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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Adult and Community Education and Training Teaching 
SAQA QUAL ID QUALIFICATION TITLE
119492  Advanced Diploma in Adult and Community Education and Training Teaching 
ORIGINATOR
Cape Peninsula University of Technology 
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  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
Registered  SAQA 0910/22  2022-08-04  2025-08-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-08-04   2029-08-04  

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 Teaching strives to prepare beginner college lecturers for a profession with complex and comprehensive aims, roles, knowledge, skills, and attitudes. It is a one-year qualification that aims to prepare Adult Education and Training (AET) and Community Education and Training (CET) lecturers. It includes a specialisation in at least one subject field specific to the Adult and Community Education and Training (ACET) sector. Learners will not only learn teaching skills, but they will also learn about the important role of educators in serving a community.

The qualification strives to engage learners with questions of what to teach, why to teach, and how to teach. The aim is to prepare beginner ACET lecturers to be active, creative, and reflective practitioners in a world of change, and to equip them with an understanding of teaching as a professional practice.
The qualification will prepare qualifying learners to be sector specialists in curriculum studies and be introduced to the specifics of:
  • Understanding the adult or community classroom setting and how to create a conducive learning environment.
  • The philosophy underpinning assessment and the different forms of assessment at each level.
  • Developing a research culture with the aim of producing independent and lifelong learners.

    Upon completion of this qualification, qualifying learners will be able to:
  • Apply Integrated knowledge of theories of learning and meta-cognition to develop the ability to critically reflect on own and others` teaching and learning processes.
  • Creatively construct knowledge and promote enquiry and the development of independent thinking.
  • Demonstrate an understanding of knowledge of learners and their development in diverse social contexts.
  • Assimilate and integrate subject knowledge and pedagogical content knowledge in at least one subject discipline.
  • Organise and effectively manage the vision of professional practice which includes critical enquiry, ethical engagement, a professional disposition, and a critical understanding of teaching as a profession.
  • Collect, analyse, apply, and critically evaluate the principles and practise of teaching, learning and research in an inclusive manner.
  • Communicate in and use the Language of Learning and Teaching and any of the languages of communication and conversation of the programme in mediating learning in a theoretically informed manner to adult learners in diverse ACET contexts and situations.
  • Apply basic ICT and science and technology skills for teaching and learning and the development of electronic learning materials.
  • Demonstrate foundational competency through an appropriate understanding of the theories of adult learning and the different perspectives that shape the practice of adult education.
  • Display practical competency in professional and academic perspectives within the Adult and Community Education and Training colleges and centres in the country.
  • Demonstrate reflective competency for self-reflection on learning processes and professional practice by drawing on the interpretive resources provided by theoretical and contextual understanding.

    The qualification aims to improve current teaching, learning, and assessment practices through the personal and professional development of prospective adult and community education and training college lecturers. This entails developing ACET college lecturers who can continuously reflect and improve teaching practice within the context of adult and community education and training. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Diploma in Adult and Community Education and Training, NQF Level 6,
    Or
  • Diploma in Adult Education and Training, NQF Level 6.
    Or
  • A relevant qualification in the related field, NQF Level 6. 
    		•

    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 126 Credits.

    Compulsory Modules, Level 5, 6 Credits:
  • Language of Learning and Teaching (LOLT), 3 Credits.
  • Language of Conversational Competency (LoCC) (Xhosa, 2 Credits.
  • ICT Skills, 1 Credit.

    Compulsory Modules, Level 7,113 Credits:
  • Education Studies, 24 Credits.
  • Community and Adult Education and Training Management, 16 Credits.
  • Professional Studies in Community and Adult Education and Training, 34 Credits.
  • Work-Integrated Learning in Industry (Context of work), 8 Credits.
  • Work Integrated learning in Education (Education Context), 24 Credits.
  • Teaching, Leading and Researching in Community and Adult Education and Training Contexts, 7 Credits.

