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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Adult and Community Education and Training 
SAQA QUAL ID QUALIFICATION TITLE
124592  Advanced Diploma in Adult and Community Education and Training 
ORIGINATOR
University of South Africa 
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 0633/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 is to address the educational and developmental challenges faced by Africa and beyond. This qualification is situated within a broader national and professional context, aiming to empower individuals and communities to tackle their unique challenges effectively, thereby contributing to social and economic development. The transition to fully online delivery, prompted by the COVID-19 pandemic, reflects the institution's commitment to leveraging technology to enhance educational accessibility and effectiveness. This approach aligns with the institution's mission to provide quality, technology-driven education that is both flexible and inclusive, making higher education accessible to a broader audience, including those in remote or underserved regions.

The qualification design ensures that graduates emerge with a comprehensive understanding and advanced competencies in adult and community education and training (ACET). This includes a deep theoretical grounding coupled with practical application skills, enabling them to ethically facilitate learning, adapt to changing policies and legislation, and manage the ACET qualification with professionalism. The exit level outcomes are closely tied to the qualification purpose, ensuring that all aspects of adult and community education, from theory to practice, are covered. Graduates are expected to integrate and apply their knowledge to address the complexities of adult and community education, critically evaluate different types of knowledge, and practice ethical decision-making within their professional conduct.

Furthermore, the qualification emphasises the development of a range of graduate attributes, including ethical and professional practice, innovative problem-solving and management skills, and effective communication. These attributes are essential for graduates to navigate the challenges and opportunities within the ACET sector confidently. By fostering a strong sense of accountability, encouraging self-directed and collaborative learning processes, and emphasising the importance of effective information management and communication, the qualification prepares learners to take on leadership roles within their communities and organisations.

Rationale:
The Department of Higher Education and Training March 2015 Policy on Minimum Requirements for Programmes Leading to Qualifications for Educators and Lecturers in Adult and Community Education and Training (Government Gazette, Volume 597, No. 38612, 27 March 2015) has laid down that a Diploma meeting certain requirement is to be an initial professional qualification in Adult and Community Education and Training (ACET) and lays the ground for further studies in the field right up to doctoral studies. This is a continuing professional development qualification for Adult Education and Training (AET) Educators and Community Education and Training College (CETC) lecturers to strengthen an existing specialisation in a subject or field, or to develop a new role or practice to support teaching and learning in ACET. The qualification enhances candidates' understanding of the theoretical and practical underpinnings of Adult and Community Education and Training (ACET) and a deep and systemic understanding of current thinking, practice, theory, and methods in specialisation. The learning programme must lead to the development of all the ACET educator and lecturer competences described in the Government Gazette.

Before the publication of the Government Gazette, institutions of higher learning and other organisations provided different ABET qualifications, most of which did not meet the minimum requirements and competences that educators and practitioners needed to teach. In addition to that, the field, community, society, and national imperatives have been changing over time, where the focus on just basic numeracy and literacy has been expanded to include the provision of skills for livelihoods.

The qualification will equip qualifying learners to facilitate ACET teaching and learning ethically, professionally, and innovatively in both rural and urban situations. On completion of the qualification, learners will be able to implement and continuously adapt to national legislation/policies and guidelines governing and addressing ACET teaching and learning coherently and purposefully.

The qualification is also intended to ensure that learners can demonstrate an appropriate collaborative attitude and value the involvement of multiple stakeholders who contribute to ACET teaching and learning success. Qualifying learners will also be able to administer and manage formal ACET effectively through good classroom practice that stimulates learning amongst ACET learners and develops them to be active citizens.

Learners who achieve the exit level outcomes will be competent, advanced ACET educators and lecturers who will still need time, experience, and appropriate support to develop as fully-fledged extended professionals. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Recognition of prior learning is by the RPL policy of the University. Prior learning may be assessed against the outcomes of equivalent qualifications to determine compliance with access requirements. RPL will be applied to accommodate applicants who qualify, and thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL for access, credits from modules and credits for or towards the qualification are applied. Learners must, at the time of application, provide proof in the form of an academic record or other documentation to substantiate that they have the required level of knowledge and expertise. Such competencies may help gain advanced placement.

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.

They must provide evidence of relevant work experience and competencies that align with the academic requirements of the qualification they are seeking. Candidates undergo a pre-assessment that may include guidance sessions, self-assessment, and submission of evidence like work portfolios or a formal assessment, which involves a more detailed evaluation, possibly including interviews, additional tests, and assessments by an RPL panel to determine the candidate's eligibility for admission based on their prior learning and experience.

