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: 

National First Degree: ABET Practice 
SAQA QUAL ID QUALIFICATION TITLE
20485  National First Degree: ABET Practice 
ORIGINATOR
SGB ABET Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  Level TBA: Pre-2009 was L6  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2024-06-30  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
A practitioner with the National First Degree qualification will be equipped to:

a. Design learning programmes, including curriculum design and materials development.
b. Undertake a leadership role in an ABET division of an organisation.
c. Supervise the work of other ABET practitioners.
d. Apply extended skills around research, evaluation, quality assurance and community development.
e. Facilitate learning areas at ABET Levels 1-4, depending on the choice of electives.
f. Offer specialist input on particular aspects of ABET provision, depending on choice of electives (e.g. assessment).


Rationale for the qualification

The National First Degree in ABET Practice is a qualification for practitioners who wish to make ABET their chosen career and to progress into a leadership role. The type of leadership role will depend on the elective credits selected by the candidate.

The `core` component of this qualification enables candidates to undertake a leadership role in a general sense, that is to be the manager or leader of a number of practitioners in an adult education centre. It includes a range of relevant unit standards such as those concerned with management and quality control.

The `elective` component of this qualification enables practitioners to gain specialist skills in particular aspects of ABET. For example, a candidate who selects `assessment` as an elective in this qualification will then be able to undertake a leadership role in the development of assessment practices in ABET.

This qualification also aims to facilitate innovation and development in the ABET field generally. It provides practitioners with higher order skills in order to conduct research and evaluation with the aims of improving and developing ABET practice. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learning assumed to be in place for the qualification generally is described in 1.3 above, the National Diploma in ABET Practice, the NQF level 5 qualification. 

RECOGNISE PREVIOUS LEARNING? 

QUALIFICATION RULES 
Learners must complete all the Core Unit Standards.

Learners must choose additional Elective Unit Standards to give a total of 360 Credits for the Qualification. 

EXIT LEVEL OUTCOMES 
A practitioner with the National First Degree in ABET Practice will have the skills outlined in the National Certificate (NQF level 4) detailed in section 3 of this document. The practitioner will also have the skills outlined for the National Diploma (NQF level 5) in section 4 of this document. The practitioner will also be able to :

a) Design outcomes-based learning programmes and develop materials for a group of learners in a selected learning area, with reference to relevant unit standards and using a variety of available sources.
b) Conduct a participatory programme evaluation within an organisation, conduct staff appraisals and maintain a quality assurance system.
c) Complete a primary research assignment in order to access new knowledge and information from outside of his/her existing context and experiences.
d) Manage ABET projects by ensuring that administrative, financial, staffing and planning systems are in place.
e) Relate ABET practice to community development with relevant insights into poverty, underdevelopment and development. 

ASSOCIATED ASSESSMENT CRITERIA 
The exit level outcomes and unit standards for this qualification are directly related. The unit standards are essentially components of the exit level outcomes. For example, the exit level outcome in a) above:

`Design outcomes-based learning programmes and develop materials for a group of learners in a selected learning area, with reference to relevant unit standards and using a variety of available sources`. is made up of the following core, compulsory unit standard for this qualification:

6.01 Design learning programmes and related learning materials

Assessment criteria are detailed in each of the unit standards. Therefore the SGB did not produce additional assessment criteria for the exit level outcomes. They are quite adequately dealt with in the related unit standards.


Integrated assessment, moderation and RPL

It is not within the scope of SGB work to prescribe forms of assessment or assessment instruments. The ABET practitioner SGB believes that the level of detail in and phrasing of the assessment criteria in the unit standards makes it quite clear to professional assessors how to make informed judgements regarding the required performance of candidates.

No particular organisations in the ABET field have been identified as the most appropriate to undertake assessment and moderation for this qualification. There are organisations currently working in ABET in the HET band, including some of the universities and technikons. These organisations would have the capacity to undertake both assessment and moderation for this qualification. However some cooperation between these organisations would be required for standardisation of assessment, moderation and awarding of qualifications.

Many of the assessment criteria in the unit standards are performance-based (rather than descriptions of required knowledge) which means that workplace RPL could be arranged for awarding parts of this qualification. Completed research, evaluation and materials development assignments could be used for RPL purposes for awarding other parts of the qualification. 

INTERNATIONAL COMPARABILITY 
International comparability

A full discussion of the international comparability of these qualifications and unit standards can be found in Appendix B at the end of the document. A summary of the findings on international comparability follows.

Qualification frameworks and unit standards for adult educators and trainers were accessed and compared to those in this document. Information from the following countries was considered:

New Zealand
Scotland
Australia
USA
City and Guilds International Awards (UK)
Pitman Qualifications (UK)

Discussions were held with Nigerian practitioners but it was difficult to find relevant information from other developing countries. The main findings are:

1. The New Zealand Qualifications Framework and, to some degree, the Australian and Scottish have bands/levels within which our ABET educator qualifications would fit.

2. The qualification frameworks generally make provision for three levels and types of adult educator qualifications: -

a. A basic qualification, which is aimed at developing expertise in delivery and/or assessment of adult learning
b. A higher qualification, which builds general competence in adult learning
c. A professional qualification for people requiring greater expertise in adult education and Training, in areas like assessment, design, evaluation. The latter qualification has a heavy credit value in the Elective category.

The range of competencies covered in these qualifications is similar to those outlined in our proposals.

