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: 

Advanced Diploma in Adult and Community Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
117718  Advanced Diploma in Adult and Community Education and Training Teaching 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 05 - Education, Training and Development  Schooling 
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  2020-09-29  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 Advanced Diploma in Adult and Community Education and Training Teaching is to prepare learners for teaching at Adult Education and Training, known as Community Learning Centres (CLCs), and Community Education and Training Colleges (CETCs) through learning and critical reflection in the classroom and practical workshop practice.

Adult and Community Education refers to all forms of organised education and training that meet the basic learning needs of adults, including literacy and numeracy, as well as the general knowledge, skills, values and attitudes that they require to survive, develop their capacities, live and work in dignity. The purpose of Adult and Community Education and Training (ACET) qualifications is thus the building of vocations and the linking of education and work. The ACET educator consequently needs pedagogical practices that will prepare learners for the world of work. Professional ACET educators/lecturers are therefore seen to be competent in 'teaching for work'.

This qualification provides a route for holders of appropriate Degrees or National Diplomas to become professionally qualified Adult Education and Training (AET) educators or professionally qualified Community Education and Training (CET) lecturers. It provides learners with a professional qualification to be educators or lecturers in adult and community education and training that 'caps' an undergraduate qualification. It offers entry-level initial professional preparation of learners who wish to develop focused knowledge and skills as educators and lecturers in a particular vocational field or subject offered in ACET. For this purpose, the qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to enter into teaching and lecturing in ACET.

This qualification is designed to equip learners with content knowledge, skills and applied competence in the following domains: Agriculture, Humanities, Sciences and Technology, and Business and Management to attain the intended outcomes as stated above.

The qualification provides learners with a sound knowledge base to become professionally qualified ACET educators/lecturers in a particular field or discipline while equipping them to undertake more specialised and intensive learning.

Rationale:
AET and CET are sub-sectors of Post School Education and Training (PSET) that provide education and training qualifications that are sensitive to the needs of communities. This qualification provides the capacity for adult educators to respond to the education and training needs of unemployed adults and youth. Majority of adult and youth are poorly educated and did not complete school education or have missed/were denied the opportunity to do so. Further, they are not studying, lost their jobs and need to be re-skilled and possess skills that are needed by rapidly changing workplaces due to the fourth industrial revolution.

A better-quality and effective ACET system is a priority identified by government and industry to respond to the needs of the economy, social transformation, and the Fourth Industrial revolution. The rationale for the development of this qualification is to contribute to the professionalisation, standardisation and progression of qualifications in the Adult and Community Education and Training field. Further, it aims to develop the capacity of current and prospective Adult and Community college lecturers to build relationships with local, national and international business and industry to enhance their knowledge and insights into the most recent trends and technological advances, and to incorporate these insights into their teaching practice.

According to Policy on Minimum Requirements for Programmes Leading to Qualification for Educators and Lecturers in Adult and Community Education and Training, the key focus of this qualification is to train and capacitate adult and community colleges educators/lecturers whose teaching qualifications are at NQF Level 6, and wish to strengthen and enhance an existing field of specialisation. This qualification also aims to develop a new role or practice to support teaching and learning in adult and community education and training colleges. The qualification is not a stand-alone qualification. The preceding Degree or Diploma and the postgraduate certificate in education together constitute professionally qualified status as an educator in AET or a lecturer in CET. The qualification can be offered as an in-service professional teaching qualification to educators, who have at least an approved 360-Credit NQF Level 6 National Diploma or relevant Bachelor Degree. The policy state that Community Colleges should offer both formal and non-formal qualifications based on specific community needs. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution's policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits may be attained achieved through RPL and it must not include credits at the exit level.

Assessment for RPL must be done in compliance with the institution's policy on assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments unless otherwise recommended.

Assessments must be conducted by academic staff (subject matter experts) that have appropriate RPL knowledge and/or experience.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • An appropriate 360-Credit Diploma, NQF Level 6.
    Or
  • An appropriate Bachelor's Degree, NQF Level 7 or 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5 and 7 totalling 137 Credits.

    Compulsory Modules, Level 5, 15 Credits:
  • Academic Literacy and Life Skills, 10 Credits.
  • ICT literacy, 2 Credits.
  • Language of Learning and Teaching: English, 3 Credits.

    Elective Modules, Level 5, 2 Credits (Select one module):
  • Afrikaans/IsiXhosa/IsiZulu/Sepedi/Sesotho/Setswana/Tshivenda/Xitsonga, 2 Credits.