RPL for exemption of modules:
Learners may apply for exemption 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.

A panel assesses the submitted evidence to determine if the candidate's knowledge and skills meet the learning outcomes of the module(s). The process may include practical assessments, portfolio reviews, or challenge examinations. If the assessment is successful, the candidate is granted credit for the module(s), which count towards the completion of their qualification.

The RPL assessments adhere to fair, valid, and reliable practices by aligning the assessment criteria with the qualification's learning outcomes. This alignment ensures that learners who gain access or exemptions through RPL meet the same stringent standards as those who have completed the conventional pathway, maintaining the integrity and standards of the qualification.

Diverse sources of learning, including formal, non-formal, and informal experiences, are recognised. The evaluation process is consistently applied across all applications and conducted by assessors trained in RPL practices and familiar with specific qualification standards. This consistency ensures that learners are treated fairly and equitably. RPL involves applying the principles outlined in the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa.

Assessments are moderated to verify the consistency and unbiased application of assessment criteria, maintaining standardisation across different assessors and candidates, and enhancing the reliability and fairness of the RPL assessments.
All candidates receive detailed feedback about the post-assessment, irrespective of the outcome. This feedback guides successful candidates and offers constructive advice to unsuccessful candidates, including recommendations for further learning or preparation that could aid in future RPL applications. This feedback mechanism supports continuous learning and improvement among all learners.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Bachelor of Education, NQF Level 7.
    Or
  • Diploma in Adult and Community Education and Training, NQF Level 6.
    Or
  • Diploma in Adult Education and Training, NQF Level 6.
    Or
  • National Professional Diploma in Education, NQF Level 6.
    And
  • Advanced Certificate in Education, NQF Level 6.
    Or
  • A relevant qualification in the related field, NQF Level 6.
    And
  • Postgraduate Certificate in Education, NQF Level 7, 120 Credits. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7, totalling 120 credits.

    Compulsory Modules, NQF Level 7, 72 Credits:
  • Foundations of Adult and Community Education and Training, 24 Credits
  • Issues in adult learning and teaching, 24 Credits.
  • Research and Critical Reflection in Adult and Community Education and Training, 24 Credits.

    Elective Modules, NQF Level 7, 48 Credits (Select two modules):
  • Project Management and Community Development in ACET, 24 Credits
  • Leadership, accountability, and evaluation in ACET, 24 Credits.
  • Income-Generation and Entrepreneurship in ACET, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate comprehensive integration and application of knowledge across the adult and community education and training fields. This includes a deep understanding of key terms, concepts, principles, and theories, as well as the ability to relate specialised knowledge to broader fields, disciplines, or practices.
    2. Exhibit a critical understanding of knowledge as dynamic and contested, capable of evaluating different types of knowledge and explanations within the adult and community education sector, recognising its implications for practice.
    3. Apply diverse methods of inquiry suitable for investigating complex issues within the field, demonstrating the ability to select and employ appropriate methods to solve problems or effect change.
    4. Demonstrate the ability to identify, analyse, critically evaluate, and address complex problems using evidence-based solutions and theory-driven arguments, showing adeptness in applying these skills in practical contexts.
    5. Make decisions and act ethically and professionally in varied contexts, with the ability to justify actions based on ethical values and standards, ensuring responsibility and accountability in practice.
    6. Develop, validate, and manage information gathering processes effectively, demonstrating independent critical evaluation of information sources and the ability to manage complex information for specific contexts.
    7. Develop and communicate ideas, arguments, and solutions clearly and effectively using appropriate academic, professional, or occupational discourse, tailored to diverse audiences.
    8. Manage and adapt to unfamiliar and variable contexts, recognising that problem-solving is contextually and systematically bound and requires innovative approaches.
    9. Independently identify and address personal learning needs in a self-directed manner, while facilitating and engaging in collaborative learning processes with peers.
    10. Take full responsibility for personal work, decisions, and resource use, showing an ability to respond to the decisions and actions of others in varied or ambiguous situations. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply advanced relevant disciplinary and subject knowledge and explain the implications of this for pedagogy.
  • Integrate knowledge in adult and community education fields, disciplines, or practices, including an understanding of the evaluation of the key terms, concepts, facts, principles, rules, and theories of the field, discipline, or practice of adult education.
  • Discuss how the disciplinary knowledge relates to other knowledge of an area or areas of specialisation, fields, disciplines, or practices.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply adult and community education theories suitable for transformation and development.
  • Evaluate current processes of knowledge production about theoretical discourse and practical approaches to assessment and intervention in adult education and communities.
  • Critically examine knowledge as a contested phenomenon.
  • Debate types of knowledge and explanations typical within adult and community education, and training and practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify important community and adult education challenges in communities using the correct principles and procedures.
  • Apply a range of methods of enquiry and procedures suitable for the investigation in the field of adult and community education discipline or practice.
  • Select a range of methods that can be used to resolve problems or introduce change within a practice.
  • Design creative interventions using appropriate technologies, techniques, and processes to address complex community and adult education challenges.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply advanced research skills in ACET.
  • Devise an appropriate small-scale research design.
  • Use appropriate research methods.
  • Undertake analysis and interpretation.
  • Generate a research report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply ethical and professional practice in making decisions and acting ethically and professionally in adult and community education practice.
  • Justify decisions and actions drawing on appropriate ethical values and approaches within a supported environment.
  • Analyse the practice of developments in adult and community education.
  • Examine models of collaboration and consultation with related stakeholders in adult and community education and training.
  • Interrogate case studies against legislative, policy, and ethical regulations of the institution and the South African Council of Educators.
  • Justify knowledge production by integrating African indigenous knowledge.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluate the learner's ability to integrate and apply knowledge in adult and community education and training (ACET), including key concepts, theories, and methodologies, to develop appropriate processes for information gathering.
  • Assess the learner's capability to independently validate sources of information, critically evaluate, and manage information effectively within ACET contexts.
  • Assess the learner's critical reflection skills in evaluating information sources and adapting approaches based on theoretical insights and practical considerations within ACET.
  • Evaluate the learner's innovation and adaptability in applying knowledge to diverse educational settings and contexts, independently validate and manage information for effective decision-making