    Elective Modules, Level 7, 7 Credits (Select one module)
  • Arts and Culture, 7 Credits.
  • Economic and Management Sciences, 7 Credits.
  • Small Medium and Micro Enterprises, 7 Credits.
  • Wholesale and Retail, 7 Credits.
  • English, 7 Credits.
  • Afrikaans, 7 Credits.
  • Life and Learning Skills
  • Mathematics and Mathematical Sciences, 7 Credits.
  • Mathematical Literacy, 7 Credits.
  • Natural Sciences, 7 Credits.
  • Information and Communication Technology, 7 Credits.
  • Travel and Tourism, 7 Credits.
  • Early Childhood Development, 7 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply Integrated knowledge of theories of learning and meta-cognition (Adult and Community educational theory), to develop the ability to critically reflect on own and others` teaching and learning processes, creatively construct knowledge and promote enquiry and the development of independent thinking.
    2. Demonstrate an understanding of knowledge of learners and their development in diverse social contexts, the practical understanding of teaching and learning, the development of knowledge and skills to organise teaching, learning and assessment effectively in a community college or adult learning centre environment.
    3. Assimilate and integrate subject knowledge and pedagogical content knowledge in at least one subject discipline.
    4. Organise and effectively manage the vision of professional practice which includes critical enquiry, ethical engagement, a professional disposition, and a critical understanding of teaching as a profession.
    5. Collect, analyse, apply, and critically evaluate the principles and practice of teaching, learning, and research in an inclusive manner.
    6. Communicate in and use the Language of Learning and Teaching (LOLT) and any of the languages of communication and conversation in mediating learning in a theoretically informed manner to adult learners in diverse ACET contexts and situations.
    7. Apply basic ICT and science and technology Skills for teaching and learning and the development of electronic learning materials.
    8. Demonstrate foundational competency through appropriate understanding of the theories of adult learning and the different perspectives that shape the practice of adult education.
    9. Display practical competency in professional and academic perspectives within the Adult and Community Education and Training colleges and centres in the country.
    10. Demonstrate reflective competency for self-reflection on learning processes and professional practice by drawing on the interpretive resources provided by theoretical and contextual understanding 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Communicate or present own ideas and opinions from a Psychological, Philosophical Inclusive, and Sociological perspective in well-formed arguments, using appropriate knowledge from the discipline of education.
  • Reflect on own and others' teaching methods, thinking processes, and perspectives.
  • Plan for the development of skills, knowledge and attitudes while teaching within the requirements of the National Curriculum.
  • Apply fundamental knowledge and language skills in a variety of texts and contexts.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Improve learning through the implementation of different theories of learning.
  • Link the content with the practice and use the everyday experiences of learners as the basis for the planning and preparation of their lessons.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Create a classroom environment conducive to learning and teaching.
  • Develop and apply knowledge of subject content and classroom practice (methodology) to enhance curriculum construction.
  • Generate comprehensive lesson plans for a particular term.
  • Present a lesson on the subject using various teaching and learning strategies) in the lesson presentation.
  • Present evidence of a suitable assessment strategy and the methods used to assess learners.
  • Reflect on and evaluate own lesson presentations.
  • Develop a research culture with the aim of producing independent and lifelong learning learners.

    Associated Assessment Criteria for Exit Level Outcome 4:
    >Accurately and critically reflect on, evaluate, and address own learning needs in a self-directed manner, and facilitate collaborative learning.
  • Gain industry experience and develop a professional portfolio (Continuing Professional Development).
  • Develop knowledge and skills of classroom practice through placement in education and specialist workplace settings.
  • Apply professional knowledge, skills, and attitudes to real situations through work-based activities in a community college or specialist workplace setting.
  • Ethically engage with all the stakeholders in the professional teaching context.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Develop learners from diverse social and cultural contexts.
  • Work effectively in a diversity of contexts that characterize the South African educational landscape.
  • Display an appreciation for multi-culturalism and multi-multilingualism and display the necessary sensitivity to these issues in the classroom.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify and apply the core concepts of the language of teaching and learning.
  • Apply fundamental knowledge and language skills in a variety of texts and contexts.
  • Demonstrate basic knowledge of the language and be able to communicate at a superficial level.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Apply ICT in education and develop ICT-based teaching, learning, and assessment resources.
  • Design electronic learning materials and use them to present a lesson.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Analyse his/her organizational/college context of practice.
  • Locate his/her practice within the policy contexts of adult education and training in South Africa.
  • Understand the role of adult education and training in national economic and social development.
  • Apply the current globalisation processes of knowledge and adult learning conceptions.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Design adult learning programmes and materials.
  • Facilitate, manage, and assess adult learning as may be required.
  • Evaluate adult learning programmes and carry out necessary research to capacitate practice.
  • Structure, develop and provide evidence for arguments and propositions
  • Communicate effectively in written, oral, and electronic forms.
  • Take part in systematic research, supported by information retrieval and processing skills.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Critically reflect on his/her own processes of learning and other professional practice for improvement.

