SAQA

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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
123201	Advanced Diploma in Adult and Community Education and Training Teaching
ORIGINATOR
University of KwaZulu-Natal
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		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
Registered		EXCO 0628/24	2024-11-21	2027-11-21
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-11-21		2031-11-21

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 the Advanced Diploma in Adult and Community Education and Training Teaching (ACET) is to increase the capability of existing ACET instructors who are not professionally equipped to teach the topic specialisation i.e., operate as an in-service professional teaching qualification. The qualification will prepare graduates and diplomates who already have a general undergraduate bachelor's degree or diploma relevant to an ACET topic specialisation to become professionally qualified as an ACET educator by serving as a 'capping' qualification.

The qualification requires a specific depth and specialisation of knowledge, practical skills and workplace or community experience to enable successful learners to enter teaching and lecturing in ACET and to develop additional skills from those already in the field. The qualification is designed to produce adequately qualified ACET lecturers attentive to the various teaching and learning situations in South Africa's ACET landscape. The curriculum will expose learners to multiple contexts throughout the country while developing the ability to teach a variety of ACET situations. The qualification focuses on building critically engaged academics who can confront social and contextual realities and issues to become transformative in the approach to education and development.

Rationale:
The White Paper for Post-School Education and Training (2013) was released to reconceptualise and renew South Africa's post-school education system. The White Paper calls for creating a new institutional type, Community Colleges, to facilitate the rapid expansion in terms of the number of learners and types of education and training on offer. Through the Community Learning Centres (CLCs) affiliated with them, the Colleges are expected to help provide opportunities for the approximately 3,4 million young people termed as -Not in Employment, Education or Training (NEETs), as well as to provide educational opportunities for those adults who for whatever reason were not able to complete the schooling. This, therefore, calls for an increase in the number of competent and qualified educators in the ACET sector.

The Policy on Minimum Requirements for Programmes Leading to Qualifications for Educators and Lecturers in ACET was published in 2015. In terms of this Policy, there are three possible qualifications granting ACET educators professional qualification status: the Diploma in Adult and Community Education and Training, the Bachelor of Education degree in Adult and Community Education and Training, and the Advanced Diploma in Adult and Community Education and Teaching Training.

Higher education institutions (HEIs) play a critical role in expanding the ACET sector, particularly in developing qualifications and building the capacity of ACET institutions and educators. This is mainly because the ACET discipline within HEIs has been historically relatively small and has decreased over the last decade. The Department of Higher Education and Training (DHET) has identified this lack of capacity as a cause for concern. Building the capacity of ACET disciplines within Higher Education Institutions has thus explicitly been addressed by the DHET's Teaching and Learning Development Capacity Improvement Programme.

This qualification was launched as a 5-year programme funded by the European Union. One of the aims of the qualification is to strengthen the institution's capacity for ACET and ACET lecturer education by assisting with developing ACET and ACET professional qualifications, materials development, and research on the field. The qualification emphasises collaboration between HEIs. Thus, there is an emerging policy terrain, potential demand, and DHET support for HEIs addressing/ seeking to address this policy terrain.

Learners entering the qualification will come from a far wider range of backgrounds, falling into one of the three following categories:

Currently teaching in a wide range of ACET contexts or are engaged in ACET activities in a workplace context and hold a relevant initial undergraduate degree or diploma in the area of specialisation but do not hold a professional adult education qualification. Such contexts might include:
> A public adult education facility such as a Community Learning Centre (CLC).
> Private training organisations offering a wide range of training to the government and/or the private sector.
> Private companies or public entities that offer employee training.
> Government departments at various levels offering employee training, such as Correctional Services, Defence, Police, Water Affairs and Forestry

Government departments at various levels offering some adult education or training to others (e.g., correctional facilities offering ACET qualifications to offenders; Department of Health to Community Health Workers; Department of Public Works to those involved in the Expanded Public Works Programmes; Department of Labour to unemployed people; and so on).

Trade unions which offer training to members, or organisations such as DITSELA or the Workers College offering worker education.

Faith-based organisations (FBOs) or non-governmental organisations (NGOs) that offer adult literacy classes.

Currently teach in a non-ACET context (such as a school) with a professional educational qualification not related explicitly to the ACET field. They wish to move into teaching in the ACET field.

Hold an initial undergraduate or postgraduate qualification that has provided sufficient content knowledge in the specialisation they intend to teach. They may have been working in this area of specialisation and now wish to move into teaching in the ACET field.

