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: 

Occupational Certificate: Adult Literacy Teacher 
SAQA QUAL ID QUALIFICATION TITLE
101709  Occupational Certificate: Adult Literacy Teacher 
ORIGINATOR
Development Quality Partner - ETDPSETA (Education) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Occupational Certificate  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  198  Not Applicable  NQF Level 05  Regular-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 purpose of this qualification is to prepare a learner to operate as an Adult Literacy Teacher.
An Adult Literacy Teacher plans, organises and implements a well-structured programme or a series of learning events; facilitates a learning programme; designs, produces and/or adapts learning materials and additional learning resources (LTSM); produces, implements and evaluates assessment instruments, and profiles learners. The ALT performs all these activities for adult learners at Level 1. The Adult Literacy Teacher may work as an assistant to the Adult Education Teacher.
A qualified learner will be able to:
  • Profile adult learners.
  • Plan, structure, implement and evaluate a learning programme for adult learners.
  • Plan, implement and evaluate assessment for adult learners.

    Rationale:
    The Sector intended to replace historical qualifications with this single occupational qualification: The existing National Certificate: Adult Education and Training (AET) Practice (Level 4) was designed to enhance access to qualifications for practitioners within the AET field mainly in Non Government Organisations and rural areas. These practitioners would be able to facilitate a learning area/s at AET Levels 1 and 2, using prescribed materials and methodology.

    The National Higher Certificate: AET Practice (Level 5) was intended to train learners to facilitate a learning programmer at AET Levels 1-4 and to work under supervision of a more senior practitioner. And the National Diploma: AET Practice (Level 5) was intended to train learners to facilitate learning areas at AET Levels 1-4, depending on choice of electives. It was envisaged that this AET Practitioner would be able to mediate those specialisations to adult learners embarking on the General Education and Training Certificate (GETC): Adult Education and Training (ID 71751).

    There are many adult learners in adult education centres throughout the country that are assisted by a significant number of adult education support personnel who have no qualification. This Occupational Certificate will fill that gap. In addition, people accessing Continuing Education and Training facilities (which include AET centres now functioning as community learning centres as well as the proposed pilot Community Education and Training Colleges) include adults who have not attended school and/or have not completed their formal schooling as well as out of school youth (15 - 24 years old) who are not in employment, education or training (NEET). Learners acquiring this occupational qualification will also be able to facilitate programmes for the NEET group of learners.

    This qualification gives learners generic skills to profile adult (at AET Level 1) and NEET learners, structure, implement and evaluate learning programmes and plan, implement and evaluate assessments for adult and NEET learners. Learners acquiring this qualification will be able to use these skills in a variety of contexts like adult education centres, prisons, private companies etc.

    Typical learners will include those who are currently working in adult education centres or those who have completed a Level 4 qualifications or Grade 12 at school.

    Benefits to the learner include a nationally recognised qualification that will improve current knowledge skills and competencies of adult education support personnel. Benefits to the country mean that the many adult learners at adult education centres will have better qualified personnel to enhance their educational experience. Benefits to the economy include the fact that better skilled and more competent adults would increase the level of service delivery in all the contexts they are currently employed in. In addition, those who are unemployed to access employment opportunities. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL for access to the external integrated summative assessment: Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a statement of result or certifying a work experience record.

    RPL for access to the qualification: Accredited providers and approved workplaces may Recognise Prior Learning against the relevant access requirements.

    Entry Requirements:
  • Level 4 Qualification with Communication. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification is made up of the following compulsory Knowledge and Practical Skill Modules:

    Knowledge Modules:
  • 232131001-KM-01, Adult education and adult learners, Level 5, 16 Credits.
  • 232131001-KM-02, Learning programme for adult learners, Level 5, 24 Credits.
  • 232131001-KM-03, Life orientation and academic literacy, Level 4, 12 Credits.
  • 232131001-KM-04, Assessment and moderation for adult learners, Level 5, 13 Credits.
    Total number of credits for Knowledge Modules: 65.

