Department of Education/Council on Higher Education/ South African Qualifications Authority Interim Joint Committee on Registration of New Qualifications, Accreditation of New Learning Programmes and Approval of New Learning Programmes for Funding Purposes.

Submission of new teacher education qualifications for approval by the Department of Education for employment in public education

1. Name of the institution
2. Title of the qualification

3. Purpose of the qualification

4. Target learners and learning assumed to be in place

5. Exit level outcomes and applied and integrated teaching competence

6. Credit specifications

7. Applied and integrated assessment

8. Articulation with other qualifications, programmes and providers
9. Quality assurance mechanisms

10. Mode of delivery of the programme

11. Date of implementation of the programme for the first time
12. Approval by Council and Senate
13. Date of submission
14. Contact information

15. Applications should be sent to;

3. Advanced (further) additional qualifications

Additional REQVs are awarded to approved² additional qualifications obtained in appropriate fields of study³ on the basis of one additional REQV for each additional 120 new SAQA credits⁴ earned, provided that -

• a maximum of two additional REQVs (240 new SAQA credits) are recognised per NQF level;
• a professionally unqualified educator may only receive recognition to a maximum of REQV 15
• a professionally qualified educator can receive additional REQV recognition to a maximum of REQV 17, but only if the educator is in possession of an approved qualification on level 8 ,

4. Recognition of other appropriate qualifications for employment in specific teaching posts

The criteria for the recognition of appropriate qualifications such as the current N 3 to N 6 Certificates and Diplomas, Apprenticeships, Passed Trade Tests, existing technikon qualifications, Certificates of Competency, other provider degrees, diplomas, certificates or licentiates obtained in the fields of Engineering, Business Studies, Art, Agriculture, Utility Services, Social Services, including Music, Dance, Ballet, Hotel and Catering, Nursing, Social Work, Educational Therapy and Educational Psychology will be retained⁵. The criteria will be reviewed as soon as new standards and qualifications have been developed and registered by the appropriate SGBs and NSBs.

4. New learning opportunities for educators with old teacher education certificates and diplomas

According to the Norms and Standards for Educators, 2000, old teacher education certificates, diplomas, higher diplomas and further diplomas will be phased out. There are, however, a large number of educators who are still in possession of such diplomas and certificates. Provision has been made for these educators to improve their existing qualifications via the new framework for professional qualifications for educators in schools (Refer qualifications framework, page 17).

1. Educators who are in possession of an old HDE together with an old FDE⁶ (REQV 15) plus-

1.1 a new level 7120 credit B Ed (Honours): +1 additional REQV (REQV 16),
1.2 a new level 6 ACE or a new level 6 B Ed: no additional REQV level.

2. Educators who are in possession of an old HDE (REQV 14) plus-

2.1 a new 120 credit level 6 ACE: +1 additional REQV (REQV 15).
2.2 a new 480 credit level 6 B Ed (at least 120 new credits should be earned): +1 additional REQV (REQV 15).
2.3 (2.1) or (2.2) plus a new 120 credit level 7 B Ed (Honours): +1 additional REQV (REQV 16).

3. Educators who are in possession of an old three-year DE⁷ together with an old FDE (REQV 14) plus -

3.1 a new 120 credit level 6 ACE: +1 additional REQV (REQV 15).
3.2 a new 480 credit level 6 B Ed (at least 120 new credits should be earned): +1 additional REQV (REQV 15).
3.3 (3.1) or (3,2) plus a new 120 credit level 7 B Ed (Honours): +1 additional REQV (REQV 16).

4. Educators who are in possession of an old three-year DEZ (REQV 13) plus-

4.1 a new 120 credit level 6 ACE: +1 additional REQV (REQV 14).
4.2  a new 480 credit level 6 B Ed (at least 240 new credits should be earned): + 2 additional REQVs (REQV 15).
4.3 (4.1) plus a new 120 level 7 B Ed (Honours): +1 additional REQV (REQV 15) (It could be required of a student with an old 3-year DE and an ACE to do additional work in order to be admitted to the new B Ed (Honours).)
4.4 (4.2) plus a new 120 credit level 7 B Ed (Honours): +1 additional REQV (REQV 16).

5. Educators who are in possession of teacher education qualifications that are classified as REQV 12⁸ or lower plus-

5.1 a new 480 credit level 6 B Ed degree: + 2 additional REQVs (REQV 14).
5.2⁹ a new 240 credit level 5 National Professional Diploma in Education* (at least 120 new credits should be earned¹⁰): REQV 13.
5.3 (5.1) plus a new 120 credit level 7 B Ed (Honours): + 1 additional REQV (REQV 15).
5.4 (5.2) plus a new 120 credit level 6 ACE: + 1 additional REQV (REQV 14).
5.5 (5.2) plus a new 480 credit level 6 B Ed (at least 240 new credits should be earned): + 2 additional REQVs (REQV 15).
5.6 (5.4) plus a new 120 credit level 7 B Ed (Honours): + 1 additional REQV (REQV 15).(It could be required of a student with an ACE to do additional work in order to be admitted to the new B Ed (Honours).)
5.7 (5.5) plus a new 120 credit level 7 B Ed (Honours): +1 additional REQV (REQV 16).

* The new 240 credit level 5 National Professional Diploma in Education, with at least 72 credits on level 5, is an interim qualification with the aim to provide existing under-qualified educators an alternative access route into the new qualifications framework in the Norms and Standards for educators. It should accredit these educators with foundational and academic competence and equip them for further study at level 6. The NPDE could be designed and delivered in a flexible manner through units of learning, unit standards, workplace experience, RPL to a maximum of 120 credits, INSET programmes or leamerships. It should have a specific classroom focus and all 7 roles should be covered, but to a lesser extent than for a 480 credit B Ed. It should, however, have strong articulation with the lower levels of the B Ed and could serve as an entry or exit point of the B Ed at the first 240 credits level. The life span of the NPDE, with a specific purpose of certifying under-qualified educators as fully qualified professionals, will be 5 years.

Educators with old teacher education certificates or diplomas may also opt to offer academic first or post-graduate degrees in appropriate fields of study. Additional REQV recognition for such additional qualifications will be accorded in accordance with Section 3.

REQV Improvement for educators with qualifications on REQV 12 or lower

Qualifications	New credits earned	Accumulated credits	REQV
Std 8/10 plus Certificate in Education plus NPDE (part one) plus completed NPDE	+ 120 + 120 + 120	120 240 360	10 11 12 13
Std 8 + PTC plus NPDE (part one) plus completed NPDE	+ 120 + 120	120 240 360	11 12 13
Std 10 + 2 yr qualification11       plus completed NPDE	(RPL maximum of 120 credits)  +120	240     360	12     13
NPDE Plus ACE	+ 120	360 480	13 14

5. Professional Educators' Qualifications Framework

According to SAQA¹² 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.

The various qualification types are shown in the following diagram;

1. Qualifications for Educators in Schooling ¹³

Image under construction

There is no longer a list of prescribed teaching subjects for professional educator qualifications. Learners and providers are advised, however, that the design of programmes and qualifications, including subject choices, must lead to the competence to teach teaming 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:

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

1. General

1. Applications for the evaluation of foreign qualifications should be submitted to one of the provincial departments of education, who will in turn, submit it to the Evaluation Committee at the national department of education.
2. Each foreign qualification should be accompanied by the following official information:

• Certified copy of the qualification certificate;

• Official transcript of the qualification, indicating the different subjects/fields of study passed, as well as the number of hours of study and practice for each of the subjects/fields of study/units of learning;

• Official statement from the educational authority in the country of origin as to whether the particular qualification is recognised for employment in education in that country, and for which phase of schooling;

• Geographic location, postal, fax and e-mail contact information of the foreign institution concerned.

