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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum 
SAQA QUAL ID QUALIFICATION TITLE
73249  General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum 
ORIGINATOR
Generic Provider - Field 05 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
UMALUSI - UMALUSI  GFETQSF - General and Further Education and Training Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 1  NQF Level 01  Regular-Provider-Stds Base 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0523/24  2023-06-30  2028-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-06-30   2032-06-30  

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 General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) is suitable for adult learners and will provide them with fundamental basics of general education learning. The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation.

In particular, the Qualification aims to:
  • Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.
  • Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.
  • Promote lifelong learning to enable learners to continue with further learning.
  • Prepare learners to function better in society and the workplace.

    Rationale:

    Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities.

    The achievement of the GETC: ABET qualification allow learners the following learning pathways:
  • To choose a vocational route through completion of the National Certificate: Vocational Qualifications at Levels 2, 3 and 4 which contain vocational specializations.
  • To access academic learning at NQF Level 2 and above.
  • To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and workplace experience and learning.

    The Qualification aims to equip learners to:
  • Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas.
  • Function better in and contribute to the world of work.
  • Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights, gender, development and change.
  • Develop an appreciation for lifelong learning.
  • Function better as a citizen in South Africa and contribute to cultural, social, environmental and economic development.
  • Make informed judgments about critical ethical issues.
  • Develop study skills to be able to access further learning. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this Qualification.

    Recognition of Prior Learning:

    The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience.

    This Recognition of Prior Learning may allow for:
  • Accelerated access to further learning at this or higher Levels on the NQF.
  • Gaining of credits for Unit Standards in this Qualification.
  • Obtaining this Qualification in whole or in part.

    All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    Access to the Qualification:

    It is recommended that learners have achieved the following in order to access this Qualification:
  • Communication at ABET Level 3 or equivalent.
  • Mathematical Literacy at ABET Level 3 or equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This Qualification consists of Fundamental, Core and Elective Unit Standards. A minimum of 120 credits from those listed must be achieved for the awarding of the Qualification. The following rules apply to the choice of unit standards:

    Fundamental Component:

    The Fundamental Component consists of:

    Language, Literacy and Communication (LLC) Unit Standards, totaling 23 credits.

    A choice of either:

    Mathematical Literacy Unit Standards, totaling 16 credits.

    Or

    Mathematics and Mathematical Sciences, totaling 14 credits.

    A learner must choose Mathematical Literacy or Mathematics and not a combination of both.

    Learners must complete all the LLC Unit Standards, totaling 23 credits and either Mathematical Literacy Unit Standards or the Mathematics and Mathematical Sciences Unit Standards, totaling a minimum of 14 credits to give a total of 37 credits for the Fundamental Component.

    Language, Literacy and Communication (LLC):
  • ID 119635: Engage in a range of speaking/signing and listening interactions for a variety of purposes; 6 credits.
  • ID 119631; Explore and use a variety of strategies to learn; 5 credits.
  • ID 119640; Read/view and respond to a range of text types; 6 credits.
  • ID 119636; Write/Sign for a variety of different purposes; 6 credits.

    Total = 23 credits.

    And

    Mathematical Literacy (ML):
  • ID 119373; Describe and represent objects in terms of shape, space and measurement; 5 credits.
  • ID 119364; Evaluate and solve data handling and probability problems within given contexts; 5 credits.
  • ID 119362; Work with numbers, operations with numbers and relationships between numbers; 4 credits.
  • ID 7450; Work with measurement in a variety of contexts; 2 credits.

    Total = 16 credits.

    Or

    Mathematics and Mathematical Sciences (MMS):
  • ID 7448; Work with patterns in various contexts; 4 credits.
  • ID 7452; Describe, represent and interpret mathematical models in different contexts; 6 credits.
  • ID 7449; Critically analyse how mathematics is used in social, political and economic relations; 3 credits.
  • ID 7464; Analyse cultural products and processes as representations of shape, space and time; 3 credits.

    Total = 16 credits.

    Core Component:

    The Core consists of Life Orientation Unit Standards totaling 32 credits which are all compulsory.

    Life Orientation:
  • ID 14656; Demonstrate an understanding of sexuality and sexually transmitted infections including HIV/AIDS; 5 credits.
  • ID 14659; Demonstrate an understanding of factors that contribute towards healthy living; 4 credits.
  • ID 14664; Demonstrate knowledge of diversity within different relationships in the South African society; 3 credits.
  • ID 14569; Demonstrate an understanding of how to participate effectively in the workplace; 3 credits.
  • ID 14661; Demonstrate knowledge of self in order to understand one's identity and role within the immediate community and South African society; 3 credits.
  • ID 15092; Plan and manage personal finances; 5 credits.
  • ID 113966; Identify security, safety and environmental risks in the local environment; 6 credits.
  • ID 15091; Plan to manage one's time; 3 credits.

    Total = 32 credits.

    Elective Component:

    The Elective Component consists of an Academic Learning Area and Vocational Specialisations. Learners must choose an Academic or Vocational specialisation and complete the following:
  • All the compulsory unit standards given for that specialisation;
  • Additional unit standards from the Electives given for that specialisation giving a total of either 49 credits if Mathematical Literacy is chosen or 51 credits if Mathematical Sciences is chosen in the Fundamental component.

    LEARNERS ARE TO FOLLOW EITHER AN ACADEMIC LEARNING AREA OR A VOCATIONAL SPECIALISATION.

    Academic Learning Areas

    Academic:

    If Learners wish to follow the Academic Learning Area, they are to choose a minimum of three of the following components/subjects and complete all the unit standards listed for each one:
  • Human and Social Studies
  • Natural Sciences
  • Economic and Management Sciences
  • Arts and Culture
  • Technology
  • Additional Language.

    Unit Standards making up the components/subjects in the Academic Learning Area:

    Human and Social Sciences:
  • ID 115477; Demonstrate knowledge and understanding of the relationships between social justice, human rights and democracy; 5 credits.
  • ID 115480; Demonstrate an understanding of diversity and change in a dynamic society; 6 credits.
  • ID 115483; Explain the relationship between society, environment and development; 6 credits.
  • ID 115471; Explain the relationship between events, time and space and the effect on society; 6 credits.

    Natural Sciences:
  • ID 7509; Apply basic concepts and principles in the natural sciences; 5 credits.
  • ID 7513; Assess the impact of scientific innovation on quality of life; 2 credits.
  • ID 7508; Conduct an investigation in the natural science; 4 credits.
  • ID 7511; Analyse how scientific skills and knowledge contribute to sustainable use of resources; 2 credits.
  • ID 7507; Demonstrate an understanding of the concept of science; 2 credits.

