All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

National Diploma: Adult Basic Education and Training

SAQA QUAL ID	QUALIFICATION TITLE
1409	National Diploma: Adult Basic Education and Training
ORIGINATOR
Committee of Technikon Principals
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Diploma	Field 05 - Education, Training and Development		Adult Learning
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Level 6	Level TBA: Pre-2009 was L6	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		SAQA 1536/01	2003-07-01	2006-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-06-30		2011-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
78610	National Diploma: Adult Basic Education and Training	Level 6	NQF Level 06	360	Complete
80154	National Diploma: Adult Basic Education and Training	Level 6	NQF Level 06	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

A person achieving this qualification will be competent to facilitate adult learning in line with curriculum 2005 ABET outcomes up to and including ABET level 3 Learning Areas: Literacy, Numeracy and Social Sciences/Science and Technology

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Grade 12 (NQF - level 4) or Equivalent with adequate communication skills.

RECOGNISE PREVIOUS LEARNING?

N

EXIT LEVEL OUTCOMES

1. Identify learning and developmental needs and establish a supportive relationship with the communities served. 2. Develop curricula, plan and sequence adult learning. 3. Facilitate adult learning. 4. Select, adapt, prepare and use a range of adult learning materials. 5. Provide support for adult learners. 6. Assess adult learning. 7. Fulfil administrative and leadership requirements. 8. Evaluate own teaching practice. Critical outcomes: Identify and solve problems in which responses display that responsible decisions have been made using critical and creative thinking. Work effectively with others as a member of a team, group, organisation and community. Organise and manage oneself and one's activities responsibly and effectively. Collect, analyse, organise and critically evaluate information. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. Use Science and Technology effectively and critically, showing responsibility towards the environment and the health of others. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. Reflect on and explore a variety of strategies to learn more effectively. Participate as responsible citizens in the life of local, national and global communities. Be culturally and aesthetically sensitive across a range of social contexts. Explore educational and career opportunities. Develop entrepreneurial opportunities. Specified Outcomes 1 Describe contexts in which teaching and learning occurs Establish a supportive relationship with the community 2 Develop curricula Plan ABET programmes and events of learning in relation to national policy requirements and local needs Sequence adult learning 3 Use appropriate teaching and learning to facilitate adult learning Use innovative methods and aids to facilitate adult learning 4 Adapt selected materials for adult learning Prepare a range of appropriate learning materials 5 Respond to the identified needs and provide mentoring Make referrals for professional support 6 Plan assessment activities Select and adapt assessment tools and activities Design apppropriate assessment activities/tools for assessment Use apppropriate assessment activities 7 Organise and administer resources Display leadership 8 Reflect on own performance to improve facilitation skills Use a range of techniques to reflect on and respond to learner's feedback on the learning process Evaluate learning programmes

ASSOCIATED ASSESSMENT CRITERIA

1. Context information is collected and organised by selecting appropriate categories. Learning needs are analysed by selecting appropriate categories A supportive relationship is established with the community Curriculum development is informed by adequate information from stakeholders 2. Information determined from analysing the learning context is used to inform curricula. Curricula are developed for adult learning. Learning programmes appropriate to national and local needs are planned up to and including ABET level 3 (across at least two learning areas). Learning events are logically planned. Learning activities are planned in a logical sequence Adult learning principles are applied in sequencing learning activities 3. Appropriate methods to facilitate adult learning across at least three ABET learning areas are used. A thorough understanding of adult learning principles is displayed. Adult learning principles are applied to innovate adult learning delivery. Innovative strategies are used to improve the efficiency of adult learning. 4. Appropriate materials are sourced The appropriateness of selected materials for specific purposes is assessed. Materials are adapted to fit requirements. An understanding of the kind of materials needed is displayed. Learning materials to be used to facilitate adult learning are prepared. 5. Basic career guidance is provided and assessed against selected criteria. Basic general guidance is provided and assessed against selected criteria Basic counselling is provided and assessed against selected criteria Available professional services are identified When professional assistance is needed is recognised Appropriate professional services are recommended to learners 6. Assessment criteria are determined Assessment activities are planned for the assessment of adult learning A range of assessment activities is listed A range of assessment activities is described Appropriate assessment activities are selected for specific assessment purposes. An understanding of the requirements of assessment is displayed Assessment activities are adapted to suit the required purpose Assessment activities are used appropriate for the level and learning content assessed up to and including ABET level 3. Assessment results are recorded Assessment results are communicated to learners 7. Learning materials and resources are stored securely and orderly Accurate records are kept of resources Leadership qualities are displayed Leadership qualities are developed in learners 8. Reflective practices are engaged in. Continuous performance improvement is pursued A written portfolio of own performance is maintained. Personal development planning to address weaknesses is done. The outcomes of learning programmes are interpreted. The outcomes of a learning programme are evaluated against available information. Systematic contributions are made to programme evaluation. Integrated assessment: Formative assessment: Written and oral tests, assignments, presentations, micro teaching and evaluation of experiential learning. Summative assessment: Examinations, collaborative projects, portfolios and reports

ARTICULATION OPTIONS

Articulates horizontally with a number of first degrees/diplomas. Progress vertically to a B Tech degree.

MODERATION OPTIONS

Internal and External Moderation SERTEC

CRITERIA FOR THE REGISTRATION OF ASSESSORS

As specified by the sector (On a level above NQF level 6).

NOTES

While South Africa still had Technikons, all of their qualifications were registered under the Committee of Technikon Principals. After the Technikons became Universities of Technology or merged with Universities, the qualifications were registered under each of these institutions, and the CTP qualifications fell away (hence the end date of 2006, above). Where relevant, replacement information is s hown in the table above.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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

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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.