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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: |
| Diploma in Adult and Community Education and Training |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 118146 | Diploma in Adult and Community Education and Training | |||
| ORIGINATOR | ||||
| Walter Sisulu University | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | 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 | |
| Reregistered | EXCO 0821/24 | 2021-03-25 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2033-06-30 | |||
| 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 Diploma in Adult and Community Education and Training is a three-year qualification that is intended to develop professionally competent lecturers who can demonstrate focused knowledge and skills to teach or lecture a subject or field in Adult and Community Education and Training (ACET) institutions. For this purpose, the qualification offers a specific depth and specialisation of knowledge, together with practical skills and workplace experiences to enable successful learners to take up positions as lecturers in ACET (Government Gazette, (Minimum Requirements for Programmes leading to Qualifications for Educators and Lecturers in Adult and Community Education and Training), 27 March 2015, p.18). The holder of this qualification has specialised knowledge as a beginner lecturer in a specific subject. The qualification equips learners with the required educational theory and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified beginner lecturer prepared to teach in ACET institutions. The qualification includes a WIL component. Learners will therefore acquire practical and foundational competencies with the reflexive competence to make judgements in a wide context. Lecturers are members of a profession whose definitive aim is to enable systematic learning. To prepare prospective lecturers for this comprehensive role. Foster self-reflexivity and self-understanding among prospective lecturers. Rationale: The qualification will offer an opportunity for access to the initial professional preparation of learners who wish to develop focused knowledge and skills as lecturers in Adult education teaching. Furthermore, the qualification will provide specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to enter into teaching and apply their learning as beginner lecturers in Community Colleges. The qualification will help to balance the lecturer supply and demand in Community Colleges, taking into consideration the lack of qualified lecturers in Community Colleges and attrition rate of lecturers due to age and pandemic diseases. In the light of current global and national educational thinking, the thrust of teacher education is towards enhanced professional status, identity, quality and responsibility. Becoming a professional lecturer requires thorough preparation, which is achieved through a process of praxis, whereby theory informs practice and practice is in turn critically appraised by theory. Qualifying learners will add to the number of fully qualified lecturers to the benefit of the community colleges and communities in which they will be employed. The qualification will develop lecturers with theoretical insight, practical competence and integrity. Central to this is the development of critically reflexive lecturers who have the capacity and the will to act as agents of appropriate change in a period of transformation. Prospective lecturers will enter the profession as competent and inspirational lecturers who have the broader educational vision and capacity to survive change, adapt to it and pro-actively create it. This is a professional lecturer qualification, and will not only benefit the region but South African education as a whole. More qualified lecturers for community colleges are needed to provide quality education to learners. The qualification will enable learners who have completed a National Senior Certificate or a Level 4 National Certificate (Vocational) endorsed with admission to Diploma study and with appropriate subject combinations and levels of achievement as prescribed by higher education providers of the learning qualification that leads to attainment and awarding of the qualification. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution has an RPL Policy that is aligned with the national RPL Policy. It is acknowledged that prospective learners may not necessarily need to acquire this qualification by attending all the institutional and workplace learning experiences. There may be prospective learners who have achieved learning outcomes comparable to some of the exit level outcomes of the qualification through other learning opportunities or work experience. These learners may apply to be assessed through RPL to gain recognition for the outcomes already achieved and to ascertain which Exit Level Outcomes they still need to obtain the qualification. Recognition will only take place where prior learning corresponds to the required NQF level, and in terms of applied competencies relevant to the contents and outcomes of the qualification. Any learner who wants to enter the qualification through RPL is expected to provide a portfolio of evidence (PoE) of prior learning. The learner should draft a written application and submit this application with the PoE to the Center for Learning and Teaching Development (CLTD). Learners will also be advised to seek assistance at the Faculty or Department responsible for the ACET qualification. The learner is subject to a substantive assessment by the responsible persons at the Faculty and department responsible for ACET. A report on this assessment will be provided to the Faculty RPL committee. Entry Requirements: The minimum entry requirement for this qualification is: Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory modules at NQF Level 5 and 6 totalling 368 Credits.