    Economic Management Sciences:

    ID Number; Unit Standard Title; Credits:
  • ID 13999; Demonstrate an understanding of basic accounting practice; 4 credits.
  • ID 13995; Demonstrate an understanding of contracts and their sources; 5 credits.
  • ID 13998; Demonstrate an understanding of the principles of supply and demand and the concept production; 2 credits.
  • ID 13994; Identify and discuss different types of business and their legal implications; 4 credits.
  • ID 13996; Identify, discuss, describe and compare major economic systems with emphasis on the South African economy; 2 credits.
  • ID 14001; Demonstrate an understanding of management expertise and administrative systems; 4 credits.

    Arts and Culture:
  • ID 7533; Access creative arts and cultural; 2 credits.
  • ID 7529; Display creative an innovative knowledge, skills and creative concepts through participation in arts and culture activities; 4 credits.
  • ID 7531; Investigate the influence of the mass media on indigenous practices; 3 credits.
  • ID 7525; Reflect on and engage critically with arts experience and works from diverse groups; 3 credits.
  • ID 7527; Understand the origins and functions of South African cultures through promoting indigenous Arts and Culture forms and practices; 3 credits.
  • ID 7532; Use arts skills and cultural expression to make an economic contribution to self and society; 2 credits.

    Technology:
  • ID 14098; Understand and use energy in technological product and systems; 1 credit.
  • ID 14092; Understand and apply technological knowledge and skills in systems and control; 3 credits.
  • ID 14095; Understand and apply technological knowledge and skills in structure; 2 credits.
  • ID 14096; Understand and apply technological knowledge and skills in Processes; 2 credits.
  • ID 14097; Know, select and use materials, tools and equipment safely for technological purposes; 3 credits.

    Academic Curriculum:

    If learners wish to follow the curriculum learning area, they are to choose a minimum of three of the following subjects and complete all the learning allocated to them:
  • Applied Agriculture and Agricultural Technology
  • Arts and Culture
  • Ancillary Health Care
  • Economic and Management Sciences
  • Human and Social Sciences
  • Natural Sciences
  • Small Medium and Micro Enterprises
  • Technology
  • Travel and Tourism


    Vocational Specialisations:

    Learners wishing to follow a vocational specialisation must choose one of the following Vocational Specialisations and complete all the compulsory unit standards for that specialisation as listed as well as additional unit standards as approved by the relevant ETQA to give a minimum of 51 credits for the Elective Component:

    Applied Agriculture and Agricultural Sciences:
  • ID 13355; Demonstrate an understanding of the physical and biological environment and its relationship to sustainable crop production; 4 credits.
  • ID 13356; Assess the influence of the environment on sustainable livestock production; 4 credits.
  • ID 13357; Demonstrate an understanding of agricultural production management practices in relation to the socio-economic environment; 3 credits.
  • ID 13358; Implement and maintain the principles, systems, practices and technology applicable to an agricultural venture; 7 credits.
  • ID 13354; Demonstrate an understanding of agriculture as a challenging and applied system; 2 credits.

    Total = 20 credits.

    Ancillary Health Care:
  • ID 119563; Engage in basic health promotion; 8 credits.
  • ID 119567; Perform basic life support and first aid procedures; 5 credits.
  • ID 260463; Assist the client and significant others to manage home based health care; 12 credits.
  • ID 119559; Demonstrate knowledge of the provision and implementation of primary health care; 10 credits.
  • ID 119564; Assist the community to access services in accordance with their health related human rights; 5 credits.
  • ID 119566; Explain preventive measures to reduce the potential impact of disasters; 5 credits.

    Total = 45 credits.

    Small, Medium and Micro Enterprises (SMME):
  • ID 10006; Demonstrate an understanding of entrepreneurship and develop entrepreneurial qualities; 2 credits.
  • ID 10007; Identify, analyse and select business opportunities; 3 credits.
  • ID 10008; Write and present a simple business plan; 7 credits.
  • ID 10009; Demonstrate the ability to start and run a business and adapt to a changing business environment; 5 credits.

    Total = 17 credits.

    Travel and Tourism:
  • ID 12539; Identify career opportunities in different sectors of the tourism industry; 4 credits.
  • ID 12543; Identify key features of tourism in South Africa; 4 credits.
  • ID 12541; Understand the nature of tourists in and to South Africa; 4 credits.
  • ID 11333; Understand the tourism industry; 5 credits.
  • ID 11334; Select a career path with knowledge of the roleplayers in the tourism industry and their functions; 5 credits.
  • ID 11335; Apply knowledge to identify and promote tourist destinations and attractions in South Africa; 7 credits.
  • ID 11336; Interact appropriately with a range of tourists; 4 credits.
  • ID 11337; Apply knowledge of the relationship between tourism and the community; 5 credits.

    Total = 38 credits.

    Information Communication Technology (ICT):
  • ID 9357; Develop and use keyboard skills to enter text; 4 credits.
  • ID 116932; Operate a personal computer system; 3 credits.
  • ID 116933; Use a Graphical User Interface (GUI)-based presentation application to create and edit slide presentations; 3 credits.
  • ID 116938; Use a Graphical User Interface (GUI)-based word processor to create and edit documents; 4 credits.
  • ID 117943; Install a Personal Computer (PC) peripheral device, in a GUI environment; 2 credits.
  • ID 117902; Use generic functions in a Graphical User Interface (GUI); 4 credits.
  • ID 117867; Managing files in a Graphical User Interface (GUI); 3 credits.

    Total = 23 credits.

    Early Childhood Development (ECD):

    In order to meet the minimum requirements for the Elective specialisation learners are required to complete the following compulsory unit standards in Early Childhood Development:

    Compulsory Unit Standards:
  • ID 244261: Maintain records and give reports about babies, toddlers and young children; 3 credits.
  • ID 244263: Prepare an environment for babies, toddlers and young children; 3 credits.
  • ID 244255: Care for babies, toddlers and young children; 10 credits.
  • ID 244258: Demonstrate basic understanding of child development; 5 credits.
  • ID 244262: Interact with babies, toddlers and young children; 5 credits.

    The remaining credits can then be chosen from the list of additional unit standards:
  • ID 116932: Operate a personal computer system; 3 credits.
  • ID 116933: Use a Graphical User Interface (GUI)-based presentation application to create and edit slide presentations; 3 credits.
  • ID 119563: Engage in basic health promotion; 8 credits.
  • ID 119567: Perform basic life support and first aid procedures; 5 credits.
  • ID 120496: Provide risk-based primary emergency care/first aid in the workplace; 5 credits.
  • ID 9357: Develop and use keyboard skills to enter text; 4 credits.
  • ID 10006: Demonstrate an understanding of entrepreneurship and develop entrepreneurial qualities; 2 credits.
  • ID 10007: Identify, analyse and select business opportunities; 3 credits.
  • ID 10008: Write and present a simple business plan; 7 credits.
  • ID 10009: Demonstrate the ability to start and run a business and adapt to a changing business environment; 3 credits.
  • ID 119913: Use a personal budget to manage own money, 3 credits.

    Total = 72 credits.

