1.

SCOPE AND PURPOSE OF THIS POLICY STATEMENT

The term educator in this policy statement applies to all those persons who teach or
educate other persons or who provide professional educational services at any public
school, further education and training institution or departmental office. The term
includes educators in the classroom, heads of departments, deputy-principals,
principals, education development officers, district and regional managers and
systems managers.

As soon as other processes of generating standards and qualifications have been

finalised by the relevant stakeholder bodies, the policy will be augmented to
encompass the entire range of educators as defined in the Employment of Educators
Act (Act no 76 of 1998), including those persons who teach, educate or train other
persons in adult basic education centres or in early childhood development centres
and those who provide professional therapy and educational psychological services.

The term educator development used in this policy refers to ongoing education and
training of educators as a continuum, including both pre-service and in-service
education and training.

The policy describes the roles, their associated set of applied competences (norms)
and qualifications (standards) for the development of educators. It also establishes
key strategic objectives for the development of learning programmes, qualifications
and standards for educators. These norms and standards provide a basis for providers
to develop programmes and qualifications that will be recognised by the Department
of Education for purposes of employment. This policy on Norms and Standards for
Educators needs to be informed by continued research, and provides a focus for that
research.

The roles, their associated set of applied competences and the qualifications described
here will be used by the Department of Education for purposes of recognition and
evaluation of qualifications for employment as an educator.

2. BACKGROUND TO THE DEVELOPMENT OF THIS POLICY

This policy statement derives from the final report produced by the Technical
Committee on the Revision of Norms and Standards for Educators, Department of
Education, September 1998. The Technical Committee engaged in a variety of
activities over a period of nine months culminating in the final report. Besides
literature and policy review, the Committee consulted intensively with a range of
stakeholders and drew heavily on the work of others, including:

• The regulations and discussion documents of the South African Qualifications

Authority (SAQA);

• The reports of the Education, Training and Development Practices Project;

Norms and Standards for Educators

1
 • The report of the President’s Education Initiative (Getting Learning Right, 1999);

• The Centre for Educational Technology and Distance Education (Criteria for
Quality Distance Education);

• Adult Basic Education and Training standards generating task team;

• Early Childhood Development Interim Accreditation Committee;

• The Green Paper on ‘Quality Education for All Learners: The Challenge of
Addressing Barriers to Learning and Development’.

This policy statement should be read together with The Final Report of the Technical
Committee on the Revision of the Norms and Standards for Educators (Department of
Education, September 1998) and with collective agreements of the Education Labour
Relations Council, including those on Development Appraisal, the Duties and
Responsibilities of Educators and Educator Workloads, as well as the South African
Council for Educators’ Code of Conduct.

3. ROLES AND COMPETENCES

The cornerstone of this Norms and Standards policy is the notion of applied
competence and it’s associated assessment criteria.

Applied competence is the overarching term for three interconnected kinds of

competence:

• Practical competence is the demonstrated ability, in an authentic context, to

consider a range of possibilities for action, make considered decisions about
which possibility to follow, and to perform the chosen action.

• It is grounded in foundational competence where the learner demonstrates an

understanding of the knowledge and thinking that underpins the action taken; and

• integrated through reflexive competence in which the learner demonstrates ability

to integrate or connect performances and decision-making with understanding and
with an ability to adapt to change and unforeseen circumstances and to explain the
reasons behind these adaptations.

Applied competence also refers to the ability to integrate the discrete competences
which constitute each of the seven educator roles. This is important so that
competence in a role is assessed, rather than simply the ability to perform a discrete
competence. In turn, the seven roles should also be assessed in an integrated and
applied manner.

In addition, this applied competence must be demonstrated within the subject or phase
specialist role that defines the purpose of the qualification. While all qualifications

2 Norms and Standards for Educators

must develop applied competence, the level at which this competence is demonstrated
will differ according to the purpose and nature of the qualification.

All the competences must be developed in all initial educator qualifications. They
should not, however, be seen as static. They may be developed in different ways, with
different emphases and at different depths. Providers have the responsibility to decide
how this should be achieved, and before designing a learning programme it will be
necessary to establish the particular nature of the clients and which qualification the
learners are to be prepared for.

A number of factors will impact on this decision, including:

• the type of learners in the programme, especially their levels of maturity and
experience;

• the context - rural, urban or peri-urban;

• the phase(s) to be catered for;

• language experience;

• whether the courses are to be offered through contact or distance education.

Different qualifications may demand different NQF levels for the achievement of
similar competences. For example, an initial teaching qualification on level 6 for the
senior phase in the general education and training band will develop and assess the
competence of an educator to be a leader, administrator and manager at a lower level
and in a more restricted range, focused on the classroom, than an advanced
qualification at level 7, aimed at school principals, district managers and education
development officers. Some qualifications might require the same level of practical
competence, but could differ with regard to their degree of rigour in terms of reflexive
and foundational competences. Hence the ‘mix’ of competences can be manipulated
in order to attain the required breadth (range) and depth of the qualification.

Some competences may be seen to be more suitable for experienced rather than
beginning educators, e.g. designing original learning programmes, accessing and
working in partnership with professional services and other resources in order to
provide support for learners. They are nevertheless included in the initial educator
programme since the competences will develop as the educator becomes more
experienced.

Although teaching practice is recognised as an essential feature that should be

included in all educator programmes, no competences are specifically associated with
it and there is no prescribed period of time. This is a programme element to be
determined by the provider concerned and the relevant quality assurance body.

Teaching practice is seen as a mode of delivery through which all the different roles
of educators should be developed and assessed. Time spent in the workplace is
considered to be very important and should provide the authentic context within

Norms and Standards for Educators

3
 which student educators experience and demonstrate the integration of the
competences developed in the entire curriculum.