3. Foreign qualifications are always evaluated in accordance with the most recent policy on Norms and Standards for Educators. Subject to the information available, the evaluator will attempt to match the qualification as closely as possible with a similar qualification on the South African qualifications framework for educators. Shortcomings, if any, will be indicated, as well as suggested ways of improving the qualification in order to get full recognition.

4. The Evaluation Committee only evaluates qualifications for employment in public education. Holders of foreign qualifications who do not wish to seek employment in education, but, for example, wish to enroll for further study should submit their qualifications directly to the institution concerned.

2. Professional Qualifications

1. Only professional qualifications that are recognised as such in the country of origin will be considered for recognition for employment in public education in South Africa.

2. The learning programme should have at least covered the minimum specialist requirements for the particular phase of schooling concerned as described in the Norms and Standards for Educators.

3. Holders of foreign professional teaching qualifications should be appointed on probation for at least one year before being considered for permanent appointment. During the probation year, they should also complete an in-service programme on outcomes-based education and the new school curriculum.

3. Academic qualifications

1. Academic and other appropriate vocational foreign qualifications will be evaluated in accordance with the minimum requirements for such qualifications (Refer Section 2)

7. Recognition of appropriate qualifications for permanent appointment in specific educator posts

(For lecturers at technical colleges refer Section 8)

1. List of posts in which professionally unqualified persons could be appointed permanently should they hold appropriate qualifications for such posts

• Posts for Technical Subjects, including Hair Care
• Posts for Technical Drawing
• Posts for Instrumental Music
• Posts for Practical Ballet, National Greek Dances, History of Ballet and Anatomy
• Posts for training in the Hotel and Catering Industry
• Accompanist posts for Ballet
• Posts for Speech and Drama
• Posts for the teaching of Nursing at Schools for Special Education and Schools for
• Specialised Education.
• Librarian posts at colleges and departmental head office libraries
• Posts for school Social Workers
• Posts for Education Psychologists and Therapists
• Educator posts at non-education institutions

The incumbent of a post as listed in paragraph 1 usually possesses

• qualifications which do not comply with the criteria for approved degrees and/or general teaching diplomas;
• skills and knowledge which have been acquired also through practical training or by experience; and
• basic training which is often not offered by teacher education providers.

2. Appropriate qualifications for employment in posts as listed in paragraph 1

2.1 Appropriate degree

An appropriate degree is a degree

• which is recognised for a specified post as listed in paragraph 1 and specially qualifies a person for the particular post; and
• which has been approved for such purpose.

2.2 Appropriate diplomas/certificates

Only diplomas/certificates appropriate to a specific post as listed in paragraph 1 are recognised for purposes of employment in a post as listed in paragraph 1. When evaluating such a diploma/certificate the applicable subject will be stated clearly.

2.3 Recognition of further appropriate diplomas/certificates

A further appropriate diploma/certificate (obtained after a first appropriate diploma/certificate) is recognised for REQV purposes only if it entails advanced study following the first appropriate diploma/certificate which has been recognised for a specific post as listed in paragraph 1.

Where two or more appropriate diplomas/certificates on the same horizontal level are submitted for the same post as listed in paragraph 1, only one diploma/certificate will be recognised.

A maximum of two approved diplomas/certificates on the same horizontal level (and one professional qualification) will be recognised for a post as listed in paragraph 1, provided that they do not overlap by more than 50% and the second diploma is taken in an appropriate but different field of study to the first diploma.

In the case of a second N diploma, six new courses must be included of which at least two should be at N5 level and at least two at N6 level.

Where two or more similar appropriate diplomas/certificates are offered, the one with the highest REQV classification will be recognised.

Every additional appropriate diploma/certificate will be recognised for a higher REQV level if it requires at least the equivalent of one academic year of full-time study or 120 new credits.

2.4 Recognition of partially completed degrees and completed degrees for incumbents of posts as listed in paragraph 1

Recognition is granted in accordance with Section 3.

3. General principles for the evaluation of qualifications for appointment to listed in paragraph 1

1. Appropriate or approved qualifications that have been approved are recognised for posts as listed in paragraph 1.
2. When more than one qualification is evaluated, the qualification which affords the holder the highest REQV classification is taken as the starting point for evaluation purposes. The order in which qualifications have been obtained therefore makes no difference.
3. Recognition of qualifications for a post as listed in paragraph 1 is restricted to such a post for which qualifications have been recognised, provided that a candidate may also receive recognition of qualifications for a second specialisation or for general teaching.
4. A permanent incumbent of a post as listed in paragraph 1, whose qualifications are appropriate to another post as listed in paragraph 1, may be transferred in a permanent capacity to the other specialist post with retention of his REQV classification.

5. A permanent incumbent of a post as listed in paragraph 1 who does not qualify for permanent appointment in an ordinary or any other post as listed in paragraph 1 may be employed in such a post on a temporary basis with retention of his classification, provided that such person can be so employed for longer than one year only with the personal approval of a Head of Education.

6. A professionally qualified teacher who has been appointed to a general teaching post and who also holds qualifications that are applicable to a post as listed in paragraph 1 but who has never been appointed to such a post, receives REQV recognition for these qualifications.

4. Requirements for the recognition and the evaluation of qualifications for employment in posts as listed in paragraph 1

4.1 Posts for teachers of technical subjects

A three-subject National Technical Certificate III (N3), must include Trade Theory/Technology as a subject, plus a completed apprenticeship or a pass in a trade test plus two years' appropriate trade experience*;

OR

an equivalent qualification plus a completed apprenticeship or a pass in a trade test plus two years' appropriate trade experience. Trade Theory/Technology on the N3 level should form part of the completed trade training*;

OR

an approved degree for technical education; or a National Certificate (or Diploma) for Technicians or a National N Diploma or a National Diploma (Engineering) or a National Higher diploma which includes training in an appropriate technical subject;

OR

another appropriate approved qualification.

4.2 Posts for teachers of Electronics

A three-subject National Technical Certificate III (N3) which must include Electronics as a subject, plus two years' appropriate trade experience*;

OR

an equivalent qualification plus two years' appropriate trade experience*.

A head of education may, in special cases and at his own discretion, appoint a person whose only qualifications are a completed apprenticeship or pass in a trade test, plus two years' appropriate trade experience, in a permanent or temporary capacity, and remunerate them according to an REQV 12(s) salary range.

4.3 Evaluation of technical qualifications

1. An apprenticeship + National Technical Diploma: REQV 13
2. National N Diploma: REQV 13
3. National Certificate for Technicians: REQV 13
4. National Diploma (Engineering): REQV 13
5. National Diploma for Technicians: REQV 14
6. National Higher Diploma: REQV 14
7. National Diploma in Technology/Masters' Diploma: REQV 15

4.4 Evaluation of technical qualifications together with completed approved degrees, partially approved degrees, partially completed degrees and diplomas in education

A technical qualification evaluated as REQV 13 for appointment to a post as listed in paragraph 1 (see paragraph 4.3 (1). (2),(3) and (4) above) together with -

1. an approved degree (which complies with paragraph 1.14.1): REQV15.
2. an approved partially completed degree: REQV 14.
3. A partially approved degree: REQV 14.
4. (1) above + National Teachers' Diploma (Workshop) or HDE (Technical): REQV 16
5. (2) above + NTD (Workshop) or HDE (Technical): REQV 15
6. (3) above + NTD (Workshop) or HDE (Technical): REQV 16

A Technical qualification evaluated as REQV 14 for appointment to a post as listed in paragraph 1 (See paragraph 4.3 (5) and 6) above) together with -

1. an approved degree: REQV 15 (to be classified as REQV 16 a teacher must be professionally qualified).
2. an approved partially completed degree: REQV 15
3. a partially approved degree: REQV 15
4. (1) above + NTD (Workshop) or HIDE (Technical) or HIDE REQV 16 (a Masters' degree is required to be classified in as REQV 17)
5. (2) above + NTD (Workshop) or HDE (Technical): REQV 15 (an approved degree is required to be classified in as REQV 16).
6. (3) above + NTD (Workshop or HIDE (Technical): REQV 15 (an approved degree is required to be classified in REQV 16).