Thus, potential learners will vary considerably in their prior qualifications and experience in the ACET sector. Learners must have a relevant initial undergraduate degree or diploma with at least one field of learning appropriate for teaching a subject or field in the ACET curriculum. Learners are likely to be diverse in age, gender, race, language, life experience, and preparedness.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):

Recognition of Prior Learning (RPL) is possible for this qualification, and rules and procedures will be considered when learners apply for RPL. The institution's RPL Policy will be applied in all cases. A fundamental principle that must inform RPL practice is that learning outcomes must not be compromised due to RPL practice.

Many learners who will enrol for the qualification will already be practising as Adult and Community Education and Training lecturers/educators in different contexts, mainly in the public sector. They will have gained considerable skills and experience and may have prior qualifications.

RPL implementation in this qualification will enable learners to either/or:

Access to the qualification.

Award of full or partial credits where prior learning meets all the requisite exit-level outcomes of a module or modules.

RPL for access:

RPL offers an alternative access route into a learning programme to those who do not meet the specified qualification entry requirements.

RPL for access will be done based on submitting a portfolio of evidence to show that the candidate has sufficient disciplinary learning in appropriate academic fields to enable lecturing an ACET subject/field as taught in institutions offering ACET qualifications.

A maximum of 10% of admissions in any year may be via RPL.

RPL for credits:

RPL for credits will be done based on submitting a portfolio of evidence to show that the learning outcomes have been achieved.

The RPL evaluation process is based on matching learning outcomes obtained via alternative learning pathways with the exit-level outcomes of the qualification.

In either case, an RPL assessment committee will be set up to examine the portfolios of evidence. The RPL portfolio of evidence (POE) evaluation will use criterion-referenced rubrics to ensure consistency, fairness and rigour of RPL assessment. Successful RPL applications are presented and considered by the Teaching and Learning, School Board and School Higher Degrees committee, followed by submission for approval at the College Academic Affairs Board meeting.

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.
PLUS

Postgraduate Certificate in Education, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Level 7 totalling 120 Credits.

Compulsory Modules, Level 7, 120 Credits:

The ACET Context, 16 Credits.

Studies in ACET 1, 16 Credits.

Studies in ACET 2, 16 Credits.

Teaching Practice 1, 16 Credits.

Teaching Practice 2 and Site-based Experience, 16 Credits.

Teaching a Specialisation in an ACET context, 16 Credits.

Assessing a Specialisation in an ACET context, 16 Credits.

Teaching (subject specialisation) for the real world, 16 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an understanding of the philosophy, psychology, politics, economics, sociology and history of ACET.
2. Demonstrate an understanding of ACET policy.
3. Demonstrate respect for professional ethics and issues related to knowledge of, and relationships between self and others in the life of an ACET educator.
4. Critically reflect on own practice to support professional development.
5. Demonstrate an understanding of the general theories, principles, practices and methods of teaching adults.
6. Demonstrate an understanding of ACET and general learning theory.
7. Demonstrate an understanding of ACET learners, ACET learning, ACET curricula and general ACET instructional and assessment strategies.
8. Demonstrate the ability to work in teams, organisations and groups.
9. Demonstrate an understanding of concepts, methods, principles and practices of an ACET subject or field to create appropriate learning opportunities for learners.
10. Apply appropriate assessment methods for the ACET subject or field to ensure progress in learning.
11. Develop an understanding of inclusive education, possible barriers to learning experienced by learners, working with diversity and individual learning needs.
12. Apply practical knowledge and skills associated with the subject field or area to enhance teaching and learning.
13. Prepare learners for learning and work in real-life workplace environments.
14. Demonstrate an understanding of teaching practices across a variety of ACET contexts, including classrooms, workshops and other ACET learning spaces.
15. Manage learning spaces in a variety of ACET contexts.
16. Demonstrate knowledge of the current application requirements and relevance of specialised subjects' fields in associated work or community organisations or sites.
17. Analyse and reflect on knowledge and skills required s in subject fields in associated work/community organisations/sites and the implications for the curriculum.
18. Reflect critically on Work Integrated Learning (WIL) experiences depicting lessons learnt for the teaching of subject specialisation and for collaboration between CET providers and workplaces or community organisations/sites.
19. Demonstrate an understanding of relevant social, economic, political, policy and organisational contexts important for the growth of ACET in South Africa.
20. Demonstrate an understanding of the diverse challenges faced by ACET learners.
21. Engage with professional peers in a community of practice to enhance the development of the profession and professional identities.
22. Demonstrate academic literacies as appropriate to the level of the qualification (language and numerical literacies).
23. Demonstrate the ability to hold a basic conversation in at least one official African language.
24. Demonstrate the ability to integrate ICT appropriately for own and learner development.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Discuss, debate, and critically assess the various philosophies of ACET, locating each of these within a geographic and historical context.