    Wholesale and Retail:

    Learners choosing this option may select any combination of Unit Standards from the list provided to a total of at least 27 credits.

    ID Number; Unit Standard Title; Credits:
  • ID 259939; Describe Wholesale and Retail in South Africa; 4 credits.
  • ID 259937; Identify career opportunities in the Wholesale and retail sector; 8 credits.
  • ID 259938; Identify the importance of customer service in Wholesale and Retail environment; 5 credits.
  • ID 117900; Plan self development; 10 credits.

    Total = 27 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    The Exit Level Outcomes of the GETC: ABET cover the following Learning Areas:

    Learners will qualify for this GETC: ABET qualification by demonstrating competence in the following Exit Level Outcomes:

    Fundamental Component:

    Language, Literacy and Communication:

    1. Use a range of communication, language and learning strategies in a variety of contexts.

    Mathematics and Mathematical Sciences:

    2. Explain and use mathematical strategies, techniques and patterns to solve problems.

    Mathematical Literacy:

    3. Explain, select and use numbers, data and objects in everyday life situations.

    Life Orientation:
  • Range: Legislation includes but is not limited to the Labour Act, Bill of Rights, South African Constitution, National Curriculum Statement.

    4. Investigate the process of making informed choices in order to develop and maintain a healthy lifestyle and positive relationships.

    Academic Learning Area and Vocational Specialisations:

    The following set of generic Learning Outcomes apply to all the components/subjects of the Academic Learning Area and Vocational Specialisations associated with the Qualification:

    5.1 Understand and use specific Learning Area knowledge, language and terminology
    5.2 Know and apply specific Learning Area skills
    5.3 Understand, analyse and apply the values related to the Learning Area

    Critical Cross-Field Outcomes:

    The following Critical Cross-Field Outcomes are embedded in the associated Unit Standards:
  • Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made.
  • Working effectively with others as a member of a team, group, organisation or community.
  • Organising and managing oneself and one's activities responsibly and effectively.
  • Collecting, analysing, organising and critically evaluating information.
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Speaking/signing and listening strategies are used to communicate confidently for a variety of purposes and contexts.
    1.2 Language conventions and structures are used and responded to in order to convey meaning and understanding in a variety of contexts.
    1.3 A variety of learning strategies are identified and used to access and convey information.
    1.4 A variety of texts are read/viewed and responded to by showing critical awareness to understand the purpose, themes and contexts.
    1.5 Independent reading, both aloud and silent, are engaged in for a variety of purposes.
  • Range: Contexts can include information and pleasure.
    1.6 A range of texts are explored, planned and drafted to reflect ideas, facts, opinions, different purposes, audiences and contexts in a creative, expressive or imaginative way.
    1.7 Grammar and language conventions are understood and used to organise texts in a logical and coherent manner as well as explained and analysed in terms of form and function.
    1.8 Oral language skills are used to explain ideas in a sequenced way across a range of transactional situations.
  • Range: Transactional situations include requests, apologies, role-players and stating point of view.
    1.8 Non-verbal strategies are identified and discussed in terms of their influence on the listener.
    1.9 Interaction skills are demonstrated by participating in group discussions, debates, conversations, group interviews and surveys.
    1.10 A critical awareness and use of language style is developed in order to apply appropriately.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Mathematical models are analysed and explained to determine trends and patterns.
  • Range: Mathematical models include graphs, tables, etc.
    2.2 Geometric shapes, figures and solids are identified and analysed to determine patterns, properties and relationships.
  • Range: Properties include congruence, straight-line geometry, perspective and transformations.
  • Range: Geometric figures include regular and irregular polygons and polyhedra, spheres, cylinders.
    2.3 Algebraic techniques are selected and used to solve mathematical problems.
  • Range: Techniques include percentage, ratio, rate and proportion (direct and indirect).
    2.4 Patterns are identified, described and represented for various contexts using different mathematical forms.
    2.5 Shape and space are analysed in terms of their uses and purposes.
    2.6 Historical development of number systems is described and illustrated using a variety of historical and cultural contexts.
    2.7 Rational and irrational numbers are differentiated in terms of their properties and applied in different contexts.
    2.8 Equations are solved through various processes.
  • Range: Processes include inspection, trial-and-improvement, algebraic (additive and multiplicative inverses and factorisation) and simplification through using laws of exponents, distributive law and manipulative skills.
    2.9 Results are interpreted with awareness of sources of error and manipulation in order to draw conclusions and discuss differences from predictions.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Geometrical shapes are identified and described in terms of their uses and measurement in different contexts.
    3.2 Mathematical scales are used to interpret and draw maps for specific purposes and given equations.
    3.3 Measurement problems are solved using a variety of strategies.
    3.4 Everyday real objects are measured using correct measuring instruments and units of measurement.
    3.5 Data is collected, analysed and interpreted to show relationships and variations.
    3.6 Number calculations are performed to solve realistic and abstract problems.
    3.7 A variety of mathematical techniques and strategies are used to calculate problems across a range of contexts to develop awareness of life issues.
  • Range: Contexts includes across Learning Areas: financial (e.g. Economic and Management Science), measurement (e.g. Natural Sciences and Technology), statistics (e.g. Social Sciences), proportion (e.g. Arts and Culture).
  • Range: Problems include time, distance, speed, measurement, volume and temperature.
  • Range: Life issues include human rights, social, economic, cultural and environmental issues involving known geometric figures and solids, or measurement, estimation, calculation and use of formulae and measurement selection.
    3.8 Data is collected through the selection of appropriate methods to investigate a question on an issue.
  • Range: Methods include using questionnaires, interviews, experiments, and/or consulting textbooks, libraries, Internet, media articles and documentaries.
  • Range: Issues include social, economic, environmental and political issues, human rights and inclusivity issues, characteristics of target groups, attitudes or opinions of people on issues.
    3.9 Data is organised using a variety of techniques appropriate to the purpose of the investigation.
  • Range: Techniques include summarising, sorting, sequencing and classifying.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 The nature, transmission and prevention of sexually transmitted infections including HIV/AIDS are understood and explained in terms of outlining coping mechanisms for infected and affected individuals.
    4.2 Factors influencing a healthy lifestyle are analysed to make own personal choices.
  • Range: Factors include social, ecological, political, economic and cultural.
    4.3 The role of personal hygiene is understood and explained in terms of the consequences of poor nutrition and abuse of drugs and medicines.
    4.4 The role of sport and recreation is explored and explained in terms of promoting a healthy lifestyle.
    4.5 Ways of promoting positive relationships are explored to develop strategies to deal with personal and emotional challenges.
    4.6 The rights and responsibilities of individuals are explained in relation to ethical behaviour in the workplace and how they contribute to nation building in South Africa.
    4.7 Ways to engage oneself in the community are explored in terms of promoting self esteem and self-concept and defining one's role and responsibility.
    4.8 A budget is drawn up in line with agreed goals and priorities.
    4.9 A schedule/action plan is drawn up to reach own personal goals outlining tasks and responsibilities.
    4.10 Safety, security and environmental risks are identified and explained in terms of potential risks.

