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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 |
| REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: |
| General Education and Training Certificate: Adult Basic Education and Training |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 71751 | General Education and Training Certificate: Adult Basic Education and Training | |||
| ORIGINATOR | ||||
| Task Team - Adult Basic Education and Training | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report. | SFAP - Sub-framework Assignment Pending | |||
| 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-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
EXCO 0615/23 | 2020-09-16 | 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 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: 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: The Qualification aims to equip learners to: |
| 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: 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: |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| 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): Total = 23 credits. And Mathematical Literacy (ML): Total = 16 credits. Or Mathematics and Mathematical Sciences (MMS): Total = 14 credits. Core Component: The Core consists of Life Orientation Unit Standards totaling 32 credits which are all compulsory. Life Orientation: 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: 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: Unit Standards making up the components/subjects in the Academic Learning Area: Human and Social Sciences: Natural Sciences: Economic Management Sciences: ID Number; Unit Standard Title; Credits: Arts and Culture: Technology: 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: 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: Total = 20 credits. Ancillary Health Care: Total = 45 credits. Small, Medium and Micro Enterprises (SMME): Total = 15 credits. Travel and Tourism: Total = 38 credits. Information Communication Technology (ICT): 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: The remaining credits can then be chosen from the list of additional unit standards: 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: Total = 37 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: 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: 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: |
| 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. 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. 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. 2.2 Geometric shapes, figures and solids are identified and analysed to determine patterns, properties and relationships. 2.3 Algebraic techniques are selected and used to solve mathematical problems. 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. 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. 3.8 Data is collected through the selection of appropriate methods to investigate a question on an issue. 3.9 Data is organised using a variety of techniques appropriate to the purpose of the investigation. 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. 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: 5.2: 5.3 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: 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: A choice of three Reading Core Skills: A choice of three Writing Core Skills: A choice of two Numeracy and Mathematic Core Skills: The Certificate I in General Education for Adults (Introductory) is made up of the following Core Units: A choice of three Reading Core Skills: A choice of three Writing Core Skills: A choice of two Numeracy and Mathematics Core Skills: The Certificate I in General Education for Adults is made up of the following Core Units: A choice of three Reading Core Skills: A choice of three Writing Core Skills: A choice of two Numeracy and Mathematics Core Skills: The Certificate II in General Education for Adults is made up of the following Core Units: A choice of two Reading Core Skills: A choice of two Writing Core Skills: A choice of two Numeracy and Mathematics Core Skills: The Certificate III in General Education for Adults is made up of the following Core Units: A choice of at least four Reading Core Units: Writing: Numeracy and Mathematics: Special Interest Electives to choose from: 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: 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: 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: Stage Two: Stage Three: 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: |
| MODERATION OPTIONS |
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:
|
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| This qualification replaces qualification 24153, "General Education and Training Certificate: Adult Basic Education and Training", Level 1, 20 credits.
When the ABET Level 4 Unit Standards are reviewed/replaced this must be done within the context of the GETC: ABET Qualification to ensure synergy, progression and appropriate knowledge and skills are addressed. |
| 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: |
| LP ID | Learning Programme Title | Originator | Pre-2009 NQF Level |
NQF Level | Min Credits | Learning Prog End Date | Quality AssuranceFunctionary |
NQF Sub-Framework |
| 64309 | General Education and Training Certificate: Adult Basic Education and Training: Academic | Generic Provider - Field 05 | Level 1 | NQF Level 01 | 120 | 2023-06-30 | ETDP SETA | OQSF |
| 73250 | General Education and Training Certificate: Adult Basic Education and Training: Ancillary Health Care | Generic Provider - Field 09 | Level 1 | NQF Level 01 | 120 | 2023-06-30 | HW SETA | OQSF |
| 73251 | General Education and Training Certificate: Adult Basic Education and Training: Applied Agriculture and Agricultural Sciences | Generic Provider - Field 01 | Level 1 | NQF Level 01 | 120 | 2023-06-30 | AgriSETA | OQSF |
| 73254 | General Education and Training Certificate: Adult Basic Education and Training: Early Childhood Development | Generic Provider - Field 05 | Level 1 | NQF Level 01 | 120 | 2023-06-30 | ETDP SETA | OQSF |
| 73253 | General Education and Training Certificate: Adult Basic Education and Training: Information Communication Technology | Generic Provider - Field 10 | Level 1 | NQF Level 01 | 120 | 2023-06-30 | GFETQSF | |
| 73252 | General Education and Training Certificate: Adult Basic Education and Training: Small, Medium and Micro Enterprises | Generic Provider - Field 03 | Level 1 | NQF Level 01 | 120 | 2023-06-30 | SERVICES | OQSF |
| 71749 | General Education and Training Certificate: Adult Basic Education and Training: Travel and Tourism | Generic Provider - Field 11 | Level 1 | NQF Level 01 | 120 | 2023-06-30 | CATHSSETA | OQSF |
| 71750 | General Education and Training Certificate: Adult Basic Education and Training: Wholesale and Retail | Generic Provider - Field 11 | Level 1 | NQF Level 01 | 120 | 2023-06-30 | W&RSETA | OQSF |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: |
| 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. |
| LP ID | Learning Programme Title | Accredited Provider |
| 64309 | General Education and Training Certificate: Adult Basic Education and Training: Academic |
1. Aubrey Nyiko Business Enterprise cc 2. K2011145379 South Africa Pty Ltd 3. KDS Centre for Skills Development and Training Pty Ltd 4. KVN Learning Solutions PTY Ltd 5. Leronsa Trading Enterprise 6. NC COMPLIANCE SOLUTIONS 7. People Upliftments t/a POPUP Upliftment 8. Professional Development and Training Institute (Pty) Ltd 9. South West Gauteng Tvet College 10. Southern African Institute of Learning (SAIL) |
| 73251 | General Education and Training Certificate: Adult Basic Education and Training: Applied Agriculture and Agricultural Sciences |
1. Agri RDA Holdings Pty Ltd 2. Teethando Training Solutions Pty Ltd |
| 73254 | General Education and Training Certificate: Adult Basic Education and Training: Early Childhood Development |
1. BOLAND COLLEGE 2. College of Cape Town - Athlone Campus 3. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 4. Marematlou Training Institute 5. Northlink College 6. Professional Development and Training Institute (Pty) Ltd 7. Retshetse Training Project 8. South Cape Public FET College - George Campus 9. South West Gauteng Tvet College 10. Southern African Institute of Learning (SAIL) 11. WEST COAST COLLEGE FET |
| 71750 | General Education and Training Certificate: Adult Basic Education and Training: Wholesale and Retail | MEENAS ENTERPRISE |
| 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. |