A Technical qualification with an REQV 15 for appointment to a post as listed in paragraph 10. 1 (see paragraph 5(7) above) together with -

1. an approved degree: REQV 15 (to be classified in REQV16 a teacher must be professionally qualified).
2. an approved partially completed degree; REQV 15 (not professionally qualified).
3. a recognised degree: REQV 15 (not professionally qualified).
4. (1) above + NTD (Workshop) or HIDE (Technical): REQV 16 (not in possession of a Masters' degree).
5. (2) above + NTD (Workshop) or HDE (Technical): REQV 15 (not in possession of an approved degree).
6. (3) above + NTD (Workshop) or HDE (Technical): REQV 15 (not in possession of an approved degree).

A three-subject National Technical Certificate III (N3), which must include Trade Theory/Technology as a subject, plus a completed apprenticeship or a pass in a trade test plus two years appropriate trade experience together with -

1. N4 or N5 + NTD (Workshop): REQV 13
2. 4T1 and 4T2 subjects + NTD (Workshop): REQV 13
3. an approved degree: REQV 14
4. an approved partially completed degree: REQV 12(may be remunerated according to an REQV 13(s) salary range).
5. (1) above + an approved partially completed degree: REQV 14
6. (1) above + recognised degree: REQV 15
7. (3) above + NTD (Workshop) or HDE (Technical) or HDE: REQV15

4.5 Post for teachers of Technical Drawing

A National Diploma in technicians (Draughtsmanship) or a National Technical Diploma or equivalent qualification with Draughtsmanship or a similar subject, e.g. Machine Design, Building Construction, Electrical Designing, Structural Designing at T2 level at least, plus two years appropriate experience;

OR

an approved degree for technical education which includes Technical Drawing;

OR

a qualification approved for this purpose.

4.6 Posts for teachers of Instrumental Music

An appropriate approved qualification in Music (for the instrument(s) in which tuition is given).

NB Qualifications are recognised only if practical training in an instrument is included (with the exception of post-graduate degrees.)

4.7 Recognition of music qualifications

1. Not more than one teacher's licentiate/diploma in Music in the same instrument shall be recognised for the same person.

(NB: A teacher's licentiate does not qualify a person as professional.)

2. A second teacher's licentiate in another instrument may be recognised.
3. Only one performer's licentiate (in the same instrument recognised for (1) or (2) above) or a ULCM may be recognised in addition to the licentiates in (1) and (2) above.
4. Teachers' licentiates referred to in (1) and (2) above may not be offered in the following pairs of instruments:

Flute and Piccolo
Flute and Recorder
Recorder and Piccolo
Two different recorders
Above and Cor Anglais
Clarinet and Bass Clarinet
Bassoon and Double Bassoon
Violin and Viola
Cello and Double Bass
Piano and Harpsichord
Piano and Clavichord
Clavichord and Harpsichord
Any two brass wind-instruments controlled by pistons.

5. For a post as accompanist of ballet a UPLM (Piano) without a teachers' licentiate or a UALM (University Accompanist Licentiate in Music) may be accepted. Only one of these licentiates will be recognised for the same person.

An Accompanist's Licentiate is recognised for posts of accompanists only.

6. Overlapping

When a qualification in Instrumental Music is offered at the same level as a qualification in Instrumental Music already recognised, this is regarded as overlapping. This means that -

1. all teachers; licentiates/diplomas in Music, irrespective of the duration of training, which are offered at the same level and for the same instrument, overlap unless a teacher's licentiate/diploma in Music is the entrance requirement for a subsequent teacher's licentiate/diploma in Music, or is offered in another instrument. However, a performer's licentiate is always offered at a higher performer's level than a teacher's licentiate/diploma in Music;

NB: A performer's licentiate will only be recognised provided that the candidate is in possession of a teacher's licentiate.

2. a teacher's licentiate/diploma in Music always overlaps courses in instruments taken for a B degree;

If the second instrument has not been offered on main instrument level, it does not overlap with a teacher's licentiate/diploma. This excludes the Performer's Licentiate in instruments taken for the B.degree;

3. a Licentiate in School Music (Class Music) is not recognised for appointment to a post as listed in paragraph 1 for teachers of Instrumental Music, if a candidate is already in possession of a teacher's licentiate in an instrument.

4.8 Evaluation of Diplomas and Licentiates in Music*

NB

The above-mentioned qualifications obtained before 1990 are evaluated as REQV 12

NB

1. The UTLM is evaluated as REQV13 instead of REQV12, with effect from 1 January 1990, if obtained as from the following dates.

Piano: as from 1981
Recorder, Clarinet, Organ, Flute, Guitar, Hobo, French Horn: as from 1987
Singing: as from 1988
Other wood wind-instruments: as from 1989
Other brass wind-instruments: as from 1989
All other instruments: as from 1990

2. That persons in possession of a UTLM (Unisa) obtained before the above mentioned dates, will not be evaluated as REQV 13 following the passing of the method examination.

* These qualifications are recognised only if practical training in an instrument is included.

** Recognised only if the holder also has a teacher's licentiate

*** Recognised for posts of accompanist only.

(f) Education Diploma in Music (OFS)		REQV 13
(g) Teacher's Licentiate in Music (OFS)		REQV 13
(h) Diploma for Church Organists (PUC)		REQV 13
(i) Lower University Diploma in) Music Performance (PUC)	1 year after 'm'	None
(j) Licentiate Diploma in Music (Rhodes)		REQV 13
(k) T.D.M.S (Stellenbosch)		REQV 13
(l) P.D.M.S (Stellenbosch)		+ 1 level
(m) Diploma for Church Organist Stellenbosch		REQV 12
(n) Higher Diploma for Church Organist Stellenbosch		+1 level
(o) Diploma in Musical Education (Rhodes)		REQV 13
(p) Diploma in Music (Education) (U.P)		REQV 13
(q) Diploma in Church Music (U.P)		REQV 13
(r) Diploma in Music (Church Music (U.P.)		REQV 13
(s) Diploma in Music (Performing Arts) (U.P)		None
(t) Teacher's Licentiate in Music (U.P.)		REQV 13
(u) Teacher's Licentiate Diploma in Music (offered from 1976)		REQV 13
(v) Teacher's Diploma in Opera (UCT)		REQV 13
(w) Diploma in Orchestral Playing (U.C.T.)		REQV 13
(x) Performer's Diploma in Music (U.C.T.)		REQV 13
(y) Performer's Diploma in Opera (U.C.T.)		REQV 13
(z) Diploma in Music Education (U.P.E.)		REQV 13

4.9 Appointment of performers of instruments in approved symphony orchestras

Performers of instruments in approved symphony orchestras may be appointed as teachers in a post as listed in paragraph 10.1 for Instrumental Music in accordance with the following categories of REQV levels:

Tutti-player or lower position:	REQV 13(s)*
B-Principal Performer:	REQV 14 (s)*
A-Principal Performer or leader:	REQV 15 (s)*

*(s) indicates that these persons receive a personal salary.

Performers who are not members of one of the approved orchestras, may be tested by one of these orchestras and submit a statement indicating within which of the three REQV categories they fall.

