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SAQA 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: 

Bachelor of Education in Foundation Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
96058  Bachelor of Education in Foundation Phase Teaching 
ORIGINATOR
University of the Western Cape 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 05 - Education, Training and Development  Early Childhood Development 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Education in Foundation Phase Teaching qualification is:
  • To provide FP teachers with the constructs, concepts and procedures inherent in what should be taught in the Foundation Phase (FP).
  • To train well-grounded and competent FP teachers who will have adequate knowledge and skills to facilitate learners' epistemological access to Literacy, Numeracy and Life Skills which are the fundamental components of the FP curriculum, and who will be able to teach in the learners' home languages.
  • To expose FP teachers to diverse and inclusive learning environments in order to understand the complexities and dynamics of teaching in the South African context.
  • To develop FP teachers' theoretical foundations and research scholarship through orientations to research in FP classrooms. Research will challenge them to go beyond the theory into researching their own practices as prospective teachers, and prepare them for Postgraduate studies in various areas within early childhood education (e.g. BEd Hons).

    The FP teachers will be placed in schools for at least seven to ten weeks, with supervised teaching practice in the third and fourth years of study. They will be supervised by mentor teachers in the first two years of study and by mentors and university lecturers in the third and fourth years of study.

    Furthermore, the Academic Literacy module will enable teachers to develop their academic literacy skills in order to cope with academic tasks. This module will also provide teachers with ICT skills so that they can utilise the ICT for academic purposes and for their teaching in the FP.

    Rationale:
    The rationale driving the faculty's decision to embark upon the conceptualisation and design of a Bachelor of Education in Foundation Phase Teaching (BEd FP) was influenced by the results from the late Professor Morrow's monitoring of enrolments in teacher education which indicated that the demand outstripped the supply of teachers. One compelling result was the virtual non-supply of teachers for the Foundation Phase (FP) and a near crisis situation for the supply of teachers to teach in the primary language of the learners in the FP, namely an African language.

    Currently, 13 of the 23 Higher Education Institutions (HEIs) offer a Bachelor of Education (BEd) Degree specialising in the Foundation Phase (FP). The Departments of Basic Education (DBE) and Higher Education and Training (DHET) have both identified a serious gap in the number of FP teachers, particularly with regard to their ability to teach in African languages in the FP. To address this shortage, the DHET obtained funding from the European Union (EU) to increase the number of institutions offering the BEd (FP) to 18. Since 2011, the institution has been involved in a consortium with of universities in developing a BEd (FP) qualification. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Access to the Bachelor of Education in Foundation Phase BEd (FP) qualification can also be provided in terms of the university's RPL policy and its admission criteria stipulated by Senate. In the RPL process learners have to undergo a Portfolio Development Course (PDC) to support their admission. The PDC will focus on written submission explaining the reasons for the candidates' interest in BEd (FP) as an adjunct to their existing professional competencies and qualifications.

    Entry Requirements:
    To be able to gain access to the Bachelor of Education in Foundation Phase Teaching applicants should be in possession of a:
  • National Senior Certificate (NSC) with admission for Degree purposes.
    Or
  • Senior Certificate (SC) with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises of 22 Compulsory modules at NQF Levels 5, 6 and 7, totalling 480 Credits.

    Compulsory Modules, NQF Level 5, 120 Credits:
  • Practical Learning 111, 15 Credits.
  • Language Development for Literacy Enrichment, 15 Credits.
  • Foundation Phase Mathematics 111, 15 Credits.
  • Life Skills 111, 15 Credits.
  • Child Development 111, 15 Credits.
  • Academic Literacy, 15 Credits.
  • Becoming a Foundation Phase teacher, 15 Credits.
  • Second Additional Language (Afrikaans or Xhosa), 15 Credits.

    Compulsory Modules, NQF Level 6, 120 Credits:
  • Practical Learning 211, 20 Credits.
  • Early Literacy Development, 20 Credits.
  • Foundation Phase Mathematics 211, 20 Credits.
  • Life Skills 211, 20 Credits.
  • Child Development 211, 20 Credits.
  • Pedagogy for the young, 20 Credits.

