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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Post-Graduate Certificate: Education 
SAQA QUAL ID QUALIFICATION TITLE
20162  Post-Graduate Certificate: Education 
ORIGINATOR
SGB Educators Schooling 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 6  NQF Level 07  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
The GCE serves as a professional 'capping' qualification for candidates who have completed an appropriate 360 or 480 credit Bachelor's degree other than the BEd. The qualification accredits the development of professional competence reflexively grounded in educational theory.


Rationale for the qualification

This qualification is for persons wanting to become qualified as professional educators in schooling after completing an appropriate Bachelor's degree (at least 360 NQF credits) other than a BEd. The GCE provides access to further study in Education, Training and Development at NQF Levels 6 and 7. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
This qualification assumes that candidates are competent in the language(s) of instruction of the provider, and that they have at least an appropriate first degree with subjects which satisfy the current requirements for employment as an educator in schooling.


Recognition of prior learning and articulation possibilities

This qualification may be achieved in part through the recognition of relevant prior learning and experience. Providers are required to develop structured means for the assessment of individual candidates against the exit level outcomes of the qualification on a case by case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors.

The GCE provides access to further study in education at NQF Levels 6 or 7. 

RECOGNISE PREVIOUS LEARNING? 
Y 

EXIT LEVEL OUTCOMES 
Exit Level Outcomes

Exit level outcomes are grouped into four components, which together reflect the work of a professional educator. The critical outcomes are integrated into the exit level outcomes. Under each component, two or more of the roles as defined in the Norms and Standards for Educators (4 February 2000) have been integrated, viz.
  • Learning mediator
  • Interpreter and designer of learning programmes and materials
  • Leader, administrator and manager
  • Scholar, researcher and lifelong learner
  • Community, citizenship and pastoral role
  • Assessor
  • Learning area / subject / discipline / phase specialist

    The bullet points listed under each exit level outcomes are to be understood as descriptors of the outcome rather than as assessment criteria.

    Guidelines for assessing integrated and applied competence related to each exit level outcome are provided. See also the assessment criteria in section 10, which deals with integrated assessment. For a definition of the content requirements for particular specialisations, please see the specialist requirements under section 3 above.
    Component 1: Competences relating to fundamental learning

    The focus in this component is on the role of scholar, researcher and lifelong learner. However, there is some reference in the application of the communicative and numerical competence to the roles of learning mediation, assessment and management/administration.

    1.1 Demonstrate competence in reading, writing and speaking the language/s of instruction in ways that facilitate their own academic learning, and learning in their classrooms.

    Competence is evident when candidates are able to:
  • read academic and professional texts critically, and integrate and use the knowledge in their own studies and in their teaching;
  • read and interpret with understanding written and graphic materials relating to their areas of specialisation;
  • select and use study methods appropriate to their own needs as well as the demands of their specialisation;
  • use information and communications technology to further their own learning and facilitate the learning of others;
  • convey the content of their area of specialisation in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care;
  • foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills;
  • use the main language of instruction to explain, describe, discuss and relate key concepts in their area of specialisation;
  • use an additional language to explain, describe and discuss such key concepts in a conversational style.

    1.2 Demonstrate competence in interpreting and using numerical and elementary statistical knowledge to facilitate their own academic learning, and manage teaching, learning and assessment.

    Competence is evident when candidates are able to:
  • interpret numerical information in their learning area, subject or discipline;
  • apply their understanding of numerical and elementary statistical knowledge to educational issues, cross-curricular activities, and their own learning;
  • apply their understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance;
  • apply their understanding of numeracy and statistics to record, interpret and report on the academic progress and achievement of their learners.
  • interpret and understand numerical data relating to psychological assessment of learners;
  • use elementary procedures for financial management, including budgeting.

    Component 2: Competences relating to the subject and content of teaching

    The focus in this component is on the role of interpreter and designer of learning programmes and materials, the role of learning mediator, as well as on the specialist role.

    2.1 Demonstrate competence with regard to the knowledge base underpinning the learning areas or subjects they will be teaching.

