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:

Advanced Certificate: Education: Life Orientation and Guidance

SAQA QUAL ID	QUALIFICATION TITLE
50191	Advanced Certificate: Education: Life Orientation and Guidance
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 primary purpose of this qualification is for educators to upgrade their qualifications from NQF level 5 to NQF level 6. As such, it serves as a means of in-service training and/or continuing professional education for educators. The qualification might also be used for educators to continue with Life and Career Orientation as a specialization at NQF Level 7 ( B. Ed. Honours).

Informing this aim is the intention to develop educators who are equipped with the kind of lifeskills that will enable them, in turn, to help learners do the same. The certificate supports the development of responsible thinking citizens who can make meaningful contributions to their communities and the country as a whole and support the holistic development of each learner. Successful educators should, at the end of this certificate, be able to contribute towards the development of a healthy school and classroom community in that they should be able, amongst others, to identify and manage contextually relevant social and emotional challenges, establish partnerships between themselves, parents and the community, establish a healthy and safe school environment and help learners identify and develop education and career opportunities. In so doing, educators will be fulfilling their community and pastoral role as outlined in the Norms and Standards for Educators (February 2000).

Rationale:

Life Orientation is now a compulsory learning area for Grades 1 to 9 and, from 2005, for Grades 10 to 12. This ACE will allow educators to keep abreast of the new developments in the domain of Life Orientation. The ACE: Life Orientation and Guidance aims to provide educators with an opportunity of enriching and supplementing their existing knowledge in education by specialising in the learning area Life Orientation, which will also inform teaching and learning in Life Skills Education. It also provides educators with the opportunity of supplementing their knowledge of subject or career choices and to support their efforts to work within an inclusive education and training system.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The ACE: Life Orientation and Guidance was designed and is offered on the assumption that fhose admitted to the programme are competent in one of the languages of instruction at RAU (Afrikaans or English) and have mastered the competencies required for the performance of the educator roles as specified in the Norms and Standards for Educators (February 2000). By implication the general theoretical, academic and practical professional knowledge, understanding and commitments accomplished at least NQF Level 5, as described in the exit level outcomes and assessment criteria of preceding NQF Level 5 qualifications are also assumed.

Recognition prior learning:

This qualification may be achieved in part through the recognition of relevant prior learning in the area of Life Orientation or Guidance 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:

Can read textbooks and study material with understanding and disseminate relevant literature.

Can perform basic mathematical manipulations.

Record findings, draw conclusions based on these and present the results to others.

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

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

Access to the ACE requires:

Either a prior professional qualification with an REQV of 13 (M+3 or NPDE).

An equivalent NQF level 5 qualification in the field of education, training and development.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

NQF level, credits and components assigned to qualification:

The ACE: Life Orientation and Guidance is a 120-credit point qualification at NQF Level 6, with 120 credits representing one year of full-time study or two years of part-time study. Of these 120 credits, 72 credits are at NQF Level 6 and 48 credits at NQF Level 5 (see Table 1). The NQF Level 5 credits are regarded as crucial to the upgrading purpose of this qualification.

The ACE: Life Orientation and Guidance is in the sphere of elective competencies. Consequently the bulk of the credits are allocated to the core component. Since all modules are compulsory the elective component also constitutes the core. It is, however assumed that some educator learners might not yet have had experience in Life Orientation or Guidance, hence the allocation of some credits to the fundamental component.

Credits and learning components

Module 1,Theoretical Framework ,Fundamental,24 at NQF level 5

Module 2,Life Skills,Core,24 at NQF level 5

Module 3,Relevant Social and Emotional Challenges,Core,24 at NQF level 6

Module 4,Career Guidance and Subject Choice,Core,24 at NQF level 6
Module 5,Family School Relations,Core,24 at NQF level 6

EXIT LEVEL OUTCOMES

The exit level outcomes and assessment criteria for the ACE: Life Orientation and Guidance 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 competencies described in the critical cross-field outcomes and the educator roles have already been integrated in the exit level outcomes and the assessment criteria of the generic ACE, they are, by implication, integrated in the RAU ACE: Life Orientation and Guidance. However, since the focus of this ACE is on the development of knowledge, skills and attitudes related to a relatively new Learning Area, special attention is paid to the strengthening of competencies associated with the educator roles and their effective application in a new subject/learning area context.