    Additional Learning Areas:

    The following set of generic Associated Assessment Criteria apply to all the Additional Learning Areas associated with the Qualification:

    5.1:
  • The underlying knowledge and concepts are understood and communicated in a variety of ways including discussions, in writing, in basic community research assignments and in oral presentations.
  • An argument is constructed using the Learning Area knowledge and presented orally or in writing, which is defended using appropriate evidence.
  • Media and primary and secondary sources are used to gather Learning Area knowledge.

    5.2:
  • Explore and explain ideas/topics for a basic community/work context, using the skills associated with a relevant Learning Area.
  • Models are produced to depict concepts using related skills, where applicable.
  • Deductions and conclusions are drawn, cause and effect are deduced and opinions are formed about probable future outcomes, using a Learning Area skills and knowledge.
  • Products are produced/made using relevant knowledge and skills.

    5.3
  • The values related to a Learning Area are understood and are explained in various modes of delivery.
  • The values pertaining to a Learning Area are analysed in terms of own value systems/principles of behaviour.

    Integrated Assessment:

    Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the Qualification.

    Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated.

    Assessment of Communication and Mathematical Literacy/Mathematics and Mathematical Sciences should be integrated as far as possible with the Core and Elective learning components and should use practical contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies.

    Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

    Assessment should ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    The General Education and Training Certificate: Adult Basic Education and Training (GETC: ABET) was compared with similar qualifications in the United States of America (USA), Canada, Australia, Finland and the United Kingdom (UK). These developed countries identified were chosen because they offer best practice models of adult learning programmes which are relevant to the adult learner and have been designed to meet specific needs. In addition, these countries also have a high rate of immigrants and also need to offer basic adult education to enable such learners to upgrade and further their learning.

    In addition, Gambia and Nambia were chosen as developed countries within the African context whose adult literacy programmes also have best practice models to emulate.

    United States of America (USA):

    In the USA, Adult Basic Education programmes are offered at various institutions such as the Columbia Basin College. This forms part of the Adult Community programme, and consist of two main areas of focus, namely Adult Basic Education (ABE) and General Education Development (GED) preparation.

    Adult Basic Education classes focus predominantly on reading, writing, and mathematics components which serve the needs of the adult student, 28 years or older, who may lack these basic skills. Such a learner is tested and diagnosed for reading, writing, and math levels and is provided with appropriate materials for instruction.
    The Adult Basic Education programme also offers a family literacy programme which works with learners whom are parents so that they can improve their literacy and basic skills, which in turn enables them to be better prepared to support their own child/ren's successes. These courses are conducted in collaboration with the local school district and other agencies and usually integrate the topics of parenting, early childhood education and home visits into the ABE/GED preparation content, where necessary and relevant.

    The other option available to learners in Adult Basic Education is the GED preparation programme. The completion of this programme prepares and enables learners to complete the GED test.

    Essentially, the USA ABE programme focuses on the Fundamental component of the GETC: ABET qualification. This provides a foundation in which to build on. The South African Qualification is much broader and embraces more Learning Area subjects mirrored on a formal schooling model but also allows learners the choice of Vocational Learning Areas.

    Canada: British Colombia (BC):

    Most Adult Basic Education programmes can be achieved by distance learning or through a telecourse. There are various learning pathways available to the adult learner:

    In British Columbia the Adult Dogwood Graduation Diploma is issued by the Ministry of Education, Skills and Training and provides an alternate route for adults to achieve a Grade 22 standing to post-secondary institutions in British Columbia.

    Intermediate and Advanced Certificates are issued by Capilano University and provide prerequisites for career and vocational programmes throughout the province.
    Fundamental level instruction provides basic reading and writing skills and number skills.

    Adult Basic Education (ABE) certificates also satisfy most employers' requirements. Certain high school courses may qualify as transfer credit toward ABE certificates. The programme also offers instruction for learners preparing for the General Education Development (Grade 22 equivalency) tests. Advanced and Provincial level ABE courses may also be used for transfer credit towards a British Columbian Regular or Adult Dogwood Certificate.

    The Adult Basic Education (ABE) programme offers courses that are tuition-free for all students except international students. The ABE programme enables the learner to upgrade his/her knowledge of English, Mathematics, Biology, General Science, Chemistry, Physics, History, Social Studies and Computers.

    Learning pathways available:
  • Preparation for employment.
  • Personal desire to upgrade or refresh mastery of a subject.
  • Secondary school qualifications demanded by employers.
  • Vocational training (including apprenticeships).
  • Career training.
  • Technical training.
  • Academic studies (including university programmes).

    The British Columbian model of ABE embraces the Academic Learning Areas offered in the GETC: ABET. It lays a firm foundation for adult learners to achieve the necessary subjects' areas in the human and social sciences and natural sciences, which will prepare them for further vocational/occupational learning. The South African qualification has more Elective specialization areas which cover the vocational field.

    Australia:

    In the Australian context, adult learners are able to enrol for a variety of Certificates in General Education for Adults (CGEA). The course outline of the CGEA includes a choice of Core Units and specialist Core skills, which include a range of special interest Electives to assist learners to construct their own learning pathway. The Elective units are common to all certificate levels and are listed after the core units and skills. In addition, a range of competencies from relevant training packages may be offered as Electives.

    The course in initial General Education for Adults is made of the following Core components.

    A learner must choose the following:
  • VBQU205: Develop a learning plan and portfolio with support.

    A choice of three Reading Core Skills:
  • VBQU206: Engage with short simple texts for personal purposes.
  • VBQU207: Engage with short simple texts for learning purposes.
  • VBQU208: Engage with short simple texts for employment purposes.
  • VBQU209: Engage with short simple texts to participate in the community.

    A choice of three Writing Core Skills:
  • VBQU220: Create short simple texts for personal purposes.
  • VBQU222: Create short simple texts for learning purposes.
  • VBQU222: Create short simple texts for employment purposes.
  • VBQU223: Create short simple texts to participate in the community.

    A choice of two Numeracy and Mathematic Core Skills:
  • VBQU224: Recognise time, money and directions.
  • VBQU225: Recognise measurement and design.
  • VBQU226: Recognise numerical and statistical information.

    The Certificate I in General Education for Adults (Introductory) is made up of the following Core Units:
  • VBQU227: Develop and document a learning plan and portfolio with guidance.
  • VBQU228: Conduct a project with guidance.

    A choice of three Reading Core Skills:
  • VBQU229: Engage with simple texts for personal purposes.
  • VBQU220: Engage with simple texts for learning purposes.
  • VBQU222: Engage with simple texts for employment purposes.
  • VBQU222: Engage with simple texts to participate in the community.

