose one Module)
  • Arts and Culture, NQF Level 7, 20 Credits.
  • Life Orientation, NQF Level 7, 20 Credits.
  • Social Sciences, NQF Level 7, 20 Credits.

    Elective Modules at NQF Level 7, 20 Credits: (Choose one Module)
  • Dramatic Arts, NQF Level 7, 20 Credits.
  • History, NQF Level 7, 20 Credits.
  • Visual Art, NQF Level 7, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to apply relevant skill, methods, knowledge, and values for teaching in the Senior Phase (SP) and Further Education and Training (FET) phase of a particular subject.
    2. Demonstrate the ability to interpret and design learning programmes and materials.
    3. Display the ability to mediate learning in a manner that is sensitive to diversity.
    4. Display the potential of becoming a lifelong learner, scholar, and researcher.
    5. Act as a leader, administrator, and manager with a classroom environment.
    6. Be able to assess effectively and efficiently.
    7. Act as a responsible citizen by being caring, respecting, and showing responsibility towards others. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Plan, organise and present lessons relevant to the SP FET teaching and learning situation.
  • Use appropriate teaching and learning methods, approaches and strategies that are relevant to the teaching and learning in the SP and FET phases.
  • Discuss subject content knowledge in the specific electives.
  • Apply appropriate pedagogical content knowledge.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Use ability to design and use Teaching and learning material that enhance learning.
  • Use teaching aids to assist learner's understanding of the content.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate the dispositions and competences to organise learning among a diverse range of learners in diverse contexts.
  • Apply competence, commitment, and responsibility as academically and demonstrate professionally qualified teachers within the diverse education contexts.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify the ranges and limits of applicability of the core concepts and principles.
  • Demonstrate the application of the core concepts and principles.
  • Apply the pedagogy of reasoning and action.
  • Apply an ability to identify, analyse and address complex problems in teaching and learning, using a range of routine and some advanced skills, conceptual and/or evidenced- based solutions and theory-driven arguments.
  • Demonstrate a coherent and critical understanding of the principles, scope, theories, and epistemologies of teaching and learning in higher education.
  • Identify, describe and explain core concepts, theories and principles of the discipline.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply appropriate classroom management theories, concepts, techniques, and strategies to ensure effective teaching and learning.
  • Demonstrate awareness of classroom discipline policies, perspectives, and procedures.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Design and apply appropriate assessment instruments and tools.
  • Apply appropriate assessment methods and procedures.
  • Demonstrate the ability to use subject specific and phase specific assessment.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Apply practical understanding of the self and interpersonal relationships.

    Integrated Assessment:
    Formative assessments: Learners must complete and submit formal formative assessment tasks per module, such as objective tests, such as multiple-choice (weighted at 20%), and cognitive assessments, such as traditional assignments (weighted at 40%), which account for 60% of formative assessment. Learners who do not achieve an average subminimum of 40% on their formative assessments may be allowed to resubmit their assessment tasks after receiving academic support and guidance.

    Summative assessments:
    Learners who achieve a subminimum formative assessment average of 40% will be allowed to proceed to the summative assessment (weighted at 40%). This exam will also have a subminimum of 40%. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to the following international qualifications:

    Country: United Kingdom
    Institution: Universities of Cambridge
    Qualification Title: Postgraduate Certificate in Education
    Credits: 120

    Entry Requirements:
  • A recognised bachelor's degree (or equivalent) with a strong academic record in a subject relevant to secondary teaching.
  • A minimum of Grade C in English and Mathematics at General Certificate of Education (GCE) level.
  • Successful completion of the National College for Teaching and Leadership (NCTL) professional skills tests in literacy and numeracy.
  • Demonstrated commitment to teaching through prior school experience or related engagement.

    Purpose:
    The Cambridge PGCE aims to develop academically grounded, critically reflective teachers equipped to make informed contributions to educational practice and policy. The programme combines theoretical understanding with practical teaching experience, enabling graduates to link educational research with classroom application. It prepares teachers to work effectively in diverse school settings, to reflect on their practice, and to contribute positively to learners' holistic development.

    Learning Outcomes:
    Learners of the Cambridge PGCE are expected to:
  • Demonstrate a critical understanding of educational theory, policy, and practice.
  • Apply pedagogical and subject knowledge effectively in classroom contexts.
  • Engage in reflective practice and continuous professional development.
  • Display awareness of diversity, inclusion, and social responsibility in education.
  • Conduct small-scale research and inquiry into teaching and learning processes.

    Qualification Structure:
    The qualification integrates both academic study and school-based professional practice. Key components include:
  • Core Educational Studies: History, Philosophy, Psychology, and Sociology of Education.
  • Professional Studies: Curriculum design, pedagogy, classroom management, and educational policy.
  • Subject-Specific Studies: Teaching specialisations in areas such as English, Mathematics, Science, Art and Design, Geography, or Modern Languages.
  • School Placement: Two supervised teaching placements across different school contexts, allowing progressive development from observation to full teaching responsibility.

    Assessment
    Assessment in the Cambridge PGCE is integrated and continuous, comprising:
  • Coursework and written assignments that demonstrate theoretical understanding and reflective practice.
  • Professional practice evaluations based on classroom observation and mentor feedback during school placements.
  • A final portfolio or report evidencing professional growth and achievement of the standards for Qualified Teacher Status (QTS).