Discuss sociological and psychological principles and practices related to the ACET context.

Explain, discuss, and analyse various theoretical positions with respect to history, politics and economics as they relate to ACET.

Associated Assessment Criteria for Exit Level Outcome 2:

Explain and discuss policy developments and changes in South Africa and internationally, and assess this in relation to the theory and principles of ACET.

Discuss the organisational structure, career paths and employment conditions of ACET educators.

Associated Assessment Criteria for Exit Level Outcome 3:

Display a critical, committed, and ethical attitude in own practice and provide examples of ways in which own practice reflects such attitudes.

Describe and discuss the principles and values of the Constitution of South Africa and engage in ethical debates in and about religion, democracy, citizenship, human rights, and the environment.

Foster a sense of respect and responsibility towards others.

Discuss ways in which the professional status of an educator can be enhanced and provide examples from own practice.

Discuss and debate issues related to sustainable development, the environment, and the green economy.

Associated Assessment Criteria for Exit Level Outcome 4:

Analyse own practice using appropriate research strategies to enhance teaching, learning and professional practice.

Associated Assessment Criteria for Exit Level Outcome 5:

Compare and contrast prevailing theories, principles, practices, and methods of teaching adults.

Critique prevailing theories from a South African context.

Design lesson plans that show the selection and adaptation of teaching approaches, practices and learning materials for diverse settings.

Associated Assessment Criteria for Exit Level Outcome 6:

Compare and contrast learning theories with respect to how adults learn and how children learn.

Design lesson plans which foster critical and creative thinking.

Deal with conflict through debate and engagement.

Associated Assessment Criteria for Exit Level Outcome 7:

Develop lesson plans appropriate for diverse socio-economic contexts and backgrounds of ACET learners.

Adapt and adjust teaching and learning practices and learning programmes to the diverse contexts, needs, ages, language competencies, cultures, and genders of learners.

Analyse and critique a curriculum using the principles of curriculum, including why and how curriculum decisions are made.

Select appropriate teaching and learning strategies to prepare learners for workplaces, community organisations or sites.

Associated Assessment Criteria for Exit Level Outcome 8:

Participate in a group activity in a way that models working in teams to the benefit of all participants.

Develop learning activities to prepare learners to work in teams, organisations or groups

Apply appropriate strategies and approaches to group learning.

Explain the importance of working in groups.

Associated Assessment Criteria for Exit Level Outcome 9:

Apply concepts, methods, principles, and practices in relevant fields of knowledge, which underpin the subject/learning fields, e.g., applied agriculture.

Use the characteristic language, terminology, and concepts of e.g., applied agriculture learning fields appropriately.

Develop lesson plans that demonstrate appropriate teaching and learning strategies to prepare learners for the real world.

Develop lesson plans that demonstrate the ability to accommodate cultural, gender, ethnic, language and other differences among learners and in a range of contexts.

Associated Assessment Criteria for Exit Level Outcome 10:

Select, adapt and/or design assessment tasks and strategies appropriate to e.g. applied agriculture that accommodates a range of learning contexts, and differences in learning style.

Provide feedback to enhance teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 11:

Identify and recommend inclusive education strategies and learner support to overcome barriers to learning including specific barriers of a particular subject or specialisation.

Create and maintain learning environments which are safe and conducive to learning.

Associated Assessment Criteria for Exit Level Outcome 12:

Develop learning activities that incorporate relevant practical knowledge and skills into teaching and learning, considering diverse teaching and real-world settings.

Associated Assessment Criteria for Exit Level Outcome 13:

Identify and explain strategies for equipping learners for the real world.

Associated Assessment Criteria for Exit Level Outcome 14:

Explain and provide examples of how teaching practices, methods and principles can be used in a variety of contexts, formal, non-formal and informal.

Develop appropriate lesson plans, methods, and media to enhance learning.

Design and conduct assessment.

