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Please note: no applications are considered for the  Foundation Phase- and Intermediate Phase Teaching  in PGCE. The Department of Higher Education and Training (DHET) has put a policy in place to specify a set of Minimum Requirements for Teacher Education Qualifications (MRTEQ) (Government Gazette no. 38487, 19 February 2015). The requirements for entry to the PGCE (Foundation Phase- and Intermediate Phase Teaching) have become so stringent that student numbers have declined to the extent that these specializations are not currently offered and will therefore not be available from 2017 until further notice.

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.

A bachelor’s degree or appropriate DHET approved diploma and the successful completion of a SAQA accredited language course or first-year module for home language or beginner speakers of an Indigenous African language. Successful completion of computer, academic and information management or equivalent modules in a first degree or the equivalent of a SAQA accredited computer literacy course.

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.
• English passed at First year level.
• Psychology and/or Education passed at second-year degree level.
• Any ONE official language passed at first-year degree level besides English.
• Preference will be given to candidates who passed with above average academic performance in their prior degree.

Foundation Phase Teaching:
English passed at First year level. Psychology and/or Education passed at second-year degree level. Any ONE official language passed at first-year degree level besides English. Preference will be given to candidates who passed with above average academic performance in their prior degree.

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.

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.

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.

Computer literacy
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.