    A choice of three Writing Core Skills:
  • VBQU223: Create simple texts for personal purposes.
  • VBQU224: Create simple texts for learning purposes.
  • VBQU225: Create simple texts for employment purposes.
  • VBQU226: Create simple texts to participate in the community.

    A choice of two Numeracy and Mathematics Core Skills:
  • VBQU227: Work with time, money and directions in simple everyday situations
  • VBQU228: Work with simple measurement and design.
  • VBQU229: Work with simple numerical and statistical information.

    The Certificate I in General Education for Adults is made up of the following Core Units:
  • VBQU230: Develop and document a learning plan and portfolio.
  • VBQU232: Plan and undertake a project.

    A choice of three Reading Core Skills:
  • VBQU232: Engage with texts of limited complexity for personal purposes.
  • VBQU233: Engage with texts of limited complexity for learning purposes.
  • VBQU234: Engage with texts of limited complexity for employment purposes.
  • VBQU235: Engage with texts of limited complexity to participate in the community.

    A choice of three Writing Core Skills:
  • VBQU236: Create texts of limited complexity for personal purposes.
  • VBQU237: Create texts of limited complexity for learning purposes.
  • TDTE497B: Prepare workplace documents.
  • VBQU238: Create texts of limited complexity to participate in the community.

    A choice of two Numeracy and Mathematics Core Skills:
  • VBQU239: Work with time, money and directions in familiar situations.
  • VBQU240: Work with measurement and design in familiar situations.
  • VBQU242: Work with numerical and statistical information in familiar situations.

    The Certificate II in General Education for Adults is made up of the following Core Units:
  • VBQU242: Research pathways and produce a learning plan and portfolio.
  • VBQU243: Implement and review a project.

    A choice of two Reading Core Skills:
  • VBQU244: Engage with texts of some complexity for personal purposes.
  • VBQU245: Engage with texts of some complexity for learning purposes.
  • VBQU246: Engage with texts of some complexity for employment purposes.
  • VBQU247: Engage with texts of some complexity to participate in the community.

    A choice of two Writing Core Skills:
  • VBQU248: Create texts of some complexity for personal purposes.
  • VBQU249: Create texts of some complexity for learning purposes.
  • VBQU250: Create texts of some complexity for employment purposes.
  • VBQU252: Create texts of some complexity to participate in the community.

    A choice of two Numeracy and Mathematics Core Skills:
  • VBQU252: Investigate and interpret measurements and related formulae for everyday purposes.
  • VBQU253: Investigate, interpret and produce numerical and statistical information.
  • BQU254: Investigate and use simple mathematical formulae for everyday purposes.

    The Certificate III in General Education for Adults is made up of the following Core Units:
  • VBQU255: Evaluate pathway options, design a learning plan and compile a portfolio.

    A choice of at least four Reading Core Units:
  • VBQU256: Engage with a range of complex texts for personal purposes.
  • VBQU257: Engage with a range of complex texts for learning purposes.
  • VBQU258: Engage with a range of complex texts for employment purposes.
  • VBQU259: Engage with a range of complex texts to participate in the community.

    Writing:
  • VBQU260: Create a range of complex texts for personal purposes.
  • VBQU262: Create a range of complex texts for learning purposes.
  • PSPGOV323A: Compose workplace documents.
  • VBQU262: Create a range of complex texts to participate in the community.

    Numeracy and Mathematics:
  • VBQU263: Analyse and evaluate numerical and statistical information.
  • VBQU264: Use algebraic techniques to analyse mathematical problems.
  • VBQU265: Use formal mathematical concepts and techniques to analyse and solve problems.

    Special Interest Electives to choose from:
  • VBQU266: Develop verbal communication skills.
  • VBQU267: Use computer language and perform simple computing tasks.
  • VBQU268: Access the internet for language learning.
  • VBQU269: Complete a project with support.
  • VBQM474: Australian environmental issues.
  • VBQU270: Communicate with others in familiar and predictable contexts.
  • VBQU272: Participate in a practical placement.
  • VBQM475: Community options.
  • VBQM476: The education system.
  • VBQM477: Health care.
  • VBQM478: Arts in Australia.
  • VBQM479: Indigenous history.
  • VBQU272: Explore science in the community.
  • VBQU273: Explore health and wellbeing.
  • VBQU274: Explore the environment.
  • VBQU275: Explore energy and matter.
  • VBQU276: Explore chemicals and change.
  • VBQU277: Explore earth in space.
  • VBQU278: Explore continuity of life.
  • VBQM480: Elections and government.
  • VBQM482: The legal system.
  • VBQM482: Driving and owning a car.
  • VBQM483: Events in Australian history.
  • VBQM484: Investigating current issues.
  • VBQU279: Research science in the community.
  • VBQU280: Research living things.
  • VBQU282: Research the environment.
  • VBQU282: Research universe and time.
  • VBQU283: Research chemicals and change.
  • VBQU284: Research energy, force and matter.
  • VBQU285: Analyse science in the community.
  • VBQU286: Design and review a project.

    There is no formal exam. Assessment of learning is continuous and ongoing and focuses on the process of learning as well as the competencies stated in the modules of the CGEA.

    The Australian CGEA model is similar to the GETC: ABET in that it comprises a Core and Elective Component. However, the Core Component in the CGEA is more aligned to the Fundamental Component in the GET: ABET qualification but there is limited choice in terms of Language, Literacy and Communication, Mathematical Literacy or Mathematics and Mathematical Science Learning Area Components as these are fixed. However, there is a choice of either Mathematical Literacy or Mathematics and Mathematical Science depending on the choice of Vocational Learning Area. The Elective Specialisation areas are based more on curriculum topics whereas the GETC: ABET includes further Academic and Vocational Learning Area options including Information and Communication Technology (ICT), Human and Social Sciences, Ancillary Health Care but it was lacking in areas of community, history and research topic areas.

    Finland:

    The objective of adult education in Finland is to support lifelong learning amongst its citizens as well as to develop and promote knowledge and skills relating to building coherence and equality in society. Furthermore, the focus is on ensuring that trade skills are developed in the workforce in order to raise levels of employment as well as deal with deficit in skills brought on by retirement.

    Adult education is provided in more than 2,000 educational institutions in Finland. There are only a few who specialise solely in adult education. Much of adult education is provided outside formal educational institutions, including work places, or can be organised by employers. However, not all adult education is directly connected to work or occupational skills. There are, for instance, liberal adult education programmes which provide learners with instruction in civics or social studies.

    Adult education is provided in the following contexts including:
  • Universities polytechnics.
  • Vocational schools.
  • Vocational adult education centres.
  • National specialized institutions and specialized vocational institutions.
  • Adult education centres and workers' institutes.
  • Folk high schools.
  • Summer universities.
  • General upper secondary schools for adults.
  • Study centres.
  • Physical education centres.
  • Music institutes.

