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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: |
National Professional Diploma: Education |
SAQA QUAL ID | QUALIFICATION TITLE | |||
61590 | National Professional Diploma: 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 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 091/21 | 2021-07-01 | 2023-06-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2024-06-30 | 2028-06-30 |
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 NPDE is a qualification that has as its purpose the upgrading of currently un- and under-qualified school and technical college educators, with a view to improving the quality of teaching and learning in schools and colleges. The NPDE will provide these educator-learners with the opportunity of becoming fully qualified professionals (REQV 13) It does not have the purpose of providing an alternative access route to an initial educator qualification.
The NPDE will be practice-based, have a strong classroom focus and will equip educators with the foundational, practical and reflexive competences required for further study at NQF Level 6. It will be directed at Foundation, Intermediate and Senior Phase educators, as well as those who teach in the FET band. Rationale for Qualification The principal rationale for this qualification is to improve the quality of teaching and learning in General Education and Training (GET) Grades R-9 schools and Further Education and Training (FET) Grades 10-12 (General) and FET colleges. The award of the qualification must rest on the Accredited Provider's judgement that the candidate has indeed improved in respect to their competence and commitment as a professional educator. According to the Norms and Standards for Educators, previous teacher education certificates, diplomas, higher diplomas and further diplomas will be phased out. There is, however, a large number of currently serving educators who are still in possession of such diplomas and certificates. Provision has been made for some of these educators to improve their existing qualifications via the new framework for professional qualifications for educators in schools (Refer Norms and Standards for Educators, page 26). However, currently serving educators with qualifications classified as REQV 12 or lower need an alternative access route into the new qualifications framework, and the main purpose of the NPDE is to provide such access. It is not available for the purposes of initial teacher education. The original NPDE (registered by the SAQA Board in October 2000) provides access only for currently serving educators in schooling in the GET phase classified as at REQV 11 and 12. But there are additional currently serving educators who need to be provided with this access route. This revised NPDE replaces the original NPDE (as amended) and now provides access to the following categories of currently serving professionally un- or under-qualified educators: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
It is assumed that educators will be able to read, write, speak and understand the language of instruction, and communicate confidently in one other South African language, have at least five years of teaching experience, and the competences developed by a NQF Level 4 qualification. Educators of technical subjects should also be in possession of practical work experience and a trade certificate in their particular field of specialization, eg engineering or business studies or utility services.
Recognition of prior learning and articulation possibilities This qualification may be achieved in part through the recognition of prior learning and experience. Providers are required to develop structured means for the assessment of educator-learners against the exit level outcomes of the qualification. The following RPL requirements apply: REQV at entry - Formal qualification for admission - New qualification with credit points - Minimum new NPDE credits to be obtained - NQF level of new qualification - REQV result Note: |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
The NPDE is a 360-credit NQF level 5 qualification.
The exit level outcomes for the NPDE describe the foundational, practical and reflexive competences that, together, constitute the applied competence required of educators at this level. The Exit Level Outcomes have been grouped into fundamental, core and elective to allow for ease of articulation with qualifications in other sub-fields. The Table that follows indicates the Credit Points (at NQF Levels 4 and 5) allocated to each component of the qualification: Components and Exit Level Outcomes: Fundamental Elective (Level 4: 60 Credit Point allocations, Level 5: 84 Credit Point allocations) Core (Level 4: 36 Credit Point allocations, Level 5: 60 Credit Point allocations) Core (Level 5: 36 Credit Point allocations) Provider discretion (Level 5: 24 Credit Point allocations) TOTAL CREDIT POINTS The Norms and Standards for Educators stipulates that professional teacher qualifications must comply with the requirements of the National Curriculum Statement for a particular phase(s) of schooling (teaching and learning) (as amended from time to time) The following are the current requirements in respect to the content of the elective component of the three phase specialisations within the GET band, and the two pathway specialisations within the FET band: Foundation Phase (Grades R to 3) Intermediate Phase (Grades 4 to 6) Senior Phase learning area specialist (Grades 7 to 9) In addition - Mathematical Literacy, Mathematics and Mathematical Sciences - Natural Sciences - Technology This study must be in a learning area not taken elsewhere in the curriculum. Further Education and Training FET (Grades 10 to 12) (General) Further Education and Training: General Vocational and Trade Occupation specific: FET Colleges |
EXIT LEVEL OUTCOMES |
Exit level outcomes are grouped into four components that 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 have been integrated. Guidelines for assessing integrated and applied competence related to each exit level outcome are provided. See also the assessment criteria, which deals with integrated assessment. For a definition of the content requirements for particular specializations, please see the specialist requirements.