Compulsory Modules, Level 5, 124 Credits: Elective Modules, Level 5, 36 Credits (Choose any one module from each of the three groups): Group 1, Academic: Group 2, Academic: Group 3, Vocational: Compulsory Modules, Level 6, 152 Credits: Elective Modules, Level 6, 56 Credits: Choose any one module from each of the two groups (24 Credits): Group 1, Academic: Group 2, Vocational: And Choose any one module from each of the two groups (32 Credits): Group1, Academic: Group 2, Academic: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate an understanding of the principles, theories, practices and methods of teaching adults.
2. Apply the theoretical and practical knowledge and skills associated with the subject field or area to enhance teaching and learning. 3. Demonstrate an understanding of concepts, methods, principles and practices of ACET subject or field to create appropriate learning opportunities for learners. 4. Demonstrate an understanding of teaching practices across a variety of contexts, including classroom practice. 5. Reflect on the workplace knowledge and skills associated with the subject field or area to enhance teaching and learning. 6. Demonstrate an understanding of ACET learners, ACET learning, ACET curriculum and general instructional and assessment strategies. 7. Apply appropriate assessment methods for the ACET subject or field to ensure progress in learning. 8. Demonstrate respect for professional ethics and issues related to knowledge of, and relationships between self and others in the life of an ACET educator. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Associated Assessment Criteria for Exit Level Outcome 8: Integrated Assessment: In the qualification, the integrated assessment provides an opportunity for learner lecturers to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across Exit Level Outcomes. Teaching, learning and assessment are integrated and assessment is done continuously. Assessment tasks consist of individual work or co-operative work where research in the form of task and assignments as well as reporting is done individually or is divided between learners or group work where groups complete a task, assignments or presentations. All assessment tasks include the application of theory and basic skills learnt in all modules/courses. Integrated assessment is used extensively across the qualification, including in Workplace-Based Learning. Self and formative assessment take place in various ways in the face-to-face context, including through classroom activities, written work, research-based or practical-based or observation-based assignment tasks, group projects, portfolios, essays, oral presentations, practical demonstrations, and tests. Applied and integrated assessment will be focused on applied and integrated competence. The assessment evidence will include: Assignments and/or examinations, providing evidence of the ability to apply knowledge to practice. Observations in the context to observe the ability to communicate with comprehension. A portfolio of evidence reflecting insightful understanding between theory and practice, experiences and skills acquired during Workplace-Based Learning is assessed. Demonstration of the ability of the learners to apply theory into practice is assessed. Summative assessments are integrated into the learning in that they take place at the end of each of the constituent modules of the qualification. Workplace-Based Learning (WBL) is an integral part of the qualification as an initial professional teachers' qualifications. To ensure that the learner gradually develops actual teaching skills, WBL in this qualification will take place in an authentic context in which practical competence will be modelled by the lecturer; subject or mentor and demonstrated by the candidate; for example, in a classroom in a community college or a simulated classroom such as a micro-teaching laboratory at a university. |
| INTERNATIONAL COMPARABILITY |
| Comparative analysis of the South African qualification with international teacher education undergraduate diplomas/certificate qualifications has been done. The qualification compares well with those teacher education undergraduate Diploma/certificates offered internationally. The analysis involved comparing curricula for qualifications in two institutions.
The areas of comparison were: professional recognition, duration of the qualification, NQF level (in one university), the purpose of the qualification, entry/admission requirements, qualification structure, course organisation, Teaching Practice/School-Based Experience, articulation pathway and Recognition of Prior Learning. There are a lot of similarities between the international qualifications and the South African qualification as evidenced in the comparisons below: Country: Ireland Qualification: Certificate in Adult and Further Education and Community Education Development. Institution: Waterford Institute of Technology. Similarities: They are both pitched at Level 6 with a similar purpose which is to prepare initial teachers/lecturers for Adult, Further and Community Education development. In both qualifications, prior learning is recognised and assessed on an individual basis. Also, they both offer Teaching Practice/School/College Based Experience which is used to gain real work experience and to build confidence in linking theory into practice. Country: United Kingdom Qualification: Adult Education Teaching Diploma Institution: Warwick University Part of this qualification extends studies and experience to cover preparation for post-16 years teaching and pitched at a level as the South African qualification. The qualification includes Science, Mathematics, English, Social Science, Languages, Tourism and Business, Learning Technology, Action Research. The qualification also includes Engineering, Sport Science, Retail, Hospitality and Catering. The observation of teaching and practice are included in this qualification. Conclusion: This qualification is similar to the compared international qualifications in terms of the levels, purpose and modules. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. |