    Competence will be evident when candidates are able to:
  • demonstrate an understanding of the fields of knowledge, which underpin their subject/learning area/s of specialisation ;
  • demonstrate a commitment to the epistemic values and principles, which characterize the fields of knowledge in their area/s of specialisation ;
  • show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their area/s of specialisation ;
  • use the characteristic language, terminology and concepts of their subject/s of learning area/s appropriately, and with confidence.
  • critically discuss the content of curricular knowledge in their area/s of specialisation , and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge;
  • interpret curricular knowledge in practice, in their area/s of specialisation , in terms of a broader understanding of the relevant fields of knowledge;
  • evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their area of specialisation (phase and subjects/learning areas).

    2.2 In their area/s of specialisation (phase and subject/learning area), demonstrate competence in planning, designing, and reflecting on learning programmes appropriate for their learners and learning context.

    Competence is evident when candidates are able to:
  • select and/or design materials and resources appropriate to learning programmes, taking cognisance of issues such as teaching approach, and the conceptual adequacy and accuracy of the information of the content of the programmes;
  • select, adapt, or design coherent learning programmes and lessons appropriate for the learners, context and specialisation , taking into account national, regional and school curriculum policies, learner contexts, and learner differences;
  • plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning strategies;
  • justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum;
  • evaluate and improve learning programmes, lessons and materials on the basis of experience, classroom research, and an understanding of the knowledge base underpinning the relevant learning areas or subjects being taught.

    Component 3: Competences relating to teaching and learning processes

    The focus in this component is on the integration of all seven roles listed above.

    3.1 In their area of specialisation, demonstrate competence in selecting, using and adjusting teaching and learning strategies in ways, which meet the needs of the learners and the context.

    Competence is evident when candidates are able to:
  • select and use teaching and learning strategies appropriate to the subject, phase and topic and, on the basis of careful assessment, to the learners in their classes;
  • create expectations, which make appropriate demands on the learners;
  • select and use teaching and learning strategies, which motivate learners to meet those demands and to take initiative;
  • accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies;
  • identify and assist learners with special needs and barriers to learning and development;
  • facilitate occasions where learners are taught in groups, pairs and as individuals;
  • make judgements on the effect that language has on learning and, in that light, make the necessary adjustments to the teaching and learning strategies;
  • adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts, both familiar and unfamiliar;
  • use teaching and learning support materials to facilitate learner progress and development;
  • assess the teaching and learning strategies used in a particular context in the light of the extent to which the objectives of the learning experience have been achieved;
  • explain, on the basis of classroom research, the success or otherwise of teaching and learning strategies with reference to key educational concepts, the needs and abilities of the learners, and demands of the specialisation.

    3.2 Demonstrate competence in managing and administering learning environments and supporting learners in ways that are sensitive, stimulating, democratic and well organized.

    Competence is evident when candidates are able to:
  • create and maintain learning environments, which are safe as well as conducive to learning;
  • manage learning environments democratically and in ways that foster creative and critical thinking;
  • discipline learners in ways that are firm, growth promoting and fair;
  • create learning environments that are sensitive to cultural, linguistic, gender and other differences;
  • resolve conflict situations within classrooms in an ethical and sensitive way;
  • perform administrative duties required for the effective management of the learning environment;
  • assist learners to manage themselves, their time, physical space and resources;
  • take appropriate action to assist or refer learners in the solution of personal or social problems;
  • evaluate and, where necessary, adjust their own actions in ways that show knowledge and understanding of management and administration;
  • justify actions in ways, which reflect knowledge and understanding of a variety of ways of managing individual learners and classes.