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 literacy and numeracy competences to the roles of Learning mediator; Leader, administrator and manager; and Assessor. Exit level outcome 1.1 (Literacy) Exit level outcome 1.2 (Numeracy) Component 2: Competences relating to the subject and content of teaching The focus in this component is on the roles of Learning mediator; Interpreter and designer of learning programmes and materials; and Learning area/subject/discipline/ phase specialist. Exit level outcome 2.1 Exit level outcome 2.2 Component 3: Competences relating to teaching and learning processes The focus in this component is on the roles of Learning mediator; Interpreter and designer of learning programmes and materials; Leader administrator and manager; Assessor; as well as the Community, citizenship and pastoral role. Exit level outcome 3.1 Exit level outcome 3.2 Exit level outcome 3.3 Component 4: Competences relating to the profession, the school and the community Exit level outcome 4.1 Exit level outcome 4.2 Exit level outcome 4.3 |
ASSOCIATED ASSESSMENT CRITERIA |
1.1
1.2 2.1 2.2 3.1 3.2 3.3 4.1 4.2 4.3 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, the learner will: |
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 and Industry Department (October 1998). |
ARTICULATION OPTIONS |
See 'Learning assumed in place'. |
MODERATION OPTIONS |
The accredited provider that awards the qualification carries the responsibility for quality-assuring the assessment processes and practices . The results of assessment (ie student achievement) must be monitored and moderated by one or more external moderators. External moderators should provide written reports on the fairness and consistency of assessment, and the validity of the assessment design in terms of the Exit Level outcomes.
Both the assessment procedures and the records of assessment are subject to monitoring and the approval of the relevant 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. |
NOTES |
This qualification has replaced 'National Professional Diploma: Education', ID 13738, Level 5, Min Credits 240.
Notes on the procedures followed in developing this submission: |
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 AssuranceFunctionary |
NQF Sub-Framework |
20857 | National Professional Diploma in Education | University of Durban Westville | Level 5 | Level TBA: Pre-2009 was L5 | 240 | 2009-06-30 | CHE | HEQSF |
20858 | National Professional Diploma in Education | University of Natal | Level 5 | Level TBA: Pre-2009 was L5 | 240 | 2009-06-30 | CHE | HEQSF |
20859 | National Professional Diploma in Education | University of Port Elizabeth | Level 5 | Level TBA: Pre-2009 was L5 | 240 | 2009-06-30 | CHE | HEQSF |
73088 | National Professional Diploma in Education: FET | Tshwane University of Technology (TUT) | Level 5 | Level N/A: Pre-2009 was L5 | 360 | 2018-12-31 | CHE | HEQSF |
73086 | National Professional Diploma in Education: GET: Intermediate Phase | Tshwane University of Technology (TUT) | Level 5 | Level N/A: Pre-2009 was L5 | 360 | 2018-12-31 | CHE | HEQSF |
73087 | National Professional Diploma in Education: GET: Senior Phase | Tshwane University of Technology (TUT) | Level 5 | Level N/A: Pre-2009 was L5 | 360 | 2018-12-31 | CHE | HEQSF |
48877 | National Professional Diploma: Education | Generic Provider - Field 05 | Level 5 | NQF Level 06 | 360 | ETDP SETA | OQSF | |
20867 | National Professional Diploma: Education | Rhodes University | Level 5 | Level TBA: Pre-2009 was L5 | 240 | 2009-06-30 | CHE | HEQSF |
73023 | National Professional Diploma: Education | University of KwaZulu-Natal | Level 5 | Level N/A: Pre-2009 was L5 | 360 | 2018-12-31 | CHE | HEQSF |
57637 | National Professional Diploma: Education | University of South Africa | Level 5 | NQF Level 06 | 360 | CHE | HEQSF | |