(Approved orchestras: National Symphony Orchestra, Cape Town Municipal Orchestra, Durban Municipal Orchestra, PACT Orchestra, OFS Symphony Orchestra and CAPAB Orchestra)

4.10 Posts for teachers of Practical Ballet, National and Greek Dancing, History of Ballet and Anatomy

An appropriate approved qualification.

4.11 Recognition of ballet qualifications

1. The highest qualification obtained in accordance with the scale below is accepted for evaluation purposes
2. Teachers receive recognition for qualifications awarded by the Royal Academy of Dancing OR the Imperial Society of Teachers of Dancing OR the University of Cape Town OR the South African Dancing Teachers' Association and the Spanish Dance Society in accordance with the following scale:

1st or 2nd Qualification	2nd or 1st Qualification	Total Evaluation
REQV 11-12-13-14-15	REQV 11	REQV 12-13-14-15-15
REQV 11-12-13-14-15	REQV 12	REQV 13-13-14-15-15
REQV 11-12-13-14-15	REQV 13	REQV 14-14-15-15-15
REQV 11-12-13-14-15	REQV14	REQV 15-15-15-15-15

4.12 Evaluation of qualifications

1. UNIVERSITY OF CAPE TOWN

(a) Teachers' Diploma in Ballet	13
(b) Teachers' Certificate in Ballet	13
(c) Performer's Diploma in Ballet	13
(d) Performer's Certificate in Ballet	13

2. ROYAL ACADEMY OF DANCING

(a) Student Teacher's Certificate	12
(b) Elementary Teacher's Certificate or  Teacher's Certificate plus Intermediate Executant/Advanced Executant (January 1988)	13
(c) Intermediate Teacher's Certificate	14
(d) Advanced Teacher's Certificate or	14
Advanced Teacher's Certificate in the Teaching of Children or Major Students (January 1988)	15
(e) Intermediate Executant	11
(f) Advanced Executant	12
(g) Solo Seal plus a recognised teacher's qualification in Ballet*	11
(h) Licentiate of the Royal Academy of Dancing	13
(i) Teaching Certificate (This Certificate replaced the Elementary Teacher's Certificate)	12
(j) Teaching Diploma	14
(k) Advanced Teaching Diploma (This exam replaced the Advanced Teacher's Certificate)	15
((i) - (k): with effect from 1 January 1988)

3. IMPERIAL SOCIETY OF DANCING

(Formerly known as Imperial Society of Teachers of Dancing)

(a) Associate Teacher's Certificate	13
(b) Licentiate Teacher's Certificate	14
(c) Fellowship Teacher's Certificate	15
(d) Intermediate Certificate (Part A or Part B)	11
(e) Advanced Certificate (Part A or Part B)	12
(f) Final Diploma (Teacher's A and B)	13
OR
Final Diploma (Performer's) (plus a recognised teacher's qualification in ballet)	13

4. CECCHETTI SOCIETY OF SOUTHERN AFRICA
   (With effect from 1 January 2000)

(a) Associate Certificate	12
(b) Associate Diploma	13
(c) Licentiate Certificate	14
(d) Licentiate Diploma	15
(e) Fellowship (Educators must be professionally qualified for classification in REQV 16)	15

5. SOUTH AFRICAN DANCE TEACHERS' ASSOCIATION

Advanced

11

6. PRETORIA TECHNIKON

National Diploma in Performing Arts (Teacher of Ballet)

13

7. THE SPANISH DANCE SOCIETY

(a) Primer Ana Estudante (Elementary Exam) Plus Profesor de Bade (Elementary Teachers')	11
(b) Segundo Ano Estudiante (Intermediate Exam) Plus Profesor de Baile (Elementary Teachers')	12
(c) Tercer Ano Estudiante (Advanced Exam) Plus Profesor de Baile (Elementary Teachers')	13
(d) Primer Ano Estudiante (Elementary Exam) Plus Profesor de Baile (Elementary Teachers')	12
(e) Segundo Ano Estudiante (Advanced Exam) Plus Instructor de Baile (Intermediate Teachers')	13
(f) Tercer Ano Estudiatne (Advanced) Teachers') Plus Instructor de Baile (Intermediate Teachers')	14
(g) Tercer Ano Estudiante (Advanced Exam) Plus Instructor de Baile (Intermediate Teachers') Plus Maestro de Baile (Advanced Teachers')	15

4.13 Post for training in the Hotel and Catering Industry

The South African National Diploma in Hotel Management or an equivalent qualification.

4.14 Posts for the instruction of Nursing at Special Schools and Schools for Special Education

NB: Registration as a Nurse with the South African Nursing Council is a pre-requisite.

Not more than two of these diplomas may be recognised for the same person.

4.15 The evaluation of nursing qualifications

1. Diploma in General Nursing: REQV 13
2. Diploma in General Nursing and Psychiatry: + 1 level
3. Diploma in General Nursing and Midwifery: + 1 level
4. Diploma in Midwifery: + 1 level
5. Diploma in Orthopaedic Nursing: + 1level
6. Diploma in Paediatric Nursing: + 1 level
7. Diploma in Clinical Care, Administration and Teaching: + 1 level.
8. Diploma in General Nursing Instructor: + 1 level
9. Diploma in Public Health Nursing: + 1 level
10. Diploma in Intensive Nursing: + 1 level
11. Diploma in Operating-theatre Technique: + 1 level
12. Diploma in Ophthalmic Nursing: + 1 level
13. Diploma in Nursing Administration: +1 level

4.16 Posts of Librarians at college libraries and departmental head office libraries.

(An appropriate approved qualification.

OR

A Bachelor's degree plus a Higher Diploma in Library Science (as from January 1988))

4.17 Posts for School Social Workers.

Registration as a Social Worker with the South African Council for Social Work

One of the following:

Four-year BA (Social Work) degree
Three-year BA (Social Work) degree
Three-year Diploma in Social Work
Four-year Diploma in Social Work

4.18 Posts for Education Psychologist and Therapists

Registration as a psychologist/therapist with the South African Medical and Dental Council.

An appropriate approved qualification classified as REQV 13 or higher.

4.19 Posts for the teaching of Speech and Drama/Dramatic Art

An appropriate qualification classified as REQV 13 or higher.

4.20 Educator posts at non education institutions

An appropriate qualification with an REQV 13 or higher.

1. Comments

• An incumbent of a teaching post at a technical college must possess appropriate qualifications, which have been approved for employment in a teaching post at technical colleges.
• Appropriate fields of study/subjects offered for recognised academic or vocational qualifications for employment at technical colleges may be selected from both Appendices 1 and 3.

2. The recognition of approved diplomas or certificates

2.1 No more than two appropriate diploma/certificates (diplomas in education excluded) on the same horizontal level will be recognised. The two approved diplomas/certificates are recognised provided that the overlapping is not more than 50% and the second diploma was offered in another suitable field of study.

In the case of a second N diploma, six new instructional offerings must be included of which at least two must be on N5 level and at least two on N6 level.

2.2 In the case where two approved diplomas are a continuation of each other, and the previous diploma is an admission requirement for the subsequent diploma, the two diplomas will be evaluated together as one diploma, and the REQV allocated to the highest diploma is recognised.

Example: A National Diploma and a National Higher Diploma will be regarded as one diploma for evaluation purposes.

2.3 A maximum of three diplomas will be recognised provided that one of them is a diploma in education.

3. The recognition of diplomas in education

3.1 Only one of the diplomas in education indicated in paragraph 6.2 (excluding Further Diplomas in Education) is recognised.

• In addition to the general diplomas in education that are approved for general education as well as for post-school education, including the Higher Diploma in Education (Technical) and the National Diploma in Education (Technical), the following diplomas are approved for specific utilization in education at technical colleges:

• National Higher Diploma: Post-school education
• Postgraduate Diploma in Tertiary Education (University of South Africa).

