SAQA All qualifications and part qualifications that are registered on the National Qualifications Framework (including those that have passed their Registration End Date) are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Entrance Certificate: Grade 12 
SAQA QUAL ID QUALIFICATION TITLE
17209  Entrance Certificate: Grade 12 
ORIGINATOR
SCHOOL OF TOMORROW 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   GFETQSF - General and Further Education and Training Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  148  Level 4  Level TBA: Pre-2009 was L4  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 
SAQA 0695/12  2012-07-01  2015-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Graduate form the FET Band (NQF level 4) into all tertiary institutions (NQF level 5), including universities, technikons and colleges 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
School of Tomorrow Vocational Preparatory Certificate or any similar qualification equirevalent to the FET Certificate at NQF level 3 

RECOGNISE PREVIOUS LEARNING? 

EXIT LEVEL OUTCOMES 
Critical cross-field outcomes:
1. Communication, Languages and Literacy

Learners develop and value:
  • Their home language, cultures and literacies
  • Other languages, cultures and literature in out multi-cultural country and in international contexts, and
  • A shared understanding of a common South African culture

    2. Mathematical Literacy, Mathematics and Mathematical Sciences

    Learners use numeric, spatial, temporal, symbolic, communicative and other conceptual skills, knowledge and attitudes to make sense of the learners' world and develop their ability to participate meaningfully and productively in the economy of the country

    3. Natural Sciences

    Learners show a good understanding of the natural sciences, while contributing to the development of skills that support development of skills which support development in our nation, the upliftment of our economy and the enhancement of the quality of life for all

    4. Human and Social Sciences

    Learners develop distinctive skills and a critical awareness of social and environmental patterns, processes and events, based on appropriate investigations and reflection within and across related focuses

    5. Arts and Culture

    Learners engage in an integrated arts approach and become increasingly skilled in the various art forms in both formal and non-formal contexts, thereby gaining a deeper understanding of the link between knowledge, understanding and skills

    6. Life Orientation

    Learners are empowered to live meaningful lives in a society that demands rapid transformation, while maintaining spiritual, moral and ethical values that enhance and uplift society

    7. Economic and Management Sciences

    Learners make a meaningful contribution towards the improvement of the standard of living as well as opportunities to reach their full potential

    8. Technology
    Learners:
  • Develop the ability to solve technological problems by investigating, designing, developing, evaluating as well as communicating effectively in their own and other languages and by using different modes
  • Develop a fundamental understanding of and the ability to apply technological knowledge, skills and values, working as individuals and as group members, in a range of technological contexts
  • Develop a critical understanding of the interrelationship between technology, society, the economy and the environment 

  • ASSOCIATED ASSESSMENT CRITERIA 
    1. Learners:
  • Make meaning
  • Negotiate meaning and understanding
  • Access education
  • Access information and literature
  • Think and express their thoughts and emotions logically, critically and creatively
  • Respond with empathy to the thoughts and emotions of others
  • Participate socially, politically, economically, culturally and spiritually
  • Understand the relationship between language and power and influence relationships through this understanding
  • Develop and reflect critically on values and attitudes
  • Communicate in different contexts by using a range of registers and language varieties, and
  • Use standard forms of language where appropriate

    2. Learners:
  • Construct knowledge that deals with qualitative and quantitative relationships of space and time
  • Use patterns, problem-solving and logical thinking in an attempt to understand their world and make use of that understanding
  • Express, develop and contest understanding through language, symbols and social interaction

    3. Learners:
  • Make sense of the physical world in which they live
  • Make informed judgements about critical ethical issues which directly or indirectly affect them, helping in the understanding of the value of preserving our environment and natural resources
  • Develop investigative skills and attitudes, enabling them to think critically and logically about problems

    4. Learners:
  • Develop responsible citizenship in a culturally diverse, democratic society within an interdependent world
  • Make sound judgements and take appropriate actions that will contribute to sustainable development of human society and the physical environment
  • Investigate relationships between people and between people and their environment
  • Understand that these relationships are contextualised in space and time and have social, economic, environmental and spiritual dimensions