    3.3 Demonstrate competence in monitoring and assessing learner progress and achievement in their specialisation.

    Competence is evident when candidates are able to:
  • select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts;
  • explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed;
  • design and administer assessment tasks using clear language and instructions;
  • collect from a variety of sources sufficient confirming evidence of learner competence;
  • use a range of assessment strategies to accommodate differences in learning style, pace and context;
  • evaluate own and other's assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development;
  • assess and record systematically the progress of individual learners;
  • use assessment results to provide feedback in educationally constructive ways on learner progress and achievement;
  • interpret and use assessment results to inform future teaching, learning and assessment strategies;
  • justify choice and design of assessment strategies, methods and procedures in ways, which show knowledge, and understanding of the assumptions that underlie a range of assessment approaches and their particular strengths and weaknesses in relation to age and learning area being assessed.

    Component 4: Competences relating to the school and educator profession

    The focus in this component is on the role of manager/administrator/leader as well as of the community, citizenship and pastoral role.

    4.1 Demonstrate that they can function responsibly within the education system, the institution where they are working, and the community in which the institution is located.

    Competence is evident when candidates are able to:
  • maintain a sense of respect towards others in the learning environment;
  • co-operate professionally with colleagues in an institutional setting;
  • co-operate in maintaining orderly learning environments;
  • initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs;
  • demonstrate an ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices;
  • use internal and external networking opportunities effectively;
  • engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape;
  • apply school policies and development plans to their own teaching;
  • organise curricular, cross-curricular and extra-curricular activities;
  • select, create, justify, deliver and reflect upon and improve extra-curricular activities.

    4.2 Demonstrate a respect for and commitment to the educator profession.

    Competence is evident when candidates are able to:
  • practise and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude;
  • behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning;
  • promote the values and principles of the Constitution, particularly those related to human rights and the environment;
  • promote the practice of democratic values, attitudes and dispositions in the school, as well as in society at large;
  • encourage, create and maintain a supportive and empowering environment for learners;
  • evaluate their own professional progress effectively;
  • show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Integrated Assessment and school experience

    In the assessment strategy as a whole, evidence must be demonstrated through a variety of options: case studies, problem-solving assignments, teaching practice in simulated and in situ contexts, portfolios of learning materials, projects, written and oral examinations. Some of these options are more suited to the assessment of foundational competence, rather than practical and reflexive competence.

    However, the final integrated assessment needs to have the following characteristics:
  • It should assess the extent to which candidates can teach competently and effectively in South African schools.
  • It should measure the extent to which candidates have integrated the roles and the knowledge and skills delivered through the different courses/modules which make up the educator development programme.
  • It should be designed in such a way that the seven roles are assessed through the specialism.
  • It should measure applied competence.

    In other words, it should assess whether candidates are able to integrate the ability to perform important teaching actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence), and reflect on and make changes to teaching practices (reflexive competence).

    The assessment criteria and evidence requirements are as follows:
    In a practical teaching and learning situation, a simulated situation, or a situation that combines the practical, the simulated and the written, candidates will:
  • generate, explore and consider options for appropriate action;
  • identify the most appropriate course of action in relation to the particular context, topic, learner group, level of learning and resources available;
  • explain the reasons for that particular selection as well as what was taken into account in making the selection;
  • perform the identified action, while continuously monitoring and adapting performance as required;
  • explain the reasons for the performance;
  • evaluate his/her performance and identify areas for improvement;
  • reflect on learner progress and performance;
  • develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection.

    School Experience is an integral part of all professional qualifications, whether in-service or initial training. In the case of qualifications for initial training, to ensure that the candidate gradually develops actual teaching skills, structured School Experience should take place in all years of study. In-service teachers will already have teaching skills, but require opportunities to practise new skills and reflect on their experience in ways which help them learn from, rather than merely accumulate, experience.

    In both initial and in-service qualifications, School Experience should take place in an authentic context. An 'authentic context' means the kind of context in which practical competence can be modelled by the tutor or mentor and demonstrated by the candidate; for example, a classroom in a school or a simulated classroom such as a micro teaching laboratory at a university. Some kinds of practical competence (such as how to organize a class of 60 Grade 1s under a tree) can only be modelled and demonstrated in situ. Others, such as questioning skills, and the ability to organise group discussion could probably be better practised in simulated situations. Reflection on practice is also essential, and this can be done through feedback on written tasks, but is often more effective through observation followed by oral discussion with tutors, mentors or peers. 
    		•

    INTERNATIONAL COMPARABILITY 
    International Comparability

    Together with the Norms and Standards for Educators, as regulated by the Department of Education on 4 February 2000, the SGB has consulted Guidelines for Initial Teacher Education Courses in Scotland from the Scottish Office Education Department (October 1998) and Competency Based and Commitment Oriented Teacher Education for Quality School Education National Council for Teacher Education (New Delhi 1998.) 