    Compulsory Modules, Level 7, 76 Credits:
  • Adult and Community Education Management, 15 Credits.
  • Adult and Community Education Studies 4A, 15 Credits.
  • Adult and Community Education Studies 4B, 15 Credits.
  • College Based Learning WIL 4A, 8 Credits.
  • College Based Learning WIL 4B, 8 Credits.
  • Inclusive Education, 10 Credits.
  • Industry Based Learning WIL 4, 5 Credits.

    Elective Modules, Level 7: 44 Credits:
    Select one module, 12 Credits:
  • Curriculum and Instruction 4: Formal ACET Subject specialisation*, 12 Credits;
    And
    Select one module, 12 Credits:
  • Curriculum and Instruction 4: Informal ACET Subject specialisation*, 12 Credits;
    And
    Select one module: 12 Credits:
  • Teaching, Leading and Researching in Adult and Community Education and Training: Formal ACET Subject specialisation*: 4, 12 Credits;
    And
    Select one module: 8 Credits:
  • Teaching, Leading and Researching in Adult and Community Education and Training: Informal ACET Subject specialisation*: 4, 8 Credits.

    *Formal Subjects:
    Accounting, Afrikaans, Agricultural Management Practice, Agricultural Sciences, Agricultural Technology, Business Management, Economic and Management Sciences, Engineering Graphics and Design, English, Geography, History, IsiXhosa, IsiZulu, Life Orientation, Life Sciences, Mathematical Literacy, Mathematics, Physical Sciences, Sepedi, Sesotho, Setswana, Technology, Tourism, Tshivenda and Xitsonga.

