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: 

Postgraduate Diploma in Adult and Community Education and Training 
SAQA QUAL ID QUALIFICATION TITLE
109961  Postgraduate Diploma in Adult and Community Education and Training 
ORIGINATOR
Durban University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-07-25  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 
Purpose:
The purpose of this qualification is to offer qualifying learners who have training in African Centre for Economic Transformation (ACET) at National Qualifications Framework (NQF) Level 7 an avenue to further their post graduate study in Adult and Community Education. This qualification will give learners an introduction to research and higher level debates and issues in the field of adult and community education and thus serve as a basis for their development as Researchers or lead educators in the field. This qualification will equip learners with skills to take positions of leadership in institutions concerned with the education or training of adults. It will also serve as a basis for their development as researchers or academics, especially in the field of Adult, Post School and Community Education if they choose to study further.

Qualifying learners will have:
  • Demonstrated understanding of theoretical knowledge and current research in the field, including the use of techniques and methodologies of research in the field.
  • Skills in critical reading of literature, interrogated and evaluated information from different sources, and been introduced to the complexities and uncertainties in undertaking research and evaluating the applicability of findings in the field;
  • Skills to solve analysed abstract, complex problems in the field of Adult, Post School and Community Education and suggested strategies appropriate to this field to address them;
  • Critically reflected on, and demonstrated an understanding of ethical issues in contexts related to the field;
  • Accessed, critically reviewed and used data and various forms of information relating to problems and issues relevant to the field, which they will have seen as a complex system with multiple variables and elements;
  • Knowledge in the course of completion of assignments, qualifying learners will have taken responsibility for decisions and managing their own work and learning needs, contributed to meeting a group's learning needs, and presented and communicated academic ideas and insights to fellow students and lecturers.

    Offering this qualification and enabling learners to gain this qualification will constitute a contribution towards the national need, noted above, for well-trained graduates in the field of Adult, Post School and Community Education and Training.

    Rationale:
    According to the White Paper for Post School Education and Training and The Policy on Minimum Requirements for Programmes Leading to Qualifications for Educators and Lecturers in Adult and Community Education and Training, there is a need to develop adult and community education qualifications and the lack of openings in the country for learners to study at this level in field.

    The South African population has 45% of unemployed youth, and the effects of educational drawbacks and hindrances continue to be felt with incapacitating consequences for adults and their families illustrating the national need for development of capacity in adult and community education. The White Paper acknowledges that despite advances of post-apartheid democracy, the education system continues to replicate the divisions of the past and post school education (apart from tertiary education) is still marginalised and neglected. The paper emphasises the necessity to meet the educational needs of several millions of unemployed, poorly educated and out of school adults, stating that "the education and training system should not only provide knowledge and skills required by the economy. It should also contribute to developing thinking citizens, who can function effectively, creatively and ethically as part of a democratic society. They should have an understanding of their society, and be able to participate fully in its political, social and cultural life".

    This qualification offers qualifying learners who have training in Adult in Community Education and Training (ACET) an opportunity to develop particular knowledge in different areas of specialisation in the field of adult and community education. This qualification will enable them to lead or manage adult and community education initiatives with a knowledge of research and hence some insight into currently relevant local and international debates.

    Learners may come from any prior qualification that relates to any type of adult education, or that gives them background knowledge in community education and development, or in non-formal adult education, or in vocational training. This qualification leads to a range of openings, including but not limited to teaching and management positions in institutions offering adult or community education, Non-Governmental Organisations (NGOs), trade union education, vocational education, corporate staff development, materials development or on-line education for adults, or to further education and research in the field.

    This qualification follows a wide range of initial Degrees, and could provide the grounding for many options for further study and specialisations. Therefore, the learning pathway is not narrow, with the qualification providing a nexus between initial degrees and an array of possible avenues for successful learners.

