SAQA All qualifications and part qualifications registered on the National Qualifications Framework 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: 

National Certificate: ABET Practice 
SAQA QUAL ID QUALIFICATION TITLE
20838  National Certificate: ABET Practice 
ORIGINATOR
SGB ABET Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 4  Level TBA: Pre-2009 was L4  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
The National Certificate in ABET Practice has the following purposes:

1. The qualification will produce a practitioner who:

a. Facilitates an adult learning group effectively using a ready-made programme or materials package.
b. Facilitates a learning area or areas at ABET levels 1 and 2.
c. Ideally works under the ongoing supervision of a more senior practitioner.

The practitioner will be qualified to teach in one or two of the elective learning areas at ABET levels 1-2, using prescribed materials and methodology. These pre-packaged materials and teaching aids would include suggested lesson plans, learning activities, assessment instruments, and so on.

2. The qualification provides an opportunity for existing practitioners to acquire a FETC in order to study further.


Rationale for the qualification

A level 4 qualification was designed due to demand from within the ABET field for an entry level qualification which would enhance access to qualifications for practitioners in NGOs and rural areas.

Many of these practitioners may have worked as ABET facilitators for some time, but do not have a FETC certificate with which to gain entry to a level 5 qualification. The level 4 qualification provides these practitioners with a FETC and facilitates entry to qualifications in the Higher Education and Training (HET) band.

The level 4 unit standards may also enable NGOs and other non-formal providers, who train ABET facilitators, to structure training according to nationally recognised standards.

This qualification could also be used for training volunteer educators in the proposed adult literacy programme of the state National Literacy Agency. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learning assumed to be in place for the qualification is a GETC or RPL equivalent.

Other learning assumed to be in place is detailed in specific standards. Different combinations of unit standards require different learning to be in place, depending on the choice of electives or learning areas to be facilitated with ABET learners. For example, a practitioner who selects an elective unit standard in order to `facilitate an additional language` will be required to demonstrate competence in the target language at NQF level 4. 

RECOGNISE PREVIOUS LEARNING? 

QUALIFICATION RULES 
Learners who choose to specialise in Sign Language must complete from the following list of Unit Standards totalling a minimum of 16 credits:

ID Number; Title; Level; Credits:
  • ID 115076; Deliver a monologue for a known audience on a familiar audience on a familiar topic using South African Sign Language; Level 4; 10 credits.
  • ID 115078; Demonstrate the production and reception of regional South African Fingerspelling; Level 4; 4 credits.
  • ID 115074; Engage in short conversations with a Deaf person on a familiar topic using SASL; Level 4; 6 credits.
  • ID 115077; Give and ask for directions to places and locations, using South African Sign Language; Level 4; 4 credits.
  • ID 115075; Inform and explain about simple arrangements and processes using South African Sign Language; Level 4; 10 credits.
  • ID 115079; Perform everyday communicative tasks using South African Sign Language; Level 4; 4 credits.
  • ID 115073; Demonstrate knowledge of Deaf culture, the Deaf community and technology, services and education for the Deaf in South Africa; Level 4; 8 credits. 

  • EXIT LEVEL OUTCOMES 
    Exit-level outcomes

    A practitioner with this qualification will be able to:

    a. Plan, facilitate and evaluate learning events effectively with a group of ABET learners.
    b. Communicate effectively in order to mediate knowledge and skills to learners.
    c. Assess the progress of learners with validity using a prescribed instrument.
    d. Fulfil the administrative demands of a learning group.
    e. Assist in the reinforcement and development of literacy and language skills of learners across the curriculum.
    f. Identify, refer and assist learners who have special needs. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The exit level outcomes and unit standards for this qualification are directly related. The unit standards are essentially components of the exit level outcomes. For example, the exit level outcome in a) above:

    `Plan, facilitate and evaluate learning events effectively with a group of ABET learners.`

    is made up of the following core, compulsory unit standards for this qualification:

    US 4.01 Plan a learning event
    US 4.02 Facilitate an adult learning event
    US 4.05 Evaluate own facilitation performance

    Assessment criteria are detailed in each of the unit standards. Therefore the SGB did not produce additional assessment criteria for the exit level outcomes. They are quite adequately dealt with in the related unit standards.


    Integrated assessment, moderation and RPL

    It is not within the scope of SGB work to prescribe forms of assessment or assessment instruments. The ABET practitioner SGB believes that the level of detail in and phrasing of the assessment criteria in the unit standards makes it quite clear to professional assessors how to make informed judgements regarding the required performance of candidates.

    No particular organisations in the ABET field have been identified as the most appropriate to undertake assessment and moderation for this qualification. However, there are organisations currently involved in both assessment and training in ABET. These organisations such as the Independent Examinations Board, universities and technikons offering ABET programmes and the larger, more established NGOs would have the capacity to undertake both assessment and moderation for these qualifications. Some cooperation between these potential `assessor` bodies would be required for the standardisation of assessment, moderation and awarding of qualifications.

    The assessment criteria in the unit standards are performance-based (rather than descriptions of required knowledge) which means that workplace RPL could be arranged for the awarding of this qualification. 

    INTERNATIONAL COMPARABILITY 
    International comparability

    A full discussion of the international comparability of these qualifications and unit standards can be found in Appendix B at the end of the document. A summary of the findings on international comparability follows.