Educators will need some proficiency in more than one official language. The levels
of proficiency required are described in a number of the competences. For
employment purposes providers are requested to indicate the language proficiency
attained by a graduate in terms of any appropriate language endorsement.

NOTES ON THE ROLES AND THEIR ASSOCIATED COMPETENCES

1. The seven roles and associated competences for educators for schooling provide
the exit level outcomes. They are in effect the norms for educator development and
therefore the central feature of all initial educator qualifications and learning
programmes. The critical cross-field outcomes are integrated into the roles and
their applied competence. Providers have the freedom and the responsibility to
design their learning programmes in any way that leads learners to the successful
achievement of the outcomes as represented in their associated assessment criteria.

2. While providers should develop these roles and competences in all qualifications
offered, they will combine and weight the roles differently in accordance with the
specific purpose of the qualification. A more advanced qualification may pay less
attention to a number of the roles and be focused primarily on one or two roles.

3. The seventh role, that of a learning area/subject/discipline/phase specialist, is the

over-arching role into which the other roles are integrated, and in which
competence is ultimately assessed. The specialisation can take a variety of forms.
It can be linked to phase (for example, foundation phase), or to a subject/learning
area (for example, mathematics or human and social sciences), or a combination
thereof. Qualifications must be designed around the specialist role as this
encapsulates the ‘purpose’ of the qualification and ‘shapes’ the way the other six
roles and their applied competences are integrated into the qualification.

4. A specialisation for teaching will always include both a subject/learning area

specialisation and a phase specialisation. In the case of foundation phase educators,
the specialisation will be the three learning areas of the foundation phase as well as
an understanding of learners and learning in the first years of formal schooling.

5. The role of learning area/subject/discipline/phase specialist is described above as it

relates to the central role of learning mediation. However, other specialisations,
based on the other roles, are possible in ‘post-basic’ qualifications. For example,
educators could specialise in Educational Management that goes beyond the
classroom into the management of an institution or department; or in Curriculum
Studies that builds on the role of researcher as well as the role of learning materials
designer; or Materials Development in which the emphasis on materials and
programmes for the classroom and school shifts to materials development for the
public domain.

6. The list of roles and their associated competences below is meant to serve as a

4 Norms and Standards for Educators

 description of what it means to be a competent educator. It is not meant to be a
checklist against which one assesses whether a person is competent or not. The
roles and competences must be integrated in the learning programme and should
inform the exit level outcomes of a qualification and their associated assessment
criteria. Ultimately, the qualification should reflect an applied and integrated
competence. This demonstrated ability to integrate theory and practice in teaching
must be assessed within all educator qualifications.

7. In the descriptions below the seven roles are described in a manner appropriate for
an initial teaching qualification.

The seven roles are:

Learning mediator
The educator will mediate learning in a manner which is sensitive to the diverse needs
of learners, including those with barriers to learning; construct learning environments
that are appropriately contextualised and inspirational; communicate effectively
showing recognition of and respect for the differences of others. In addition an
educator will demonstrate sound knowledge of subject content and various principles,
strategies and resources appropriate to teaching in a South African context.

Interpreter and designer of learning programmes and materials

The educator will understand and interpret provided learning programmes, design
original learning programmes, identify the requirements for a specific context of
learning and select and prepare suitable textual and visual resources for learning. The
educator will also select, sequence and pace the learning in a manner sensitive to the
differing needs of the subject/learning area and learners.

Leader, administrator and manager

The educator will make decisions appropriate to the level, manage learning in the
classroom, carry out classroom administrative duties efficiently and participate in
school decision making structures. These competences will be performed in ways
which are democratic, which support learners and colleagues, and which demonstrate
responsiveness to changing circumstances and needs.

Scholar, researcher and lifelong learner

The educator will achieve ongoing personal, academic, occupational and professional
growth through pursuing reflective study and research in their learning area, in broader
professional and educational matters, and in other related fields.

Norms and Standards for Educators

5
 Community, citizenship and pastoral role
The educator will practise and promote a critical, committed and ethical attitude
towards developing a sense of respect and responsibility towards others. The educator
will uphold the constitution and promote democratic values and practices in schools
and society. Within the school, the educator will demonstrate an ability to develop a
supportive and empowering environment for the learner and respond to the
educational and other needs of learners and fellow educators.

Furthermore, the educator will develop supportive relations with parents and other key
persons and organisations based on a critical understanding of community and
environmental development issues. One critical dimension of this role is HIV/AIDS
education.

Assessor
The educator will understand that assessment is an essential feature of the teaching
and learning process and know how to integrate it into this process. The educator will
have an understanding of the purposes, methods and effects of assessment and be able
to provide helpful feedback to learners. The educator will design and manage both
formative and summative assessment in ways that are appropriate to the level and
purpose of the learning and meet the requirements of accrediting bodies. The educator
will keep detailed and diagnostic records of assessment. The educator will understand
how to interpret and use assessment results to feed into processes for the improvement
of learning programmes.

Learning area/subject/discipline/phase specialist

The educator will be well grounded in the knowledge, skills, values, principles,
methods, and procedures relevant to the discipline, subject, learning area, phase of
study, or professional or occupational practice. The educator will know about different
approaches to teaching and learning (and, where appropriate, research and
management), and how these may be used in ways which are appropriate to the
learners and the context. The educator will have a well-developed understanding of the
knowledge appropriate to the specialism.

The roles are broken down into:

• Practical Competence

• Foundational Competence, and

• Reflexive Competence.