In the area of special study in Life Orientation and Guidance, candidates must demonstrate:

1. Practical competence in selecting, designing, planning, implementing and evaluating, appropriate, and effective procedures and programmes which allow for health promoting classrooms and schools.

2. Appropriate and adaptable professional skills and judgement, in a variety of contexts in the learning area specialization of Life Orientation.

3. A commitment to high standards in the practice of 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 Life Orientation.

5. The ability to justify their choices and actions in the area of Life Orientation and demonstrate a critical understanding of the theoretical underpinnings of the area of special study.

ASSOCIATED ASSESSMENT CRITERIA

Applied competence will be evident when candidates can:

1.

Respond to current social and educational challenges with particular emphasis on contextual barriers such as violence, bullying, drug abuse, poverty, and child abuse, HIV/AIDS.

Design new learning learning programmes and activities that promote an awareness of human rights and access of education for all learners within an inclusive environment or amend existing programs to this effect.

Identify, analyse and address basic career-related and life-skills issues within in school setting based on relevant theoretical knowledge and reflect on his/her own problem-solving practice.

Support and tutor learners in need of assistance with social barriers.

Utilize available support/auxiliary services if and when necessary.

2.

Recognise and promote appropriate intervention strategies to manage barriers to learning.

Describe/discuss barriers to learning and the school structures and processes that help to overcome these barriers and promote the well-being of learners.

Explore, apply and critically reflect on the eco-systemic perspective towards the attainment of health and well being.

3.

Show respect for people of different values, beliefs, practices and cultures.

Organise and manage themselves and their professional activities responsibility, ethically and effectively.

Operate as mentors in supporting learners, educators, parents and colleagues.

Collaborate with teams, groups, or organisations at their own schools or elsewhere in matters that relate to Life Orientation and Guidance.

4.

Explore and develop cultural and aesthetic sensitivity in individuals, groups and communities.

Select and apply basic educational and research methodology to collect, analyse and interpret information about issues relating to life orientation, careers, etc.

Communicate with individuals, groups and organisations with regards to educational, career and organisational issues in oral and written format.

Explore, apply and assess relevant learning theories, learning styles and strategies to facilitate effective life-long learning and career development.

Participate as responsible educational guidance practitioners in promoting the career and life-skills development of learners.

Develop and assess entrepreneurial opportunities and skills for the self and those of others.

5.

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

Critically discuss the applicability of child and adolescent development and theories of learning to teaching and learning in a diverse and developing country like SA.

Participate in about ethical debates on inclusive education and human rights.

Discuss the impact of class, race, gender and disability on learning and development.

Integrated assessment:

Integrated assessment focuses on applied competence within the domain of Life Orientation, i.e. it assesses whether candidates can engage practically in appropriate practices (practical competence); understand the theoretical bases for these practices (foundational competence); and are willing and able to reflect on and improve their engagement in such practices (reflexive competence). It this sense it measures the extent to which educator learners have integrated the knowledge and skills delivered through the different modules which make up the programme and are, therefore able to work competently, flexibly, responsively and effectively in the area of lLfe Skills Education and/or Life Orientation, in varied school contexts.

To demonstrate applied competence, educator learners will have to:

Generate, explore and consider options for appropriate action in lifeskills education and career development.

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

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.

Formative assessment strategies include requirements that educator learners should:

Analyse case studies (in their own working environment from a whole school perspective).

Do problem-solving assignments (in meeting the social and emotional challenges within an inclusive classroom setting).

Do practical work (in simulated and in situ, authentic contexts) in the domain of career guidance.

Compile resource portfolios (materials relating to guidance, lifeskills and/or life orientation).

Arrange and facilitate workshops to enhance parent -school relations.

Summative integrated assessment, focuses on the achievement of the exit-level outcomes, and will be done by means of a final written examination.

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 provides access to further study (B.Ed Hons) at NQF Level 7. However, in terms of the Criteria for Recognition and Evaluation of Qualifications for Employment in Education (Government Gazette 21565, 22 September 2000), applicants with an old 3-year diploma and an ACE may, when applying for admission to the B Ed Hons, be required 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 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 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.

REREGISTRATION HISTORY

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

NOTES

Authorization by senate:

24 May 2000

Implementation and review:

This is an existing programme (see covering letter). The current submission serves as a review of the existing programme. The next review will take place 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.

NONE