    MODERATION OPTIONS 
    Candidates' results / performance should be moderated by one or more external moderators. They should report not only on the standard of achievement but also on the validity and reliability of the assessment strategies, design and criteria in relation to the purpose and exit level outcomes of the qualification.

    Providers may use their own qualified staff as assessors. They may also, if they wish, use the services of tutors, departmental advisory services, fully qualified practising educators acting as mentors and outside assessment agencies.

    All of these should be registered as assessors and be accountable to the provider concerned, and its ETQA. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    See "Moderation Options". 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    73089  Post-Graduate Certificate: Education  Tshwane University of Technology (TUT)  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    73074  Post-Graduate Certificate: Education  Vaal University of Technology  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    61759  Post-Graduate Certificate: Education: Foundation, Intermediate, Senior, FET and ETDP  Cape Peninsula University of Technology  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    65284  Postgraduate Certificate in Education  Central University of Technology, Free State  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    73071  Postgraduate Certificate in Education  North West University  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    50580  Postgraduate Certificate in Education  University of Potchefstroom  Level 6  Level TBA: Pre-2009 was L6  128  2009-06-30  CHE  HEQSF 
    50381  Postgraduate Certificate in Education  University of Witwatersrand  Level 6  Level N/A: Pre-2009 was L6  120     CHE  HEQSF 
    62458  Postgraduate Certificate in Education (Senior Phase and Further Education and Training)  University of South Africa  Level 6  Level N/A: Pre-2009 was L6  120     CHE  HEQSF 
    116952  Postgraduate Certificate in Education in Intermediate and Senior Phase  North West University  Not Applicable  NQF Level 07  120  2018-12-31    HEQSF 
    116954  Postgraduate Certificate in Education in School Guidance  North West University  Not Applicable  NQF Level 07  120  2018-12-31    HEQSF 
    116953  Postgraduate Certificate in Education in Senior and Further Education and Training Phase  North West University  Not Applicable  NQF Level 07  120  2018-12-31    HEQSF 
    20865  Postgraduate Certificate in Education: Foundation, Intermediate, Senior and Further Education and Training Phases  Rhodes University  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    17098  Postgraduate Certificate: Education  Rand Afrikaans University  Level 6  Level TBA: Pre-2009 was L6  240  2009-06-30  CHE  HEQSF 
    16085  Postgraduate Certificate: Education  Stellenbosch University  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    14209  Postgraduate Certificate: Education  University of Cape Town  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    58024  Postgraduate Certificate: Education  University of Johannesburg  Level 6  Level N/A: Pre-2009 was L6  240  2018-12-31  CHE  HEQSF 
    72943  Postgraduate Certificate: Education  University of KwaZulu-Natal  Level 6  Level N/A: Pre-2009 was L6  128  2018-12-31  CHE  HEQSF 
    14986  Postgraduate Certificate: Education  University of Natal  Level 6  Level TBA: Pre-2009 was L6  128  2009-06-30  Was CHE until Last Date for Achievement  HEQSF 
    16866  Postgraduate Certificate: Education  University of Port Elizabeth  Level 6  Level TBA: Pre-2009 was L6  120  2009-06-30  CHE  HEQSF 
    19697  Postgraduate Certificate: Education  University of the North (Qwa-Qwa)  Level 6  Level TBA: Pre-2009 was L6  120  2009-06-30  CHE  HEQSF 
    88830  Postgraduate Certificate: Education  University of Venda  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    13952  Postgraduate Certificate: Education: Foundation Phase  Rhodes University  Level 6  Level N/A: Pre-2009 was L6  240  2018-12-31  CHE  HEQSF 
