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|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|
|National Diploma: ABET Practice|
|SAQA QUAL ID||QUALIFICATION TITLE|
|20159||National Diploma: ABET Practice|
|SGB ABET Educators|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Diploma||Field 05 - Education, Training and Development||Adult Learning|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||240||Level 5||NQF Level 05||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
The National Diploma in ABET Practice (NQF Level 5) will equip practitioners in the following ways:
a) To function as an effective and autonomous professional, who is able to make strategic choices in relation to facilitation, materials, assessment and selection of programmes.
b) With extended skills around learner support, interaction with local contexts and policy developments.
cc) To facilitate learning areas at ABET Levels 1-4, depending on choice of electives.
d) To encourage lifelong learning by identifying further education, training and development needs of self and learners and linking these to ETD opportunities.
Rationale for the qualifications
The NQF allows for two exit points at Level 5: a Higher Certificate of 120 credits and a National Diploma of 240 credits. Although it is not compulsory to make use of both these exit points, the SGB decided that it is appropriate to do so. The decision was based on the following contextual factors:
a) There is very large demand in the ABET sector for a one year qualification, which approximates a Higher Certificate at Level 5 of 120 credits.
b) Many people cannot afford the logistics and finance of two years of study, so an exit point after one year is desirable.
c) Many people are unable to continue with their studies after one year, due to unforeseen circumstances. The time already spent studying is then often of little or no value to them.
d) The state sector, one of the largest employers in ABET, has salary notches for M+1 and M+2 qualifications.
e) A practitioner with the National Diploma qualification (240 credits), who has attained all the level 5 unit standards, will be more ideally qualified as an autonomous professional.
Not all providers of ABET practitioner training will want to offer qualifications at both exit points. They may offer only the 240 credit National Diploma, which will have higher status. The model proposed by the SGB accommodates this by proposing that the Higher Certificate exit point be an optional exit point. This enables some providers to offer both qualifications and others only one.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|The learning assumed to be in place is described below under Recognition of Prior Learning.
Other learning assumed to be in place is detailed in specific standards. Different combinations of unit standards require different learning to be in place, depending on the choice of electives or learning areas to be facilitated with ABET learners. For example, a practitioner who selects an elective unit standard in order to `facilitate Mathematics` will be required to demonstrate competence in Mathematics at NQF level 4.
The Higher Certificate qualification is not a pre-requisite for the National Diploma. However, the design of the qualifications incorporates the Higher Certificate within the national Diploma. Therefore, candidates for the National Diploma qualification will acquire the credits required for coompletion of the Higher Certificate, whether their provider organisation decides to offer that exit point or not
Recognition of prior learning:
National Diploma in ABET Practice
The access to the qualification is fairly open.
Candidates will have to demonstrate: FETC or RPL equivalent
|RECOGNISE PREVIOUS LEARNING?|
Learners who choose to specialise in Sign Language must complete from the following list of Unit Standards totalling a minimum of 27 credits:
ID Number; Title; Level; Credits:
Note: If learners choose to, it is preferred that the learners achieve the replacement Unit Standard ID 263976 rather than the original ID 114924.
|EXIT LEVEL OUTCOMES|
|The practitioner will be able to:
a). Plan and organise a well-structured programme or series of learning events, which includes producing a rationale for the programme, identifying the human, material and information resources to be required and calculation and monitoring costs
b). Facilitate a programme of learning, using a range of teaching methods and techniques, implementing the principles of OBE and encouraging learner participation and confidence
c). Identify learners who have special learning, counselling or health needs, refer these learners to relevant services and take appropriate action within the learning situation, including responding to problems of absenteeism and drop-out
d) Adapt existing materials and develop their own learning aids using a variety of available sources.
e) Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event.
f) Undertake basic research and liaison relevant to the learning situation.
g) Identify the literacy, language and numeracy requirements in a specific learning context, affirm the literacy, language and mathematics skills of learners or make decisions to refer learners to relevant programmes.
h) Promote the lifelong learning of themselves and others by applying knowledge of the NQF and ETD policy to own context.
|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.
`Plan and organise a well-structured programme or series of learning events, which includes producing a rationale for the programme, identifying the human, material and information resources to be required, and calculating and monitoring costs.`
Is made up of the following core, compulsory unit standard for this qualification:
Organise a programme of learning
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 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.
