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 THAT HAS PASSED THE END DATE: 

Diploma in Adult Basic Education and Training 
SAQA QUAL ID QUALIFICATION TITLE
101058  Diploma in Adult Basic Education and Training 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2021-07-01 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2022-07-01   2027-07-01  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
79587  Higher Diploma: Adult Basic Education  Level 6  Level TBA: Pre-2009 was L6  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of this Diploma in Adult Basic Education and Training qualification is to develop the skills, knowledge, values and attitudes that will equip the student to provide education and training to adult learners.
This qualification will enable practitioners to develop competence in teaching in selected learning areas, this qualification will enable learners to develop competence to establish, sustain, manage and evaluate ABE practice and to develop research capacity.
The qualification will assist learners to develop an understanding of the micro (local) and macro (provincial and national) context in which they are working in order that they are able to identify the development and learning needs appropriate to the context.
Upon completion of this qualification, qualifying learners will be able to:
  • Demonstrate an understanding of the policy framework for Adult Basic Education.
  • Design a learning programme and select a learning area.
  • Demonstrate competence in selected learning areas.
  • Facilitate adult learning.
  • Mentor and support adult learners.
  • Recognise learners with special educational needs and refer to appropriate agencies.

    Rationale:
    The Diploma in Adult Basic Education and Training qualification will assist in South Africa's efforts to address the critical challenges of achieving the goals set out in Education for All (1980), the United Nations Literacy Decade of Education (2003-2012) and 2000 Dakar Framework for Action, the United Nations Decade of Education for Sustainable Development and is intended to support the achievements of the Millennium Development goals on poverty reduction, women's empowerment, HIV/AIDS and environmental conservation. The qualification is primarily vocational and specific to Adult Education and Training and enables graduates to gain or initiate employment as adult educators. The recent launch of the Kha ri Gude literacy campaign will provide a major work opportunity for graduates.

    The content of the course emphasises general principles and practical techniques which are specific to Adult Education and the opportunity to apply these principles in practice. Part of the course entails experience in working in the field of Adult Education. It enables learners to study the developmental needs of their communities and country that directly influence their role as adult educators. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4 granting access to Diploma studies.
    Or
  • National Certificate Vocational, NQF Level 4 granting access to Diploma studies.
    Or
  • Senior Certificate, NQF Level 4.
    Or
  • Higher Certificate in Adult and Community Education and Training, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 360 Credits.

    Compulsory Modules, Level 5,120 Credits:
  • Developing Academic Skills for Studying Abet, 12 Credits.
  • Contextual Studies, 12 Credits.
  • Exploring Adult Learning, 12 Credits
  • Planning and Administering Abet Classes and Projects, Credits.
  • Introduction to Assessment in Abet, 12 Credits.
  • Teaching Literacy to Adults, 12 Credits.
  • Teaching Numeracy to Adults, Credits.
  • Teaching Adult Basic Education, 12 Credits.
  • Building a Portfolio of Abet Practice, 12 Credits.
  • Being a Professional Teacher, 12 Credits.

    Compulsory Modules, Level 6,180 Credits:
  • Lifelong Learning, 12 Credits.
  • The Social Context of Literacy and Adult Basic Education, 12 Credits.
  • Programme and Course Planning in Abet, 12 Credits.
  • Teaching and Facilitation in Abet, 12 Credits.
  • Issues in Abet Assessment, 12 Credits.
  • Leading and Managing Abet, 12 Credits.
  • Working in Challenging Abet Environment, 12 Credits.
  • Researching Abet, 12 Credits.
  • Teaching a Learning Area in Adult Basic Education, 12 Credits.
  • Abet Teaching Practice, 12 Credits.
  • Principles and Theories of Adult Education, 12 Credits.
  • Issues in Basic Learning and Alphabetisation, 12 Credits.
  • Materials Selection, Adaptation, Development and Evaluation in Abet, 12 Credits.
  • Project Management and Evaluation of Abet, 12 Credits.
  • Networking and Advocacy in Abet, 12 Credits.