Prepare and teach lessons that link the subject taught to the specific ACET learners, levels, needs and context.

Associated Assessment Criteria for Exit Level Outcome 15:

Apply appropriate management and administration procedures with respect to ACET learning spaces.

Manage and facilitate learning environments.

Identify how the management of learning spaces might differ in different contexts.

Associated Assessment Criteria for Exit Level Outcome 16:

Explain how the subject specialisation is being used in associated work or community organisations or sites.

Identify and describe organisational and cultural aspects in work or community organisations or sites, including organisational structure, culture, rules and employment and training practices.

Identify the knowledge, skills, and attributes required of employees or volunteers who work in the subject field in associated work or community organisations or sites.

Associated Assessment Criteria for Exit Level Outcome 17:

Compare the curriculum of a subject specialisation with the knowledge, skills and attributes required in the work or community organisations or sites.

Identify curriculum challenges and gaps.

Identify and recommend strategies to make the curriculum more relevant to the work or community organisation or site, and better prepare learners for the real world.

Associated Assessment Criteria for Exit Level Outcome 18:

Critically appraise and report on lessons learnt and their applicability to the teaching subject.

Critically reflect on the benefits of collaboration between CET colleges/training providers and workplaces/community organisations.

Associated Assessment Criteria for Exit Level Outcome 19:

Critically discuss education and training and economic policies, procedures and systems impacting institutions and classrooms, and on education and training and the economy.

Identify the strengths and weaknesses of current policy in relation to poverty, underdevelopment, class, race, gender, ethnicity, and the environment.

Associated Assessment Criteria for Exit Level Outcome 20:

Identify and discuss how the broader socio-economic context influences and manifests at a local level.

Critically reflect on own social positioning and power dynamics within the learning and teaching context.

Develop lesson plans which promote critical thinking, active citizenship, community development and responsible participation in the lesson.

Associated Assessment Criteria for Exit Level Outcome 21:

Work in teams, groups and organisations to the benefit of the ACET professions and professionals.

Engage with and collaborate with professional peers at other institutions.

Associated Assessment Criteria for Exit Level Outcome 22:

Explain, describe, discuss, and relate key concepts in the area of specialisation using the main language of instruction.

Convey the content of the field of specialisation in written, graphic, and other forms appropriate to the level and language ability of learners.

Interpret written and graphic materials relating to the field of specialisation.

Apply numerical and elementary statistical knowledge to learning activities.

Associated Assessment Criteria for Exit Level Outcome 23:

Converse in one African language.

Associated Assessment Criteria for Exit Level Outcome 24:

Use information and communication technology to further learning and facilitate the learning of learners.

INTERNATIONAL COMPARABILITY

The qualification was compared with similar qualifications offered by the following international countries.

Country: United Kingdom
Institution: University of South Wales (USW)
Qualification Title: Postgraduate Certificate in Post Compulsory Education and Training Duration: 1-year full-time
Entry requirements:

A level 6 qualification in the teaching subject area, along with one or more years of vocational experience in the teaching subject (where relevant).

Purpose:
The qualification aims to develop learner teachers who are familiar with/confident about social sciences discourse, who may later be interested in pursuing a Master of Arts in Education, and whose writing is already at level 7 (assessed during application).

The qualification is designed for learners with a degree in the specialist subject that they plan to teach which may include experience of this subject in industry. Learners should also enjoy working with and learning from others and can work collaboratively and professionally. This qualification prepares learners for a career as a teacher in the post-compulsory education and training sector, also known as further, adult, and vocational education.

Modules:

Planning for Learning comparable to Teaching a Specialisation in an ACET context.

Practice-based Research comparable to Teaching Practice.

Assessing for Learning comparable to Assessing a Specialisation in an ACET context.

Literacies for Learning.

Developing Professional Practice comparable to Studies in ACET.

Extending Professional Practice comparable to Teaching subject specialisation for the real world.

There are no exams, assessment is 100% coursework that is practice-based including practical, group and interactive activities, as well as written coursework.

Similarities:

The University of South Wales (USW) and the South African (SA) qualifications are completed over one year of full-time study.

Both qualifications are registered at Level 7.

The USW and SA qualifications require applicants who completed Level 6 qualification in the related field.

Both qualifications consist of compulsory modules.

