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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?

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.

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.

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:

read academic and professional texts and integrate and use the knowledge in their own studies;

read and interpret with understanding written and graphic materials relating to their area of specialisation;

select and use study methods appropriate to their own needs as well as the demands of their specialisation;

use basic 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 Competence is evident when candidates are able to:

interpret with understanding numerical information in their learning area, subject or discipline;

apply 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 elementary statistics to record, interpret and report on the academic progress and achievement of 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

2.1 Competence is evident when candidates are able to:

demonstrate a basic understanding of the fields of knowledge which underpin their subject/s or learning area/s of specialisation ;

know how to access sources of knowledge in the relevant fields of knowledge;

show some understanding of the kinds of evidence, modes of argument and/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 or learning area/s appropriately, and with confidence;

show an appreciation of the values and principles which characterize the relevant fields of knowledge;

be able to discuss the content of curricular knowledge in their area/s of specialisation ;

be able to interpret curricular knowledge in practice, in their area/s of specialisation , in terms of a broader understanding of the relevant knowledge field;

be able to 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 Competence is evident when candidates are able to:

demonstrate a knowledge of the range of learning materials (including textbooks) available in their area/s of specialisation , and an ability to select appropriate resources for learning;

select appropriate teaching and learning strategies in planning lessons and other learning experiences within teaching programmes;

apply knowledge and understanding of a range of theories about teaching, learning, child development and curriculum to the selection and design of learning programmes;

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;

evaluate learning programmes, lessons and materials in terms of the approaches to teaching and the knowledge base underpinning the relevant learning areas or subjects being taught.

Component 3: Competences relating to teaching and learning processes

3.1 Competence is evident when candidates are able to:

apply theoretical knowledge and understanding of educational theory to discussions and debates about teaching and learning strategies;

select and use teaching and learning strategies appropriate to the subject, phase and topic and on the basis of careful assessment, appropriate 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 about 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;

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.

3.2 Competence is evident when candidates are able to:

demonstrate knowledge of principles and procedures which underlie establishing and maintaining orderly and creative teaching and learning environments;

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 and gender and other differences;

resolve conflict situations within classrooms in an ethical and sensitive way;

perform administrative duties required for the effective management of learning environments;

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;

monitor the effectiveness of classroom management strategies, and adjust them where necessary.

3.3 Competence is evident when candidates are able to:

demonstrate understanding of the principles that direct various assessment approaches and methods.

select, adapt and/or design assessment tasks and strategies appropriate to the specialisation;

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 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.

Component 4: Competences relating to the school and the educator profession

4.1 Competence is evident when candidates are able to

demonstrate knowledge of education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape;

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;

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 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 participatory 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 support the best interests of learners, parents, communities, colleagues, and the profession.

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:

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.

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.

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