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 THAT HAS PASSED THE END DATE:

National Higher Certificate: ABET Practice

SAQA QUAL ID	QUALIFICATION TITLE
20483	National Higher Certificate: 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			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Higher Certificate	Field 05 - Education, Training and Development		Adult Learning
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 5	NQF Level 05	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "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

Potential candidates:

Part-time ABET educators (who usually work in state or NGO `night centres`) may wish to complete either the National Certificate or Higher Certificate in ABET Practice, depending on whether they already have a FETC or not. Both of these qualifications will involve approximately one year of study. They enable a practitioner to function effectively within a structured, supervised environment.

The Higher Certificate in ABET Practice (NQF Level 5) will equip practitioners in the following ways:

a) To facilitate a group of adult learners with confidence and take some initiative within a structured programme.
b) To facilitate learning areas at ABET levels 1-4, depending on choice of electives.
c) To work under regular supervision of a more senior practitioner.

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 a FETC or RPL equivalent.

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.

Recognition of prior learning:

The access to the qualification is fairly open.
Candidates will have to demonstrate: FETC or RPL equivalent

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

A practitioner with the Higher Certificate in ABET Practice will have the skills outlined in the National Certificate (NQF level 4) The practitioner will also 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 calculating 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.

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, 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.

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.

INTERNATIONAL COMPARABILITY

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

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.

MODERATION OPTIONS

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.

REREGISTRATION HISTORY

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

NOTES

The Higher Certificate in ABET Practice and the National Diploma in ABET Practice relate to each other in a very direct way.

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	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	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	10288	Organise a programme of learning	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	10297	Facilitate Communications at ABET levels 3 and 4	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	117876	Write reports regarding learner progress	Level 5	Level TBA: Pre-2009 was L5	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.	African Learing and Development Academy for Adults ALDAA
2.	African Learning & Development Academy (Pty) Ltd (ALDA)
3.	CURMO Designs (Pty) Ltd Co
4.	Guru Group of Learning (Pty) Ltd
5.	Hlengana Sibiya Training and Associates cc
6.	INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc
7.	OPELONG BUSINESS INSTITUTE (PT
8.	PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD
9.	Project Literacy
10.	Reflections Development Institute