3.2 Only one Further Diploma in Education (FDE), which does not overlap with other qualifications that have already been recognised for, will be recognised. (NB. FDE's in the fields of study Technika Mechanical, Technika Electrical, Technika Electronic and Technika (Civil obtained after 1 January 1995 will not be considered for REQV improvement).

3.3 Minimum requirements for one year diplomas in education (National Higher Diploma: Post school Education and Postgraduate Diploma in Tertiary Education).

3.3.1 Admission requirements

3.3.1.1 National Higher Diploma: Post-school education

At least a Senior Certificate (school education or vocational education) or an equivalent qualification, e.g. a National Technical Certificate III, plus the two required languages (see paragraph 1.16 of the Criteria) at a Senior Certificate level, with the proviso that provisional admission can be granted to immigrants who have resided for fewer than four years in the Republic of South Africa and who do not yet comply with the language requirements.

For the National Higher Diploma: Post-school Education, Sake-afrikaans and Business English on Senior Certificate level may replace the two required languages, provided that a minimum pass mark of 50 °lo is attained in the instruction language and 40 % is attained in the second required language.

AND

approved qualifications evaluated as REQV 13 (e.g. a National Technical Diploma or a National N Diploma);

OR

an approved degree.

3.3.1.2 Postgraduate Diploma in Tertiary Education

A Bachelor's degree

3.3.2 Science of Teaching

Five modules, of which at least one module in each of the following is offered:

Empirical Andragogics
Didactics
Educational Management
Media Science.

NB The fifth module is elective and Research Methodology could, for example, be included here.

3.3.3 A Course in Computer Literacy

3.3.4.1 Subject didactics for the National Diploma: Post-school education.

At least one subject methodology in a field of study as offered at technical colleges¹⁴ is

1. Where a candidate possesses an approved degree, the methodology that is envisaged for offering at technical colleges must be in a subject offered in the degree at least at second year level.

2. Where a candidate possesses an approved technical college and/or technikon qualification, the methodology that is envisaged for offering at technical colleges must be in a suitable subject at N6 or T3 level or their equivalent. For a methodology course in Technical Drawing, Machine Design, Building Construction, Electrical Design, Structural Design, Technical Drawing or another appropriate drawing-related subject must be taken at T2 or N4 level.

3.3.4.2 Subject didactics for the Postgraduate Diploma in Tertiary Education.

The methodology must be in a subject offered in the academic qualification at least at second year level

3.3.5 The duration of the prescribed practical education must be a minimum of six weeks.

3.3.6 Language endorsement on diplomas in education

3.3.6.1 The competence of the student who wants to enter employment at a technical colleges in using the prescribed languages as mediums of instruction is judged in a way agreed upon by the department of education concerned and the training institution concerned and indicated by means of an endorsement on the diploma by the institution that issued the diploma.

4. List of posts at technical colleges

4.1 Posts for instructional programmes on the N1 to N3 levels or NIC to NSC levels.

4.2 Posts for instructional programmes at the post-senior secondary level to REQV 13 level.

5. Minimum qualification requirements for a permanent appointment

5.1 Posts for offering of instructional programmes in the Engineering field of study

A three-subject National N3 Certificate of which Trade Theory, that is an appropriate subject theory or technology should be one subject, plus the two required languages passed on Senior Certificate level or its equivalent, plus a completed apprenticeship" or a successful trade test plus two years' appropriate trade experience. Sake-Afrikaans and Business English at Senior Certificate level will be regarded as equivalent to Afrikaans and English respectively at Senior Certificate level.).

OR

a four subject National N3 Certificate of which Trade Theory, that is, an appropriate subject theory or technology, should be one of the subjects, plus a completed apprenticeship or a successful trade test plus two years appropriate trade experience.

Persons complying with the above-mentioned requirements will be classified and remunerated as REQV 13(s)* Should they possess or obtain further appropriate qualifications, these qualifications will be considered for a higher REQV level , provided that this will place them at least on REQV 13,

* (s) Indicates that these persons receive a personal salary on an REQV 13 salary range

** Apprenticeships of the following South African bodies will be recognised:

• Department of Manpower
• South African Defence Force
• SASOL
• South African Transport Services/Transnet
• An accredited Training Board,

5.2 Posts for offering instructional programmes in the fields of study of Business Studies, Art, Agriculture, Utility Services, Social Services and Maritime Studies.

An approved qualification that is evaluated as REQV 13

For the utility services field of study Haircare, the requirements are as stated in paragraph 4.1.

5.3 Posts for Instrumental Music

Refer Section 7 of the main document.

5.4 Posts for instruction in Practical Ballet, National and Greek Dances, History of Ballet, Anatomy

Refer Section 7 of the main document.

6. Evaluation of qualifications for a temporary appointment

6.1 Possessors of approved N6 qualifications can be appointed in a temporary capacity in teaching posts for the vocational education programmes (Fields of study in Business Studies, Art, Agriculture, Utility Services and Social Studies). (Two years of certified experience in the field is a prerequisite). Such persons are remunerated according to the REQV 13(s)*

6.2 Possessors of approved N3 to N5 qualifications in the Business Studies, Art, Agriculture, Utility Services and Social Studies fields of study for which apprenticeships or trade tests do not exist, and where the qualification concerned is the highest N qualification that is issued in the field of study concerned, can be appointed in a temporary capacity in teaching posts for the vocational education programmes. (Fields of Study in Business Studies, Art, Agriculture, Utility Services and Social Studies.) (Two years of certified experience in the field is a prerequisite). Such persons are remunerated according to the REQV 13(s)* salary range.

6.3 Persons who possess qualifications and/or suitable experience in a field of study for which an instructional programme does not already exist at a technical college, can be appointed in a temporary capacity on provided that the experience in the field is equivalent to the level of an N3 qualification. (The equivalence of this experience in the field to an N3 level must be certified by a principal of a technical college). Such persons are remunerated according to the REQV 13(s)* salary range.

*(s) Indicates that these persons receive a personal salary according to the REQV 13 salary range.

6.4 A Head of Education can, according to his own discretion and on the recommendation of a principal of a technical college, consider persons who were appointed in a temporary capacity according to paragraphs 6.1 or 6.2 for a permanent appointment after two years of satisfactory service.

7. Further recognition for approved qualifications In particular fields of study

7.1 Persons who are in possession of approved academic and/or professional teaching qualifications and who obtain further approved qualifications which comply with all the requirements for appointment to particular posts at technical colleges as laid down in paragraphs 5.1. 5.2. 5.3. 5.4, 6.1 or 6.2 will be awarded ore additional? REQV level.

7.2 In the cases where an additional level has been awarded to an approved N3 to N6 qualification which complies with paragraphs 5.1, 6.1 or 6.2, a further additional level only be awarded on completion of a approved National Diploma.

8. Evaluation of specific approved qualifications at technical colleges

8.1 Evaluation of vocationally related qualifications.

1. National Technical Diploma: REQV 13
2. National N Diploma: REQV 13
3. National Certificate for Technicians: REQV 13
4. National Higher Certificate for Technicians: REQV 13
5. National Diploma: REQV 13
6. National Diploma for Technicians: REQV 14
7. National Higher Diploma: REQV 14
8. National Diploma in Technology/Masters Diploma: REQV 15
9. National Laureatus: REQV 15 (only professionally qualified persons can be classified as REQV 16).

8.2 Examples which may serve as guidelines for the evaluations of appropriate qualifications and for the REQV classification of such qualifications.

8.2.1 A vocationally related qualification evaluated as REQV 13 (see paragraph 8.1(1) to (5)) plus

1. an approved degree: REQV 15;
2. an approved partially completed degree: REQV 14;
3. (1) above + National Diploma in Education or HDE (Technical) or (Postgraduate) or another approved diploma in education for technical college education: REQV 16; or
4. (2) above + NDE (Technical) or HDE (Technical) or an approved diploma in education for technical college education: REQV 15.

