SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Advanced Certificate in Education: Inclusive Education

SAQA QUAL ID	QUALIFICATION TITLE
50188	Advanced Certificate in Education: Inclusive Education
ORIGINATOR
Rand Afrikaans University
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 Certificate	Field 05 - Education, Training and Development		Higher Education and Training
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	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 "Reregistered"		SAQA 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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

Purpose:

The ACE in inclusive education serves as a means of in-service training and continuing professional education. Its primary purpose of this qualification is to provide educator learners with the opportunity to upgrade their qualifications (from NQF Level 5 to NQF Level 6) and their educator status (from REQV 13 to 14), while simultaneously enabling them to contribute to the establishment of an inclusive culture in schools.

Rationale:

The move towards an inclusive education system, as outlined in the White Paper on Special Needs Education (No 6, July 2001) and subsequent policy documents, necessitates the training and/or retraining of school educators in inclusive education principles and practices since these aspects were not traditionally part of general teacher education. The ACE: Inclusive Education provides educators with the opportunity of enriching and supplementing their existing specialist knowledge with knowledge and understanding of Inclusive Education. At the same time it will empower educators with the skills required to effectively perform the community and pastoral role (as outlined in the Norms and Standards for Educators, February 2000), either individually or as members of School Based Support Teams (SBST).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

This qualification assumes that the learner is competent in one of the languages of instruction at RAU (Afrikaans or English) and that they are sufficiently competent in the performance of all the contextual educator roles except the pastoral one. By implication the general theoretical, academic and practical competence required for the award of an NQF 5 professional qualification is also assumed.

Recognition of prior learning:

This qualification may be achieved in part through the recognition of relevant prior learning in the area of inclusive education and through relevant prior experience as a practitioner in one of the sub-fields of Education, Training and Development. Educators who apply for RPL will be assessed against the exit level outcomes of the NPDE (for admission purposes) and relevant modules of the ACE (for 'fast-tracking').

Irrespective of the purpose for which RPL is used, applicants will be assessed by a panel of academics and/or experts in inclusive education. The panel will focus on determining a candidate's competence rather than on the time, place and manner in which such competence was acquired/developed. Applicants will, therefore, have to provide evidence that they:

Have acquired the knowledge, skills and attitudes required for admission to the ACE or exemption from specific ACE modules.

Have developed a conceptual as well as a practical understanding of Inclusive Education and/or special needs.

Can make conceptual links between their experiential learning and the outcomes of the modules/programmes for which they want RPL.

Can reflect on theory and practice and the relationship between the two in ways that will improve their own learning and the learning of those in their care.

Access to the qualification:

In order to gain admission to the ACE: Inclusive Education an applicant should be in possession of at least a 3-year professional qualification (M+3 or REQV of 13) or its equivalent in the field of Education, Training and Development. Practising educators with a three year academic qualification but no professional qualification could, however, apply for recognition of prior learning (RPL) (see Recognition of Prior Learning).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

NQF level, credits and learning components

The ACE: Inclusive Education is a 120 credit qualification - representing one year of full-time or two years of part-time study - at NQF Level 6. Of the 120 credits, 88 credits are allocated to learning at NQF Level 6 and 32 to learning at NQF Level 5. The NQF Level 5 qualifications are regarded as crucial to the upgrading purpose of this qualification.

Since the ACE: Inclusive Education is in the sphere of elective competencies, the bulk of the credits are allocated to the specialization (Inclusive Education), which also represents core learning. However, since many educator learners might have had no exposure to any kind of special needs education, 12 credits are allocated to fundamental learning (see credits and learning components).

Credits and learning components:

Module: Module 1, Learning component: Theoretical Framework, Learning Type: Fundamental, Credits & NQF level: 16 at NQF level 5

Module: Module 2, Learning component: Parental Involvement in Inclusive Education, Learning Type: Core, Credits & NQF level: 16 at NQF level 5

Module: Module 3, Learning component: Barriers to Learning and Development, Learning Type: Core, Credits & NQF level: 24 at NQF level 6

Module: Module 4, Learning component: Assessment in Inclusive Classrooms, Learning Type: Core, Credits & NQF level: 32 at NQF level 6

Module: Module 5, Learning component: Learning Support in Classrooms, Learning Type: Core, Credits & NQF level: 32 at NQF level 6

Curriculum and rules of combination:

The ACE: Inclusive Education is designed as a two-year part-time programme. Part-time students may, however, opt to complete it in one year providing that their workload and academic ability allow for this.

Since the ACE is already in the sphere of elective competence, educator-learners are not given additional choices regarding course content: all students have to enrol for and successfully complete all the modules whether these focus on fundamental or core learning (see credits and learning components).

EXIT LEVEL OUTCOMES

The exit level outcomes and assessment criteria for the ACE: Inclusive Education are informed by the generic exit level outcomes for all Advanced Certificates in Education registered on the NQF by the SGB for Educators in Schooling. Since the generic exit level outcomes represent an integration of the competencies required for the performance of the educator roles as well as those described in the critical cross-field outcomes, these development of these competencies are implicitly included in the exit level outcomes of the ACE: Inclusive Education. The competencies associated with the critical cross-field outcomes will be continuously enhanced through the kind of activities required to develop the knowledge, skills and attitudes associated with inclusive education practice.