    *Informal Subjects:
    Arts and Crafts, Automotive Repair and Maintenance, Building Construction, Civil Services, Clothing and Textile, Construction Carpentry and Roof Work, Cosmetology, Décor and Catering, Electrical infrastructure and Construction, and Small Scale Manufacturing. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated and detailed knowledge of the central areas of their ACET subject, including an understanding of and an ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories, of the subject involved.
    2. Demonstrate their ability to select and apply a range of methods. Such knowledge and skills should sanction them to teach their subject and to select, sequence and pace outcomes and content in meeting the needs of the learners and that of the subject through the facilitation of collaborative processes.
    3. Unpack its specialised contents and demonstrate their ability to identify, evaluate and address learning needs in a learner- and self-directed manner.
    4. Gather and communicate effectively, demonstrating highly developed IT skills and using appropriate academic, professional, or occupational discourse.
    5. Manage classrooms/laboratories/workshops effectively across diverse contexts to ensure a conducive learning environment aligned with teaching and learning needs in a learner- and the self-directed manner in unfamiliar and variable contexts.
    6. Reflect critically, in theoretically informed ways in developing appropriate processes of information gathering for a given context or use; and an ability to independently validate the sources of information and evaluate and manage the information.
    7. Assess learners in reliable and diverse contexts to ensure a conducive learning environment and demonstrating an ability to take full responsibility and accountability for their work.
    8. Identify, analyse, evaluate, critically reflect on and address complex learning and/or social problems and work in partnership with professional services addressing them.
    9. Conduct themselves in a manner which benefits, enhances and develops the teaching profession, demonstrating appropriate ethical values and approaches, within a supported environment.
    10. Displaying appropriate values in respect of which they can demonstrate an ability to make decisions and act ethically, morally and professionally, and the ability to justify those decisions and actions - drawing on appropriate ethical and moral values. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply the latest development, trends, concepts, principles, processes and theories in ACET teaching and learning.
  • Apply pedagogical content knowledge when planning for delivery of subject content.
  • Describe and explain concepts, principles, processes and procedures relevant to the specific area of specialization.
  • Demonstrate a commitment to the epistemic values and principles which characterize the field of knowledge in their chosen subject areas.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Plan and prepare subject content lessons across the ACET curriculum.
  • Apply theoretical and practical knowledge and skills in practice according to desired standards.
  • Select and use teaching and learning strategies appropriate to the subject and phase.
  • Read and interpret written and graphic materials with understanding relating to their areas of specialisation.
  • Select and use study methods appropriate to their own needs as well as the demands of their specialisation.
  • Use teaching and learning support materials to facilitate learner progress and development.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Create expectations relevant to the appropriate level/phase of the qualification.
  • Identify and assist Learners with special needs to overcome barriers to learning and development.
  • Accommodate differences in learning styles in the pace and ability in the planning and use of teaching and learning strategies.
  • Evaluate and select learning materials to suit the area of specialisation and specific phase.
  • Understand and plan for barriers to learning in specific subjects.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use the information and communications technologies to further their learning and facilitate the learning of others.
  • Convey the content of their subject in written, graphic and/or other forms which are appropriate to the development levels and language ability of the learners.
  • Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, and acknowledgement of feelings and demonstration of mediation skills.
  • Use the language of instruction to explain, describe and discuss to enhance learning.
  • Integrate Technology resources to transfer knowledge in the teaching and learning environment.
  • Solve problems through the application of Computer, Information and Integration literacy.
  • Conduct communication with all education stakeholders' i.e. learners, parents, colleagues and the broader community in a professional manner.
  • Identify and analyse new development possibilities in using teaching and learning technologies is identified and analysed.
  • Use the ability of a basic social conversation in at least one official African language is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Create and maintain learning environments that are safe as well as conducive to learning.
  • Manage classrooms, laboratories and/workshops across diverse context to ensure a conducive learning environment.
  • Demonstrate an understanding of diversity in the South African context to teach in a manner that includes all learners.
  • Display empathy, passion, respect of indigenous knowledge and cultural diversity with high regards for human rights.
  • Analyse and apply relevant educational laws and policies about the learner, educator and the teaching and learning environment.
  • Discipline learners consistently, firmly, fairly and in ways which promote growth.
  • Create learning environments that are sensitive to culture linguistic, gender and other differences.
  • Resolve classroom conflicts ethically and sensitively.
  • Perform administrative duties as required for the effective management of diverse learning environments.
  • Teach learners to manage themselves their time, physical space and resources to prepare them for the real-life world.
  • Take appropriate action to assist or refer learners in the solution of personal or social problems.
  • Manage learning environments democratically, and in ways that foster creative and critical thinking.
  • Reflect on knowledge and understanding of a variety of ways of managing diversity in the classroom.
  • Evaluate own action and, where necessary, adjusted in ways that show knowledge and understanding of management and administration.
  • Encourage, create and maintain a supportive and empowering environment for learners.
  • Analyse and discuss the various management tasks of an educator.
  • Select, create, justified, deliver, reflect upon and improve extracurricular.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply educational laws, policies and development plans to their teaching.
  • Read and critically integrate the knowledge from academic texts and use them in their studies.
  • Explain the basis of classroom research and reflection on the success or failure of teaching and learning strategies.
  • Reflect on the learner progress and performance.
  • Evaluate own professional progress through systems like the IQMS.
  • Reflect on the teaching and learning situation by utilising basic research skills.
  • Collect resources from a variety of sources, and the relevance and evaluate the value thereof.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Select, adapt and design assessment tasks and strategies appropriate to the area of specialisation and a range of learning contexts.
  • Explain the link between the methods of assessment and the overall assessment purpose.
  • Design and administer assessment tasks using clear language and instructions.
  • Collect sufficient confirming evidence of learner competence from a variety of assessment methods.
  • Design and select relevant assessment methods to facilitate learning within the area of specialisation and phase.
  • Use a variety of assessment strategies to accommodate differences in learning styles, pace and contexts.
  • Evaluate own and others assessment strategies in terms of their validity, fairness, reliability, and sensitivity to gender, culture, language and barriers to learning and development.
  • Assess and record the progress of individual learners.
  • Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement.
  • Justify the choice and design of assessment strategies, methods and procedures in ways which shows knowledge of a range of assessment approaches.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Apply theoretical and practical knowledge to conduct yourself professionally and respectfully.
  • Demonstrate positive work ethics and display appropriate values which will enhance the image of the teaching profession.
  • Use existing philosophies of education to demonstrate good teaching practices which are aligned to policy needs.
  • Evaluate ethical aspects in the teaching-learning environment.
  • Apply relevant knowledge concerning human rights, equity and ethics.
  • Act as role models for teachers, learners and the broader community.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
  • Show respect and responsiveness to basic human rights and the principles of equity.
  • Promote the values and principles of the constitution, particularly those related to human rights and the environment.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Display a commitment to act in and actively promote the best interests of learners, parent, communities, colleagues and the profession.
  • Engage with education policies, procedure and systems which impact on institutions and classroom, as well as on the national education and training landscape critically.
  • Demonstrate professional behaviour, work ethics and personal values of a high standard.
  • Engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices is demonstrated.
  • Utilise internal and external networking opportunities.

