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 Higher Diploma: Adult Basic Education and Training

SAQA QUAL ID	QUALIFICATION TITLE
1411	National Higher 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 Higher Diploma	Field 05 - Education, Training and Development		Adult Learning
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 7	Level TBA: Pre-2009 was L7	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		2010-06-30

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

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

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

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A recognised teacher's diploma (360 credits) or equivalent

RECOGNISE PREVIOUS LEARNING?

N

EXIT LEVEL OUTCOMES

1 Identify learning and developmental needs 2 Develop curricula, plan and sequence adult learning 3 Facilitate adult learning in ABET and related learning areas 4 Select, adapt, prepare and use a range of materials for adult learning in ABET 5 Provide support for adult learners 6 Assess adult learning 7 Fulfil administrative requirements of a learning group 8 Evaluate own teaching practice and programmes Specified Outcomes 1 Identify contexts in which teaching and learning occurs Describe contexts in which teaching and learning occurs 2 Develop curricula for adult learning Plan ABET programmes and events of learning in relation to national policy requirements and local needs Plan lessons adequately 3 Select appropriate teaching and learning methods to facilitate adult learning Use teaching and learning methods appropriate to adult learning to facilitate adult learning 4 Select appropriate learning materials for adult learning Adapt selected learning materials Prepare a range of appropriate learning materials for adult learning Use learning materials to facilitate adult learning 5 Recognise learner's education, training and career guidance needs Respond to learner's education, training and career needs with reference to learning problems, health problems and physical challenges Refer learner's for professional help 6 Plan the assessment of adult learning Select appropriate assessment activities and assessment tools Adapt assessment activities Use appropriate assessment activities/tools for assessment 7 Organise and record work done Record learner's personal information and progress Organise and administer resources 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 Critical Outcomes 1 Identify and solve problems in which responses display that responsible decisions have been made using critical and creative thinking 2 Work effectively with others as a member of a team, group, organisation and community 3 Organise and manage oneself and one's activities responsibly and effectively 4 Collect, analyse, organise and critically evaluate information 5 Communicate effectively using visual, mathematical and / or language skills in the modes of oral and/or written presentation 6 Use Science and Technology effectively and critically, showing responsibility towards the environment and the health of others 7 Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation 8 Reflect on and explore a variety of strategies to learn more effectively 9 Participate as responsible citizens in the life of local national and global communities 10 Be culturally and aesthetically sensitive a cross a range of social contexts 11 Explore educational and career opportunities 12 Develop entrepreneurial opportunities

ASSOCIATED ASSESSMENT CRITERIA

1 Key stakeholder information is generated Adult education information is generated from stakeholders for the purpose of informing ABET delivery Information is collected and organised using basic research tools Learning needs are analysed A report is written describing the learning context 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 planned in a logical sequence Lesson planning is informed by information gathered Lessons are logically planned A lesson plan file is kept 3 A range of adult learning methods is listed Adult learning methods are described Appropriate teaching and learning methods are selected to facilitate adult learning Appropriate methods to facilitate adult learning across at least two ABET learning areas are used A thorough understanding of adult learning principles is displayed 4 A range of appropriate learning materials is listed Appropriate materials are selected to use in specified ABET lessons Appropriate materials are sourced The appropriateness of selected materials for specific purposes is assessed Materials are adapted to fit the requirements Display an understanding of the kind of materials needed Prepare learning materials to be used to facilitate adult learning Appropriate materials are used to address identified learning needs in line with policy requirements Learning materials are used to stimulate independent learning 5 The kind of health problems adult learners experience is described Learner's learning needs are recognised Basic career guidance is provided Basic general guidance is provided Basic counselling is provided 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 2 Assessment results are recorded Assessment results are communicated to learners 7 Accurate records are kept of work done Work is organised in a logical sequence Accurate records are kept of learner's progress Learner's progress is communicated regularly Learner materials and resources are stored securely and systematically Accurate records are kept of resources 8 Skills needed for facilitating adult learning is described Reflective practices are engaged in Continuous performance improvement is pursued A written portfolio of own performance is maintained Personal development planning to address weakness 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 and evaluation of experiential learning Summative Assessment Examinations, collaborative projects, portfolios and reports

ARTICULATION OPTIONS

Articulates horizontally with a number of first degrees/diplomas

MODERATION OPTIONS

Internal and External Moderation

CRITERIA FOR THE REGISTRATION OF ASSESSORS

As specified by the sector

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:

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.