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The South African Qualifications Authority (SAQA) is a statutory body, regulated in terms of the National Qualifications Framework Act No. 67 of 2008. [2] It is made up of 29 members appointed by the Minister of Education in consultation with the Minister of Labour.
South African Council for Educators (acronym SACE) professional body for teaching. SACE was established in 1995 in terms of the SACE Act no. 31 of 2000, [1] with an aim to "enhance the status of the teaching profession through appropriate Registration, management of Professional Development and inculcation of a Code of Ethics for all educators ...
The Qualifications and Curriculum Authority (QCA) was formed on 1 October 1997, through a merger of the National Council for Vocational Qualifications (NCVQ) for vocational qualifications and the School Curriculum and Assessment Authority (SCAA) for academic qualifications. The QCA had additional powers and duties granted to it by the Education ...
The current national qualifications frameworks in the UK are: England: Regulated Qualifications Framework (RQF) for general and vocational qualifications regulated by Ofqual; Northern Ireland: Council for the Curriculum, Examinations and Assessment (CCEA) Wales: Credit and Qualifications Framework for Wales (CQFW) for all qualifications.
The PGCE is a professional qualification normally taught at a university or other higher education institution, with much of the course time spent on placements in local schools. A trainee teacher will have to meet the Standards for qualified teacher status and any course specific requirements to be awarded the PGCE.
Teacher qualifications include a range of variables affecting teacher quality, including type of teaching certification, undergraduate major or minor, undergraduate institution, advanced degrees or certifications (such as certification through the National Board for Professional Teaching Standards and Centre for Teacher Accreditation (CENTA), type of preparation program (traditional or ...
A qualifications framework is a formalized structure in which learning level descriptors and qualifications are used in order to understand learning outcomes. [1] This allows for the ability to develop, assess and improve quality education in a number of contexts.
It currently operates under the Statute of the University of South Africa issued in terms of the Higher Education Act (No. 101 of 1997), and is accredited by the South African Department of Education and the Council on Higher Education (CHE). Its qualifications (including those of the SBL) are registered with the South African Qualifications ...