6 Norms and Standards for Educators

LEARNING MEDIATOR
Practical competences
(Where the learner demonstrates the ability, in an authentic context, to consider a
range of possibilities for action, make considered decisions about which possibility to
follow, and to perform the chosen action.)
Using the language of instruction appropriately to explain, describe and discuss key
concepts in the particular learning area/subject/discipline/phase.
Using a second official language to explain, describe and discuss key concepts in a
conversational style.
Employing appropriate strategies for working with learner needs and disabilities,
including sign language where appropriate.
Preparing thoroughly and thoughtfully for teaching by drawing on a variety of
resources; the knowledge, skills and processes of relevant learning areas; learners’
existing knowledge, skills and experience.
Using key teaching strategies such as higher level questioning, problem-based tasks
and projects; and appropriate use of group-work, whole class teaching and individual
self-study.
Adjusting teaching strategies to: match the developmental stages of learners; meet the
knowledge requirements of the particular learning area; cater for cultural, gender,
ethnic, language and other differences among learners.
Adjusting teaching strategies to cater for different learning styles and preferences and
to mainstream learners with barriers to learning.
Creating a learning environment in which: learners develop strong internal discipline;
conflict is handled through debate and argument, and learners seek growth and
achievement.
Creating a learning environment in which: critical and creative thinking is
encouraged; learners challenge stereotypes about language, race, gender, ethnicity,
geographic location and culture.
Using media and everyday resources appropriately in teaching including judicious use
of: common teaching resources like text-books, chalkboards, and charts; other useful
media like overhead projectors, computers, video and audio (etc); and popular media
and resources, like newspapers and magazines as well as other artefacts from
everyday life.
Foundational competences
(Where the learner demonstrates an understanding of the knowledge and thinking
which underpins the actions taken.)
Understanding different explanations of how language mediates learning: the
principles of language in learning; language across the curriculum; language and
power; and a strong emphasis on language in multi-lingual classrooms.
Understanding different learning styles, preferences and motivations.
Understanding different explanations of how learners learn at different ages, and
potential causes of success or failure in these learning processes.
Understanding the pedagogic content knowledge − the concepts, methods and
disciplinary rules − of the particular learning area being taught
Understanding the learning assumptions that underpin key teaching strategies and that

Norms and Standards for Educators

7
 inform the use of media to support teaching.
Understanding the nature of barriers to learning and the principles underlying
different strategies that can be used to address them.
Understanding sociological, philosophical, psychological, historical, political and
economic explanations of key concepts in education with particular reference to
education in a diverse and developing country like South Africa.
Exploring, understanding, explaining, analysing and utilizing knowledge, skills and
values underpinning ETD practices.
Reflexive competences
(Where the learner demonstrates the ability to integrate or connect performances and
decision making with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these actions.)
Reflecting on the extent to which the objectives of the learning experience have been
achieved and deciding on adaptations where required.
Defending the choice of learning mediation undertaken and arguing why other
learning mediation possibilities were rejected.
Analysing the learning that occurs in observed classroom interactions and in case
studies.
Making judgements on the effect that language has on learning in various situations
and how to make necessary adaptations.
Assessing the effects of existing practices of discipline and conflict management on
learning.
Reflecting on how teaching in different contexts in South Africa affects teaching
strategies and proposing adaptations.
Reflecting on the value of various learning experiences within an African and
developing world context.
Reflecting on how race, class, gender, language, geographical and other differences
impact on learning, and making appropriate adaptations to teaching strategies.
Critically evaluating the implications for schooling of political social events and
processes and developing strategies for responding to these implications.
Critically reflecting on the ways barriers to learning can be overcome.
Critically reflecting on the degree to which issues around HIV/AIDS have been
integrated into learning.
Analysing the strengths and weakness of the ways in which environmental, human
rights and other critical cross-field issues have been addressed.

INTERPRETER AND DESIGNER OF LEARNING PROGRAMMES AND MATERIALS

Practical competences
(Where the learner demonstrates the ability, in an authentic context, to consider a
range of possibilities for action, make considered decisions about which possibility to
follow, and to perform the chosen action.)
Interpreting and adapting learning programmes so that they are appropriate for the
context in which teaching will occur.
Designing original learning programmes so that they meet the desired outcomes and
are appropriate for the context in which they occur.
Adapting and/or selecting learning resources that are appropriate for the age, language
competences, culture and gender of learning groups or learners.

8 Norms and Standards for Educators

 Designing original learning resources including charts, models, worksheets and more
sustained learning texts. These resources should be appropriate for subject;
appropriate to the age, language competence, gender, and culture of learners;
cognisant of barriers to learning.
Writing clearly and convincingly in the language of instruction.
Using a common word processing programme for developing basic materials.
Evaluating and adapting learning programmes and resources through the use of
learner assessment and feedback.
Foundational competences
(Where the learner demonstrates an understanding of the knowledge and thinking
which underpins the actions taken.)
Understanding the principles of curriculum: how decisions are made; who makes the
decisions, on what basis and in whose interests they are made.
Understanding various approaches to curriculum and programme design, and their
relationship to particular kinds of learning required by the discipline; age, race,
culture and gender of the learners.
Understanding the principles and practices of OBE, and the controversies surrounding
it, including debates around competence and performance.
Understanding the learning area to be taught, including appropriate content
knowledge, pedagogic content knowledge, and how to integrate this knowledge with
other subjects.
Knowing about sound practice in curriculum, learning programme and learning
materials design including: how learners learn from texts and resources; how language
and cultural differences impact on learning.
Understanding common barriers to learning and how materials can be used to
construct more flexible and individualised learning environments.
Reflexive competences
(Where the learner demonstrates the ability to integrate or connect performances and
decision making with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these actions.)
Reflecting on changing circumstances and conditions and adapting existing
programmes and materials accordingly.
Critically evaluating different programmes in real contexts and/or through case studies
both in terms of their educational validity as well as their socio-political significance.