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Identify and describe research paradigms, types of research, methods, data collection, and analysis.
  • Apply theories on adult learning and community development.
  • Analyse professional discourses and identify persisting social challenges in adult education and the communities.
  • Produce a research report based on a case study/project in the community.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Analyse the learning needs of adults and communities into appropriate categories.
  • Establish a supportive relationship with the community
  • Address responses to contemporary problems in the curriculum and programmes chosen or adapted.
  • Consider systemic hierarchies, rules of communication, and cultural contexts in educational and community interventions stated/written.
  • Analyse knowledge sharing in professional collaborative relationships between adult and community education professionals, community, and other stakeholders.
  • Address unintended consequences emanating from interventions by professionals in ACET.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Prepare a learner profile with adult learners.
  • Conduct needs analysis with learners.
  • Analyse learning and community needs into appropriate categories.
  • Establish a supportive relationship with the community.
  • Monitor class attendance, practical training, supervision, online synchronous and asynchronous teaching, participate in discussion forums, and in-person group discussions, etc.
  • Develop reflective practices in continuous performance improvement.
  • Maintain a written portfolio performance.
  • Plan personal development to address weaknesses.
  • Analyse self-assessment questions and quizzes of learners.
  • Develop course and trainer evaluation forms.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Critically reflect on one's value system while acknowledging the values of stakeholders and communities and analysing ethical and professional requirements.
  • Prepare or source appropriate materials to create a facilitative learning environment in ACET.
  • Interact with and create professional relationships with all stakeholders in the professions, and with families, schools, and communities in the ACET context.
  • Present evidence of the execution of tasks independently and justify taking responsibility.
  • Evaluate educationally based programmes and advise on the development of policies in the field of ACET.
  • Present evidence that learning materials and resources are accurately inventoried and stored securely and orderly.
  • Generate management and leadership qualities reports.

    INTEGRATED ASSESSMENT
    The assessment strategy for the qualification aligns closely with the institutional assessment strategy, qualification outcomes, and the mode of provisioning outlined in the institution's Assessment Policy document. The integration of the assessment strategy ensures that the institution's assessments are robust, transparent, and aligned with institutional goals and the needs of diverse learners in an Open Distance Learning environment.

    The assessment strategy is designed to align with the institution's vision, mission, and objectives as an Open Distance e-Learning (ODeL), ensuring suitability for online distance learning and the institution's strategic direction.

