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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Adult and Community Education and Training 
SAQA QUAL ID QUALIFICATION TITLE
111274  Advanced Diploma in Adult and Community Education and Training 
ORIGINATOR
University of Cape Town 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-08-23  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 Advanced Diploma in Adult and Community Education and Training will provide a further post graduate professional qualification for Adult Education and Training (AET) and Community Education and Training (CET) educators and lecturers. The aims are to offer intellectual enrichment in the Adult Learning Theory and Practice to support and enrich teaching and learning; to provide a contextual and historical approach to the field and policy development; to investigate theoretical and practical models of community development for social change and to offer an intensive focus on two applied specialisms of Curriculum Studies and Design, and Leading and Managing an Education Projects. These meet the requirements for developing first level leadership in ACET field.

The qualification will allow for the development of new roles in the formal and non-formal education sector as indicated above. It will also enable learners to reflect on their practice and develop a deep and systematic understanding of current thinking, practice, theory and methodology in the area of specialisation. It thus prepares qualifying learners for specialised professional employment and to progress into further study.

Rationale:
The qualification is being offered as directed by Department of Higher Education and Training (DHET's) new policy on minimum requirements for qualifications leading to qualifications for educators and lecturers in Adult and Community Education and Training (ACET), issued by DHET 27th March 2015.

For this qualification, Adult Education and Training (AET) and Community Education and Training (CET) educators and college lecturers are the target audience and are identified as those educators/trainers working in both the non-formal and formal sector such as community development workers, workplace based trainers and those formally trained to teach NQF Levels 1-4 and higher at the new Community Education and Training Colleges (CETCs).

In South Africa and internationally, there is a move to understand adult education in the context of lifelong learning. Education policies are bringing adult education closer to other forms of education through the reform of qualifications frameworks; adult educators are therefore becoming more centrally positioned than ever before. This qualification is in direct response to national, provincial and local priorities of improving the quality of teaching and training in both the formal and non-formal 'classroom'. Currently there are serious shortfalls in many AET and CET content, pedagogic knowledge and practitioner skills.

The qualification will indirectly contribute to the education and training needs of the community and unemployed adult and youth who require reskilling to find employment. The strength of the qualification is that it is grounded in AET and CET practice and informed by current research nationally and internationally. The qualification is in response to the needs and requirements of a specific profession.

Educators in community colleges and further education and training centres, art colleges, adult education centres, Non-Governmental Organisations (NGOs), trade unions, human resource development, health education, religious education and education programmes based in local government, libraries and museums. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Many of the learners who enter Adult Education and Training (AET) educator and Community Education and Training (CET) lecturer qualifications will already be practising as AET educators or CET lectures and/or have gained knowledge as a result of learning in the workplace and in other settings. It is possible to recognise relevant prior learning that is already in place.

RPL procedures are in place to facilitate access to learners who have relevant experience but do not meet the above academic criteria. The standard procedure requires submission of a portfolio of evidence; an oral presentation; and two written tests of academic ability-one open book, and one written under 'exam' conditions. Adult education teaching staff have expertise in RPL and it has been regularly used (where appropriate) for access to Adult Education qualifications in the past.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Diploma in Adult and Community Education and Training, NQF Level 6, 360 Credits.
    Or
  • Advanced Diploma in Adult and Community Education and Training Teaching, NQF Level 7, 120 Credits.
    Or
  • Postgraduate Certificate in Education, NQF Level 7, 120 Credits.
    Or
  • National Professional Diploma in Education, NQF Level 5, 240 Credits. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 7 totalling 120 Credits.

    Compulsory Modules, 120 Credits:
  • Approaches to Adult Learning Theory and Practice, 30 Credits.
  • Policy and Development towards Social Change, 30 Credits.
  • Curriculum Studies and Design, 30 Credits.
  • Leading and Managing an Educational Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. The learners will be able to collect, analyse, organise and critically evaluate information which is required to function in a global age in which knowledge is a key driver of professional development.
    2. Understand contextual influences on Adult and Community Education and Training in South Africa drawing from South African, African and International literature.
    3. Communicate effectively using different modes of communication.
    4. Understand what "theory" is, and how theories of learning inform our practice.
    5. Understand the history of the field as well as Policy and Development towards Social Change.
    6. Identify innovative dimensions of different curricular programmes which could be applied in practice for different constituencies.
    7. Identify and solve problems in which responses display responsible decisions using critical and creative thinking. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The learners will demonstrate understanding of important concepts relating to 'professionalisation' and 'development'.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Learners will demonstrate ability to analyse development projects and to enable students to make links between Adult Education and Social Change in different sites and development issues both locally and internationally.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Learner will demonstrate ability to use oral/written/Information and Communications Technology (ICT) presentations as assessment will be continuous and formative in all these modes.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Ability to demonstrate familiarity with the language and concepts of different theories of learning.
  • Ability to locate approaches to learning within a context and broader understanding of the different theoretical traditions in adult learning.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Examine and discuss the changing context, changing identities and changing roles of adult educators in relation to policies for adult community educators and trainers.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate competence in curriculum design, assessment and evaluation of a programme.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Learners will demonstrate ability to interpret texts within the area of Adult and Community Education and Training.

    Integrated Assessment:
    The qualification will use both Summative and Formative Assessment. Assessment in all modules requires written work, oral presentation, some courses will be project based. Each module will have at least one assessment task during the course designed as a learning opportunity and to provide feedback to learners. All modules in this qualification will be assessed partly by written assignment or project and partly orally. The aim is to focus on development of conceptual and analytical tools, and appropriate use of such tools for reflecting critically on (and thus enhancing) professional practice; assessment by assignment (with its emphasis on reading widely, careful exposition of concepts, and intelligent application of concepts to analyse professional practice) is deemed best able to achieve these aims. 
    		•

    INTERNATIONAL COMPARABILITY 
    The University of Maynooth in Ireland offers a Higher Diploma in Further Education which is at Level 8, and therefore similar to an Honours or Postgraduate Diploma in South Africa. The Higher Diploma is a professional teaching qualification in further education.

    This Advanced Diploma in ACET is offered part time or full time and has 4 compulsory modules with specialisms in Curriculum Design and Leadership and Management. While this qualification is similar to the Higher Diploma offered at Maynooth, their qualification seems to have specialisations, one of which is Adult Education. The entrance criteria are also different - learners enter with an Honours or Bachelors with experience. Both qualifications offer RPL routes. There are 10 modules in the Maynooth qualification (two of which are compulsory) including a 100-hour teaching practice. It is not clear how many of these modules are required to complete the qualification.

    Ontario Institute for Studies in Education (OISE) in Toronto, Canada offers an Adult Education Continuing and Professional development qualification. It is unclear what qualification type this is. The qualification is offered in a blended format (face to face and online) and is aimed at professionals who are practitioners, consultants and HR. There are 4 compulsory courses and one elective. The level of similarity and articulation is also unclear. 

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

    Horizontal Articulation:
  • Postgraduate Diploma in Adult and Community Education and Training, NQF Level 8.

    Vertical Articulation:
  • Postgraduate Diploma in Adult and Community Education and Training, NQF Level 8.
  • Relevant Education Honours Degree, NQF Level 8. 
    		•

    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.
     
    NONE 


    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.