In the area of special study in inclusive education, candidates must demonstrate:

1. Practical competence in selecting, designing, planning, implementing and evaluating, appropriate, and effective projects, procedures and/or programmes which allow for inclusive education to be promoted in classrooms and schools.
2. Appropriate and adaptable professional skills and judgement, in a variety of contexts in the practice of inclusive education.
3. A commitment to high standards in the practice of inclusive education and ongoing professional improvement.
4. A capacity to critically analyse relevant materials, resources and practices, in the light of a conceptual understanding of the area of inclusive education.
5. The ability to justify their choices and actions in the area of inclusive education.

ASSOCIATED ASSESSMENT CRITERIA

Applied competence will be evident when candidates can:

1.

Design, plan, implement & evaluate programmes and procedures aimed at promoting inclusive education.

Respond effectively to current social and educational problems with particular emphasis on the issues of violence, drug abuse, poverty, child abuse and HIV/AIDS.

Adapt learning programmes and activities to promote an awareness of human rights and access of education for all learners.

Support and tutor learners in need of assistance with social, language or learning barriers.

Access and/or utilize available support services as and when required.

2.

Recognise and evaluate appropriate intervention strategies to cope with learning and developmental barriers.

Demonstrate caring and ethical behaviour in dealing with the protection and well being of children.

Describe and/or discuss barriers to learning and the school structures in relation to processes that help to overcome these barriers.

3.

Reflect on ethical issues in religion, politics, human rights and inclusive learning environments.

Operate as mentors in supporting learners, educators and colleagues.

Behave in ways that show respect for people of different values, beliefs, practices and cultures.

Reflect on their own continuing professional development as educators, with particular reference to inclusive education.

4.

Critically analyse the degree to which the school curriculum addresses barriers to learning and development.

Discuss the applicability of child and adolescent development and theories in a diverse and developing country, like SA.

5.

Participate, in informed ways, in ethical debates about inclusive education and human rights.

Draw relations between their actions and theories on the impact of class, race, gender and disability on learning and development.

Integrated assessment:

Integrated assessment measures applied competence in the foundational, practical and reflexive competencies of inclusive education. It assesses whether candidates are able competently to engage in appropriate inclusive practices (practical competence); to understand the theoretical bases for these inclusive practices (foundational competence); and to reflect on and improve their engagement in inclusive practices (reflexive competence). It also measures the extent to which candidates have integrated the knowledge and skills delivered through the different modules which make up the programme. While allowing for the full range of role performance, assessment focuses on the extent to which learners can work competently, flexibly, responsively and effectively in the area of inclusive education, in varied school contexts.

Both formative and summative assessment strategies will be used to collect evidence of competence. Formative assessment will include:

The analysis of case studies of learners requiring learning support.

Problem-solving assignments focusing on the challenges of establishing inclusive classrooms.

Practical work in simulated and authentic contexts where learning support is provided for learners with special needs.

Portfolios of resources and materials relating to learning support are compiled.

Summative integrated assessment, will focus on the achievement of the exit-level outcomes, and will be done by means of a final written examination. In all of these assessments, educator learners will:

Generate, explore and consider options for appropriate action in inclusive practices.

Identity the most appropriate course of action in relation to learner's special needs and resources available to meet those needs.

Explain the reasons for the particular action selected as well as what was taken into account in making the selection.

Perform the identified action, while continuously monitoring and adapting performance as required.

Explain the reasons for the performance.

Evaluate the performance and identify areas for improvement.

Reflect on the performance.

Develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection.

INTERNATIONAL COMPARABILITY

N/A

ARTICULATION OPTIONS

The ACE articulates well with preceding qualifications at NQF level 5 (3 year diplomas, NPDE and their equivalents in the ETD field) since it builds on exiting knowledge and competence. It also articulates with other professional qualifications (B Ed and PGCE) at the same horizontal level (NQF 6) since it allows educators who are already qualified with the opportunity of adding another specialization (inclusive education) to their resumé). In addition, the ACE: Inclusive Education provides access to further study in the inclusive education in the B Ed (Honours) Educational and Learning Support at Level 7. However, in terms of the Criteria for Recognition and Evaluation of Qualifications for Employment in Education (Government gazette 21565, 22 September 2000), it could be required of a student with an old 3-year diploma and an ACE to do additional work in order to be admitted to the new B Ed Honours.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

RAU will use its own qualified staff as assessors provided that such assessors have at least a Level 7 qualification in Inclusive Education. Assessors should at least have experience of teaching and assessment at a higher education level. RAU also utilises the services of tutors, departmental advisory service staff, and fully qualified educators acting as mentors and supervisors to candidates in schools where practical work is done.

Candidates' results and performance is moderated by external moderators renowned for their academic and professional expertise in the area of Inclusive Education. Moderators report not only on the standard of candidates' achievement but also on the reliability, validity and transparency of the assessment criteria, design and procedures in relation to the purpose and exit level outcomes of the qualification. All of these assessors are registered with the relevant ETQA or with RAU.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

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.

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