    The assessment strategy ensures alignment between module learning outcomes and the qualification's exit-level outcomes, reflecting the NQF-level 7 descriptors. Assessments are designed to evaluate whether learners have achieved the intended outcomes by the end of the qualification.

    The assessment strategy is tailored for online distance learning, including both formative and summative assessments conducted online. It incorporates various continuous assessments and the use of assessment methods, such as capstone modules and assignments, suitable for evaluating comprehensive learning in an ODeL environment.

    Formative Assessment:
  • Formative assessment occurs during teaching and learning, providing immediate or prompt feedback to support learner progress.
  • It includes individual assessments, group assessments, and peer assessments, fostering collaborative learning and providing varied feedback mechanisms.
  • Continuous assessment is a form of formative assessment, conducted regularly throughout the course, contributing cumulatively to the final mark.
  • Formative assessments contribute to the year mark, with specific criteria regarding weight allocation, ensuring transparency and consistency

    Summative Assessment:
  • Summative assessment occurs at the end of a module or learning program, determining learners' competency in pre-determined outcomes.
  • Summative assessment types include take-home examinations, randomised multiple-choice question assessments, projects, portfolios, oral examinations, practical examinations, and various experiential learning opportunities such as Work Integrated Learning and Simulated Work Experiences.
  • Summative assessments have sub-minimum requirements for results, emphasising the importance of achieving competency in summative tasks.

    The assessment strategy outlines the minimum number of assessments required for different types of modules, ensuring comprehensive coverage of learning outcomes.
    Assessment practices are aligned with the institution's assessment policy. Each module is assessed independently. Assessment takes the form of demonstration of knowledge of theoretical and practical aspects of adult and community education and training, legislation, policies, structured activities, and authentic assignments that include

    Continuous Assessment Modules Checklist Criteria
  • Small module 1-250 learners (can the module be marked by 1 person (an academic employed at Unisa) within 21 days, and constructive feedback is sent to learners).
  • Minimum of 3 assessment opportunities per semester or 6 per year.
  • Compulsory 1 elective assessment for the highest weighted assessment
  • Elective assessment (resubmission) for learners who obtain less than 50% in every assessment task (arranged with DSAA to add on the assessment plan).
  • No compulsory assessments are administered/selected in the assessment plan.
  • Teach first before an assessment is uploaded
  • Complete marking an assessment task within 21 days and give feedback before uploading the following assessment task
  • Only one quiz or MCQ will be given.
  • Mix assessment forms
  • At least one proctored assessment.
  • At least one summative assessment.
  • Before signing off, check all submissions of learners who missed an assessment opportunity, and provide a contingency assessment.
  • Formative will be 75.
  • Summative will be 25.
  • Exit modules to have external moderation on summative assessment.

    Forms of assessment include:
  • Quizzes
  • Minute papers to indicate threshold concepts
  • Mind maps to demonstrate understanding
  • Summaries of class discussions
  • Reflective journals.
  • Video presentations.
  • Peer assessment.
  • Tests.
  • Examinations.
  • Projects.
  • Reports.
  • Essays.
  • Multiple choice questions
  • University seminars
  • Workshops
  • Forums.
  • Group assessments
  • Observations
  • Take-home assignments
  • Oral presentations.
  • Interviews
  • Portfolios.
  • Participation.
  • Self-assessments.
  • Peer assessments.
  • Creative task (APP Artefact)
  • Design Task.
  • Scenario-based tasks. 
    		•

    INTERNATIONAL COMPARABILITY 
    The global landscape of adult education showcases diverse approaches to enhancing the skills and knowledge of adult learners. An examination of the Graduate Diploma in Adult and Vocational Education from the University of Wollongong, the Graduate Certificate in Adult Basic Education from Colorado State University, and the South African qualification reveals a concerted effort toward international comparability and learner mobility as seen below.