LEADER, ADMINISTRATOR AND MANAGER

Practical competences
(Where the learner demonstrates the ability, in an authentic context, to consider a
range of possibilities for action, make considered decisions about which possibility to
follow, and to perform the chosen action.)
Managing classroom teaching of various kinds (individualised, small group etc.) in
different educational contexts and particularly with large and diverse groups.
Constructing a classroom atmosphere which is democratic but disciplined, and which
is sensitive to culture, race and gender differences as well as to disabilities.
Resolving conflict situations within classrooms in an ethical sensitive manner.
Promoting the values and principles of the constitution particularly those related to
human rights and the environment.

Norms and Standards for Educators

9
 Maintaining efficient financial controls.
Working with other practitioners in team-teaching and participative decision making.
Accessing and working in partnership with professional services and other resources
in order to provide support for learners.
Respecting the role of parents and the community and assisting in building structures
to facilitate this.
Foundational competences
(Where the learner demonstrates an understanding of the knowledge and thinking
which underpins the actions taken.)
Understanding approaches to problem-solving, conflict resolution and group dynamics
within a South African and developing world context characterised by diversity.
Understanding various approaches to the organisation of integrated teaching
programmes and team teaching.
Understanding various approaches to the management of classrooms, with particular
emphasis on large, under-resourced and diverse classrooms.
Knowledge of available professional and community support services and strategies
for using their expertise.
Understanding current legislation on the management of learners and schools.
Knowledge of educators’ unions, the South African Council for Educators and other
relevant professional bodies.
Understanding constitutional commitments to human rights and the environment.
Reflexive competences
(Where the learner demonstrates the ability to integrate or connect performances and
decision making with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these actions.)
Reflecting on strategies to assist educators working on integrated teaching
programmes and in team teaching.
Critically examining a variety of management options, making choices based on
existing and potential conditions, and defending these choices.
Adapting systems, procedures and actions according to circumstances.

COMMUNITY, CITIZENSHIP AND PASTORAL ROLE

Practical competences
(Where the learner demonstrates the ability, in an authentic context, to consider a
range of possibilities for action, make considered decisions about which possibility to
follow, and to perform the chosen action.)
Developing life-skills, work-skills, a critical, ethical and committed political attitude,
and a healthy lifestyle in learners.
Providing guidance to learners about work and study possibilities.
Showing an appreciation of, and respect for, people of different values, beliefs,
practices and cultures.
Being able to respond to current social and educational problems with particular
emphasis on the issues of violence, drug abuse, poverty, child and women abuse,
HIV/AIDS and environmental degradation. Accessing and working in partnership
with professional services to deal with these issues.
Counselling and/or tutoring learners in need of assistance with social or learning
problems.

10 Norms and Standards for Educators

 Demonstrating caring, committed and ethical professional behaviour and an
understanding of education as dealing with the protection of children and the
development of the whole person.
Conceptualising and planning a school extra-mural programme including sport,
artistic and cultural activities.
Operating as a mentor through providing a mentoring support system to student
educators and colleagues.
Foundational competences
(Where the learner demonstrates an understanding of the knowledge and thinking
which underpins the actions taken.)
Understanding various approaches to education for citizenship with particular
reference to South Africa as a diverse, developing, constitutional democracy.
Understanding key community problems with particular emphasis on issues of
poverty, health, environment and political democracy.
Knowing about the principles and practices of the main religions of South Africa, the
customs, values and beliefs of the main cultures of SA, the Constitution and the Bill of
Rights.
Understanding the possibilities for life-skill and work-skill education and training in
local communities, organisations and business.
Knowing about ethical debates in religion, politics, economics, human rights and the
environment.
Understanding child and adolescent development and theories of learning and
behaviour with emphasis on their applicability in a diverse and developing country
like South Africa.
Understanding the impact of class, race, gender and other identity-forming forces on
learning.
Understanding formative development and the impact of abuse at individual, familial,
and communal levels.
Understanding common barriers to learning and the kinds of school structures and
processes that help to overcome these barriers.
Knowing about available support services and how they may be utilised.
Knowing about the kinds of impact school extra-mural activities can have on learning
and the development of children and how these may best be developed in co-operation
with local communities and business.
Reflexive competences
(Where the learner demonstrates the ability to integrate or connect performances and
decision making with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these actions.)
Recognising and judging appropriate intervention strategies to cope with learning and
other difficulties.
Reflecting on systems of ongoing professional development for existing and new
educators.
Adapting school extra curriculum programmes in response to needs, comments and
criticism.
Reflecting on ethical issues in religion, politics, human rights and the environment.
Reflecting on ways of developing and maintaining environmentally responsible
approaches to the community and local development.
Adapting learning programmes and other activities to promote an awareness of

Norms and Standards for Educators

11
 citizenship, human rights and the principles and values of the constitution.
Critically analysing the degree to which the school curriculum promotes HIV/AIDS
awareness.
Critically analysing the degree to which the school curriculum addresses barriers to
learning, environmental and human rights issues.

