•  A Master's degree in Early Childhood Development or an equivalent qualification, preferably with a focus on Sesotho (NQF Level 9).
• An Honours degree in Early Childhood Development or an equivalent qualification, preferably with a focus on Sesotho (NQF Level 8).
• A Bachelor of Education in Foundation Phase Teaching, preferably with Sesotho as a Home Language (HL) (NQF Level 7).
• Registration with the South African Council for Educators (SACE).

In addition to the above:

 LECTURER:

• A minimum of two (2) years' lecturing experience at a Higher Education Institution (HEI) on a full-time or part-time basis.
• A minimum of four (4) years' experience in Foundation Phase teaching within an Early Childhood Development (ECD) school environment, with Sesotho as a Home Language (HL).  

SENIOR LECTURER/ASSOCIATE PROFESSOR

• A Doctoral degree in Early Childhood Development or an equivalent qualification, preferably with a focus on Sesotho (NQF Level 10).
• A minimum of four (4) years' lecturing experience at a Higher Education Institution (HEI) on a full-time or part-time basis.
• A minimum of two (2) years' experience in Foundation Phase teaching within an Early Childhood Development (ECD) school environment, with Sesotho as a Home Language (HL).
• Evidence of research publications and postgraduate supervision experience, preferably with a focus on Sesotho.

ADDED ADVANTAGE:

• Evidence of research publications and postgraduate supervision experience, preferably with a focus on Sesotho

KEY FUNCTIONAL/ TECHNICAL COMPETENCIES:

• Demonstrates deep understanding of the Foundation Phase language curriculum (Grades R–3), with specific expertise in Sesotho as Home Language (HL) and First Additional Language (FAL). Applies age-appropriate pedagogical strategies to support oral language development, emergent literacy, and early reading and writing. (essential)
• Plans and facilitates engaging, developmentally appropriate Sesotho language learning experiences for pre-service Foundation Phase teachers, using contact-mode delivery and incorporating principles of play-based and culturally responsive instruction. (essential)
• Supports language acquisition and literacy development through effective use of Sesotho and English as Languages of Learning, Teaching, and Assessment (LoLTA), and models inclusive strategies for teaching multilingual learners in diverse classroom contexts. (essential)
• Selects and uses a variety of teaching aids and teaching strategies for effective literacy education to prepare pre-service FP teachers for effective literacy instruction.
• Designs and implements a range of formative and summative assessment strategies to monitor pre-service teachers’ grasp of Sesotho language pedagogy and to support responsive, differentiated instruction. (essential)
• Demonstrates the ability to responsibly and effectively integrate AI tools to enhance Sesotho language teaching, learning, and assessment. Guides pre-service teachers to critically evaluate AI-generated content, use AI for lesson planning or resource creation, and foster digital literacy in young learners. (desirable)
• Uses digital platforms and online learning tools effectively to support literacy Sesotho instruction and professional development in contact-mode settings. (recommended)
• Contributes to community-based initiatives and partnerships aimed at promoting early literacy and language development in Sesotho-speaking communities, involving caregivers, teachers, and local schools. (essential)
• Demonstrates proficiency in using computers for academic and administrative purposes, including word processing, presentation software, spreadsheets, learning management systems, and online communication platforms. (essential).

BEHAVIOURAL COMPETENCIES:

• Demonstrates genuine enthusiasm for working with young children and foundational language development concepts; committed to improving Sesotho teaching and learning at the earliest levels through culturally responsive and developmentally appropriate practices. (essential)
• Acts with honesty, fairness, and ethical responsibility in teaching, assessment, research, and community engagement. Upholds confidentiality, academic integrity, and respectful engagement with diverse linguistic and cultural communities. (essential)
• Shows flexibility in adapting to changing educational environments, diverse student needs, technological shifts, and institutional priorities. Maintains professionalism and effectiveness under pressure, especially in multilingual and resource-constrained contexts. (essential)
• Builds positive working relationships with colleagues, students, schools, and communities. Collaborates effectively within teams, contributes to joint initiatives, and supports shared goals in language education and early literacy development. (essential)
• Continuously seeks professional growth, reflects critically on practice, and engages with current trends in Sesotho language pedagogy, early childhood development, and educational technology. (essential).
• Demonstrates creativity and initiative in addressing teaching challenges, curriculum design, and community engagement, particularly in under-resourced or linguistically diverse environments. (essential)
• Values diversity and demonstrates awareness and respect for South Africa’s multilingual and multicultural classrooms, promoting inclusive practices in Sesotho language instruction and literacy development. (essential)
• Communicates clearly and professionally - both orally and in writing - with students, colleagues, and external stakeholders. Adapts communication style to suit different audiences, including multilingual learners and community partners. (essential)
• Willing to explore, experiment with, and integrate new technologies - including AI, digital tools, and multimodal resources - to enhance Sesotho language teaching, learner engagement, and pre-service teacher preparation. (recommended).