    There is basic and general upper secondary education available for adults. Adults can complete the basic (comprehensive school) or upper secondary education syllabus and take part in the matriculation examination in general upper secondary schools for adults or in adult study lines in regular upper secondary schools. The instruction mostly takes place in the evening and is course-based. Many people study individual subjects, mainly languages, as so-called subject students. A national core curriculum for adult education has been devised, taking account of the fact that students are grown-up in the number of compulsory courses and in the length of courses and lessons. There is also instruction geared to foreign students' in general upper secondary schools.

    There are general upper secondary schools for adults in about 40 municipalities, mainly in cities. Apart from two institutions, they are subordinate and fall under local authorities. There is a basic education line in about 30 folk high schools and a general upper secondary line in six. They, too, follow the curriculum drawn out for general upper secondary school for adults, but since folk high schools are essentially boarding schools, the studies take place in daytime. The majority of students in folk high schools are young people.

    The model of adult education in Finland differs from the South African context as it focuses more on harnessing specific skills both in the workplace as well as developing responsible citizens through promoting lifelong learning.

    United Kingdom (UK):

    In the UK there is an entry level qualification developed to encourage and recognise achievement of learners in a variety of contexts. These entry level qualifications are called Certificates.

    Currently, there are over one hundred entry levels certificates on offer in a wide range of subjects, including:
  • National curriculum subjects such as English, Science and mathematics.
  • Vocational subjects such as retail, hairdressing and office practice.
  • General qualifications such as skills for working life and life skills.
  • Basic skills such as adult literacy and adult numeracy.

    The Qualification Council Authority (QCA) operates with the sector skills councils to ensure that entry level vocational qualifications provide a useful introduction to relevant working practices. The Certificates are made up of units and learners can achieve these separately, until the full certificate is achieved.

    The UK model embraces similar aspects to the components of the GETC ABET qualification as it includes Academic Learning Areas as well as Vocational Learning Areas. The UK model is based on curriculum subjects. However, the UK model embraces a wider selection of Vocational subjects such as hairdressing and office practice.

    Gambia:

    In Gambia, the Government's policy on adult and non-formal education targets out-of-school youth, school drop-outs, girls and young women as well as adults and young women requiring new skills.

    Adult and non-formal education aims specifically at learners in the age group 25-39 years and is regarded as a form of educational service in Gambia within the context of the expanded vision of basic education. Until 2997, this service was mainly delivered by the government and a few Non Governmental Organisations (NGOs) providing literacy classes linked to skills acquisition. However, the mode of delivery has now changed, with the government contracting the delivery out to NGOs and community-based organisations.

    The Gambian model focuses on both adult and non-formal education which is critical in a developing country. The GETC: ABET embraces a formal acknowledgement of learning based on a schooling model but also including Vocational Learning components. The focus on non-formal learning is still critical and should complement the formal learning context.

    Namibia:

    In Nambia, the adult learning programme is divided into three stages and each stage takes about one year to complete. Numeracy skills are taught throughout the three stages. A learner may repeat a stage only once.

    The programme stages are outlined as follows:

    Stage One:
  • This is open to adult learners at the very beginning, and materials are designed to introduce learners to the basic syllables of their own mother tongue. Learning how to write properly is an important activity of this stage.

    Stage Two:
  • This stage, which is also conducted in mother tongue language, deals with intermediate learners, the majority of whom will have successfully completed Stage One. Such learners may include a few learners who have dropped out of school at very early stages or may only have acquired limited reading and writing skills on their own. The instructional materials at this stage are functional. This means that, while seeking to improve, reinforce, and sustain the skills acquired in Stage One, the materials will simultaneously offer useful knowledge and skills in various subjects such as agriculture, health, small scale business, civics, etc. The National Literacy programme in Namibia (NLPN) hopes that discussion of the issues rose in the materials, and action which the learners may decide to take arising from the discussions, will assist to improving the quality of lives of the learners and of their communities.

    Stage Three:
  • Learners are introduced to Basic English. The emphasis is on communicative English and reinforcing developmental activities.

    Adult Upper Primary Programme:

    The completion of the three stages in the NLPN is considered equivalent to Grade 4 in the primary school system. There are plans in the Directorate to developing a curriculum for the immediate follow-up of Stage Three. This phase is known as the Adult Upper Primary Programme, and is designed to satisfy the needs of the adult learners while at the same time offering them educational competencies comparable to those of upper primary school. There are other less formal learning activities available to those adult learners not interested in this type of certificate.

    Adult Skills Development for Self-Employment:

    This new project is being piloted in Karas and Oshana regions with the purpose of providing the Directorate with the capacity to validate an approach to adult non-formal training activities at national, regional, and district levels. The main goal of the project is to provide a better service to the community by integrating adult education with employment creation. It is hoped that, when the project is fully operational, it will contribute to the national effort of poverty alleviation through affording communities with self-employment skills. The main beneficiaries of this project are individuals or groups of adults over the age of 28 years who were previously deprived and are now eager to venture into new occupational areas.

    The Nambian Adult Upper Primary programme model is similar to the GETC: ABET but is only comparable to Grade 4 where as the South African qualification is based on Grade 9 comparison in relation to formal schooling. The intention of the GET: ABET is to include the same eight Academic Learning Areas as formal schooling but there are only four compulsory Learning Areas to choose from. The remainder of the Qualification is then made up of choices from either Academic Learning Areas or Vocational Learning Areas.

    Conclusion:

    The South African GET: ABET model compares best with the Australian and UK models in that there are compulsory and choice options similar to the Academic and Vocational Learning Areas. However, the South African GETC: ABET is designed for adult learners to acquire a minimum of five Academic Learning Areas which include Language, Literacy and Communication, Mathematical Literacy or Mathematics and Mathematical Science, Life Orientation and one other Learning Area Component of choice. As indicated earlier the only choice in terms of compulsory Learning Areas in the Fundamental Component is that learners can choose either to do Mathematical Literacy or Mathematics and Mathematical Science depending what Vocational Learning Area or occupation they are interested in pursuing. Both the UK and Australian models are based more on a curriculum model in which learners have a choice in their topics either in the more academic subjects or the vocationally related subjects. In addition, there seems to be a wider selection of vocational subjects for adult learners to choose from. Overall, the GETC: ABET qualification has the potential to embrace the academic and vocational sub-frameworks by providing the learner with a solid base in which to allow a more coherent learning pathway as well as articulate with both vocational and occupationally related qualifications. 
    		•

    ARTICULATION OPTIONS 
    The Qualification provides the following articulation opportunities:

    Horizontal Articulation:

    Horizontal Articulation is possible with any GETC Qualification.