8.2.2 A vocationally related qualification evaluated as REQV 14 (see paragraph 8.1(6) and 8.1(7) plus

1. an approved degree : REQV15 (not professionally qualified);
2. an approved partially completed degree: REQV 15
3. (1) above + NDE (Technical) or HDE (Technical) or FIDE (Postgraduate) or another approved diploma in education for technical college education: REQV 16 (can only be classified as REQV 17 provided that a Master's degree or a Diploma in Technology/Master's diploma is included; or
4. (2) above + NDE (Technical) or HDE (Technical) or an approved diploma in education for technical college education: REQV 16

8.2.3 A vocationally related qualification evaluated as REQV 15 for appointment in technical college education (see paragraph 8.1(8)) plus an approved or appropriate degree: REQV 15 (an approved diploma in education is required for classification as REQV 16). an approved partially completed degree: REQV 15 (an approved diploma in education is required for as REQV 16) (1) or (2) above + NDE (Technical) or HDE (Technical) or an approved diploma in education: REQV 16

8.2.4A vocationally related qualification evaluated as REQV 16 (see paragraph 8.1(9) plus

1. an approved degree or an approved partially completed degree: REQV 15 (an approved diploma in education is required for classes as REQV 16 ) or
2. an NDE (Technical) or a HDE (Technical) or an approved diploma in education for technical college education: REQV 17

8.2.5 An apprenticeship and/or a passed trade test plus N3 plus -

1. N4 or N5 + NDE (Technical): REQV 13
2. 4T1 + 4T2 subjects + NDE (Technical): REQV 13
3. an approved degree: REQV 14
4. an approved degree + an NDE (Technical) or a HDE (Technical) or a HDE (Postgraduate) or an approved diploma in education for technical college education: REQV 15

8.2.6 The following qualifications will each be granted one additional REQV level, for appointment in a teaching post at technical colleges:

1. Certificate of Competency as Engineer
2. Certificate of Registration as Professional Engineer
3. Certificate of Registration as an Architect
4. Certificate of Registration as a Land Surveyor.

ALPHABETICAL LIST OF NATIONAL INSTRUCTIONAL OFFERINGS AT TECHNICAL COLLEGES

Abattoir Hygiene
Accounting for Butchers
Accounting
Administration and Management
Advertising Management
Aerial Application (Pest Control)
Aerodynamics
Aesthetics Theory and Practical
African Dance
Afro Hair Care
Aircraft Electrical Theory
Aircraft Electronics Theory
Aircraft Instrument Trade Theory
Aircraft Maintenance Theory
Aircraft Metalwork Theory
Aircraft Technology
Aluminium Manufacture
Aluminium Smelter Technique
Aluminium Technology
Animal Production
Applied Accounting
Applied Business Economics
Applied Hare Care
Applied General Science
Applied Management
Applied Physiology
Armature Winding
Arranging and Production (Music)
Art of Africa
Art of Drawing
Art of Entertainment
Aural and Ensemble
Aural Training and Assemble Work: Popular Music
Aviation Electronics
Ballet: Practical and Theory
Ballroom: Latin American and Free Style
Basic Classical and Contemporary Dance
Basic Mining and Regulations
Beef Cattle Production
Bharatha Natyam: Dance
Bharatha Natyam and Indian Folk Dance
Body Conditioning
Botany: Horticulture
Bricklaying and Plastering
Building Administration
Building and Civil Technology
Building and Structural Construction
Building and Structural Surveying
Building Drafting
Building Drawing
Building Science
Business Economics
Business English
Business Practice
Butchers' Theory and Practice
Care of Children
Care of the Aged
Care of the Handicapped
Carpentry and Roofing
Caterer Client Relations
Catering Theory and Practical
Ceramics
Cereal Production
Chemical Laboratory Technology
Chemical Plant Operation
Chemical Technology
Chemistry
Child Care
Child Health
Classical Dance
Clinical Hair Study
Clothing Construction
Clothing
Coal Mining
Coal Mining Economics
Coal Mining Technology and Practice
Coke and By-Product Process
Colour (Art)
Communication and Deportment
Communication and Human Relations
Communication Electronics
Communication
Computer Graphics
Computer Practice and Typing Techniques
Computer Practice
Computer Principles
Computer Aided Drafting
Computerised Financial Statements
Computerised Financial Systems
Construction Plant Theory
Contemporary Dance
Control Systems
Cosmetic Make-up
Cosmetics: Practical and Theory
Cost and Management Accounting
Crop Production
Dairy Production
Data Management: Farming
Day Care Administration
Day Care Communication
Day Care Didactics
Day Care Entrepreneurship
Day Care Management
Day Care Personnel Development
Diesel Earthmoving Mechanics
Diesel-Electric Theory
Diesel Trade Theory
Digital Electronics
Draughting
Drawing
Dyeing and Fibre Technology
Economic and Legal Environment
Economics
Educare Didactics
Educare Theory and Practical
Education
Educational Psychology
Electrical Drafting
Electrical Installation Codes
Electrical Trade Theory
Electro-Mechanics
Electrology
Electronic Music Keyboard Technique
Electro-Technology
Electrotechnics
Engineering Drawing
Engineering Physics
Engineering Science
Engineering Technology
Entrepreneurship and Business Management
Environmental Engineering
Environmental Pest Control
Fabric Construction and Testing
Facial Machine Treatment
Facial Skin Care
Factory Organisation
Farming Business Management
Farming Business Practice
Farming Communication
Farming Mechanics
Fashion Drawing
Fault Finding and Protective Devices
Ferro Alloy Technology
Fertilizer Manufacturing
Fibre and Yam Characteristics and Testing
Financial Accounting
Financial Management: Farming
Fitting and Machining Theory
Flower Production
Fluid Mechanics
Food Administration
Food and Beverage Service
Food and Nutrition
Form and Colour Studies
Foundry Theory
Fruit Production
Fumigation
Funeral Practice
Furniture Design
Furniture Makers' Theory
General Drafting
General Music Knowledge, Harmony and Composition
General Textile Technology
Gents' Hairdressing
Graphic Design
Graphic Interpretation
Graphic Processes
Gunsmith Trade Theory
Hair Care
History of Art
History of Music and Form
Horticulture Science
Hotel Reception
Human Relations
Human Resource Management: Farming
Hygiene and Safety improvisation (Music)
Income Tax industrial Affairs industrial Chemistry
Industrial Communication
Industrial Confectionary Manufacture
Industrial Crop Production
Industrial Electronics
Industrial Instruments
industrial Organisation and Planning
Industrial Orientation
Industrial Science
Information Processing
Installation Rules
Instrument Mechanic Theory
Instrument Trade Theory
Interior Principles: Theory and Practice
Interior Styles and Studies
Internal Combustion Engines
Introduction to Interior
Introductory Space and Volume Studies
Iron Production and Casting
Iron, Steel and Ferro Alloy Process Theory
Jewellery Design
Jewellery Manufacturing
Kathak (Dance)
Kathak and Indian Folk Dance
Kinesiology and Health Life Skills
Knitted Fabric Analysis and Testing
Knitting Theory
Labour Relations
Ladies (Caucation) Hair Care
Landscape Planning
Legal Knowledge: Mines
Legal Practice
Life Skills
Line (Art)
Logic Systems
Long Staple Spinning Theory
Loss Control
Machines and Properties of Metals
Maintenance Management
Management Communication
Management
Management: Farming
Management: Mining
Manicure and Pedicure
Manual Massage
Marketing Communication
Marketing Management
Marketing Research
Mathematics
Meat Inspection
Mechanical Drawing and Design
Mechanotechnics
Mechanotechnology
Medical Practice
Mercantile Law
Metal Workers' Theory
Metallurgy
Metalliferous Mining
Mine Planning
Mining Economics
Mining Engineering
Mining Geology
Mining Machinery
Mining Science
Mining Shafts
Missiles
Motor Body Repairing
Motor Body Work Theory
Motor Electrical Theory
Motor Machining Theory
Motor Trade Theory
Motor Vehicle Science
Motor Vehicle Technology
Motor Workshop Organisation and Administration
Motor, Diesel and Tractor Mechanics
Moulders' Theory
Municipal Administration
Music Business and Styles Music: Practical: Brass, Woodwind, Drums, Bass Guitar, Guitar, Piano, Keyboard, Vocal
Mutton Production
Nail Technology
Nutrition and Menu Planning
Nutrition and Residential Care
Occupational Health and Safety Act
Office Practice
Paint Application and Testing
Paint Chemistry
Paint Manufacturing
Paint Raw Materials
Paint Technology
Paint Types and Systems
Painting and Decorating
Painting
Paper Making
Pattern Construction
Pattern Makers' Theory
Personnel Management
Personnel Training
Pest Biology
Pesticide Marketing
Photo Technology
Photography
Photography Trade Theory
Pictorial Drafting
Pig Production
Plant Engineering: Mines, Works and Factories
Plant Operation Theory
Plant Pests and Diseases
Plastic Technology
Platers' and Structural Steelworkers' Theory
Platers' Theory
Plating and Structural Steel Drawing
Plumbing Theory
Popular Music Practical: Bass Guitar, Drums, Piano/Keyboard, Vocal
Poultry Meat Inspection
Poultry
Power Machines
Power Station Electricity
Power Station Science
Power Station Theory
Preparation and Preservation Theory: Funeral
Principles of Pest Control
Printing and Fibre Technology
Production and Quality Control
Promotion Methodology: Theory and Practical
Public Administration
Public Finance
Public Law
Public Relations
Pulp and Paper Making Theory
Psychology: Funeral
Quantity Surveying
Radar Systems
Radar Technology
Radar Trade Theory
Radio and Television Theory
Radio Theory
Refrigeration Technology
Refrigeration Trade Theory
Refrigeration, Air Conditioning and Ventilation
Repertoire
Rigging Theory
Road Construction Drawing
Road Construction Theory
Rock Engineering
Sake Afrikaans
Sales Management
Sanitation and Housekeeping
Sanitation and Safety
Sculpture: Art
Secretarial Catering
Semi-Worsted Spinning Theory
Servicing Techniques
Shape and Form: Art
Sheet Metal Workers' Theory
Short Staple Spinning -
Shorthand
Small Business Management and Entrepreneurship
Smithing Theory
Snelskrif
Social Care
Soft Furnishing Theory and Practice
Sound Engineering (Music)
Spanish Dance
Spatial Planning Theory and Practical
Spinning Theory
Steel Production and Casting Theory
Strength of Materials and Structures
Structural Steel Detailing
Supervision in Industry
Supervisory Management
Surface Elements Theory and Practical
Surface Mining surface Mining Economics
Surface Mining Geology
Surface Mining Machinery
Surface Mining Surveying
Survival Equipment Theory
Table Service
Tailors' Theory
Tap Dance
Technical Illustration
Telecom Trade Theory
Television Techniques
Textile Chemistry
Textile Design/Fibre Art
Textile Engineering Science
Textile Technology
Textile Testing
Texture: Art
Theory of Dance
Theory of Music, Harmony and Composition: Popular Music
Three Dimensional Design
Three Dimensional Studies
Timber Production
Tone: Art
Toolmakers' Theory
Tourism Communication
Tourist Destinations
Travel Office Procedures
Travel Services
Two Dimensional Design
Typing
Upholstery and Trimming Theory
Upholstery Theory and Practical
Vegetable Production
Ventilation, Gases and Dust and Regulations
Vine Production
Vocational Orientation
Warp and Weft Knitting
Warp Knitting Theory
Waste Water Treatment Practice
Water Treatment Practice
Waxing
Weaving
Weed Control
Welders' Theory
Window Covering Theory and Practice
Wood Preservation
Wood Machinery/Joinery and Shopfitting Theory
Woodworkers' Theory
Wool Production
Wool Spinning Theory
Woolen and Semi-Worsted Spinning
Worsted Spinning