    Practical Skill Modules:
  • 232131001-PM-01, Profile adult learners, Level 5, 8 Credits.
  • 232131001-PM-02, Plan, structure, implement and evaluate a learning programme for adult learners, Level 5, 30 Credits.
  • 232131001-PM-03, Plan, implement and evaluate assessments for adult learners, Level 5, 15 Credits.
    Total number of credits for Practical Skill Modules: 53.

    This qualification also requires the following Work Experience Modules:
  • 232131001-WM-01, Processes to profile adult learners, Level 4, 15 Credits.
  • 232131001-WM-02, Processes to plan, structure, implement and evaluate a learning programme for adult learners, Level 5, 40 Credits.
  • 232131001-WM-03, Processes to plan, implement and evaluate assessments for adult learners, Level 5, 25 Credits.
    Total number of credits for Work Experience Modules: 80. 

  • EXIT LEVEL OUTCOMES 
    1. Profile adult learners.
    2. Plan, structure, implement and evaluate learning events for adult learners.
    3. Plan, implement and evaluate assessments for adult learners. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Participants are informed about the purpose and scope of the interview/discussion and the intended use of the information to be collected.
  • Interaction with adult learners demonstrates professionalism, empathy, appropriate use of language and questions, and encourages participation.
  • Interview/discussion report which meets official requirements is produced.
  • The questionnaire is structured in a format that is logical manner, using instructions or questions that are relevant, unambiguous and sensitivity to issues of language, race, class, religion and gender.
  • The adult learner profile identifies special needs and disabilities of learners and their socio-economic issues and assists in recommending appropriate interventions and referrals.
  • Discussions with learners on proposed interventions are sensitively conducted, supportive, non-judgmental and confidential.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The research and rationale for the programme of learning demonstrates that consideration was given to profile of potential or actual learners is prepared and presented.
  • The developed learning programme includes learning events, activities, opportunities for independent and group study, assessment activities and their respective timeframes.
  • The learning event plan is structured to reflect leaning outcomes, the logical sequence of teaching methodologies and learning activities and time management.
  • The LTSM for the learning event is selected or produced and/or adopted and is appropriate, legal and ethical in terms of published materials.
  • The learning event plan is carried out as planned.
  • Deviations from the lesson plan are dealt with appropriately.
  • Learners are encouraged to participate actively and meaningfully and learners difficulties are attended to.
  • Challenging situations are managed using appropriate strategies and conflict management techniques.
  • Feedback on the lesson is obtained from stakeholders and analysed according to developed criteria to determine if learning programme was successful/unsuccessful.
  • Self-evaluation techniques identify strengths and weaknesses and analysis of critical incidents which shows their impact on the learning event.
  • Remedial measures address areas for improvement identified during feedback and self-evaluation.
  • A range of administrative tasks is performed for the planning, structuring, implementation and evaluation of a learning even and/or programme.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Learners are informed about time and purpose of assessment activities and learners readiness is confirmed.
  • Preparations for assessment indicate that appropriate logistical arrangements for and learner support during assessment are confirmed.
  • Assessment is administered professionally and according to assessment plan.
  • Feedback to learners on assessment is provided in terms of their individual strengths and weaknesses, coaching and support for remediation and implications of assessment results.
  • Lesson planning is adjusted in light of information from assessment tasks.
  • The assessment process and specifically the assessment instruments are evaluated according to criteria.
  • Learner and other stakeholder evaluations of the assessment process are obtained and analysed and a report is generated.
  • Learner results are recorded, analysed and the report is presented to appropriate forum.
  • The Portfolio of Evidence (PoE) presented for assessment meets PoE criteria.

    Integrated Assessment:
    Integrated Formative Assessment:
    The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment leads to entrance into the integrated external summative assessment.

    Integrated Summative Assessment:
    An external integrated summative assessment, conducted through the relevant Quality Council for Trades and Occupations (QCTO) Assessment Quality partner is required for the issuing of this qualification. The external integrated summative assessment will focus on the Exit Level Outcomes and Associated Assessment Criteria. The external summative assessment will be a test conducted through an evaluation of written and practical tasks covering critical aspects in a simulated environment at an assessment centre accredited by QCTO and conducted by a registered assessor.

