SAQA 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: 

Bachelor of Technology: Adult Basic Education and Training 
SAQA QUAL ID QUALIFICATION TITLE
15974  Bachelor of Technology: 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
B Tech  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  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   2012-06-30  

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
78681  Bachelor of Technology: Adult Basic Education and Training  Level 7  Level TBA: Pre-2009 was L7  480  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 4. On completion of this qualification educators will have a theoretical and practical background to undertake research projects in adult education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
(First) degree. ABET (360 credits) or equivalent qualification. 

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 in ABET and related learning areas.

4. Select, adapt, prepare and use a range of materials for adult learning.

5. Provide support for adult learners.

6. Assess adult learning.

7. Fulfil leadership, administrative and management requirements of learning groups and of an adult learning centre.

8. Evaluate own teaching and co-ordination practice.

Specified outcomes:

1. Identify and describe contexts in which teaching and learning occurs.
C (3) (NQF 6).
  • Analyse needs and formulate appropriate research problems.
    C (7) (NQF 7).
  • Establish a supportive relationship with community.
    C (3) (NQF 6).

    2. Develop curricula.
    C (7) (NQF 7).
  • Plan ABET programmes and events of learning in relation to national policy requirements and local needs.
    C (7) (NQF 6).
  • Learning events are logically sequenced.
    C (6) (NQF 7).


    3. Select appropriate teaching and learning methodology.
    C (5) (NQF 6).
  • Use teaching and learning methods appropriate to adult learning to facilitate adult learning.
    C (10) (NQF 7).
  • Innovative adult learning practices are developed
    C (5) (NQF 7).

    4. Select and adapt appropriate learning materials.
    C (5) (NQF 6).
  • Prepare and use learning materials for adult learning.
    C (10) (NQF 7).

    5. Recognise learners' education and training needs.
    C (10) (NQF 6).
  • Respond to learners' education, training and career needs with reference to learning problems, health problems and physical challenges.
    C (5) (NQF 7).

    6. Plan appropriate assessment activities.
    C (5) (NQF 6).
  • Adapt assessment activities.
    C (5) (NQF 6).
  • Design and use appropriate assessment activities/tools for internal and external assessment.
    C (10) (NQF 7).

    7. Maintain accurate records
    C (5) (NQF 6).
  • Organise and administer resources with reference to a learning centre.
    C (5) (NQF 7).
  • Display leadership.

    C (5) (NQF 7).
  • Managing a learning centre
    C (5) (NQF 6).

    8. Use a range of techniques to reflect on and respond to learners' feedback on the learning process and co-ordination skills.
    C (5) (NQF 7).
  • Evaluate the effectiveness of programmes.
    C (5) (NQF 7).

    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 a cross a range of social contexts.
  • Explore educational and career opportunities.
  • Develop entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1. 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.
  • Appropriate research problems are formulated.
  • Community activities are engaged in.
  • Key stakeholder information is generated.
  • A supportive relationship is established with the community.
  • Curriculum development is informed by accessing adequate information from stakeholders.

    2. Information determined from analysing the learning context is used to inform curricula.
  • Curricula are developed for adult learning programmes.
  • Curriculum development is informed through applied research.
  • Learning programmes appropriate to national and local needs are planned up to and including ABET level 4 (across at least two learning areas).
  • Learning events are logically planned.
  • Planning is informed through basic research.
  • Learning activities are planned in a logical sequence.
  • Adult learning principles are applied in sequencing learning activities.
  • Research is done to stay abreast with adult learning trends and principles.

    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 three ABET learning areas are used.
  • A thorough understanding of adult learning principles is displayed.
  • Teaching and learning is informed by continuous research and reflection.
  • Adult learning principles are applied to innovate adult learning delivery.
  • Innovative strategies are used to improve the efficiency of adult learning.
  • Innovations in adult learning are captured in research report/s.

    4. Appropriate materials are selected to use in specified ABET lessons.
  • Appropriate materials are sourced.
  • Materials are adapted to fit requirements.
  • An understanding of the kind of materials needed is displayed.
  • Learning materials are prepared for use in facilitating 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.
  • Learners' learning needs are recognised.
  • Basic investigation of the problems adult learners experience is done.
  • Basic career guidance is provided.
  • Basic general guidance is provided.
  • Basic counselling is provided.
  • Mentoring is provided.
  • Available professional services are identified.
  • Cases where professional assistance is needed are recognised.
  • Appropriate professional services are recommended to learners.

    6. 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 practices are communicated in a report/lecture to peers.
  • Assessment tools are developed.
  • Assessment activities are used appropriate for the level and learning content assessed up to and including ABET level 4.
  • Assessment results are recorded.
  • Assessment results are communicated to learners
  • Internal and external assessment is administered.

    7. Accurate records are kept of work done.
  • Accurate records are kept of learners' progress.
  • Accurate records are kept of learners' personal information.
  • Materials and resources are stored securely and in order.
  • Accurate records are kept of resources.
  • Orders for resources are placed timeously.
  • Leadership qualities are displayed.
  • Leadership qualities are developed in learners
  • Leadership qualities are developed in peers
  • Planning and basic budgeting is done.
  • Control is exercised over finances and resources.
  • Effective organising of a learning centre is done.

    8. Reflective practices are engaged in.
  • Self evaluation is done.
  • Continuous performance improvement is pursued
  • A written portfolio of own performance is maintained
  • Personal development planning is done to address weaknesses.
  • The outcomes of learning programmes are interpreted.
  • The outcomes of a learning programme are evaluated against available information of the sector and its internal and external environments.
  • Systematic contributions are made to programme evaluation.
  • Basic research is done on programme effectiveness.

    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. 

    MODERATION OPTIONS 
    Internal and External Moderation
    SERTEC 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    As specified by the sector (NQF level 8 is recommended). 

    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 


    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.