    Compulsory Modules, Level 7,60 Credits:
  • The South African Education and Training Systems: Policy, Legislation and Implementation, 12 Credits.
  • Curriculum Development in Education, 12 Credits.
  • Research Methods, 12 Credits.
  • Research Project, 12 Credits.
  • Research Report, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of the policy framework for Adult Basic Education.
    2. Design a learning programme and select a learning area.
    3. Demonstrate competence in selected learning areas.
    4. Facilitate adult learning.
    5. Mentor and support adult learners.
    6. Recognise learners with special educational needs and refer to appropriate agencies.
    7. Select, adapt, design and use appropriate teaching resources.
    8. Assess using a range of assessment strategies.
    9. Assess career opportunities and plan career goals.
    10.Contribute to programme evaluation.
    11. Identify learning and developmental needs within the relevant social context.
    12. Apply research and in lifelong learner.
    13. Demonstrate and fulfil administrative requirements of learning centre. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply relevant policy information to their roles as Adult Basic Education practitioners.
  • Display an understanding of policy pertaining to educators and to programme delivery.
  • Illustrate an awareness of the roles of Adult Basic Education educators.
  • Identify target groups for Adult Basic Education.
  • Facilitate learning in accordance with Outcomes Based Education principles.
  • Apply awareness of the principles of Outcomes Based Education.
  • Facilitate and manage classes in accordance with Outcomes Based Education principles.
  • Develop learning programmes in accordance with relevant policy information.
  • Interpret unit standards for specific learning area/s.
  • Develop a learning programme in accordance with relevant unit standards.
  • Use their understanding of the National Qualifications Framework and unit standards for determining levels and placing learners.
  • Design assessment instruments in accordance with National unit standards and National Qualifications Framework.
  • Update programme practices in accordance with updates in legislation.
  • Contribute to policy debate.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Carry out a needs assessment.
  • Define learning needs for a target group of learners.
  • Interpret learning needs in accordance with National unit standards.
  • Design a programme appropriate for the level and context of the target group of learners.
  • Plan and sequence learning.
  • Allocate programme time appropriately.
  • Design an appropriate assessment model for the programme.
  • Design for the programme includes instruments for placement.
  • Design for the programme includes a mechanism for formative and summative assessment.
  • Develop original resources for the programme.
  • Deliver the programme effectively using appropriate methods, resources and an assessment.
  • Display subject/learning area knowledge in programme development.
  • Develop a programme which reflects subject mastery.
  • Adapt the programme for specific target groupings.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Display subject knowledge and understanding in the chosen learning area.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Teach using a variety of teaching styles and strategies
  • Facilitate group and individual learning and structure learning events.
  • Mediate learning using a variety of communicative techniques.
  • Engage learners in cooperative learning and problem-solving.
  • Model skills, values and attitudes.
  • Gather feedback to evaluate own teaching practice.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Act as mentor for junior colleagues and student teachers.
  • Describe and demonstrate mentoring techniques.
  • Act as mentors for learners.
  • Describe and demonstrate mentor techniques.
  • Advise learners on learning and work possibilities.
  • Assist learners to compile a portfolio, and CV, and analyse job adverts.
  • Assist in enabling community development.
  • Illustrate an awareness of the learning context and of the development needs of learners.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Recognise social and personal problems.
  • Describe problems peculiar to adult learners.
  • Identify relevant local support services to which learners are referred when appropriate.
  • Offer advice or referral in a supportive and non-judgemental way.
  • Display empathy in handling situations.
  • Take action to help learners learn despite learning problems.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Adapt existing materials which are appropriate for specific learning experiences and for learning areas.
  • Design appropriate learning material appropriate in terms of values, attractiveness and durability.
  • Design materials integral to the learning programme.
  • Use materials and technology effectively.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Describe assessment in terms of Outcomes Based Education principles.
  • Contrast traditional forms of assessment with Outcomes Based Education forms.
  • Describe and develop and effectively use assessment instruments such as diagnostic tests, formative, summative and continuous testing for the learning programme.
  • Carry out internal and external assessments.
  • Record assessment findings.
  • Develop a recording system.
  • Report assessment findings in an informative, sensitive and understandable manner.
  • Interpret assessment findings.
  • Use assessment for guiding learners' careers and further learning.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Reflect critically on own performance and analyse career requirements.
  • Describe the roles of Adult Basic Education practitioners and own developmental needs.
  • Plan career path.
  • Identify organisations to support personal development plans.
  • Show an awareness of possible training and development programmes in relation to own training and career needs.
  • Are aware of own skills, abilities, interests and personality traits.
  • Explore own personal qualities against career needs and information gathered.
  • Illustrate job seeking skills e.g. interpret job adverts, write CV and letter of application.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Contribute to programme evaluation.
  • Identify areas to be evaluated and participate collaboratively.
  • Carry out evaluations under supervision.
  • Conduct interviews and observations using the prescribed instrument.
  • Interpret data according to specified terms of reference.
  • Use data to make recommendations for the programme.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Relate learning gained from the academic environment to different social contexts and vice versa.
  • Apply theoretical understandings to social context.
  • Identify and describe the micro (local) and macro (provincial and national) contexts in which teaching, and learning occurs.
  • Define social context in terms of development and other indicators.
  • Identify appropriate structures, stakeholders, and social groups involved in ETD and related services.
  • Reflect on learning in relation to cultural, political, social, technological and economic realities.
  • Contribute to the discussion on the context in terms of learning needs and in relation to socio-cultural exigencies.
  • Use profiling techniques in the gathering of knowledge in a development context.
  • Illustrate the use of skills and knowledge gained in a variety of different contexts.
  • Relates education and development within the specific social context.
  • Identifies learning needs in specific contexts.
  • Define the development context of the targeted community.
  • Profile community and discuss development indicators.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Plan and execute research using a range of research skills to explore problems which impact education.
  • Design and conduct field research. Collect, analyse, organise, evaluate and integrate information and ideas from a variety of sources in various fields.
  • Compare and critically evaluate research.
  • Debate and provide the rationale for research decisions.
  • Display an awareness of research ethics.
  • Illustrate an awareness of the need for continued improvement.
  • Achieve ongoing personal, academic, occupational and professional growth.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Organise and record learners' personal information in a way that is accurate and easily accessed.
  • Maintain a record of work.
  • Maintain a record of resources.