Country: Australia
Institution: Deakin University
Qualification Title: Graduate Certificate of Adult, Vocational Education and Training
NQF Level: AQF Level 8
Duration: 1 year part-time
Entry requirements:
Applicants will need to meet at least one of the following criteria:

Completion of a bachelor's degree or higher
And

At least two years of relevant work experience (or part-time equivalent)

Purpose:
The Graduate Certificate of Adult, Vocational Education and Training will equip learners with the advanced knowledge and practical skills to meet the growing demand for teachers within the Technical and Further Education (TAFE) and Vocational Education and Training (VET) system.

Learners will explore the methodologies behind creating authentic and inclusive learning experiences for learners and investigate the design, development and evaluation of research in education. Learners will undertake an independent research project relevant to professional practice in education

Learning Outcomes:
On completion of the qualification, successful learners will be able to:

Critically analyse and apply advanced and specialised knowledge of the principles of contemporary vocational education research, curriculum design, pedagogy and evidence-based assessment and the application for teaching and learning in adult, vocational education and training.

Employ expert oral and written communication skills and standards required of the adult, vocational education and training teaching and scholarship to be able to transmit complex knowledge to a variety of audiences.

Apply a range of digital technologies and data sources to create, search, analyse, report, evaluate and communicate within the practice and scholarship of teaching of adult, vocational education and training.

Critically review, analyse and synthesise complex ideas and make informed judgements to improve teaching and learning methodologies, pedagogy and practices in adult, and vocational education and training.

Apply specialist knowledge of theories of learning and teaching, to identify, evaluate and resolve problems and challenges impacting adult and vocational education and training, including addressing implications for teaching and scholarship.

Apply an evidence-based approach to critical self-reflection in relation to teaching and learning, and evidence of a commitment to ongoing, self-directed lifelong learning and professional development.

Analyse and apply ethical and professional standards in engaging with key challenges in teaching and learning globally, and within diverse socioeconomic, cultural and religious contexts.

Qualification structure:
The qualification consists of the following compulsory modules:

Compulsory Modules:

Academic Integrity and Respect at Deakin.

Research Design Development and Method.

Independent Research Project for Professional Practice.

Designing, Teaching and Assessment in Adult, Vocational Education and Training comparable to Studies in ACET, Teaching a Specialisation in an ACET context and Assessing a Specialisation in an ACET context.

Contextualising Learning and Teaching in Adult, Vocational Education and Training comparable to The ACET Context.

Assessment:
Assessment design may include formative and summative assessments.
Formative assessments:

Formative assessments for learning are used only to monitor learner progress, build knowledge and skills and provide timely and meaningful feedback on learner learning.

Formative assessments do not contribute to a learner's final grade and/or mark for a unit of study.

Summative assessments-
Summative assessments of learning evaluate learner progress towards achievement of unit learning outcomes and contribute to a learner's final grade and/or mark but may also have formative purposes.

Assessment tasks are weighted as follows:

No single assessment task, including end-of-unit assessments and examinations, is weighted more than 60% of the overall unit result. Assessment requirements of accreditation bodies, research/research theses, portfolios, project-based assessments and microunits are exempt from this requirement.

The maximum weighting for the collective component of a group assessment is 50% of the mark for the unit.

Quizzes and end-of-unit assessments that are administered online, are unsupervised and automatically computer-marked and do not comprise more than 20% of the total unit mark.

Similarities:

The Deakin University (DU) and the South African (SA) qualifications will equip learners with the skills and knowledge to confidently design, teach and assess in the VET system/ACET context.

Both qualifications share similar exit learning outcomes.

Both qualifications consist of compulsory modules.

The DU and SA qualifications use both formative and summative assessment.

Differences:

The DU qualification is registered at level 8 on the level AQF, and the SA qualification is registered at level 7 on the level SA NQF.

The SA qualification is offered over one year of full-time study whereas the DU qualification is offered over one year of part-time study.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Advanced Diploma in Education in School Leadership and Management, NQF Level 7.

Vertical Articulation:

Bachelor of Education Honours in Adult Education, NQF Level 8.

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

Bachelor of Education Honours, NQF Level 8.

Postgraduate Diploma in Education, NQF Level 8.

Postgraduate Diploma in Technical and Vocational Education and Training, NQF Level 8.

Postgraduate Diploma in Adult Education, NQF Level 8.

Postgraduate Diploma in Education in Teaching and Learning, NQF Level 8.

Diagonal Articulation
There is no diagonal articulation for this qualification.

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.	University of KwaZulu-Natal