3. Few countries have ABET practitioner standards. The majority have either general adult educator or vocational (specifically industry-based) education and training practitioner qualifications.

4. We found that these `adult educator` or `vocational` qualifications and unit standards were generally quite comparable to ours. The only major differences were in formatting and scope, given their focus either on adult education more generally, or on vocational training more narrowly. 

ARTICULATION OPTIONS 
The level 6 qualification was formulated in the first half of 2000. At the time no other qualifications in the ETD field had been formally registered, so it was not possible to describe articulation possibilities in any detail. The ABET Practitioner SGB would like to ensure that this qualification articulates horizontally with other level 6 qualifications in the ETD field, and also articulates vertically with all level 7 qualifications in the ETD field.

A task team has been set up by SAQA to facilitate the articulation of different qualifications in the ETD field. The ABET Practitioner SGB is participating in this task team and will make every effort to ensure that the ABET Practitioner qualifications articulate with those produced by the Schooling, Occupation-Directed and ECD SGBs. 

MODERATION OPTIONS 
See "Integrated assessment". 

REREGISTRATION HISTORY 
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

NOTES 
There are no special fundamental unit standards for this qualification.
The 20 credits in the fundamental category completed at level 5, form part of this qualification 

UNIT STANDARDS: 
  ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Core  7386  Assess learners within a learning situation  Level 4  NQF Level 04  10 
Core  7388  Evaluate own facilitation performance  Level 4  NQF Level 04 
Core  7384  Facilitate an adult learning event  Level 4  NQF Level 04  16 
Core  7387  Fulfil administrative requirements of a learning group  Level 4  NQF Level 04 
Core  10231  Plan a learning event  Level 4  NQF Level 04 
Core  10292  Conduct research and liaison relevant to the learning situation  Level 5  Level TBA: Pre-2009 was L5  10 
Core  10291  Design, implement and follow up on internal assessment for adult learners  Level 5  Level TBA: Pre-2009 was L5  12 
Core  10290  Evaluate, select and adapt published learning materials and develop, use and evaluate own supplementary learning aids  Level 5  Level TBA: Pre-2009 was L5  12 
Core  10289  Facilitate a programme of learning  Level 5  Level TBA: Pre-2009 was L5  24 
Core  10294  Identify and respond to learners with special needs and barriers to learning  Level 5  Level TBA: Pre-2009 was L5  10 
Core  10293  Mediate language, literacies and mathematics across the curriculum  Level 5  Level TBA: Pre-2009 was L5  20 
Core  10288  Organise a programme of learning  Level 5  Level TBA: Pre-2009 was L5 
Core  10295  Promote lifelong learning and development  Level 5  Level TBA: Pre-2009 was L5 
Core  10301  Complete a research assignment  Level 6  Level TBA: Pre-2009 was L6  20 
Core  10299  Design learning programmes and related learning materials  Level 6  Level TBA: Pre-2009 was L6  20 
Core  10300  Evaluate and assure quality of learning programmes  Level 6  Level TBA: Pre-2009 was L6  16 
Core  10303  Manage ABET projects  Level 6  Level TBA: Pre-2009 was L6  16 
Core  10304  Relate education and training to development  Level 6  Level TBA: Pre-2009 was L6  16 
Elective  263936  Apply knowledge of issues of diversity in a specific South African context  Level 5  Level TBA: Pre-2009 was L5 
Elective  115753  Conduct outcomes-based assessment  Level 5  Level TBA: Pre-2009 was L5  15 
Elective  337063  Demonstrate knowledge and insight into the principles of monitoring and evaluation in assessing organisation and/or programme performance in a specific context  Level 5  Level TBA: Pre-2009 was L5 
Elective  263976  Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework  Level 5  Level TBA: Pre-2009 was L5 
Elective  264214  Design, develop and manage a Peer Education Management system  Level 5  Level TBA: Pre-2009 was L5  15 
Elective  117874  Guide learners about their learning, assessment and recognition opportunities  Level 5  Level TBA: Pre-2009 was L5 
Elective  114925  Manage learner information using an information management system  Level 5  Level TBA: Pre-2009 was L5 
Elective  110060  Plan learning programmes that redress social development issues  Level 5  Level TBA: Pre-2009 was L5 
Elective  337059  Apply monitoring and evaluation approaches and tools to assess an organisation's or programme's performance in a specific context  Level 6  Level TBA: Pre-2009 was L6  15 
Elective  115759  Conduct moderation of outcomes-based assessments  Level 6  Level TBA: Pre-2009 was L6  10 
Elective  115755  Design and develop outcomes-based assessments  Level 6  Level TBA: Pre-2009 was L6  10 
Elective  10306  Develop and evaluate ETD and ABET policy within organisations  Level 6  Level TBA: Pre-2009 was L6  16 
Elective  10305  Devise interventions for learners who have special needs  Level 6  Level TBA: Pre-2009 was L6  16 
Elective  115435  Lead and manage a subject/learning area/phase  Level 6  Level TBA: Pre-2009 was L6  12 
Elective  263982  Manage assessment in a learning organisation  Level 6  Level TBA: Pre-2009 was L6  10 
Elective  115436  Manage teaching and learning  Level 6  Level TBA: Pre-2009 was L6  20 
Elective  116587  Develop, support and promote RPL practices  Level 7  Level TBA: Pre-2009 was L7  10 


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.
 
1. CURMO Designs (Pty) Ltd Co 



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.