    Qualifying learners may be able to improve life options for ordinary South Africans, or work towards improving adult and community education in the country, thus possible addressing some of the problems associated with a high number of poorly educated adults within the South African population. Alternatively, they may go on to contribute to research, with its potential benefits to society. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The structure of this qualification makes the Recognition of Prior Learning possible, and the policy of the institution allows for Recognition of Prior Learning for purposes of access. RPL for access to registration as a learner on this qualification will require the submission of a portfolio of evidence to show that the candidate has the skills, knowledge and capabilities associated with this qualification or its equivalent.

    If the policy of the Institution allowed for Recognition of Prior Learning for purposes of achievement of a Postgraduate Diploma, this would require the submission of a portfolio of evidence to show that the learner has gained knowledge and understanding commensurate with the Exit Level Outcomes and the associated assessment criteria described above.

    If a learner presents evidence of meeting the Exit Level Outcomes and the associated assessment criteria relating to a particular module as described above, a learner could be given exemption from that module.

    Entry Requirements:
    The minimum entry requirement to this qualification is:
  • An Advanced Diploma in Adult and Community Education and Training at Level 7.
    Or
  • A Bachelor's Degree at Level 7.
    Or
  • A Postgraduate Certificate in Education at Level 7.
    Or
  • An Adult Community Education and Training qualification at Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at National Qualifications Framework (NQF) Level 8 totalling 128 Credits.

    Compulsory Modules: 96 Credits:
  • International History of Adult and Community Education, 16 Credits.
  • Curriculum and Programme Planning, 16 Credits.
  • Contemporary Theoretical Issues in Community and Adult Education, 16 Credits.
  • Research in Community and Post School Education, 16 Credits.
  • Research project, 32 Credits.

    Elective Modules: 32 Credits (Choose any two modules):
  • Lifelong Learning, Literacy, and Livelihoods, 16 Credits.
  • Formal Adult and Post School Education, 16 Credits.
  • New Directions in Community Education, 16 Credits.
  • New Directions in Vocational Education and Skills Training, 16 Credits.
  • Distance and Online Education, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Provide insight into the global and historical background of adult, post school and community education, and of theory relating to adult, post school and community education.
    2. Understand seminal and new theory relating to adult, post school and community education sufficiently, to engage with current debates and link these theories and current global and local developments, and express and justify own views.
    3. Plan and design qualifications based on sound comprehension of the logic of the curricula and qualifications that are pertinent to the field of adult, post-school and community education, and be able to adapt curricula and qualifications to suit different purposes and to link curricula to plans for learning sessions and educational events that are appropriate for and attractive to adult learners.
    4. Demonstrate understanding of the principles and practice of research especially in contexts of adult, post-school and community education, and confidence in accessing and using academic literature in relation to their own practice and contexts.
    5. Obtain first-hand experience of the process of research and application of its principles through planning, implementing and reporting on a simple, short term research or evaluation project.
    6. Critical know in-depth areas selected as specialisations and of current developments and implications for adult and community education.
    7. Use a range of different approaches applicable to learning outside the mainstream schooling system, particularly those relevant to areas of specialisation. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Contextualise events and practices in historical and theoretical background.
  • Demonstrate understanding of patterns of influence and relationships among historical and current theories policies, goals, and practices in adult and community education.
  • Recognise links between theory and practice, both locally and internationally.
  • Contrast the implications of adoption of different theories by different agents in the field.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Access and review literature pertaining to a specific issue or focus.
  • Take and justify a position in relation to a current local theoretical debate.
  • Analyse a familiar context in relation to relevant theory.
  • Take and justify a position in relation to an international theoretical debate.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Plan an effective, theoretically linked adult or community learning event.
  • Distinguish between logical and illogical decisions in planning of learning programmes.
  • Devise learning activities and teaching strategies that are fit for purpose and target group in qualifications.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Access literature and research reports for specific purposes.
  • Identify, compare and evaluate salient aspects of research reports.
  • Refer to and reference research in accordance with accepted conventions.
  • Recognise the implications of research findings for practice in the field.
  • Comprehend the need for and the practice of a code of ethics in research.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Select an area of focus for an evaluation or short term research project.
  • Plan and budget for an evaluation or short term research project.
  • Conduct an evaluation or short term research project, adhering to sound principles and ethics of research.
  • Report effectively on an evaluation or short term research project.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate an in-depth understanding of areas of specialisation particularly in two of the following:
  • Lifelong learning, literacy, and livelihoods.
  • Formal adult and post school education.
  • New directions in community education.
  • New directions in vocational education and skills training.
  • Distance and online education.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Use a range of different approaches applicable to learning outside the mainstream schooling system, particularly in two of the following:
  • Lifelong learning, literacy, and livelihoods.
  • Formal adult and post school education.
  • New directions in community education.
  • New directions in vocational education and skills training.
  • Distance and online education.