    INTEGRATED ASSESSMENT
    Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods.
    The appropriate types of knowledge, skills, values, and competencies required to work reflectively and effectively in the field of education and determined by the specific outcomes and assessment criteria of the subjects, form the basis of assessments.
    Formative assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study.
    In this qualification formative assessment will consist of a variety of tasks such as:
    Problem-solving individual and/or group assignments and projects, case studies, portfolio development, class discussions, quizzes, field trip reports and poster design. The variety of subjects offered requires subject specific and focused assessments, reflecting the rationale, procedures, and conventions of the relevant subjects, primarily as reflected in subject outcomes and assessment criteria.
    Summative assessment will take place at the end of a section of work/quarter or semester and is aimed at assessing learners' attainment against the learning outcomes of the qualification. Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.
    In this qualification summative assessment will consist of written assessments in the form of written class tests and examination conducted during and at the end of the academic year.
    Integrated assessment is aimed at the holistic development of learners and contributes to learners' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.
    Integrated assessment in this qualification will take place as learners are assessed holistically by means of project reports, a portfolio of evidence and an oral presentation related to the needs and requirements of communities. Integrated assessment is an essential component of ACET pedagogy and, as a result practice in this qualification. It provides opportunities for learners to learn through and from assessment and to work to various strengths in terms of different modes of assessment
    The most important principles are that assessment should:
  • Be both formative and summative.
  • Consist of a wide variety of forms of assessment.
  • Measure both theoretical and practical competence as well as the ability to integrate theory and practice for example through WIL.
  • Focus on important understanding rather than marginally relevant pieces of learning, and tasks should not be small and fragmented.
  • Be transparent to learners so that they are clear about what outcomes are being measured and what assessment criteria are being applied.
  • Relate to the purpose of the qualification especially if it is summative assessment.
    The assessment of WIL, both WIL in the context of work and teaching practice, is done at learning centres of community colleges and in appropriate workplaces. WIL is supervised by workplace mentors, lecturers and moderators, who collaborate in the development of final marks. 
    		•

    INTERNATIONAL COMPARABILITY 
    An international comparison exercise revealed that the Advanced Diploma in Adult and Community Education and Training Teaching is comparable to similar qualifications offered in other English-speaking countries.
    As a field of study adult education is dominated by research at universities in English-speaking countries, notably the United Kingdom, United States of America and, more recently, Canada, Australia, and New Zealand. In these countries, qualifications in adult and/or community education tend to follow a conventional progression from undergraduate qualifications through to graduate qualifications.
    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 universities in other countries:

    Country: United States of America (USA),
    Institution: Colorado State University.
    Qualification Title: Adult Education Authorization Training Postgrad Certificate.
    In the United States of America (USA), Colorado State University offers an Adult Education Authorization Training Postgrad Certificate Course. The qualification is similar to the South African qualification in terms of admission requirements and duration.
    For admission, prospective learners should have a Bachelor's degree. Similar to this qualification, 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.

    Modules and areas taught by Adult Educators:
  • English for Speakers of Other Languages (ESOL).
  • Teaching English as a Second Language (TESL).
  • Teaching English as a Foreign Language (TEFL).
  • GED preparation.
  • Adult Basic Education (ABE) curriculum.
  • Workforce development.
    The US qualification differs from the SA qualification in that it focuses mainly on the teaching of basic skills related to teaching immigrants and family literacy. The SA qualification focuses on the development of sector-specific subject matter experts.

    Country: Australia,
    Institution: Murdoch University
    Qualification Title: Graduate Certificate in Tertiary and Adult Education
    In Australia, the Graduate Certificate in Tertiary and Adult Education offered by Murdoch University is similar to the South African qualification as they all focus on theories, concepts, and practice of adult and community education, and have a similar structure in terms of curriculum contents, level of delivery and entry qualifications.

    Upon completion of the Australian qualification, qualifying learners may become:
  • University Lecturers.
  • Vocational Education and Training (VET) Teachers.
  • Nurse Educators (this is not applicable to the South African qualification).
  • Adult Literacy Teachers.
  • Community Adult Educators.
  • Human Resources and Industrial Training Officers (this is not applicable to the South African qualification).
  • Professional Development Personnel.

    Successful completion of the Graduate Certificate in Tertiary and Adult Education provides formal recognition of an adult education qualification against the national vocational education and training (VET) Standards for Registered Training Organisations (RTOs).

    The qualification is shaped by the context of the institution at which it is based. Likewise, the South African qualification is shaped by its context, and strives to offer learners the understanding and skills they will need to teach adults within the context of community education in South Africa. 
    		•

    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.
  • Bachelor of Education Honours in Adult and Community Education and Training, NQF Level 8.
  • Postgraduate Diploma in Adult and Community Education and Training, NQF Level 8. 
    		•

    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.