Chapter 12



12.15.1Legislative and Policy Framework


  • The South African Schools Act, No. 84 of 1996 [SASA]
  • The National Education Policy Act, 1996 (Act No. 27 of 1996) [NEPA]
  • National Qualifications Framework Act, No. 67 of 2008 [NQF]
  • Employment of Educators Act 76 of 1998 [EEA]



  • Revised Policy on the Minimum Requirements for Teacher Education Qualifications [NP 38487/2015]
  • Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (GN 299 in 40750, 31 March 2017) [NP 40750/2017]



  • Salary adjustment: ‘Improvement in Conditions of Service: Annual Cost-of-Living Adjustment for Educators Employed in terms the Employment of Educators Act, 1998 with effect from 1 April 2017 (GN 386 in GN 40815 of 28 April 2017) [NR 40815/2017]



  • Personnel Administration Measures [PAM]



  • Mpumalanga Department of Education: RESEARCH MANUAL, 2009 [Reference B6 RESEARCH 2009]

12.15.2Framework for the Development of School Policy on The Qualifications Framework

  1. According to SAQA 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.
  2. Framework of qualifications
    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.

    Area of qualification Total
    Diploma in Gr R
    To accredit a learner with introductory practical, foundational and reflexive competence. To provide an entry and exit point before the completion of the Bachelor of Education degree. 240 6
    In general, an advanced Certificate is primarily vocationally oriented. A recognised professional teaching qualification is required for entry into an Advanced Certificate in Education. 120 6
    Bachelor of
    To accredit a general formative qualification with one or more subject/learning area specialisations in order to provide access to a PGCE as a ‘capping’ qualification. 480 7
    Certificate in
    To accredit a generalist educator’s qualification that ‘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. 120 7
    The advanced Diploma is used as a CPD qualification to further strengthen and enhance an existing specialisation in a subject, or to develop a new role or practice to support teaching and learning in a school or in education more broadly. 120 7
    Bachelor of
    To accredit an initial qualification for educators in 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. 480 7
    Bachelor of
    To accredit the advanced and specialised academic, 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. 120 8
    Post Graduate
    Diploma in
    To accredit advanced and specialised occupational, 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. 120 8
    Master of
    To accredit the advanced and specialised academic or 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. 180 9
    Doctor of
    To accredit the highly advanced and specialised academic or professional study of an aspect of education in which the learner demonstrates capacity for sustained, original research 360 10

    The various qualification types are shown in the following diagram:

    12.15.2 Qualifications for educators in schooling


  3. Requirements in respect of REQV’S
    10 Grade 12 or lower without a teacher’s qualification.
    11 Grade 8, 9, 10 or 11 plus a teacher’s qualification of at least two years apposite training.
    12 Grade 12 plus one or two years apposite training.
    13 Grade 12 plus three years apposite training.
    14 Grade 12 plus four years apposite training.
    15 Grade 12 plus five years apposite training.
    16 Grade 12 plus six years apposite training. Only professional qualified educators can be classified under REQV 16, provided such persons are in possession of a recognised completed university degree.
    17 Grade 12 plus seven years apposite training. To be regarded as having an REQV of 17 a candidate must, in addition to the requirements for classification under REQV 16, also be in possession of at least a recognized master’s degree.


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