    The assessment will take place over a minimum period of 2 days. 

  • INTERNATIONAL COMPARABILITY 
    The aim of the international comparability study was to examine Adult Literacy Teacher qualifications of other countries at international, regional and African contexts to benchmark best practice in this field. The study examined occupationally-based adult literacy teacher qualifications and related curricula, including competencies at different ABET levels. The comparability exercise focused on Canada, the United Kingdom, New Zealand and Botswana.

    Canada:
    Seneca College:
    This program provides an in-depth exploration of the key principles, practices, concepts and issues that shape the role of the literacy educator in the delivery of literacy and essential skills training in one-to-one and group settings.

    Literacy workers in Ontario often perform multiple roles in diverse settings. They may find themselves working in roles which include literacy programming as instructors, advocates, administrators and coordinators. This program benefits those working in related areas who are seeking additional educational experiences to complement their experience.
    Courses offered:
  • Introduction to Adult Literacy.
  • Programme for literacy learning.
  • Assessing and Evaluating Literacy Learning.
  • Making it work.

    United Kingdom:
    City and Guilds offers the Level 3 Certificate in Essential Skills Practitioners will suit you if you are working in a work-based, adult and community learning or college setting, delivery numeracy, literacy, ESOL and digital literacy qualifications at Level 1 or below.
    This qualification comprises:
  • Assessment of essential skills (Numeracy/Literacy/ESOL/Digital Literacy).
  • Planning essential skills learning (Numeracy/Literacy/ESOL/Digital Literacy).
  • Delivering essential skills learning (Numeracy/Literacy/ESOL/Digital Literacy).

    New Zealand:
    The National Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace) (Level 5) is intended to raise the skills of the adult educator to develop the literacy and numeracy skills of learners within the context of a training/education programme. It is particularly relevant for existing practitioners who deliver programmes and who are recognised as adult educators in their own field. They might be workplace trainers and/or assessors, or vocational tutors or lecturers; the programme could be on-job or off-job.
    The 30-Credit unit standard entitled - Develop adult learners' literacy and numeracy skills within workplace training or education programme constitutes the major part of the qualification.

    Botswana
    The Adult Basic Education Programme (ABEP) is a comprehensive, integrated, outcome based, modularised and fully accredited lifelong educational and skills training programme for out-of-school groups. The programme primarily targets out-of-school youth and adults who never went to school or dropped out before completing primary school and therefore, with little literacy and numeracy skills as well as those who failed to access basic education.

    ABEP facilitators comprise of service graduates or professional teachers, including holders of a Diploma in education, retired professional teachers, untrained undergraduates and, in the majority, people with A level and Junior secondary school qualifications. All facilitators are provided with formal induction/formative training and on-going in-service training and mentoring in various aspects of adult education including:
  • Participatory adult education teaching-learning methodologies.
  • The theory and practice of adult education.
  • Class room management.
  • The use of teaching modules to conduct lessons and to moderate the learning process.
  • Assessment and evaluation of learning outcomes.

    Conclusion:
    The findings of the research done in the countries above reveal that the Adult Literacy Teacher Qualification Occupational Qualification compares favourably with that of the countries studied. 

  • ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Certificate: Education, Level 5, SAQA ID 61972.

    Vertical Articulation:
  • Advanced Certificate: Education, Level 6, SAQA ID 20473. 

  • MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    Qualifying for external assessment:
    In order to qualify for an external assessment, learners must provide proof of completion of all required standards by means of statements of results and work experience.
    Not applicable.

    Additional legal or physical entry requirements:
    None.
    Criteria for the accreditation of providers.
    Accreditation of providers will be done against the criteria as reflected in the relevant curriculum on the QCTO website.
    The curriculum title and code is: 232131001: Adult Literacy Teacher.

    This qualification encompasses the following trades as recorded on the NLRD:
  • Not applicable.

    Part Qualifications:
  • None. 

  • 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.