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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 | |||
| 118447 | Diploma in Adult and Community Education and Training | |||
| ORIGINATOR | ||||
| Tshwane University of Technology (TUT) | ||||
| 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 | Schooling | ||
| 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 | 2021-11-18 | 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 intended to develop professionally competent educators and lecturers who can demonstrate focused knowledge and skills to teach or lecture a subject or field in Adult and Community Education and Training (ACET). The qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace learning to enable learners to take up positions as educators or lecturers in ACET. Upon completion of this qualification, qualifying learners will be able to: The qualification will equip learners with theoretical knowledge and practical skills through exposure to college-based learning (Work Integrated Learning (WIL) and industry-based learning WIL. Furthermore, the qualification provides learners with a sound knowledge base to become a professionally qualified ACET lecturer/educator in a particular field or discipline, while equipping them to undertake more specialised and intensive learning. Rationale: Adult and Community Education and Training is not simply an alternative form of schooling but requires a particular understanding of the broader society and specialised pedagogy which take the diverse target group and contexts into account. According to the White Paper for Post School Education and Training, and The Policy on Minimum Requirements for Qualifications 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 the field. This qualification ensured adherence to the policy by developing module curricula that are rich in vocational competence in each specialisation as well as work-based learning. The development of this qualification is also informed by the National Skills Act and the National Skills Development Plans which promote the training of vocationally skilled labour for the current workplaces. An improved and efficient Adult and Community Education and Training (ACET) system is a priority identified by government, industry and learning institutions in respect of enhanced responsiveness to the needs of the economy, to the needs of current and prospective learners and social transformation. The qualification responds to the need to develop teaching competence in the adult and community education and training sector, particularly in the light of previous ad hoc development of educators at colleges and training centres, and in recognising that successful output (learner graduation) is directly related to successful input (teaching expertise). It, therefore, focuses on adult and community contexts in recognition that teaching and learning in the ACET sector require specialised pedagogies cognisant of the diversity of the student body, and in response to the needs of the world of work. Furthermore, it aims to develop the capacity of current and prospective adult and community educators 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. The qualification can be offered as an initial professional teaching qualification to prospective ACET educators. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution 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 the RPL processes. Credits may be achieved through RPL. 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 by the Senate Committed for Recognition of Learning (SCRPL). Entry Requirements: The minimum entry requirement for this qualification is: Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, and 6 totalling 372 Credits.
Compulsory Modules, Level 5, 90 Credits: Elective Modules, Level 5, 20 Credits: Specialisation one (Select one module): And Electives Modules, Level 5, 20 Credits: Specialisation two (Select one module) Compulsory Modules, Level 6, 137 Credits: Elective Modules, Level 6, 25 Credits: Specialisation one (Select one module). And Electives Modules, Level 6, 20 Credits: Specialisation two (Select one module). And Electives, Modules, Level 6, and 30 Credits: Specialisation one (Select one module). And Electives Module, Level 6, 30 Credits: Specialisation two (Select one module). |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate detailed knowledge of the subjects specialisation and related vocational practical skills in the ACET sector.
2. Demonstrate an understanding of different forms of knowledge, schools of thought and forms of explanation within an area of study, operation or practice, and awareness of knowledge production processes. 3. Evaluate, select and apply appropriate methods, procedures or techniques in investigation or application processes within the defined context of ACET. 4. Identify, analyse and solve problems in unfamiliar contexts, gather evidence and apply solutions based on evidence and procedures appropriate to the field, discipline or practice. 5. Understand the ethical implications of decisions and actions within an organisational or professional context, based on an awareness of the complexity of ethical dilemmas. 6. Evaluate different sources of information, select information appropriate to the task, and apply well-developed processes of analysis, synthesis and evaluation to that information. 7. Present and communicate complex information reliably and coherently using appropriate academic and professional or occupational conventions, formats and techniques for a given context. 8. Make decisions and act appropriately in familiar and new contexts, demonstrating an understanding of the relationships between systems, and of how actions, ideas or developments in one system impact other systems. 9. Evaluate performance against given criteria, accurately identify and address his or her task-specific learning needs in a given context, and provide support to the learning needs of others where appropriate. 10. Work effectively in a team or group, and take responsibility for his or her decisions and actions and the decisions and actions of others within well-defined contexts, including the responsibility for the use of resources where appropriate. |
| 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: Associated Assessment Criteria for Exit Level Outcome 9: Associated Assessment Criteria for Exit Level Outcome 10: |
| INTERNATIONAL COMPARABILITY |
| United Kingdom - UK Technical Vocational Education and Training (TVET)
The new qualification is compared with the UK TVET similar qualification in that it forges knowledge, skills and behaviour that promote vocational employment and social mobility. Similarly, the UK qualification supports entrepreneurship to innovate and grow and plays an integral part in sustainable economic development. This qualification provides sufficient depths and breath to enhance subject-specialist pedagogies, also known as "dual qualification". Vocational teachers reformulate vocational knowledge from work to a teaching-learning function. It is envisaged that community education teachers for vocational education should work with community centres for skills training. Work-based learning at the industry or community centres in addition to college-based learning is compulsory throughout the qualification. Similarly, learners in the UK spend 20% of their time in off-the-job training. Germany - Vocational Teacher Degree When looking at individual career paths in countries with high demands on the formal side of recruitment, occupational experiences are very common. In Germany, which maintains the highest formal level in terms of academic requirements for entering the vocational teaching field, there is usually an amount of real work experience prescribed through the university curricula. The majority of student teachers in Germany hold an occupational qualification in their field, and if they lack this qualification, they have to undergo an internship in an enterprise. For many countries with a consecutive sequence of teacher training (subject matter first, then educational qualification), the Bachelor of Arts is the typical entry requirement for enrolling into teacher preparation qualifications. Even though the integrated model has been held as the most promising model of teacher education already in early publications (International Labour Organization, 1964) only limited progress has been made in establishing such qualifications. Amid this plethora of models, the most significant challenge remains the integration of subject matter and pedagogical training. Country: United State of America Qualification Title: Bachelor degree Technical Vocational Education and Training (TVET), known as Career and Technical Education is integrated into the USA education system. TVET qualifications are aligned according to National Career Clusters (agriculture, architecture, finance), which is similar to economic sectors of the Sector Education and Training Authorities in South Africa. TVET curricula prepare learners for the emerging workplace. TVET is critical to ensuring that the USA leads in global competitiveness. TVET cooperates actively with employers to design and provide high quality and dynamic qualifications. TVET is delivered through comprehensive qualifications of study aligned to the National Career Clusters Framework (NCNF). The initial training of TVET teachers lays the foundation for professional capabilities, including self-organisation, combining practical and theoretical aspects of teaching. The student teachers are assumed to have attended vocational schools. A vocational teacher, also known as a career and technical education teacher, is a teacher of an occupational subject. Such a teacher has good hands-on experience in his/her vocational subject. Teacher certification is the process used in all 50 states to ensure that prospective teachers are adequately prepared to teach at all levels. In general, the process involves achieving at least a bachelor degree in education. Generally, the admission requirement is a high school diploma. The South African qualification is well compared with initial TVET training in the USA in that both the admission is grade 12, and the training emphasises both vocational/occupational competence and vocational pedagogy. |
| 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. |