    Country: Australia
    Institution: University of Wollongong
    Qualification: Graduate Diploma in Adult and Vocational Education
    Credits: 48 credits
    Duration and scope: 1 year Full-time
    Mode of delivery: Face-to-face, as well as distance education modes
    Entry requirements:
  • Diploma, Bachelor's degree, RPL

    Purpose:
    The Graduate Diploma in Adult and Vocational Education provides a substantial teaching qualification for those working in the Adult and Vocational Education sector. The qualification offers theoretical foundations and extensive practical skills that address the broader aspects of education and training. Accreditation body: The Association to Advance Collegiate Schools of Business (AACSB)

    Learning Outcomes:
  • Demonstrate broad discipline knowledge of adult learning principles and the different approaches to teaching adult learners from a diversity of backgrounds.
  • Demonstrate sound understanding of the various approaches to teaching within the adult and vocational education field, as well as underpinning knowledge of how to initiate, plan, implement, and evaluate programmes.
  • Demonstrate expert, advanced cognitive, technical, and communication skills to select and apply methods and technologies to :
    > Assess adult learners' needs
    > Analyse the specific demands and requirements of diverse learners
    > Design, plan, implement and evaluate vocational education and adult learning programmes in state, national, and international settings
    > Observe, reflect on and critique pedagogical practices.
  • Demonstrate capacity for differentiated instruction for diverse groups of adult learners.
  • Demonstrate sound understanding of curriculum design and evaluation principles, both in face-to-face and online environments.

    Structure
    Learners must complete 48 credit points, including: core subjects to the value of 30 credit points; and elective subjects to the value of 18 credit points.

    Compulsory Modules, 24 credit points:
  • Learning about Learning in Adult Education, comparable to Issues in adult learning and teaching
  • Innovation for Practitioners in Adult, Vocational and Higher Education comparable to Foundations of Adult and Community Education and Training
  • Teaching for Diversity in Adult, Vocational and Higher Education
  • Multiliteracies and Numeracies in Adult and Vocational Education
    Plus
    One module selected from the Information and Communication Technology in Education and Training list below
  • Introduction to Technology in Education
  • Emerging Issues in Educational Technology comparable to Issues in adult learning and teaching
  • Designing Digital Learning Environments
  • Digital Resource Design
  • Online Learning and Teaching
  • Evaluation of Digital Learning

    Plus
    Elective Modules, 18 cp (Select three modules from the following):
  • Psychology for Educators
  • The Global Challenge in Adult, Vocational and Higher Education
  • Curriculum Design and Evaluation
  • Leading, Developing, and Managing People comparable to Leadership, accountability, and evaluation in ACET

    Compulsory Modules, NQF Level 7, 72 Credits:
  • Foundations of Adult and Community Education and Training, 24 Credits
  • . Issues in adult learning and teaching, 24 Credits
  • . Research and Critical Reflection in Adult and Community Education and Training,
    24 Credits

    Elective Modules, NQF Level 7, 48 Credits (Select two modules):
  • Project Management and Community Development in ACET, 24 Credits
  • Leadership, accountability, and evaluation in ACET, 24 Credits
  • Income-Generation and Entrepreneurship in ACET, 24 Credits

    Assessment:
    Assessment throughout the various modules includes the following, depending on the module: Article, Essay, PowerPoint and Notes, Forum and Activities, Issue identification, Reports, Presentation Paper, Participation discussion/reflection, Journal article, Report/Project, Online forum participation

    Vertical Articulation:
  • Honours degree in Adult and Vocational Education (AVE)
  • Postgraduate Diploma in Adult and Vocational Education

    Similarities:
  • The University of Wollongong (UW) and the South African (SA) qualification are taught in one year, face-to-face and as distance education modes
  • The UW qualifications accept applicants who hold a Diploma and/or a bachelor's degree in AVE, similar to the SA qualification, which requires applicants who have completed the Diploma/bachelor's degree in a cognate field.
  • Both qualifications share a similar purpose and learning outcomes.
  • The UW and the SA qualifications consist of compulsory and elective modules
  • The UW and SA qualifications articulate vertically to an Honours degree and/or a Postgraduate Diploma in a cognate field.

    Difference:
  • The UW qualification has 48 credit points, whereas the SA qualification has 120 credits.

    Country: United States of America
    Institution: Colorado State University
    Qualification Title: Graduate Certificate in Adult Basic Education
    Credits: 12 Credits
    Duration: 1 year minimum (2 semesters)
    Mode of delivery: Online
    Entry requirements:
  • A bachelor's degree from a regionally accredited postsecondary institution or a CSU-recognised international institution is required.

    Purpose:
    The Graduate Certificate in Adult Basic Education provides training and personal development opportunities for teachers or aspiring teachers in Adult Basic Education (ABE) programmes (i.e., literacy, numeracy, high school equivalency) and/or English language learning programmes for adult learners. With a focus on foundational skills, methods, and theories for teaching adult learners, the qualification prepares and develops educators who can create effective curricula and learning environments for their adult learners. Learners who may benefit from the qualification include those seeking positions to work with adults on basic literacy skills and those seeking positions, or who are currently in roles, as instructors or instructional designers.