SCHOLAR, RESEARCHER AND LIFELONG LEARNER

Practical competences
(Where the learner demonstrates the ability, in an authentic context, to consider a
range of possibilities for action, make considered decisions about which possibility to
follow, and to perform the chosen action.)
Being numerically, technologically and media literate.
Reading academic and professional texts critically.
Writing the language of learning clearly and accurately.
Applying research meaningfully to educational problems.
Demonstrating an interest in, appreciation and understanding of current affairs,
various kinds of arts, culture and socio-political events.
Upholding the principles of academic integrity and the pursuit of excellence in the
field of education.
Foundational competences
(Where the learner demonstrates an understanding of the knowledge and thinking
which underpins the actions taken.)
Understanding current thinking about technological, numerical and media literacies
with particular reference to educators in a diverse and developing country like South
Africa.
Understanding the reasons and uses for, and various approaches to, educational
research.
Understanding how to access and use common information sources like libraries,
community resource centres, and computer information systems like the internet.
Understanding and using effective study methods.
Reflexive competences
(Where the learner demonstrates the ability to integrate or connect performances and
decision making with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these actions.)
Reflecting on critical personal responses to, literature, arts and culture as well as
social, political and economic issues.
Reflecting on knowledge and experience of environmental and human rights issues
and adapting own practices.

ASSESSOR
Practical competences
(Where the learner demonstrates the ability, in an authentic context, to consider a
range of possibilities for action, make considered decisions about which possibility to
follow, and to perform the chosen action.)
Making appropriate use of different assessment practices, with a particular emphasis
on competence-based assessment and the formative use of assessment, in particular

12 Norms and Standards for Educators

 continuous and diagnostic forms of assessment.
Assessing in a manner appropriate to the phase/subject/learning area.
Providing feedback to learners in sensitive and educationally helpful ways.
Judging learners’ competence and performance in ways that are fair, valid and
reliable.
Maintaining efficient recording and reporting of academic progress.
Foundational competences
(Where the learner demonstrates an understanding of the knowledge and thinking
which underpins the actions taken.)
Understanding the assumptions that underlie a range of assessment approaches and
their particular strengths and weaknesses in relation to the age of the learner and
learning area being assessed
Understanding the different learning principles underpinning the structuring of
different assessment tasks.
Understanding a range of assessment approaches and methods appropriate to the
learning area/subject/discipline/phase.
Understanding language terminology and content to be used in the assessment task
and the degree to which this is gender and culturally sensitive.
Understanding descriptive and diagnostic reporting within a context of high illiteracy
rates among parents.
Reflexive competences
(Where the learner demonstrates the ability to integrate or connect performances and
decision making with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these actions.)
Justifying assessment design decisions and choices about assessment tasks and
approaches.
Reflecting on appropriateness of assessment decisions made in particular learning
situations and adjusting the assessment tasks and approaches where necessary.
Interpreting and using assessment results to feed into processes for the improvement
of learning programmes.

LEARNING AREA/SUBJECT/DISCIPLINE/PHASE SPECIALIST

Practical competences
(Where the learner demonstrates the ability, in an authentic context, to consider a
range of possibilities for action, make considered decisions about which possibility to
follow, and to perform the chosen action.)
Adapting general educational principles to the phase/subject/learning area.
Selecting, sequencing and pacing content in a manner appropriate to the
phase/subject/learning area; the needs of the learners and the context.
Selecting methodologies appropriate to learners and contexts.
Integrating subjects into broader learning areas and learning areas into learning
programmes.
Teaching concepts in a manner which allows learners to transfer this knowledge and
use it in different contexts.
Foundational competences
(Where the learner demonstrates an understanding of the knowledge and thinking
which underpins the actions taken.)

Norms and Standards for Educators

13
 Understanding the assumptions underlying the descriptions of competence in a
particular discipline/subject/learning area.
Understanding the ways of thinking and doing involved in a particular
discipline/subject/learning area and how these may be taught.
Knowing and understanding the content knowledge of the discipline/subject/learning
area.
Knowing of and understanding the content and skills prescribed by the national
curriculum.
Understanding the difficulties and benefits of integrating this subject into a broader
learning area.
Understanding the role that a particular discipline/subject/learning area plays in the
work and life of citizens in South African society – particularly with regard to human
rights and the environment.
Reflexive competences
(Where the learner demonstrates the ability to integrate or connect performances and
decision making with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these actions.)
Reflecting on and assessing own practice.
Analysing lesson plans, learning programmes and assessment tasks and demonstrating
an understanding of appropriate selection, sequencing and pacing of content.
Identifying and critically evaluating what counts as undisputed knowledge, necessary
skills, important values.
Making educational judgements on educational issues arising from real practice or
from authentic case study exercises.
Researching real educational problems and demonstrating an understanding of the
implications of this research.
Reflecting on the relations between subjects/disciplines and making judgements on
the possibilities of integrating them.

14 Norms and Standards for Educators

4. QUALIFICATIONS FRAMEWORK

According to SAQA1 a qualification is:

a planned combination of learning outcomes which has a defined

purpose or purposes, and which is intended to provide qualifying
learners with applied competence and a basis for further learning.

Also,
a qualification may be achieved in whole or in part through the
recognition of prior learning, which concept includes but is not limited
to learning outcomes achieved through formal, informal and non-
formal learning and work experience.

The following framework of qualifications, together with the seven roles and their
associated applied competences allows providers, through the Standards Generating
Body for Educators in Schooling, to develop qualifications and programmes that are
designed for specific purposes and contexts, but within an overall regulatory
framework promoting national standards. It will also be used by the Department of
Education to recognise and evaluate qualifications for employment in education.

Qualifications for educators for schooling will be qualifications based on exit level
outcomes and associated assessment criteria or qualifications based on unit standards.

Qualifications for educators in the Schooling sub-field of Field 05 will be entitled by

two categories: Type and Specialisation.