    15709  Postgraduate Certificate: Education: Foundation Phase  University of Pretoria  Level 6  Level N/A: Pre-2009 was L6  120     CHE  HEQSF 
    19521  Postgraduate Certificate: Education: Further Education  Vista University  Level 6  Level N/A: Pre-2009 was L6  187     CHE  HEQSF 
    87286  Postgraduate Certificate: Education: Further Education and Training  Nelson Mandela University  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    15711  Postgraduate Certificate: Education: Further Education and Training  University of Pretoria  Level 6  Level N/A: Pre-2009 was L6  120     CHE  HEQSF 
    13960  Postgraduate Certificate: Education: Intermediate and FET  Rhodes University  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    62229  Postgraduate Certificate: Education: Intermediate Phase  Hebron Theological College NPC  Level 6  Level N/A: Pre-2009 was L6  120     CHE  HEQSF 
    13961  Postgraduate Certificate: Education: Intermediate Phase  Rhodes University  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    15713  Postgraduate Certificate: Education: Intermediate Phase  University of Pretoria  Level 6  Level N/A: Pre-2009 was L6  120     CHE  HEQSF 
    62029  Postgraduate Certificate: Education: Senior  University of the Free State  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 
    62230  Postgraduate Certificate: Education: Senior and Further Education Phase  Hebron Theological College NPC  Level 6  Level N/A: Pre-2009 was L6  120     CHE  HEQSF 
    15715  Postgraduate Certificate: Education: Senior Phase  University of Pretoria  Level 6  Level N/A: Pre-2009 was L6  120     CHE  HEQSF 
    19407  Postgraduate Certificate: Education: Senior Phase and FET  University of the Western Cape  Level 6  Level N/A: Pre-2009 was L6  120  2018-12-31  CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    73089  Post-Graduate Certificate: Education  Tshwane University of Technology (TUT)  
    73074  Post-Graduate Certificate: Education  Vaal University of Technology  
    61759  Post-Graduate Certificate: Education: Foundation, Intermediate, Senior, FET and ETDP  Cape Peninsula University of Technology  
    65284  Postgraduate Certificate in Education  Central University of Technology, Free State  
    73071  Postgraduate Certificate in Education  North West University  
    50580  Postgraduate Certificate in Education  University of Potchefstroom  
    50381  Postgraduate Certificate in Education  University of Witwatersrand  
    62458  Postgraduate Certificate in Education (Senior Phase and Further Education and Training)  University of South Africa  
    20865  Postgraduate Certificate in Education: Foundation, Intermediate, Senior and Further Education and Training Phases  Rhodes University  
    16085  Postgraduate Certificate: Education  Stellenbosch University  
    14209  Postgraduate Certificate: Education  University of Cape Town  
    58024  Postgraduate Certificate: Education  University of Johannesburg  
    72943  Postgraduate Certificate: Education  University of KwaZulu-Natal  
    88830  Postgraduate Certificate: Education  University of Venda  
    13952  Postgraduate Certificate: Education: Foundation Phase  Rhodes University  
    15709  Postgraduate Certificate: Education: Foundation Phase  University of Pretoria  
    19521  Postgraduate Certificate: Education: Further Education  Vista University  
    87286  Postgraduate Certificate: Education: Further Education and Training  Nelson Mandela University  
    15711  Postgraduate Certificate: Education: Further Education and Training  University of Pretoria  
    13960  Postgraduate Certificate: Education: Intermediate and FET  Rhodes University  
    13961  Postgraduate Certificate: Education: Intermediate Phase  Rhodes University  
    15713  Postgraduate Certificate: Education: Intermediate Phase  University of Pretoria  
    62029  Postgraduate Certificate: Education: Senior  University of the Free State  
    15715  Postgraduate Certificate: Education: Senior Phase  University of Pretoria  
    19407  Postgraduate Certificate: Education: Senior Phase and FET  University of the Western Cape  


    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.