    Accreditation body: All academic and professional degrees and all course credits earned at CSU are institutionally accredited by The Higher Learning Commission to assure that course credits and degrees earned at CSU meet rigorous quality standards.

    Learning outcomes:
  • Develop new techniques, tools, and processes for teaching and facilitating.
  • Directly apply what is learnt to professional settings.
  • Design learning settings to meet learners' needs.
  • Become a better practitioner of adult teaching and learning.
  • Describe and evaluate different concepts of adult learning.
  • Identify and articulate what makes an effective adult learning facilitator.
  • Create an inclusive, challenging, and effective learning environment.
  • Analyse and evaluate methods of instruction.
  • Gain knowledge and skills specifically applicable to the teaching environment and learners.

    Structure:
    The four modules required for the online Graduate Certificate in Adult Basic Education fulfil the Adult Basic Education Authorisation (ABEA) requirements for educators in Colorado. The ABEA is issued through Educator Licensing at the Colorado Department of Education. In addition to coursework, the ABEA is obtained through documented evidence and demonstrated competency in foundational knowledge in the field of adult basic education and family literacy.

    Compulsory Modules:
  • Adult Education Philosophical foundations, a description of programme service areas, adult participation trends, and current issues.
  • Adult Basic Education: Enhance instructor skills in literacy and numeracy instruction for adult learners functioning below the 12th-grade equivalency.
  • Teach English as a Second Language to Adult Learners
  • Processes and Methods: Processes and methods, including helping theories used by adult learning facilitators.

    Articulation:
  • Most or all credits completed as part of the qualification may be applied toward the master's degree after formal admission per the University transfer policies. However, successful completion of the courses does not guarantee admission to the degree programme.

    Similarities:
  • The Colorado State University (CSU) and South African (SA) qualifications are offered in a full-time year.
  • Both qualifications are ideal for current educators who want to pursue roles such as adult education instructors and educational consultants, contributing to the professional development in adult learning contexts, or those looking to transition into adult education.

    Difference:
  • The CSU qualification requires applicants who hold a bachelor's degree, whereas the SA qualification accepts applicants who completed the Diploma and a bachelor's degree in an adult-related field.

    Conclusion:
    The South African qualification compares favourably with the above international qualifications. Comparison underscores a shared commitment to enhancing learner mobility and adhering to global educational standards. Qualification supports learner mobility through its alignment with recognised accreditation bodies such as AACSB, The Higher Learning Commission, and the Council of Higher Education. These affiliations ensure that the qualifications meet international standards, facilitating global recognition and mobility of graduates.

    The entry requirements across these programmes reflect a comprehensive approach to accessibility and inclusivity, ranging from diplomas and bachelor's degrees to Recognition of Prior Learning (RPL), catering to a diverse learner population with varied academic backgrounds.

    The qualifications vary in duration and credit requirements, from one-year full-time studies. at the University of Wollongong and SA qualification, offering 48 and 120 credits respectively, to a minimum one-year (two semesters) programme at Colorado State University with 12 credits. This variability demonstrates the flexibility and adaptability of educational offerings to meet earning needs and objectives.

    Diverse modes of delivery, including face-to-face, online, and distance education, highlight the global trend toward flexible learning environments tailored to adult learners' needs.

    The learning outcomes across the above qualifications emphasise a deep understanding of adult learning principles, curriculum design, differentiated instruction, and the development of advanced cognitive, technical, and communication skills. While the structure of these programmes varies, each offers a mix of core and elective modules, ensuring a comprehensive and well-rounded educational experience.

    The three qualifications provide clear pathways for further academic and professional development, with articulation options ranging from honours degrees to master's degrees. Assessment methods include a combination of essays, reports, presentations, and online forum participation, reflecting a commitment to evaluating learners' understanding and application of adult education principles in diverse contexts. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Advanced Diploma in Adult and Community Education and Training Teaching, 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 Adult Education, NQF Level 8.
  • Postgraduate Diploma in Adult and Community Education and Training, NQF Level 8.
  • Postgraduate Certificate in Education, NQF Level 8.

    Diagonal Articulation
    There is no diagonal articulation in 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 South Africa 


    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.