Yearbooks

Programme: Post Cert in Higher Education Higher Education

Code Faculty Duration Credits Download
09227050 Faculty of Education Duration of study: 1 year Total credits: 120

Admission requirements

  • A bachelor's degree from a recognised university; or
  • A National Diploma; or
  • A National Senior Certificate with admission to degree studies as well as another M+3 qualification and appropriate experience deemed adequate by the Dean for admission to the programme.
  • Students who do not comply with the admission requirements (M+3) may follow the “recognition of prior learning (RPL)” route by submitting a portfolio containing a record of their work-related experience. This portfolio has to be compiled in liaison with the package coordinator and submitted with the application before the closing date.

 

Other programme-specific information

Class attendance
The teacher education programmes of the Faculty of Education have been approved and accredited by the Department of Education. Due to the fact that the Faculty places high emphasis on the development of skills and competences, class attendance is compulsory for all student teachers for the full duration of the training period specified by SAQA (South African Qualification Authority).

Programme delivery
The PGCE consists of a university-based learning (UBL) component and a school-based learning (SBL) component. The UBL component is presented in the format of learning shops during which students construct a practice theory of and for education. For the purpose of the SBL component, students are placed in two partnership schools with different compositions for 6 weeks each (a total of 12 weeks), during which they engage in education practice while they are supported and assessed by qualified mentor teachers and university mentor lecturers.

Examinations and pass requirements

PPF 400 and PRO 410 are assessed through continuous and integrated assessment conducted on beginner teacher competence-based criteria. Assessment and feedback will be done continuously, as well as at the end of the first semester. At the end of the year students willbe required to demonstrate their professional growth through a portfolio.

Special examinations in the Faculty of Education
A final-year student, who has failed a maximum of three semester modules or their equivalent with a final mark of at least 40% in each, may be admitted by the Dean to a special examination in these modules during January of the following year, provided that this will enable the student to comply with all the requirements for the certificate.

Pass with distinction

The certificate is awarded with distinction to a student who has obtained an average of at least 75%, with a minimum of 70% in each module.

Minimum credits: 120

Fundamental modules

  • Module content:

    The function of mediator of learning and facilitator of learning as central role of the higher education practitioner. Applied and integrated roles of practitioner. Facilitating learning aimed at the diverse needs of learners, including learners with special needs. Creating learning opportunities that is conducive to learning. Learning style flexibility and multiple intelligences. Effective education communication. Implementing strategies and utilizing sources applicable to the South African context. Guiding of students. Academic development across the curriculum. Adult learning theory. Application in authentic practice.

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  • Module content:

    Professional development of higher education practitioners. Self-assessment. Developing the full potential of the practitioner. The role of action research. Developing a professional portfolio.

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Core modules

  • Module content:

    Methods of assessment in a formative and summative fashion. Basic principles of accountable assessment. Record of learning. Assessment instruments.

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  • Module content:

    National policies on higher education and community service; citizenship; programme characteristics of effective community service; fundamentals of community service partnerships; developing a theory and practice of campus-community; developing infrastructure for community service and community engagement; partnerships among organisations and higher education institutions for community service; principles and profiles of exemplary partnerships with community agencies; partnerships for collaborative action research; involving corporate partners; community service project.

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  • Module content:

    Exploring models and principles of curriculum development. Adapt principles to comply with the process of outcomes-based curriculum development. Developing a study guide/manual as outcome of outcomes-based curriculum development. Learning through, for and about problem-based learning.

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  • Module content:

    The role and profile of the teacher, training and development practitioner. Leadership, administration and management. Conflict management. Team management. Networking.

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  • Module content:

    Media as sources of learning. Developing and utilising media by learner. Media and whole brain learning, maximising multiple-intelligences, maximising potential. Lower and higher level technology. Integrating media. Multimedia learning packages.

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Elective modules


The information published here is subject to change and may be amended after the publication of this information. The General Regulations (G Regulations) apply to all faculties of the University of Pretoria. It is expected of each student to familiarise himself or herself well with these regulations as well as with the information contained in the General Rules section. Ignorance concerning these regulations and rules will not be accepted as an excuse for any transgression.

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