Central University of Technology

Bachelor of Education in Senior Phase and Further Education and Training Teaching

Education, Training and Development - Schooling

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Purpose and Rationale

Bachelor of Education (B Ed) (Senior Phase (SP) and Further Education and Training (FET) Teaching)

Purpose:

The purpose of the Bachelor of Education (B Ed) (Senior Phase (SP) and Further Education and Training (FET) Teaching) is to produce graduate teachers who are able to integrate theory, principles, proven techniques, practical experience and appropriate skills competently in the field of teaching. The qualification is designed to develop the competencies of a novice teacher as set out in Appendix C of the DHET July 2001: Policy on the Minimum Requirements for Teacher Qualifications. Thus the B Ed (SP and Further Education and Training (FET) Teaching) will prepare the qualifying learner to have a thorough knowledge of the subjects they are going to teach. Being able to take into account the learner and the subject needs in order to be able to teach in diverse contexts and to be able to effectively manage the classroom. The learners will also acquire the necessary skills such as communication, information technology, literacy etc. in order to be able to teach more effectively. Furthermore, learners will be able to improve their teaching and learning as they will be able to assess in reliable and varied ways. Qualifying learners will be able to portray a positive work ethic as they will be able to reflect critically on their own practice in conjunction with their professional community.

Rationale:

The Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) Teaching qualification is an initial teaching qualification which intends to improve the scientific and intellectual capacity of South Africa by producing well-trained teachers in the subject domains of Languages, Business and Management, Sciences and Technology. It is premised on the following principles:

  • School-Based Learning (SBL): provides the guiding thread around which the qualification is designed.
  • Education Studies: will be taught across-cutting themes, rather than in disciplinary silos as in the present qualification.
  • Careful attention has been given to the linkage, progression and logical sequencing of what is taught.
  • The qualification will be taught as an integrated four-year programme, rather than over three years.
  • The new qualification will be aligned with the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy.
  • The qualification accredits the development of professional competence informed by the purpose of the qualification, sound knowledge and understanding of the area(s) of specialisation and of educational theory.
  • The qualification aims to equip students with the necessary knowledge, skills, values, attitudes and hands-on experience to pursue a teaching career.
  • The qualification helps to establish the Central University of Technology, Free State as an active role player in development of South African society in terms of providing well-trained teachers.

Outcomes

  1. Demonstrate integrated and detailed knowledge regarding the subjects they will be teaching.
  2. Show an understanding of diversity in the South African context in order to teach their subject(s), how to select, determine the sequence and pace content in accordance with both subject and learner needs.
  3. Using available resources appropriately, for planning and designing suitable learning programmes.
  4. Ability to manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
  5. Assessing learners using reliable and varied ways, as well as using the results of the assessments to improve teaching and learning.
  6. Display positive work ethics, appropriate values and conduct in a manner that benefits, enhances and develops the teaching profession.

Assessment Criteria

Associated Assessment Criteria for Exit Level Outcome 1:

  • Understanding knowledge, principles, methods, and procedures relevant to the phase, subject discipline, or practice.
  • Evaluating and applying key terms, concepts, facts, principles, rules, and theories.
  • Interpreting learning programs and designing original ones.
  • Identifying specific learning context requirements.

Associated Assessment Criteria for Exit-Level Outcome 2:

  • Demonstrating an understanding of learners and their learning styles.
  • Selecting, sequencing, and pacing learning sensitive to subject and learner needs.
  • Mediating learning for diverse learners, including those with barriers.
  • Identifying, analyzing, evaluating, and addressing complex learning or social problems.
  • Aligning teaching and learning needs in various contexts.

Associated Assessment Criteria for Exit-Level Outcome 3:

  • Demonstrating knowledge of strategies and resources for teaching in a South African context.
  • Selecting and preparing suitable textual and visual resources.
  • Choosing different teaching approaches appropriate for learners and the context.

Associated Assessment Criteria for Exit-Level Outcome 4:

  • Managing learning in the classroom.
  • Efficiently carrying out administrative duties.
  • Participating in school decision-making structures.
  • Demonstrating effective communication for mediating learning.
  • Constructing contextualized and inspirational learning environments.

Associated Assessment Criteria for Exit-Level Outcome 5:

  • Integrating assessment into the teaching and learning process.
  • Providing helpful feedback to learners.
  • Designing and managing formative and summative assessments.
  • Using assessment results to improve learning programs.

Associated Assessment Criteria for Exit-Level Outcome 6:

  • Practicing and promoting a critical, committed, and ethical attitude towards respect and responsibility.
  • Developing a supportive and empowering environment for learners and fellow educators.
  • Making decisions in a professional, ethical, and moral manner.
  • Justifying decisions and actions with appropriate ethical and moral values.
  • Achieving personal, academic, occupational, and professional growth through reflective study and research.

Integrated Assessment:

  • Underpinned by reflective and continuous assessment strategies.
  • Includes formative and summative assessment methods.
  • Formative assessment:
    • Informs students about their progress continuously.
    • Includes assignments, projects, practical work, and informal assessments.
  • Summative assessment:
    • Takes place at the end of a learning experience.
    • Results expressed in marks indicating competence level.
    • Used for promotional purposes.
    • Includes formal tests and examinations.

Qualification Details

Type
National First Degree
NQF Level
07
Min. Credits
535
SAQA Source
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Central University of Technology
Central University of Technology
Description
The Central University of Technology (CUT) is a public university located in Bloemfontein, South Africa. It was established in 1981 and is one of the largest universities of technology in the country. CUT offers a wide range of undergraduate and postgraduate programs in various fields including engineering, health sciences, business and management, information technology, and applied sciences. The university is known for its focus on practical and industry-oriented education, providing students with the skills and knowledge needed to succeed in their chosen careers. CUT also has a strong research culture and collaborates with industry partners to address real-world challenges and contribute to the development of the region.
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.