    Qualification frameworks and unit standards for adult educators and trainers were accessed and compared to those in this document. Information from the following countries was considered:

    New Zealand
    Scotland
    Australia
    USA
    City and Guilds International Awards (UK)
    Pitman Qualifications (UK)

    Discussions were held with Nigerian practitioners but it was difficult to find relevant information from other developing countries. The main findings are:


    1. The New Zealand Qualifications Framework and, to some degree, the Australian and Scottish have bands/levels within which our ABET educator qualifications would fit.

    2. The qualification frameworks generally make provision for three levels and types of adult educator qualifications: ?

    a. a basic qualification which is aimed at developing expertise in delivery and/or assessment of adult learning
    b. a higher qualification which builds general competence in adult learning
    c. a professional qualification for people requiring greater expertise in adult education and Training, in areas like assessment, design, evaluation. The latter qualification has a heavy credit value in the Elective category.

    The range of competencies covered in these qualifications is similar to those outlined in our proposals.

    3. Few countries have ABET practitioner standards. The majority have either general adult educator or vocational (specifically industry-based) education and training practitioner qualifications.

    4. We found that these `adult educator` or `vocational` qualifications and unit standards were generally quite comparable to ours. The only major differences were in formatting and scope, given their focus either on adult education more generally, or on vocational training more narrowly. 

    ARTICULATION OPTIONS 
    This qualification was formulated in the first half of 2000. At the time no other qualifications in the ETD field had been formally registered so it was not possible to describe articulation possibilities in any detail. The ABET Practitioner SGB would like to ensure that this qualification articulates horizontally with other level 4 qualifications in the ETD field, and also articulates vertically with all level 5 qualifications in the ETD field.

    A task team has been set up by SAQA to facilitate the articulation of different qualifications in the ETD field. The ABET Practitioner SGB is participating in this task team and will make every effort to ensure that this ABET Practitioner qualification articulates with those produced by the Schooling, Occupation-Directed and ECD SGBs. 

    MODERATION OPTIONS 
    See "Integrated assessment". 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    The fundamental unit standards for this qualification:
    Any Communications Unit Standards @ level 4 - 20 credits
    Any Mathematics Unit Standards @ level 4 - 16 credits 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  7386  Assess learners within a learning situation  Level 4  NQF Level 04  10 
    Core  7388  Evaluate own facilitation performance  Level 4  NQF Level 04 
    Core  7384  Facilitate an adult learning event  Level 4  NQF Level 04  16 
    Core  7387  Fulfil administrative requirements of a learning group  Level 4  NQF Level 04 
    Core  7389  Help learners with language and literacies across the curriculum  Level 4  NQF Level 04  12 
    Core  7390  Identify and respond to learners who have special needs  Level 4  NQF Level 04 
    Core  10231  Plan a learning event  Level 4  NQF Level 04 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Elective  115076  Deliver a monologue for a known audience on a familiar topic using South African Sign Language  Level 4  NQF Level 04  10 
    Elective  115073  Demonstrate knowledge of Deaf culture, the Deaf community and technology, services and education for the Deaf in South Africa  Level 4  NQF Level 04 
    Elective  115078  Demonstrate the production and reception of regional South African Fingerspelling  Level 4  NQF Level 04 
    Elective  115074  Engage in short conversations with a Deaf person on a familiar topic using SASL  Level 4  NQF Level 04 
    Elective  7393  Facilitate an additional language at ABET levels 1 and 2  Level 4  NQF Level 04  16 
    Elective  7391  Facilitate mother-tongue literacy  Level 4  NQF Level 04  16 
    Elective  7394  Facilitate numeracy at ABET levels 1 and 2  Level 4  NQF Level 04  16 
    Elective  115077  Give and ask for directions to places and locations, using South African Sign Language  Level 4  NQF Level 04 
    Elective  115075  Inform and explain about simple arrangements and processes using South African Sign Language  Level 4  NQF Level 04  10 
    Elective  115079  Perform everyday communicative tasks using South African Sign Language  Level 4  NQF Level 04 


    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.
     
    1. Amaqamu Project Management and Consulting 
    2. ATS Institute 
    3. Beam Sun Projects Training Centre International 
    4. BOTSHO BOTLE RESOURCES 
    5. CURMO Designs (Pty) Ltd Co 
    6. D M Management and Consulting 
    7. Faranang Marketing 
    8. Funda Africa Academy (Pty) Ltd 
    9. Hlengana Sibiya Training and Associates cc 
    10. Igugu Training and Investments 
    11. Josmap Training Institute 
    12. Karabo Info Centre and Trading 
    13. KITSO TRAINING AND DEVELOPMENT 
    14. Letlhabile Institute Of Management and Training 
    15. Libizona Training Centre 
    16. MVIMBI BUSINESS ENTERPRISE 
    17. MWG Logistical Services 
    18. Nkinane Training Institute and Consulting (Pty) Ltd 
    19. Nomoyi Skills Development 
    20. Ntevho-Ketso Training and Recruitement Consultancy cc 
    21. PC Educational Holdings 
    22. Professional Development and Training Institute (Pty) Ltd 
    23. Project Literacy 
    24. Regenesys Management (Pty) Ltd 
    25. Resonance Institue of Learning 
    26. SEOPOSENGOE TRAINING CONSULTANCY CC 
    27. Siragelaphambili Abet Skills Development 
    28. Thuto Botshabelo Training Academy 
    29. Tinissa Trading 29 PTY Ltd 
    30. Triple E Training Holdings 
    31. Tshirologo Disability Training Services(Pty) Ltd 
    32. Ungaphelamandla Consultancy Private College (PTY) LTD 
    33. World Wide Education Providers(Pty)Ltd 



    All qualifications and part qualifications registered on the National Qualifications Framework 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.