9. Recognition of Qualifications for Employment in Adult Basic Education and Training Centers

Evaluation of approved qualifications for appointment at ABET-centers

9.1 Qualifications evaluated as REQV 11

9.1.1 Certificate in Adult Education, Training and Development, University of Cape Town

9.1.2 Certificate for Educators of Adults, University of the Western Cape (this qualification was provided until the end of 1999)

9.1.3 Higher Certificate for Educators, Trainers and Developers: Adult Learning, University of the Western Cape

9.1.4 Practitioner's Certificate in Adult Basic Education and Training, University of South Africa

9.1.5 Certificate: Community Development, University of Natal

9.2 Qualifications evaluated as REQV 12

9.2.1 A qualification as in 9.1.2 or 9.1.3 together with the Higher Diploma for Education, Training and Development Practitioners: Adult Learning, University of the Western Cape

9.2.2 A qualification as in 9.1.4 together with the Practitioner's Diploma in Adult Basic Education and Training, University of South Africa

9.3 Qualifications evaluated as REQV 13

9.3.1 National Diploma in Adult Basic Education and Training (obtained at a South African technikon and certified by SERTEC)

9.4 Qualifications evaluated as REQV 14

9.4:1 An approved qualification evaluated as REQV 13 together with the Advanced Diploma for Educators of Adults, University of Cape Town

9.4.2 An approved qualification evaluated as REQV 13 together with the Advanced Diploma for Educators of Adults, University of the Western Cape

9.4.3 An approved qualification evaluated as REQV 13 together with the Bachelor of Education degree (specialisation in ABET), University of South Africa

9.4.4 A B.TECH degree (Adult Basic Education and Training) (obtained at a South African technikon and certified by SERTEC)

9.4.5 An approved professional teachers' qualification evaluated as REQV 13 plus a Further Diploma in Education (ABET), offered by Potchefstroom College of Education

9.4.6 An approved professional teachers' qualification evaluated as REQV 13 plus a National Higher Diploma: Adult Basic Education, offered by technikons

9.5 Qualifications evaluated as REQV 15

9.5.1 An approved qualification evaluated as REQV 14 together with a Postgraduate Diploma in Literacy Studies, University of Cape Town

9.5.2 An approved qualification evaluated as REQV 14 together with the Bachelor of Education degree (specialisation in ABET), University of South Africa

9.5.3 Bachelor of Education degree: Adult Education/Post Graduate Diploma: Adult Education, University of Natal

9.6 Qualifications evaluated as REQV 16

9.6.1 An approved qualification evaluated as REQV 15 together with the Masters in Literacy Studies, University of Cape Town

9.6.2 An approved qualification evaluated as REQV 15 together with the Masters in Education: Adult Education, Training and Development, University of the Western Cape

9.6.3 An approved qualification evaluated as REQV 15 together with the Masters in Philosophy: Adult Education, Training and Development, University of the Western Cape

9.6.4 Master of Education; Adult Education, University of Natal

1. 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.

2. 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.

3. 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.

4. 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.

5. Community, citizenship and pastoral role

The educator will practice 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.

6. 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.

7. 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.

