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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 THAT HAS PASSED THE END DATE: |
Professional Diploma: Education |
SAQA QUAL ID | QUALIFICATION TITLE | |||
20478 | Professional Diploma: Education | |||
ORIGINATOR | ||||
SGB Educators Schooling | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
National Diploma | Field 05 - Education, Training and Development | Schooling | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 360 | Level 5 | NQF Level 06 | Regular-ELOAC |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2020-07-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2020-07-30 | 2022-07-30 |
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 purpose of this qualification is to accredit candidates with the practical, foundational and reflexive competence in the prescribed educator roles that will enable them to be professionally qualified educators in schooling. It is not a stand-alone qualification but provides an entry point to the Bachelor of Education degree and an exit point from this degree before its completion.
Rationale for the qualification This is an initial qualification that enables candidates to become professionally qualified educators in schooling. It also opens career paths in the broader field of Education, Training and Development. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Minimum learning assumed to be in place is proficiency in the language(s) of instruction of the provider.
Recognition of prior learning This qualification may be achieved in part through the recognition of relevant prior learning and/or experience as a practitioner in one of the sub-fields of Education, Training and Development. For the purposes of recognising prior learning, providers are required to develop structured means for the assessment of individual candidates against the exit level outcomes on a case-by-case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors. This qualification can serve as an exit point from the BEd programme after 360 credit points have been successfully completed. It can also provide an entry point to the BEd and access to the ACE. |
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 (cf. Government Gazette # 20844, dated 4 February 2000) have been integrated, viz. Guidelines for assessing integrated and applied competence relating 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 phase specialisations, see the 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, and its emphasis is on the literacy and numeracy of the candidate. However, there is some reference in the application of 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 their ability to facilitate the learning of others. 1.2 Demonstrate competence in interpreting and using numerical and elementary statistical knowledge to facilitate their own academic learning and their ability to manage/ administer teaching, learning and assessment. 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 mediation, 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. 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. Component 3: Competences relating to teaching and learning processes The focus in this component is on all seven educator roles as 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. 3.2 Demonstrate competence in managing and administering learning environments and learners in ways that are sensitive, stimulating, democratic and well organized. 3.3 Demonstrate competence in monitoring and assessing learner progress and achievement in their specialisation. Component 4: Competences relating to the school and the 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 a capacity to function responsibly within the education system, an institution, and the community in which the institution is located. 4.2 Demonstrate respect for and commitment to the educator profession. |
ASSOCIATED ASSESSMENT CRITERIA |
Component 1: Competences relating to fundamental learning
1.1 Competence is evident when candidates are able to: 1.2 Competence is evident when candidates are able to: Component 2: Competences relating to the subject and content of teaching 2.1 Competence is evident when candidates are able to: 2.2 Competence is evident when candidates are able to: Component 3: Competences relating to teaching and learning processes 3.1 Competence is evident when candidates are able to: 3.2 Competence is evident when candidates are able to: 3.3 Competence is evident when candidates are able to: Component 4: Competences relating to the school and the educator profession 4.1 Competence is evident when candidates are able to 4.2 Competence is evident when candidates are able to: Integrated assessment 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: 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: 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. 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/achievements should be moderated internally by a panel of qualified staff associated with the accredited provider. Moderators should report not only on the standard of candidates' achievements but also on the validity, reliability and transparency of the assessment design, criteria and procedures in relation to the purpose and exit outcomes of the qualification.
Providers may use their own qualified staff as assessors or they may utilise the services of tutors or registered assessors from other sub-fields in Education, Training and Development. All these assessors should be registered as assessors and accountable to the provider concerned and to 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: |
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. |