    INTEGRATED ASSESSMENT
    Formative Assessment
    Continuous-formal formative assessment is carried out through the assessment of assignments and projects portfolios submitted by learners. These will contribute 50% of the final mark per module.
    Continuous-nonformal formative assessment via the self-assessment activities and feedback incorporated in the study guides and feedback given during study group activities.

    Summative Assessment
    Summative written examination. All modules excluding those which involve field research or teaching practice will be summatively assessed by way of a written examination. The mark obtained for these modules will contribute towards 50% of the final mark. Examinations will assess the outcomes practised and assessed in the formative stage. They will also assess applied competencies.

    Field research projects will assess the learner's ability to carry out research and manage and integrate knowledge from across a number of modules.
    Practical teaching competence will be assessed collectively by peers and tutors or by teachers in situ.
    External quality assurance will be undertaken by academics from other universities and internal assessment by internal academic staff and tutors. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Botswana
    Institution: University of Botswana (UB)
    Qualification title: Diploma in Adult Education.

    Entry requirements
  • BGCSE/equivalent. Preference shall be given to applicants with some work experience in adult education, extension work and community development.
    Or
  • Applicants possessing a Certificate in Adult Education or in a related field may be admitted to Level 200.

    Modules
    Compulsory
  • Gender issues in lifelong learning and community development.
  • Basic Issues in Workplace Learning.
  • Supervision in community development.
  • Strategies for Promoting Rural Development.
  • Psychology and Generational Teaching in Adult Learning.
  • Issues and Trends in Participatory Development Methods.
    Optional
  • Basic Tender and Contracting Skills in Community Development.
  • Sociological Issues in Community Development & Lifelong Learning.
  • Lifelong Learning, Vocational Education and Training.
  • Lifelong learning and special groups.

    Similarities
  • Both University of Botswana (UB) and South African (SA) qualifications offer similar modules such as Lifelong learning and special groups and Psychology and Generational Teaching in Adult Learning.
  • Both UB and SA qualifications require learners who completed a Certificate in Adult Education.

    Country: Canada.
    Institution: University of British Columbia (UBC)
    Qualification title: Diploma in Education - Adult Learning Education.
    Duration: Eleven months full-time.

    Entry requirements
  • No degree needed.
  • Must meet UBC English Language Admission Standards (ELAS).

    Modules
  • Teaching Adults.
  • Developing Short Courses, Workshops & Seminars.
  • Community Practice of Adult Education.
  • An Overview of Adult Education.
    Optional
  • Institutions of Adult Education.
  • Introduction to the Study of Higher Education.

    Similarities
  • Both University of British Columbia (UBC) and South African (SA) qualifications require learners who completed senior secondary.
  • Both UBC and SA qualifications offer similar modules such as Institutions of Adult Education.

    Difference
  • The UBC qualification is offered for a period of eleven months full time, while the SA qualification is offered for a period of three years full time. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Diploma: Education Training and Community Development, NQF Level 6.
  • Advanced Certificate in Further Education and Training Teaching, NQF Level 6.
  • Diploma in Adult and Community Education and Training, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Adult and Community Education and Training, NQF Level 7.
  • Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching, NQF Level 7.
  • Post Graduate Certificate: Higher Education and Training, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. University of South Africa 


    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.