    5. Learners:
  • Develop the ability to make, create and invent meaning
  • Use innovation, creativity and resourcefulness
  • Participate in effective expression, communication and interaction between individuals and groups
  • Develop a healthy sense of self, exploring individual and collective culture
  • Gain a deepened understanding of our social and physical environment and our place within that environment
  • Acquire practical skills within the various forms of art and diverse cultures
  • Develop respect for human value and dignity

    6. Learners:
  • Develop a healthy sense of their own self-worth and that of others
  • Practice positive values, attitudes, behaviour and skills
  • Develop healthy relationships within the context of family, community and nation
  • Appreciate their own beliefs, values and practices while respecting the right of other people to do likewise
  • Show care for and delight in themselves, their natural, social and material environments

    7. Learners:
  • Gain insight into business, economic systems and administrative systems
  • Understand the importance of reconstruction, development and economic growth for a sustainable economic future
  • Are equipped with knowledge of economic skills and competencies
  • Are introduced to an understanding of wealth creation
  • Develop their skills in accounting practice

    8. Learners
  • Develop the ability to perform effectively in their changing environment and contribute towards its improvement
  • Use technological products and systems effectively
  • Evaluate technological products, processes and systems from functional, economic, ethical, social and aesthetic points of view
  • Design and develop appropriate products, processes and systems to functional, aesthetic and other specifications

    Integrated assessment:

    In order to improve the quality and relevance of education, the process of assessment, based on outcomes, unit standards and moderation comprise the following from entry to exit of the programme:

    1. Direct assessment in the form of diagnostic assessment prior to entry into the programme for the purpose of evaluating mastery of all requisite prior knowledge

    2. Standardised achievement tests, also administered at entry level to verify the results of the diagnostic assessment

    3. A follow-up diagnostic test administered after a 3 to 6 month period in order to determine the validity of the initial diagnostic assessment

    4. Self-assessment which is carried out by the learners on a daily basis and which improves the quality of learning and mastery

    5. Continuous assessment which takes place through:
  • Daily analytic, formative and direct assessment by learning managers in each specific module of learning, at set intervals
  • Frequent direct assessment (every 2 - 2 ? weeks) through standardised testing on each specific module of learning
  • Summative assessment incorporating portfolios, research projects, literature studies, oral reports, book reports, written reports, test results and preparation for student convention
  • Yearly standardised an internationally recognised scholastic aptitude test validates the outcomes of the programme
  • At exit level an internationally recognised scholastic aptitude test validates the outcomes of the programme

    The above provides for a holistic approach to assessment 

  • ARTICULATION OPTIONS 
    Learners can proceed to:
  • A university in South Africa
  • International universities (in the UK, USA and Australia)
  • A technical college/technikon for further studies at NQF level 5
  • A business institution for further studies at NQF level 5 

  • MODERATION OPTIONS 
    Moderation, which validates the quality and reliability of assessment is done by:

    Educational assistants who manage administrative procedures on a daily basis. This includes assessing daily goals set by learners who determines the volume of academic work completed by each learner each day

    Educational managers/facilitators who moderate self-assessment as well as carrying out direct assessment on a daily basis

    The school principal/administrator who assesses educational assistants and educational managers/facilitators on a regular basis (weekly and quarterly) to ensure validity, reliability and fairness of assessment

    Regional representatives who monitor and assess schools as a whole annually by face moderation

    The Educators' Board which includes subject advisors, and which is responsible for moderating:
  • Quality of curriculum
  • Carrying out of assessment
  • Selecting assessment procedures
  • Planning of assessment systems at all levels
  • Transfer of assessment results to allow for articulation from one level to another and from one school, province or system to another 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The staff of each school act as assessors in a manner accommodated within the quality management system of the School of Tomorrow

    All educators are required to have a tertiary qualification and must also undergo the School of Tomorrow Supervisor's Training Course in order to become proficient in the implementation of the assessment procedures put in place by the School of Tomorrow 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications that are registered on the National Qualifications Framework (including those that have passed their Registration End Date) are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.