    Vertical Articulation:

    Vertical Articulation is possible with the following Qualifications registered on the National Qualifications Framework:
  • ID 49648: National Certificate: New Venture Creation (SMME), NQF Level 2.
  • ID 49556: National Certificate: Development Practice, NQF Level 2.
  • ID 14851: National Certificate: Agricultural Trade Processes, NQF Level 2.
  • ID 59099: National Certificate: Agricultural Equipment Service and Repairs, NQF Level 2.
  • ID 48976: National Certificate: Animal Production, NQF Level 2.
  • ID 48977: National Certificate: Mixed Farming Systems, NQF Level 2.
  • ID 20183: National Certificate: Banking, NQF Level 2.
  • ID 23833: National Certificate: Business Administration Services, NQF Level 2.
  • ID 48806: National Certificate: Craft Production, NQF Level 2.
  • ID 21798: Certificate: Telecommunications for Customer Premises Equipment, NQF Level 2.
  • ID 49085: National Certificate: Fundamental Ancillary Health Care, NQF Level 2.
  • ID 64149: National Certificate: Occupational Safety, Health and Environment, NQF Level 2.
  • ID 49605: National Certificate: Environmental Practice, NQF Level 2.
  • ID 14110: National Certificate: Accommodation Services, NQF Level 2.
  • ID 17174: National Certificate: Tourism: Guiding, NQF Level 2.
  • ID 49280: National Certificate: Wholesale and Retail Distribution, NQF Level 2.
  • ID 58206: National Certificate: Wholesale and Retail Operations, NQF Level 2.
  • ID 50440: National Certificate: Vocational: Level 2,
  • ID 49410: National Certificate: Construction, NQF Level 2.
  • National Certificate: Mechanics, Chemical Welding, NQF Level 2 ID 23613.
  • ID 49689: National Certificate: Automotive Repair and Maintenance, NQF Level 2.
  • ID 50307: National Certificate: Bread and Flour Confectionery Baking, NQF Level 2.
  • ID 21870: National Certificate: Clothing Manufacturing, NQF Level 2.
  • ID 24273: National Certificate: Community House Building, NQF Level 2.
  • ID 48742: National Certificate: Hairdressing, NQF Level 2.
  • ID 64189: National Certificate: Metals Production, NQF Level 2.
  • ID 50083: National Certificate: Milk and Cream Handling and Storing, NQF Level 2.
  • ID 48977: National Certificate: Mixed Farming Systems, NQF Level 2.
  • ID 49581: National Certificate: Poultry Processing, NQF Level 2.
  • ID 62709: National Certificate: Service Station Operations, NQF Level 2.
  • ID 49279: National Certificate: Victim Empowerment and Support, NQF Level 2. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner, or moderating the assessment of a learner, against this Qualification must be registered as an assessor or moderator with the relevant Education and Training Quality Assurance body (ETQA), or with an ETQA that has a Memorandum of Understanding (MOU) with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA, or with an ETQA that has an MOU with the relevant ETQA, in which case programme approval should be obtained from the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the policies and guidelines for assessment and moderation of that ETQA, in terms of agreements reached around assessment and moderation between various ETQAs (including professional bodies).
  • Moderation must include both internal and external moderation of assessments at all exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the Exit Level Outcomes of the Qualification.

