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 partnerships schools with different compositions for 8 weeks each (a total of 16 weeks), during which they engage in education practice while they are supported and assessed by qualified mentor teachers and university lecturers.
The choices in compiling the package have to be approved by the package coordinator before registration.
The MRTEQ policy (Gazette 34467) stipulates that the minimum admission requirement into a PGCE is an appropriate diploma or bachelor’s degree. An appropriate diploma or degree should include sufficient disciplinary learning in appropriate academic fields to enable the development of teaching specialisation or/and subjects as specified for each school phase. The MRTEQ policy also clearly defines minimum entrance requirement guidelines in terms of sufficient subject knowledge per qualifier, some specialisations and DHET approved diplomas (the DHET will publish a list of approved diplomas for entry into an Advanced Diploma in Teaching). Furthermore, a student’s choice in elective modules depends on the phase that a student qualifies for. In this regard the MRTEQ policy describes various factors that influence the range of teaching specialisations. These include:
- Specialised pedagogical content addressing the particular qualifier;
- Specialist requirements for the knowledge mix per qualifier;
- Minimum admission requirements;
- Approved teaching specialisations for Initial Teacher Education Qualifications;
- Approved basic competences of a beginner teacher.
- Appropriate major subject at least at completed second-year level at NQF level 7.
- For complex subjects, the appropriate co-subject(s) must be completed to at least level 6 (see programme modules).
Further Education and Training Phase Teaching:
Appropriate major subject at least at completed second-year level at NQF level 7. For complex subjects, the appropriate co-subject(s) must be completed to at least level 6 (see programme modules).
Other programme-specific information
Choose one of the following subject methodologies in accordance with the admission requirements (relevant academic modules are indicated in brackets)
^The offering of these modules will depend on the number of student enrolments and the availability of staff to present the modules.
Business studies (Business management, Entrepreneurship, Business administration)
Computer application technology
Consumer studies (Nutrition, Clothing)
Economics (Economics, Business economics)
Hospitality studies (Hotel and catering)
Information technology (Computer, Multimedia or related modules)
Life orientation (Psychology or related modules)
Life sciences (Biology, Zoology, Botany, Physiology, Genetics, Microbiology, Biotechnology or any other related academic module)
^Physical science (Physics, Chemistry, Applied science or any other related academic module)
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).
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 will be 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 PGCE will be awarded with distinction to a student who obtained 75% in each of the Professional development (PPF 400), Facilitating learning (FCL 400) and the specialisation module(s), as well as an average of 75% in all the other modules.
The computer literacy of all students will be determined by a proficiency test. Students are placed in a specified computer literacy module according to their performance in the proficiency test.