Type is the name of the qualification that indicates level and credits on the NQF. The
list of qualification types and their aims is shown on the next page.

Specialisation is a phrase in brackets after the qualification type, for example,

Diploma in Education (Senior Phase: Human and Social Sciences). It indicates the
particular purpose of the qualification and could include a phase specialisation (such
as Foundation Phase), a subject/learning area specialisation (e g Further Education:
Mathematics), a specialisation in a particular role (e g Education Management), or a
professional or occupational practice (e g Curriculum Studies). There is no
predetermined set of purposes/specialisations.

The qualifications described here may need to be amended in the light of new
academic policy on higher education.

1
SAQA Regulations, Government Gazette no 6140, 28 March 1998, Sections 8 (1) (a), (h)

Norms and Standards for Educators

15
 Aim of qualification Total Level
credits
Certificate in Education To develop introductory practical and foundational 120 5
competence, and some degree of reflexive competence.
To provide an entry or exit point before the completion
of the Diploma in Education.
Diploma in Education To accredit a learner with introductory practical, 240 5
foundational and reflexive competence. To provide an
entry and exit point before the completion of the
Bachelor of Education degree.
First Bachelor’s Degrees To accredit a general formative qualification with one 360/ 6
or more subject/learning area specialisations in order to 480
provide access to a PGCE as a ‘capping’ qualification.
Post-Graduate Certificate To accredit a generalist educator’s qualification that 120 6
in Education ‘caps’ an undergraduate qualification. As an access
requirement candidates are required to have appropriate
prior learning which leads to general foundational and
reflexive competence. The qualification focuses mainly
on developing practical competence reflexively
grounded in educational theory.
Bachelor of Education To accredit an initial qualification for educators in 480 6
schools. The learner will have strong practical and
foundational competence with the reflexive competence
to make judgements in a wide context. The
qualification is intended for candidates seeking a
focused teaching degree with strong subject and
educational theory competence.
Advanced Certificate in To accredit further specialised subject/learning 120 6
Education area/discipline/phase competence, or a new subject
specialisation, or a specialisation in one or more of the
roles as an advanced study intended to ‘cap’ an initial
or general teaching qualification. Through this
qualification learners will be prepared to embark on a
course of study at NQF level 7. It must, therefore,
include appropriate demands in terms of rigour.

16 Norms and Standards for Educators

Bachelor of Education To accredit the advanced and specialised academic, 120 7
(Honours) professional or occupational study of an aspect of
education. It is designed to build the competence of
expert educators and curriculum specialists, system
managers, or educational researchers. Through this
qualification learners will be prepared to embark on a
course of study leading to an M Ed at NQF level 8.
Although the B Ed (Honours) must include some
specialisation and a focus on research, the nature of
these will vary depending on whether an academic,
professional or occupational focus is chosen.
Post Graduate Diploma To accredit advanced and specialised occupational, 120 8
in Education academic and professional study. This qualification can
accredit the coursework component of a Masters’
degree or provide an entry or exit point before the
completion of a Masters’ degree.
Master of Education To accredit the advanced and specialised academic or 240 8
professional study of an aspect of education with
emphasis on research. The degree may be taken by
thesis or by a combination of thesis and coursework.
Doctor of Education To accredit the highly advanced and specialised 360 8
academic or professional study of an aspect of
education in which the learner demonstrates capacity
for sustained, original research.

Norms and Standards for Educators

17
 The various qualification types are shown in the following diagram:

QUALIFICATIONS FOR EDUCATORS IN SCHOOLING 2

NQF
Level
8
Doctor of Education
(360)

Master of Education
(thesis and/or Post Graduate Diploma in Education
course work) (120)
(240)
7 Bachelor of Education (Honours)
(120)
6
PGCE Advanced Certificate Bachelor of Education
(120) in Education (480)
(120)

First Degrees
(360 or 480)

5 Diploma in Education
(240)

Certificate in Education
(120)
4 FET
Certificates

3 School leaving certificates

2 School leaving certificates
1 GET
Certificates

2
Please note that the number of credits indicated in brackets after each qualification are minimum
credits, of which a minimum of 72 should be at or above the level at which the qualification is
registered.

18 Norms and Standards for Educators

MINIMUM SPECIALIST REQUIREMENTS FOR BASIC TEACHING QUALIFICATIONS
There is no longer a list of prescribed teaching subjects. Learners and providers are
advised, however, that the design of programmes and qualifications, including subject
choices, must lead to the competence to teach learning programmes, learning areas,
subjects or foci in the school curriculum.

The considerable importance of the specialist role should be reflected in the

apportionment of credits. For each basic qualification, there is a minimum number of
SAQA credits dedicated to the specialist role:

DE 96 credits
B Ed 240 credits
PGCE 20 credits

The precise specialist requirements for the initial teaching qualifications leading to
qualified educator status are as follows:

Foundation Phase (Grade R to Grade 3)

• A study of the 3 learning programmes as prescribed by the national curriculum.
These must include the disciplinary bases of content knowledge, methodology and
relevant pedagogic theory.
• Expertise in the development of early literacy, particularly reading competence.
• Expertise in the development of early numeracy.
• Expertise in the development of life-skills.
• The above specialist requirements should carry the following credits:
DE 72 credits at NQF 5 or higher, 24 credits at NQF 4 or higher.
B Ed 96 credits at NQF 6, 108 credits at NQF 5 or higher.
PGCE 20 credits at NQF 6.