    Similarities:
  • Both qualifications are at Level 7, one-year postgraduate teaching programmes designed for graduates seeking entry into the teaching profession.
  • Each integrates theoretical and practical learning, combining education studies, pedagogy, and school-based experience (WIL).
  • Both emphasise reflective practice, critical thinking, and context-responsive teaching.
  • Eduvos and Cambridge share a focus on professional ethics, inclusivity, and lifelong learning.

    Differences
  • The Cambridge PGCE includes a wider range of subject specialisations across the UK secondary school curriculum, whereas Eduvos limits options to Arts and Culture, Life Orientation, Social Sciences, Dramatic Arts, History, and Visual Art.
  • Cambridge's structure emphasises theoretical disciplines such as the history, philosophy, and sociology of education, which are integrated within single modules at the instiitution.
  • The Cambridge PGCE culminates in the award of Qualified Teacher Status (QTS), which is not part of the South African framework.
  • The institution's WIL component is 10 weeks, whereas Cambridge learners complete two extended teaching placements spanning most of the academic year.

    Country: Australia
    Institution: University of Melbourne
    Qualification: Graduate Diploma in Teaching (Secondary)
    Credits: 120
    Level 8
    Duration: One year full-time

    Entry Requirements:
  • A bachelor's degree or equivalent qualification with appropriate disciplinary majors that align with secondary school teaching subjects.
  • Evidence of academic proficiency and communication competence in English (IELTS 7.5 overall, with no band less than 7.0).
  • Demonstrated motivation and aptitude for teaching, typically supported by personal statements or interviews.

    Purpose
    The purpose of the University of Melbourne's Graduate Diploma in Teaching (Secondary) is to prepare skilled, research-informed, and reflective teachers capable of teaching effectively in diverse secondary school environments. The programme emphasises the integration of educational theory, research, and practice, cultivating professionals who are adaptable, inclusive, and responsive to the learning needs of twenty-first-century learners.

    Learning Outcomes:
    Learners of the programme are expected to:
  • Demonstrate sound pedagogical content knowledge in at least two teaching specialisations.
  • Apply theories of learning and motivation to facilitate effective classroom practice.
  • Use assessment data and feedback to improve teaching and learning outcomes.
  • Exhibit a strong understanding of inclusive education and diversity in learning environments.
  • Engage in reflective professional inquiry to continually improve their teaching practice.

    Qualification Structure:
  • Core Professional Studies: Curriculum, pedagogy, and assessment methods.
  • Educational Psychology: Understanding learner development and behaviour.
  • Discipline-Specific Teaching Methods: Two teaching areas aligned with learners' undergraduate specialisations.
  • Inclusive Education and Leadership: Addressing classroom diversity and promoting equity.
  • Professional Practice: A supervised practicum (approximately 80-90 days) across multiple school settings, integrating observation, co-teaching, and independent teaching.

    Assessment:
  • Coursework and research-based assignments addressing educational theory and reflective practice.
  • Teaching portfolios demonstrating growth in professional competencies.
  • Performance assessments conducted during school placements by supervising teachers and university mentors.
  • Capstone reflective project linking theory, research, and practice.

    Similarities:
  • Both are professional teaching qualifications requiring an undergraduate degree as entry.
  • Each programme integrates theory, pedagogy, and practice, combining coursework with extended school-based learning.
  • Both emphasise inclusive education, reflective teaching, and assessment competence.
  • They share a strong focus on professional ethics and continuous learning.

    Differences:
  • The Melbourne programme requires a longer practicum (up to 90 days), compared to Eduvos's 10-week school-based learning.
  • Melbourne integrates educational leadership and policy as core components, whereas Eduvos emphasises teacher development within classroom practice.
  • Eduvos allows dual-phase teaching (Senior and FET), while Melbourne's qualification focuses solely on secondary education.
  • The Australian qualification incorporates educational research methods, while Eduvos prepares learners for postgraduate study rather than immediate research practice.

    Unique Point of the the South African qualification:
  • The qualification includes African language options and a Computer Practice (support) module, both absent in Melbourne's structure.
  • The qualification is aligned with South Africa's MRTEQ (2015) and HEQSF frameworks, addressing teacher shortages and educational transformation goals.
  • Its dual-phase approach (Grades 7-12) provides greater flexibility and broader teaching applicability than most Australian equivalents. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal and vertical articulation options.

    Horizontal Articulation:
  • Advanced Diploma in Remedial Education, NQF Level 7.
  • Bachelor of Education in Intermediate Phase Teaching. NQF Level 7.
  • Bachelor of Education in Intermediate Phase, NQF Level 7.
  • Advanced Occupational Diploma: Senior Government Official, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours in Childhood Education, NQF Level 8.
  • Bachelor of Education Honours in Foundation Phase Education, NQF Level 8.
  • Bachelor of Education Honours in Foundation Phase Teaching, NQF Level 8.
  • Postgraduate Diploma in Inclusive Education, NQF Level 8.
  • Postgraduate Diploma in Special Needs Education, NQF Level 8.

    Diagonal Articulation
  • Advanced Occupational Certificate: Learning and Development Professional, NQF Level 6. 
    		•

    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.
     
    1. EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (Pty) Ltd) 


    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.