    Compulsory Modules, NQF Level 7, 240 Credits:
  • Practical Learning 311, 30 Credits.
  • Teaching Reading and Writing 311, 30 Credits.
  • Foundation Phase Mathematics 311, 30 Credits.
  • Inclusive Education, 30 Credits.
  • Practical Learning 411, 30 Credits.
  • Teaching Reading and Writing 411, 30 Credits.
  • Foundation Phase Mathematics 411, 30 Credits.
  • Introduction to Educational Research, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Acquire adequate knowledge and skills to facilitate FP teachers' epistemological access to Literacy, Numeracy and Life Skills which are the fundamental components of the Foundation Phase (FP) curriculum.
    2. Be exposed to diverse and inclusive learning environments in order to understand the complexities and dynamics of teaching in the South African context.
    3. Conduct research and develop theoretical foundations for orientations in FP classrooms. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • FP teachers ' are taught in their home languages.
  • A well-rounded teacher with deep subject content and pedagogical knowledge is developed, particularly in the key subjects of the Foundation Phase (FP), namely Literacy, Numeracy and Lifeskills.
  • An understanding of the notion of child development in the cognitive, emotional, social and psycho-motor domains is applied when teaching.
  • Literature on various theories relevant to literacy, numeracy and life skills teaching is understood and critically engaged with.
  • The constructs, concepts and procedures are integrated and applied in order to teach in the Foundation.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • FP teachers are empowered with practical skills in different areas of the curriculum e.g. designing and preparing lessons, developing materials for the Foundation Phase (FP) classroom, designing FP learning programmes and teaching and assessing lessons in the FP, and reflecting on them.
  • Participation in group's experiences is shared and information is exchanged, and also confidence is gained.
  • Micro teaching in the key areas of FP (Literacy, Numeracy and Lifeskills) is conducted.
  • Understanding of their work and their ability to apply it in different settings is evaluated e.g. presentations to peers and micro teaching, as well as supervised teaching practice in the FP classrooms.
  • Communication skills are strengthened and their sense of independence is developed.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Research in the Foundation Phase (FP) classrooms based on one of the FP subjects is conducted in order to apply theoretical and practical knowledge.
  • Theories of development and learning in the FP classroom are examined, critically analysed and applied in the teaching and learning of literacy, numeracy and life skills in the Foundation Phase.
  • FP teachers are challenged to go beyond the theory into researching their own practices as prospective teachers in preparation for postgraduate studies in various areas within early childhood education.

    Integrated Assessment:
    Activities will aim at assessing the learners' level of understanding and the extent to which they can apply, analyse, critique and evaluate knowledge as prospective teachers. Written assignments will expose learners to academic writing. In the fourth year, learners will be required to conduct research in the FP classrooms based on one of the FP subjects in order to apply theoretical and practical knowledge.

    FP teachers will be placed in schools for observation of experienced teachers in the first two years of their study. During this period, they will be required to provide assistance in Grades R and 1. The learners will be placed in schools for at least seven to ten weeks, with supervised teaching practice in the third and fourth years of study. They will be supervised by mentor teachers in the first two years of study and by mentors and university lecturers in the third and fourth years of study. FP teachers will be assessed on their practice in the FP with set criteria such as the quality of their preparation, their subject content knowledge, how they interact with learners, the quality and use of teaching resources, the quality of assessment activities, their ability to challenge learners' critical thinking, how they manage classrooms and their ability to reflect on their lessons.

    Formative and summative assessment:
    Formative assessment will be continuous, with regular feedback from tutors and lecturers. It will include classwork, tests, assignments (individual and group), presentations, projects and micro teaching. These activities will be marked by individual lecturers and will be given different weightings (e.g. 10%) as part of Formative Assessment. Feedback will be provided to FP teachers to enable them to see their performance and make improvements where necessary.

    It will be in the form of examinations which are usually written in May/June and in October/November of each year. This form of assessment will cover the work done in and determine learners' progression from one level to the other. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification could only be compared to Education in Early Childhood Development qualifications that are offered internationally as the naming of this qualification is contextually-based.

    The Deakin University in Melbourne, Australia offers a four-year Bachelor of Early Childhood Education.
    This qualification teaches teachers to apply an understanding of child development, curriculum theories and pedagogies in designing and implementing child-centred, play-based and developmentally appropriate programs in childcare, preschool and primary school contexts. They also learn to identify and respond positively to contemporary issues and the changing work context within early childhood and primary education.

    A four-year Bachelor of Early Childhood Education is being offered by Capilano University in Vancouver, Canada.

    The Bachelor of Early Childhood Education offers learners a range of academic and education courses that support learners in thinking deeply with theory and practice in the early years. The qualification explores current and global issues in the early years; examines pedagogical practices and engages with current research and theory. Three core threads, Curriculum, Childhoods and Leadership and Advocacy, represent the focus of the education courses offered in the degree. Each of these threads is woven throughout the degree inviting learners to engage in critical-reflective practice, working to create classrooms of social justice and equity for children and families.

    Conclusion:
    Drawing a comparison between the qualifications offered internationally, one denotes the similarity in terms of the purpose and duration of study of each of the qualifications. However, the difference is in that the international qualifications focus on educating children from birth to 8 years and this qualification focuses on first three years of primary schooling. 

    ARTICULATION OPTIONS 
    Upon completion of this qualification the learner may articulate:

    Horizontally:
  • Post graduate Diploma in Educational Management and Leadership at NQF Level 7.
  • Advanced Diploma in Intermediate Phase Teaching at NQF Level 7.

    Vertically:
  • Bachelor of Education Honours at NQF Level 8.
    Or specialised qualifications in cognate fields, such as the Bachelor of Arts Honours at NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    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. 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.