The assessment criteria in the unit standards are mostly performance-based (rather than descriptions of required knowledge) which means that workplace RPL could probably be arranged for the awarding of these qualifications.
|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:
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.
|These level 5 qualifications were 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 these qualifications articulate horizontally with other level 5 qualifications in the ETD field, and also articulate vertically with all level 6 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.
|No particular organisations in the ABET field have been identified as the most appropriate to undertake assessment and moderation for these qualifications. There are organisations currently working in ABET in the HET band, including some of the universities and technikons. These organisations could have the capacity to undertake both assessment and moderation for these qualifications. However some cooperation between these organisations would be required for standardisation of assessment, moderation and awarding of qualifications.|
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|The Higher Certificate in ABET Practice and the National Diploma in ABET Practice relate to each other in a very direct way|
|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||8|
|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||6|
|Core||10231||Plan a learning event||Level 4||NQF Level 04||8|
|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||8|
|Fundamental||10292||Conduct research and liaison relevant to the learning situation||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||10295||Promote lifelong learning and development||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||7393||Facilitate an additional language at ABET levels 1 and 2||Level 4||NQF Level 04||16|
|Elective||7391||Facilitate mother-tongue literacy||Level 4||NQF Level 04||16|
|Elective||7394||Facilitate numeracy at ABET levels 1 and 2||Level 4||NQF Level 04||16|
|Elective||230448||Contribute towards organisation policy development||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||115799||Deliver a variety of prepared presentations and answer questions related to an unfamiliar event or topic using South African Sign Language||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||114924||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||5|
|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||5|
|Elective||119763||Design learning events||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||14582||Develop and apply academic literacy skills||Level 5||Level TBA: Pre-2009 was L5||25|
|Elective||115804||Discuss a practical problem and offer a solution, using South African Sign Language||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||14800||Establish a community resource project||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||123397||Evaluate a learning intervention using given evaluation instruments||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||115803||Explain complex processes to Deaf individuals and groups of Deaf people, using South African Sign Language||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||10297||Facilitate Communications at ABET levels 3 and 4||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||15354||Facilitate learning in Economic and Management Sciences to adult learners||Level 5||Level TBA: Pre-2009 was L5||25|
|Elective||14809||Facilitate learning in Small, Medium and Micro Enterprises to adult learners||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||117458||Facilitate learning in the Natural Sciences to adult learners||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||10298||Facilitate Mathematics at ABET levels 3 and 4||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||14803||Facilitate Technical/Practical skills learning to adult learners||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||117874||Guide learners about their learning, assessment and recognition opportunities||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||115813||Hold conversations with Deaf individuals and groups of Deaf people on an unfamiliar topic using South African Sign Language||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||115798||Make complex arrangements with deaf individuals and groups of deaf people, using South African Sign Language||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||115800||Paraphrase and summarise a signed presentation on an unfamiliar topic using South African Sign Language||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||115814||Paraphrase and summarise signed monologues on familiar topics using South African Sign Language||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||115808||Recount a signed conversation on a simple topic, using South African Sign Language||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||13627||Analyse different perspectives on learning and learning processes||Level 6||Level TBA: Pre-2009 was L6||14|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||African Learning & Development Academy (Pty) Ltd (ALDA)|
|2.||Amaqamu Project Management and Consulting|
|3.||CURMO Designs (Pty) Ltd Co|
|4.||Igugu Training and Investments|
|5.||Josmap Training Institute|
|6.||Karabo Info Centre and Trading|
|7.||KITSO TRAINING AND DEVELOPMENT|
|8.||malandela Training and Development (PTY)LTD|
|9.||Nkinane Training Institute and Consulting (Pty) Ltd|
|10.||Ntevho-Ketso Training and Recruitement Consultancy cc|
|11.||Organisation Test 1|
|12.||Professional Development and Training Institute (Pty) Ltd|
|14.||Regenesys Management (Pty) Ltd|
|15.||Resonance Institue of Learning|
|16.||Retshetse Training Project|
|17.||SEOPOSENGOE TRAINING CONSULTANCY CC|
|18.||Thembekile training consulting|
|19.||Thuto Botshabelo Training Academy|
|20.||Thuto-Botshabelo Training and Projects (Pty) Ltd|
|21.||Ulwazi Training & Development|
|22.||Ungaphelamandla Consultancy Private College (PTY) LTD|