APPENDIX 3

LIST OF APPROPRIATE SUBJECTS/FIELDS OF STUDY FOR TEACHER EDUCATION PROGRAMMES

Accounting/Accountancy/Financial Accountancy
African Literature
African Studies
Afrikaans/Afrikaans-Nederlands
Agricultural Biochemistry
Agricultural Economics
Agronomy/Agricultural Science
Animal Husbandry/Animal Production
Anthropology/Ethnology
Applied English Language Studies
Applied Language Studies
Applied Mathematics/Mathematical Statistics
Applied Psychology
Arabic
Aft/Aft Education/Ad and Handwork/Ads and Crafts
Art Practical: Painting/Graphic Art Sculptural Photography/ Ceramics) Textiles) Fibre Ads/Jewellery) Puppetry) Communication Design) Information Design) Industrial Design) Art Documentation and Research
Assessment of Learning
Biblical Studies/Hindu Studies/Islamic Studies/Jewish Studies) Religious Studies
Biokinetics
Biochemistry
Biology/Biological Science
Botany
Building
Business Economics/Business Administration/Business Management
Business Law/Company Law/Commercial Law/Mercantile Law
Chemistry
Class Music/Music Education/School Music
Clothing/ (Protection/Needlework and Dressmaking)
Commerce
Commercial Law/Mercantile Law/Company Law/Business Law
Comparative Religion
Computer Science/Computer Education Science/Informatics/Information Systems
Cookery (Food and Nutrition)
Criminology
Curriculum Design/Development
Development Studies
Dietetics
Design (Art)
Economics/(Mathematical Economics)/Economic Education/Entrepreneurship
Engineering Science (Technika)
English
Ethics/Comparative Ethics/Applied Ethics
Ethnology/Anthropology
Environmental Science/Environmental Studies/Environmental Education
Field Husbandry/Pasture Science/Pasture Management
Fluid Mechanics (Technica)
Food Science (Science of Nutrition)
French/French Studies
Guidance and Counseling
Genetics/Animal Production/Plant Production
Geography/Environmental and Geographical Science
German/German Studies
Greek
Guidance and Counseling Psychology/Psychology/Applied Psychology
Gujarati
Handwork/Handicrafts/Basic Techniques/Needlework/Woodwork
Harmony/Harmony and Counterpoint/Harmony, Counterpoint and Composition
Health Education
Hebrew
Hindi
Hindu Studies/Biblical Studies/Islamic Studies/Jewish Studies/Religious Studies
History/African History
History of Art
History of Music
Home Management
Hotel Keeping and Catering/Hotel and Tourism Management
Human Resources Development
Human Rights Education/Democracy Studies/Citizenship Studies
Industrial Art (Metal - and Woodwork)
Instrumental Music
Islamic Studies/Biblical Studies/Hindu Studies/Jewish Studies/Religious Studies
Italian
Jewish Studies/Biblical Studies/Hindu Studies/Islamic Studies/Religious Studies
Labour Relations
Learning Materials Development
Latin
Librarianship/Library Science/Information Science/Applied Information Science/Media Centre
Science/Book Education
Linguistics/Linguistics and Literary Theory /Literary Theory/Linguistics and English
Language/Applied Linguistics
Logic/Logic and Language/Critical Thinking
Machine Design/Technical Drawing
Mathematics/Mathematics Education
Mathematical Statistics/Applied Mathematics
Mercantile Law/Commercial Law/Business Law/Company Law
Microbiology
Music (Practical)
Natural Science/Biology/Botany/Zoology/Physical Science/Chemistry/Physics
Ndebele
Pasture Science
Philosophy/Applied Philosophy
Philosophy of Religion
Physical Education/Human Movement Studies
Physical Science/Physics or Chemistry
Physical Education/Human Movement Studies
Physics/Physical Science
Physiology
Political Studies
Portuguese
Psychology/Guidance and Counseling Psychology/Applied Psychology
Public Administration/State Administration
Quantity Surveying (Technika)
Religious Studies/Biblical Studies/Hindu Studies/Islamic Studies/Jewish Studies
Science of Religion
Science Education/Natural Science/Physical Science/Physics or Chemistry
School Guidance and Counseling Psychology/Guidance
Sepedi
Shorthand
Sociology
Social Work
Soil Science
Sesotho
Spanish
Special Education Needs¹⁵
Speech Training and Dramatic Art/Speech and Drama/Drama and Dramatic Art/Drama
Sport Science
Sport and Recreation
Swati
Systematic Theology
State Administration/Public Administration
Statistics
Tamil
Technika (Electrical)
Technika (Electronical)/Digital Electronics/Industrial Electronics
Technika (Mechanical)/Mechanotechnics/Power Machines
Technika (Civil)/Strength of Materials and Structures/Building and Structure Construction
Technology
Technical Drawing/Machine Design/Mechanical Drawing and Design
Telegu
Theological Ethics
Theory of Music
Travel and Tourism
Tsonga
Tswana
Typing/Computer Typing
Urdu
Venda
Wild Life Management
Xhosa
Zoology
Zulu

APPENDIX 4

1. Agriculture and Nature Conservation
2. Culture and Arts
3. Business, Commerce and Management Studies
4. Communication Studies and Languages
5. Education, Training and Development
6. Manufacturing, Engineering and Technology
7. Human and Social Studies
8. Law, Military Science and Security
9. Health Sciences and Social Services
10. Physical, Mathematical, Computer and Life Sciences
11. Services
12. Physical Planning and Construction

APPENDIX 5

1. Language, Literacy and Communication
2. Human and Social Sciences
3. Technology
4. Mathematical Literacy, Mathematics and Mathematical Sciences
5. Natural Sciences
6. Arts and Culture
7. Economics and Management Science
8. Life Orientation

APPENDIX 6

1. Foundation Phase (Grades 1 to 3)

• Literacy
• Numeracy
• Life Skills

2. Intermediate Phase (Grades 4 to 6)

• Language, Literacy and Communication
• Mathematical Literacy, Mathematics and Mathematical Sciences
• Natural Sciences and Technology
• Human, Social, Economic and Management Sciences
• Arts, Culture and Life Orientation

3. Senior Phase (Grades 7 to 9)

• Language, Literacy and Communication
• Human and Social Sciences
• Technology
• Mathematical Literacy, Mathematics and Mathematical Sciences
• Natural Sciences
• Arts and Culture
• Economics and Management Science
• Life Orientation

FOOTNOTES

¹ See Appendix 3

² Approved by the Department of Education for employment in public education

³ Refer Appendix 3

⁴ For first degrees obtained before 1 January 2001, 120 new SAQA credits are equated to 4 new degree year courses. In the case of post-graduate qualifications obtained before 1 January 2001, one additional REQV is awarded per qualification.

⁵ Refer Sections 7, 8 & 9

⁶ Including old one-year post-professional Teachers' Certificates and Diplomas in Specialised Education.

⁷ Including the old PTC + Std 10 + SEC + SED and PTC + DE (Upgrading).

⁸ For example, Std 8110 + PTC, Std 10 + JSTC, PTC + SEC, PTC + Post Professional Certificate, PTC + Part completed DE (Upgrading).

⁹ Refer table on pages 13 -14

¹⁰ Educators on REQV 10 will first have to complete the 120 credit Certificate in Education and thereafter the 240 credit NPDE in order to be classified as REQV 13

¹¹ Std 10 + PTC, Std 10 + JSTC, PTC + SEC, PTC + Post Professional Certificate, PTC + Part completed DE (Upgrading).

¹² SAQA Regulations, Government Gazette no 6140, 28 March 1998, Sections 8 (1) (a), (h)

¹³ 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.

¹⁴ Refer Appendix 1

¹⁵Physical, sensory, intellectual, social or multiple impairments, for example mobility, fine motor skills, expressive and receptive communication, hearing, vision, cognitive skills, sign language, braille, HIV/AIDS, abuse, crime vandalism, gangsterism, teenage pregnancy