Intermediate Phase (Grade 4 to Grade 6)

• A study of the 5 learning programmes as prescribed by the national curriculum.
These must include the disciplinary bases of content knowledge, methodology and
relevant pedagogic theory.
• Expertise in the development of reading competence, particularly reading
comprehension.
• Expertise in the development of numeracy.
• Expertise in the development of life-skills.
The above specialist requirements should carry the following credits:

DE 72 credits at NQF 5 or higher, 24 credits at NQF 4 or higher.

B Ed 96 credits at NQF 6, 108 credits at NQF 5 or higher.
PGCE 20 credits at NQF 6.
Senior Phase (Grade 7 to Grade 9)

Norms and Standards for Educators

19
 • A study of at least two subjects which meet the requirements of the learning area
specialisations as prescribed by the national curriculum.
• The studies must include the disciplinary bases of content knowledge,
methodology and relevant pedagogic theory.
• The above specialist requirements should carry the following credits:
DE 72 credits at NQF 5 or higher.
B Ed 96 credits at NQF 6, 84 credits at NQF 5 or higher.
PGCE 20 credits at NQF 6.
In addition
• A study of one out of the learning areas of:
Mathematical Literacy, Mathematics and Mathematical Sciences
Natural Sciences
Technology
This study must be in a learning area not taken elsewhere in the curriculum.
It should carry at least 24 credits at NQF level 4 or higher for all qualifications except
the PGCE where it may be recognised as prior learning.

Further Education (Grade 10 to Grade 12)

• A study of one or more subjects or specialisations suitable for the phase.
• The study must include the disciplinary bases of content knowledge, methodology
and relevant pedagogic theory.
• The above specialist requirements should carry the following credits:
DE 36 credits at NQF 6, 60 credits at NQF 5 or higher.
B Ed 96 credits at NQF 6, 108 credits at NQF 5 or higher.
PGCE 20 credits at NQF 6.

20 Norms and Standards for Educators

NOTES ON ARTICULATION

ARTICULATION WITHIN THE QUALIFICATIONS FRAMEWORK FOR EDUCATORS

FOR SCHOOLING:

• Learners who complete a 360 or 480 credit Bachelor’s (other than a B Ed) degree
are deemed to have completed their subject specialization, but need to complete a
Post Graduate Certificate in Education as a professional capping qualification.

• A 480 credit B Ed degree includes both the professional qualification and the
subject or phase specialization.

• There are two entry and exit points within a B Ed - a Certificate in Education or a
Diploma in Education.

• Learners entering a B Ed from a new 240 credit Diploma in Education or an old

three-year Diploma in Education will be required to complete an additional 240
credits of the B Ed degree in order to achieve the over-arching purpose of the
degree on a higher level.

• The flexibility of a qualification, the degree to which access and exit points are
open or closed, will be described in the ‘rules of combination’ and the ‘learning
assumed to be in place’ contained in the registration information of the
qualification.

ARTICULATION AND MOBILITY WITHIN THE WORKPLACE

• The roles, their associated applied competences and the qualifications framework
provide a basis for the ongoing professional development of educators which will
be steered by the Department of Education through using its occupational
requirements – job descriptions, appraisal criteria, workload, post descriptions and
career pathing - to influence the design of qualifications and learning
programmes. The creation of multiple career and learning paths, will encourage
the development of educators who are competent to teach in different contexts and
in different ways, playing different roles and using different applied competences.

ARTICULATION WITHIN FIELD 05: EDUCATION, TRAINING AND DEVELOPMENT:

• The broad similarity between the contextual roles for educators for schooling, the
generic roles proposed in the ETDP final report and the draft standards for ECD
and ABET practitioners provides a basis for portability and flexibility between
qualifications and programmes in different sub-fields of NSB Field 05. This will
increase mobility for learners and practitioners by opening up different career and
learning paths.

Norms and Standards for Educators

21
 • Since ‘a qualification may be achieved in whole or part through the recognition
of prior learning, which concept includes but is not limited to learning outcomes
achieved through formal, informal and non-formal learning and work
experience’3, the process of assessment of applied competence achieved through
recognition of prior learning also provides for mobility of learners between
different learning programmes and places of work.

5. THE TRANSFORMATION OF EXISTING PRACTICE: STANDARDS

FOR THE DESIGN AND DELIVERY OF EDUCATOR DEVELOPMENT
PROGRAMMES

A statement of the roles and competences (norms) for educators and the provision of a
qualifications structure and specialist requirements (standards) are fundamental to the
development of educators. They provide a definition of competence within this field,
and a means of assessment of this competence. However, in themselves they will be
unable to assure the quality of the learning programmes and qualifications.

It is necessary to establish key strategic objectives for the design and delivery of
educator development programmes and qualifications which will provide guidance for
the transformation of existing practice. The objectives are stated as standards for
design and delivery and provide a basis for quality assurance of programmes by
Education and Training Quality Assurance bodies. Quality assurance measures and
mechanisms will be put in place by SAQA, the Council on Higher Education and its
Higher Education Quality Committee, and/or the relevant Sector Education and
Training Authority (SETA).

Standards for the design and delivery of programmes will include the following
criteria:

PURPOSE OF THE QUALIFICATION

• The purpose of the qualification states clearly the roles, the specialism(s), the
level, the target learners, employability and the articulation routes.

• The purpose is in line with national and/or local needs.

• The purpose informs the statement of applied competence, curriculum design and
the assessment strategy.

TARGET LEARNERS
• Entry knowledge of learners is assessed/checked and informs the development of
the programme.

3
SAQA Regulation 8 (1) (h), Government Gazette, 28 March 1998

22 Norms and Standards for Educators

• Access is promoted and learner support is provided.

• There are processes for the recognition of prior learning and experience.

APPLIED AND INTEGRATED TEACHING COMPETENCE

• The applied and integrated competence to be achieved by the learners is expressed
in exit level outcomes, and is clearly related to the purpose of the qualification.