    Integrated Assessment:
    Since various interactive teaching methods will be used in teaching this qualification to achieve the stated outcomes and to link theory and practice, a variety of assessment methods will also need to be used. Methods such as interactive teaching, debates, the oral presentation from learners, peer evaluations of group work, group assignments and projects, class quizzes, structured summaries, slides and videos, discussion and presentation of case studies will be evident. The assessment methods used will be aligned with the teaching method, and a variety of assessment opportunities will be used to ensure the stated outcomes are achieved.

    Assessment in this qualification will either be done in a continuous or examination termination mode. There is no specific final or year-end examination in modules assessed in a continuous mode. The assessment opportunities completed during the learning process accumulates into a final module mark. A variety of assessment opportunities will be used and a final, integrated assessment opportunity will conclude the relevant module.

    Modules which are assessed in an examination termination mode is developed as such: Year modules require a minimum of four to six assessment opportunities during the year, while a minimum of two to four assessment opportunities are required for semester modules. Integration of knowledge culminates in a final, written examination. A minimum predicate mark of 40% with examination admission for entry to the main examination is required. A learner who fails the main examination in a module, but obtains a final mark of 45% to 49%, qualifies for a supplementary examination. A learner with a predicate mark of at least 60% who fails the main examination in a module, and obtains a final mark of less than 45%, qualifies for a supplementary examination. This rule only applies to the main examination. A learner with a final mark of 50% or more, but with an examination mark of less than 40% (fail sub-minimum) for theory modules/subjects or 50% (fail sub-minimum) for practical subjects shall qualify for a supplementary examination.

    Specific contact time will also be allocated for micro-teaching during which the learners will be prepared to apply all teaching skills necessary good teaching practices. These practical skills will be developed through case study analysis, practical application, simulated activities with lecturer demonstrations and feedback on learner activities. Feedback will be provided to learners in the form of formative assessment to build their confidence and ensure practical competence. Initially, demonstrations will be conducted whereby the learners can observe the specific skills and techniques. Group work and co-operative learning techniques will then be utilised to ensure specific skills are mastered. In this process, peer teaching and peer evaluation will be used as a strategy to ensure learning and mastering of skills.

    The teaching methods will include amongst others the annual WIL assessment which requires a critical observation, lesson presentation, administration and classroom management in the school setting as well in an industry setting. Reflection of teaching and learning in the schools and industry is achieved through the submission of a portfolio of evidence. Furthermore, micro-lessons and interactive teaching methodologies are used daily in various subjects. All of these are aimed at achieving the qualification outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    In terms of level, scope and assessment criteria, this qualification is similar to the postgraduate teaching qualifications in Adult and Community Education in the following institutions in other countries:

    United States of America (USA), Colorado State University - Graduate Certificate in Adult Basic Education. Also the Penn State College of Education, Certificate in Distance Education; Certificate in Family Literacy:

    The qualifications listed above demonstrate similarities to this qualification. In particular, the admission requirements and the duration of the qualification are similar. For admission, prospective learners should have a Bachelor's degree. Similar to this qualification, these two qualifications based in the USA focus mainly on the teaching of basic skills. The qualification at Colorado State University, however, appears to focus particularly on preparing learners to teach immigrants (since the teaching of English as an additional language is emphasised), and the qualification at Penn State College focuses on family literacy.

    Australia:
    This qualification was also compared with the Graduate Certificate in Tertiary and Adult Education offered by Murdoch University and the Graduate Diploma in Adult and Vocational Education offered by the University of Wollongong.

    The qualifications offered by Murdoch University and the University of Wollongong appear to be the most similar to this qualification. As in this qualification, the two international institutions' qualifications focus on theories, concepts, and practice of adult and community education, and have a similar structure in terms of curriculum.

    Overall, all of these qualifications appear to be shaped by the contexts of the institutions at which they are based. Likewise, this qualification is shaped by the South African context and will strive to offer learners the understanding and skills they will need to teach adults in South Africa who are likely to seek learning opportunities. 

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

    Horizontal Articulation:
  • Advanced Diploma in Education, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Education Honours, NQF Level 8.
  • Postgraduate Diploma in Education, 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.
     
    1. Tshwane University of Technology (TUT) 


    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.