    Integrated Assessment:
    In Integrated Assessment, a range of assessment methods are used, and different types of products are expected from learners. These may include different types of written essays and reports, portfolios, visual and/or oral presentations, reflective journals and so on. Both theoretical and practical components of a programme are assessed in each instance of assessment. Learners are expected to demonstrate the achievement of different learning outcomes in combination.

    Formative Assessment is assessment which is intended to assess a learner's output and develop the student's abilities and knowledge in particular ways through suggestions given. Summative assessment comes at the end of a period of learning and is intended as a final summing up of a student's achievements.

    Assessment in all modules in this qualification will be continuous. A consistent pattern will be used across the four 16 credit compulsory modules and two 16 credit elective modules that students must complete. In all these modules, assessment consists of:
  • Two coursework assignments, which will make up 50% of their final mark, and on which assessment will be formative, with and;
  • A third assignment, which will count for 50% of their final mark. Assessment on this assignment will be externally moderated.

    Peer editing of first drafts of assignments will be encouraged, with learners working together on their drafts to improve their style of academic writing and content of assignments, and develop skills in collegial critical analysis.

    Feedback on assignments will be formative, with staff identifying strengths and shortcomings in assignments, and suggesting ways that the assignment could have been strengthened. Feedback may be given to students in both face to face and online contexts.

    All assessment will be in line with Institution's Assessment Policy, which requires that assessment practices are open, transparent, fair, valid, and reliable. In all instances of assessment, there will be alignment of assessment criteria with stated learning outcomes.

    For the compulsory research module, peer assessment and editing will be used as learner's complete different stages of the project. Learners will receive formative assessment from supervisors during the planning, proposal development, data gathering and reporting stages. Assessment of the completed reports will be summative, externally moderated, and result in a final mark for this module. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares favourably with the following international qualifications:

    Country: Scotland.
    Institution: University of Glasgow.
    Qualification: Postgraduate Diploma in Teaching Adults.
    The Post Graduate Diploma in Teaching Adults is similar to this qualification in terms of its level (it follows a first degree and includes a research project), and its scope and core focus on international issues in adult and community education, and curriculum development.

    Country: Scotland.
    Institution: University of Edinburgh.
    Qualification: Community Education Post Graduate Diploma,
    The Community Education Post Graduate Diploma is also similar in terms of level and its core focus on history, theory, policy and practice of community education.

    Country: Australia.
    Institution: Royal Melbourne Institute of Technology.
    Qualification: Graduate Diploma in Adult and Vocational Education and Training.
    The Graduate Diploma in Adult and Vocational Education and Training also resonates with this qualification in that it is designed to develop knowledge, understanding and skills related to practice as an Educator across a range of educational, commercial and community settings.

    Country: Australia:
    Institution: University of Wollongong.
    The institution offers the Graduate Diploma in Adult and Vocational Education, which is at the same level and shares same features with this qualification.

    Country: United States of America.
    Institution: Colorado State University.
    The Colorado State University offers Adult Basic Education Graduate Certificate and Adult Education Authorization Training Postgraduate Certificate qualification, which, also provides access to their Masters degrees, and stresses teaching skills. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Bachelor of Education Honours in Technical Education, Level 8.
  • Postgraduate Diploma in Management Sciences, Level 8.

    Vertical Articulation:
  • Master of Management Sciences, Level 9.
  • Master of Philosophy in Quality Management, Level 9.
  • Master of Education in Adult and Community Education, Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. Durban University of Technology 


    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.