• The learning programme is designed in such a way that it develops this

competence.

• The courses/modules in the programme and the roles that the programme seeks to
develop are integrated.

APPLIED AND INTEGRATED ASSESSMENT

• The assessment strategy is clearly related to the purpose and exit level outcomes
of the programme.

• The practical, foundational and reflexive competences for each role provide a
basis for assessment criteria.

• Accountability and transparency are necessary features of all assessment practices

and learners should be informed of the assessment criteria and strategies before
the learning begins.

• Evidence can be demonstrated through a variety of options: case studies; problem-

solving assignments; teaching practice in simulated and in situ contexts; portfolios
of learning materials; projects; written and oral examinations.

• The assessment strategy assesses the extent to which learners have achieved
horizontal integration, that is, the integration of roles and the knowledge and
skills delivered through the different courses/modules which make up the educator
development programme. It is designed in such a way that the seven roles are
assessed through the specialism.

• The assessment strategy also assesses the extent to which learners have achieved
the vertical integration of foundational, practical and reflexive competence. In
other words, it assesses whether learners are able to integrate the ability to
perform important teaching actions competently (a practical competence),
understand the theoretical basis for these actions (foundational competence), and
reflect on and make changes to teaching practices (reflective competence) so that
they can be described as achieving an applied and integrated competence.

• The assessment strategy assesses the extent to which learners have the ability to
teach in authentic and changing South African contexts.

• The assessment is ongoing and developmental.

Norms and Standards for Educators

23
 • There are detailed diagnostic records of learners’ progress.

KNOWLEDGE OF THE SPECIALISATION

• The development of knowledge of the specialism (discipline, subject, learning
area, phase of study) embraces content knowledge (knowing that), concepts and
theories (knowing why), procedural knowledge (knowing how), and strategic
knowledge (knowledge about why, when, where and who)4.

• Knowledge of the specialism is central to the programme and integrated into the
development of competence in the other roles.

INTEGRATION OF THEORY AND PRACTICE

• The worth and value of qualifications and learning programmes are determined by
the learners’ ability to demonstrate applied and integrated competence in the
satisfying of academic, professional and occupational requirements. Such an
integrated approach to learning places great emphasis on the lifelong professional
development of educators.

• In order for qualifications and their associated learning programmes to be

recognised for employment in education, providers must ensure that the roles and
applied competence specified in the exit level outcomes of the qualification meet
the requirement of learners to demonstrate their ability to integrate theory and
practice.

• School experience is integrated into the programme, rather than being a separate
‘add-on’. It is a structured teaching and learning experience with some form of
observational assessment.

• The programme is contextually sensitive.

• There are close links between the work place (schools) and the institutions
providing the programme.

EXTENDED PROFESSIONALISM
• Providers develop programmes and an institutional ethos which develops
educators as extended professionals and lifelong learners.

• Programmes are increasingly offered in modes that allow practising educators to

attend.

• Learning materials are developed and used to create spatial flexibility in courses:

4
ETDP Project, Final Report: An Indigenous Model of Profession Paths, Qualification and Standards
within the National Qualifications Framework, October 1998, National Training Board and German
Technical Co-operation, p.26

24 Norms and Standards for Educators

 learners can learn at a variety of sites and do not necessarily have to have face-to-
face contact with their educators.

• Assignments are designed to encourage problem-solving within authentic

contexts.

• The programme prioritises the promotion of critical engagement, reasoning and

reflective thinking.

• The programme grounds teaching in a wider social, economic and political

understanding and awareness.

• The provider demonstrates an understanding of educator development as an

activity that goes wider than formal schooling.

• The teaching staff is involved in policy and development activities outside of their
mainstream activity.

PROGRAMME DESIGN PROCESS

• The programme is designed on the basis of research, with national/local needs and
standards as well as the needs of target learners and employers in mind.

• The programme has outcomes, learning and assessment strategies that are
appropriate to the purpose of the qualification.

• Programmes are regularly reviewed in the light of new developments in the field
as well as on the basis of feedback from employers, learners, tutors, and
assessment processes.

RECOGNITION OF QUALIFICATIONS FOR EMPLOYMENT IN PUBLIC EDUCATION

In evaluating qualifications for employment in education, qualifications meeting the
following criteria will be recognised. The qualification must:

• integrate the critical cross-field outcomes into exit-level outcomes of the

qualification;

• integrate the six contextual roles and their applied competences into the seventh
specialised or elective role that is described in the exit-level outcomes;

• be registered on the National Qualifications Framework;

• integrate the job descriptions, workloads, post level requirements and other
specific occupational requirements of the employer;

• integrate the professional requirements for registration with SACE;

Norms and Standards for Educators

25
 • be certified by the relevant ETQA or its designated body;

• be attained through a provider accredited by the relevant ETQA or its designated

body.

The Department of Education will publish a list of such recognised qualifications on a

regular basis.

IMPLEMENTATION OF THE NORMS AND STANDARDS FOR EDUCATORS

• The nomenclature of existing educator qualifications must be changed in
accordance with these norms and standards by June 30, 2001.

• From April 1, 2002, only those programmes leading to qualifications which are
registered on the NQF and where the programme and the provider are accredited
by the Higher Education Quality Committee of the Council on Higher Education
will be eligible for funding from the Department of Education.

• All existing educator qualifications which have been formally accredited by

COTEP and HEDCOM and have been recorded and/or provisionally registered by
SAQA will be recognised by the Department of Education for purposes of
employment in public education until June 30, 2003.

26 Norms and Standards for Educators