    The options as listed above provide the opportunity to ensure that assessment and moderation can be transparent, affordable, valid, reliable and non-discriminatory. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor or moderator of this Qualification the applicant needs:
  • To be registered as an assessor or moderator with the relevant ETQA.
  • To be in possession of a relevant qualification at NQF Level 4 or preferably above. It is recommended that practitioners with NQF Level 4 should work under supervision.
  • To have practical work experience in the sector in which the learner is to be assessed. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Recorded in 2015. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  14659  Demonstrate an understanding of factors that contribute towards healthy living  Level 1  NQF Level 01  4 
    Core  14569  Demonstrate an understanding of how to participate effectively in the workplace  Level 1  NQF Level 01  3 
    Core  14656  Demonstrate an understanding of sexuality and sexually transmitted infections including HIV/AIDS  Level 1  NQF Level 01  5 
    Core  14664  Demonstrate knowledge of diversity within different relationships in the South African society  Level 1  NQF Level 01  3 
    Core  14661  Demonstrate knowledge of self in order to understand one`s identity and role within the immediate community and South African society  Level 1  NQF Level 01  3 
    Core  113966  Identify security, safety and environmental risks in the local environment  Level 1  NQF Level 01  6 
    Core  15092  Plan and manage personal finances  Level 1  NQF Level 01  5 
    Core  15091  Plan to manage one`s time  Level 1  NQF Level 01  3 
    Fundamental  7464  Analyse cultural products and processes as representations of shape, space and time  Level 1  NQF Level 01  2 
    Fundamental  7449  Critically analyse how mathematics is used in social, political and economic relations  Level 1  NQF Level 01  2 
    Fundamental  119373  Describe and represent objects in terms of shape, space and measurement  Level 1  NQF Level 01  5 
    Fundamental  7452  Describe, represent and interpret mathematical models in different contexts  Level 1  NQF Level 01  6 
    Fundamental  119635  Engage in a range of speaking/signing and listening interactions for a variety of purposes  Level 1  NQF Level 01  6 
    Fundamental  119364  Evaluate and solve data handling and probability problems within given contexts  Level 1  NQF Level 01  5 
    Fundamental  119631  Explore and use a variety of strategies to learn  Level 1  NQF Level 01  5 
    Fundamental  119640  Read/view and respond to a range of text types  Level 1  NQF Level 01  6 
    Fundamental  7450  Work with measurement in a variety of contexts  Level 1  NQF Level 01  2 
    Fundamental  119362  Work with numbers; operations with numbers and relationships between numbers  Level 1  NQF Level 01  4 
    Fundamental  7448  Work with patterns in various contexts  Level 1  NQF Level 01  4 
    Fundamental  119636  Write/Sign for a variety of different purposes  Level 1  NQF Level 01  6 
    Elective  7533  Access creative arts and cultural processes to develop social and interactive skills to promote self-esteem and healing  Level 1  NQF Level 01  2 
    Elective  7511  Analyse how scientific skills and knowledge contribute to sustainable use of resources  Level 1  NQF Level 01  2 
    Elective  7509  Apply basic concepts and principles in the natural sciences  Level 1  NQF Level 01  5 
    Elective  11337  Apply knowledge of the relationship between tourism and the community  Level 1  NQF Level 01  5 
    Elective  11335  Apply knowledge to identify and promote tourist destinations and attractions in South Africa  Level 1  NQF Level 01  7 
    Elective  7513  Assess the impact of scientific innovation on quality of life  Level 1  NQF Level 01  2 
    Elective  13356  Assess the influence of the environment on sustainable livestock production  Level 1  NQF Level 01  4 
    Elective  119564  Assist the community to access services in accordance with their health related human rights  Level 1  NQF Level 01  5 
    Elective  7508  Conduct an investigation in the natural science  Level 1  NQF Level 01  4 
    Elective  13357  Demonstrate an understanding of agricultural production management practices in relation to the socio-economic environment  Level 1  NQF Level 01  3 
    Elective  13354  Demonstrate an understanding of agriculture as a challenging and applied system  Level 1  NQF Level 01  2 
    Elective  13999  Demonstrate an understanding of basic accounting practices  Level 1  NQF Level 01  4 
    Elective  13995  Demonstrate an understanding of contracts and their sources  Level 1  NQF Level 01  2 
    Elective  115480  Demonstrate an understanding of diversity and change in a dynamic society  Level 1  NQF Level 01  6 
    Elective  10006  Demonstrate an understanding of entrepreneurship and develop entrepreneurial qualities  Level 1  NQF Level 01  2 
    Elective  14001  Demonstrate an understanding of managerial expertise and administrative capabilities  Level 1  NQF Level 01  4 
    Elective  7507  Demonstrate an understanding of the concept of science  Level 1  NQF Level 01  2 
    Elective  13355  Demonstrate an understanding of the physical and biological environment and its relationship to sustainable crop production  Level 1  NQF Level 01  4 
    Elective  13998  Demonstrate an understanding of the principles of supply and demand, and the concept: production  Level 1  NQF Level 01  2 
    Elective  115477  Demonstrate knowledge and understanding of the relationships between social justice, human rights and democracy  Level 1  NQF Level 01  5 
    Elective  119559  Demonstrate knowledge of the provision and implementation of primary health care  Level 1  NQF Level 01  10 
    Elective  10009  Demonstrate the ability to start and run a business and adapt to a changing business environment  Level 1  NQF Level 01  3 
    Elective  259939  Describe wholesale and retail in South Africa  Level 1  NQF Level 01  4 
    Elective  9357  Develop and use keyboard skills to enter text  Level 1  NQF Level 01  4 
    Elective  7529  Display creative an innovative knowledge, skills and creative concepts through participation in arts and culture activities  Level 1  NQF Level 01  4 
    Elective  119563  Engage in basic health promotion  Level 1  NQF Level 01  8 
    Elective  119566  Explain preventive measures to reduce the potential impact of disasters  Level 1  NQF Level 01  5 
    Elective  115471  Explain the relationship between events, time and space and the effect on society  Level 1  NQF Level 01  6 
    Elective  115483  Explain the relationship between society, environment and development  Level 1  NQF Level 01  6 
    Elective  13994  Identify and discuss different types of business and their legal implications  Level 1  NQF Level 01  4 
    Elective  12539  Identify career opportunities in different sectors of the tourism industry  Level 1  NQF Level 01  4 
    Elective  259937  Identify career opportunities in the wholesale and retail sector  Level 1  NQF Level 01  8 
    Elective  12543  Identify key features of tourism in South Africa  Level 1  NQF Level 01  4 
    Elective  259938  Identify the importance of customer service in the wholesale and retail environment  Level 1  NQF Level 01  5 
    Elective  10007  Identify, analyse and select business opportunities  Level 1  NQF Level 01  3 
    Elective  13996  Identify, discuss, describe and compare major economic systems, with emphasis on the South African economy  Level 1  NQF Level 01  2 
    Elective  13358  Implement and maintain the principles, systems, practices and technology applicable to an agricultural venture  Level 1  NQF Level 01  7 
    Elective  117943  Install a Personal Computer (PC) peripheral device, in a GUI environment  Level 1  NQF Level 01  2 
    Elective  11336  Interact appropriately with a range of tourists  Level 1  NQF Level 01  4 
    Elective  7531  Investigate the influence of the mass media on indigenous practices  Level 1  NQF Level 01  3 
    Elective  14097  Know, select and use materials, tools and equipment safely for technological purposes  Level 1  NQF Level 01  3 
    Elective  244261  Maintain records and give reports about babies, toddlers and young children  Level 1  NQF Level 01  3 
    Elective  117867  Managing files in a Graphical User Interface (GUI) environment  Level 1  NQF Level 01  3 
    Elective  116932  Operate a personal computer system  Level 1  NQF Level 01  3 
    Elective  119567  Perform basic life support and first aid procedures  Level 1  NQF Level 01  5 
    Elective  244263  Prepare an environment for babies, toddlers and young children  Level 1  NQF Level 01  3 
    Elective  14666  Prepare oneself for employment  Level 1  NQF Level 01  4 
    Elective  7525  Reflect on and engage critically with arts experience and works from diverse groups  Level 1  NQF Level 01  3 
    Elective  11334  Select a career path with knowledge of the roleplayers in the tourism industry and their functions  Level 1  NQF Level 01  5 
    Elective  14096  Understand and apply technological knowledge and skills in Processes  Level 1  NQF Level 01  2 
    Elective  14095  Understand and apply technological knowledge and skills in structures  Level 1  NQF Level 01  2 
    Elective  14092  Understand and apply technological knowledge and skills in systems and control  Level 1  NQF Level 01  3 
    Elective  14098  Understand and use energy in technological product and systems  Level 1  NQF Level 01  1 
    Elective  12541  Understand the nature of tourists in and to South Africa  Level 1  NQF Level 01  4 
    Elective  7527  Understand the origins and functions of South African cultures through promoting indigenous Arts and Culture forms and practices  Level 1  NQF Level 01  3 
    Elective  11333  Understand the tourism industry  Level 1  NQF Level 01  5 
    Elective  116933  Use a Graphical User Interface (GUI)-based presentation application to create and edit slide presentations  Level 1  NQF Level 01  3 
    Elective  116938  Use a Graphical User Interface (GUI)-based word processor to create and edit documents  Level 1  NQF Level 01  4 
    Elective  7532  Use art skills and cultural expression to make an economic contribution to self and society  Level 1  NQF Level 01  2 
    Elective  117902  Use generic functions in a Graphical User Interface (GUI)-environment  Level 1  NQF Level 01  4 
    Elective  10008  Write and present a simple business plan  Level 1  NQF Level 01  7 
    Elective  260463  Assist the client and significant others to manage home based health care  Level 2  NQF Level 02  12 
    Elective  244255  Care for babies, toddlers and young children  Level 2  NQF Level 02  10 
    Elective  117887  Complete basic business calculations  Level 2  NQF Level 02  5 
    Elective  14353  Conduct basic financial transactions  Level 2  NQF Level 02  3 
    Elective  244258  Demonstrate basic understanding of child development  Level 2  NQF Level 02  5 
    Elective  244262  Interact with babies, toddlers and young children  Level 2  NQF Level 02  5 
    Elective  119911  Investigate the costs and benefits of using banking institutions for managing personal finances  Level 2  NQF Level 02  2 
    Elective  117900  Plan self development  Level 2  NQF Level 02  10 
    Elective  120496  Provide risk-based primary emergency care/first aid in the workplace  Level 2  NQF Level 02  5 
    Elective  119913  Use a personal budget to manage own money  Level 2  NQF Level 02  3 


    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 


    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.