58184 | National Professional Diploma: Education | University of the Free State | Level 5 | Level N/A: Pre-2009 was L5 | 384 | 2018-12-31 | CHE | HEQSF |
88829 | National Professional Diploma: Education | University of Venda | Level 5 | Level N/A: Pre-2009 was L5 | 360 | 2018-12-31 | CHE | HEQSF |
80208 | National Professional Diploma: Education | Walter Sisulu University | Level 5 | NQF Level 06 | 360 | CHE | HEQSF | |
78584 | National Professional Diploma: Education (General Education and Training): Foundation Phase | Cape Peninsula University of Technology | Level 5 | NQF Level 06 | 360 | 2018-12-31 | CHE | HEQSF |
78586 | National Professional Diploma: Education (General Education and Training): Intermediate and Senior Phase | Cape Peninsula University of Technology | Level 5 | NQF Level 06 | 360 | 2018-12-31 | CHE | HEQSF |
78585 | National Professional Diploma: Education (General Education and Training): Intermediate Phase | Cape Peninsula University of Technology | Level 5 | NQF Level 06 | 360 | 2018-12-31 | CHE | HEQSF |
78587 | National Professional Diploma: Education (General Education and Training): Senior Phase | Cape Peninsula University of Technology | Level 5 | NQF Level 06 | 360 | 2018-12-31 | CHE | HEQSF |
87283 | National Professional Diploma: Education: Foundation Phase | Nelson Mandela University | Level 5 | NQF Level 06 | 360 | 2018-12-31 | CHE | HEQSF |
78588 | National Professional Diploma: Education: Further Education and Training | Cape Peninsula University of Technology | Level 5 | NQF Level 06 | 360 | 2018-12-31 | CHE | HEQSF |
87284 | National Professional Diploma: Education: Intermediate Phase | Nelson Mandela University | Level 5 | NQF Level 06 | 360 | 2018-12-31 | CHE | HEQSF |
87285 | National Professional Diploma: Education: Senior Phase | Nelson Mandela University | Level 5 | NQF Level 06 | 360 | 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 |
20857 | National Professional Diploma in Education | University of Durban Westville |
20858 | National Professional Diploma in Education | University of Natal |
20859 | National Professional Diploma in Education | University of Port Elizabeth |
73088 | National Professional Diploma in Education: FET | Tshwane University of Technology (TUT) |
73086 | National Professional Diploma in Education: GET: Intermediate Phase | Tshwane University of Technology (TUT) |
73087 | National Professional Diploma in Education: GET: Senior Phase | Tshwane University of Technology (TUT) |
73023 | National Professional Diploma: Education | University of KwaZulu-Natal |
57637 | National Professional Diploma: Education | University of South Africa |
58184 | National Professional Diploma: Education | University of the Free State |
88829 | National Professional Diploma: Education | University of Venda |
80208 | National Professional Diploma: Education | Walter Sisulu University |
78584 | National Professional Diploma: Education (General Education and Training): Foundation Phase | Cape Peninsula University of Technology |
78586 | National Professional Diploma: Education (General Education and Training): Intermediate and Senior Phase | Cape Peninsula University of Technology |
78585 | National Professional Diploma: Education (General Education and Training): Intermediate Phase | Cape Peninsula University of Technology |
78587 | National Professional Diploma: Education (General Education and Training): Senior Phase | Cape Peninsula University of Technology |
87283 | National Professional Diploma: Education: Foundation Phase | Nelson Mandela University |
78588 | National Professional Diploma: Education: Further Education and Training | Cape Peninsula University of Technology |
87284 | National Professional Diploma: Education: Intermediate Phase | Nelson Mandela University |
87285 | National Professional Diploma: Education: Senior Phase | Nelson Mandela University |
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. |