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 First Degree: ABET Practice

SAQA QUAL ID	QUALIFICATION TITLE
20485	National First Degree: ABET Practice
ORIGINATOR
SGB ABET Educators
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 05 - Education, Training and Development		Adult Learning
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Level 6	Level TBA: Pre-2009 was L6	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2024-12-31

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION

A practitioner with the National First Degree qualification will be equipped to: a. Design learning programmes, including curriculum design and materials development. b. Undertake a leadership role in an ABET division of an organisation. c. Supervise the work of other ABET practitioners. d. Apply extended skills around research, evaluation, quality assurance and community development. e. Facilitate learning areas at ABET Levels 1-4, depending on the choice of electives. f. Offer specialist input on particular aspects of ABET provision, depending on choice of electives (e.g. assessment). Rationale for the qualification The National First Degree in ABET Practice is a qualification for practitioners who wish to make ABET their chosen career and to progress into a leadership role. The type of leadership role will depend on the elective credits selected by the candidate. The `core` component of this qualification enables candidates to undertake a leadership role in a general sense, that is to be the manager or leader of a number of practitioners in an adult education centre. It includes a range of relevant unit standards such as those concerned with management and quality control. The `elective` component of this qualification enables practitioners to gain specialist skills in particular aspects of ABET. For example, a candidate who selects `assessment` as an elective in this qualification will then be able to undertake a leadership role in the development of assessment practices in ABET. This qualification also aims to facilitate innovation and development in the ABET field generally. It provides practitioners with higher order skills in order to conduct research and evaluation with the aims of improving and developing ABET practice.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The learning assumed to be in place for the qualification generally is described in 1.3 above, the National Diploma in ABET Practice, the NQF level 5 qualification.

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

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

EXIT LEVEL OUTCOMES

A practitioner with the National First Degree in ABET Practice will have the skills outlined in the National Certificate (NQF level 4) detailed in section 3 of this document. The practitioner will also have the skills outlined for the National Diploma (NQF level 5) in section 4 of this document. The practitioner will also be able to : a) Design outcomes-based learning programmes and develop materials for a group of learners in a selected learning area, with reference to relevant unit standards and using a variety of available sources. b) Conduct a participatory programme evaluation within an organisation, conduct staff appraisals and maintain a quality assurance system. c) Complete a primary research assignment in order to access new knowledge and information from outside of his/her existing context and experiences. d) Manage ABET projects by ensuring that administrative, financial, staffing and planning systems are in place. e) Relate ABET practice to community development with relevant insights into poverty, underdevelopment and development.

ASSOCIATED ASSESSMENT CRITERIA

The exit level outcomes and unit standards for this qualification are directly related. The unit standards are essentially components of the exit level outcomes. For example, the exit level outcome in a) above: `Design outcomes-based learning programmes and develop materials for a group of learners in a selected learning area, with reference to relevant unit standards and using a variety of available sources`. is made up of the following core, compulsory unit standard for this qualification: 6.01 Design learning programmes and related learning materials Assessment criteria are detailed in each of the unit standards. Therefore the SGB did not produce additional assessment criteria for the exit level outcomes. They are quite adequately dealt with in the related unit standards. Integrated assessment, moderation and RPL It is not within the scope of SGB work to prescribe forms of assessment or assessment instruments. The ABET practitioner SGB believes that the level of detail in and phrasing of the assessment criteria in the unit standards makes it quite clear to professional assessors how to make informed judgements regarding the required performance of candidates. No particular organisations in the ABET field have been identified as the most appropriate to undertake assessment and moderation for this qualification. There are organisations currently working in ABET in the HET band, including some of the universities and technikons. These organisations would have the capacity to undertake both assessment and moderation for this qualification. However some cooperation between these organisations would be required for standardisation of assessment, moderation and awarding of qualifications. Many of the assessment criteria in the unit standards are performance-based (rather than descriptions of required knowledge) which means that workplace RPL could be arranged for awarding parts of this qualification. Completed research, evaluation and materials development assignments could be used for RPL purposes for awarding other parts of the qualification.

INTERNATIONAL COMPARABILITY

International comparability A full discussion of the international comparability of these qualifications and unit standards can be found in Appendix B at the end of the document. A summary of the findings on international comparability follows. Qualification frameworks and unit standards for adult educators and trainers were accessed and compared to those in this document. Information from the following countries was considered: New Zealand Scotland Australia USA City and Guilds International Awards (UK) Pitman Qualifications (UK) Discussions were held with Nigerian practitioners but it was difficult to find relevant information from other developing countries. The main findings are: 1. The New Zealand Qualifications Framework and, to some degree, the Australian and Scottish have bands/levels within which our ABET educator qualifications would fit. 2. The qualification frameworks generally make provision for three levels and types of adult educator qualifications: - a. A basic qualification, which is aimed at developing expertise in delivery and/or assessment of adult learning b. A higher qualification, which builds general competence in adult learning c. A professional qualification for people requiring greater expertise in adult education and Training, in areas like assessment, design, evaluation. The latter qualification has a heavy credit value in the Elective category. The range of competencies covered in these qualifications is similar to those outlined in our proposals. 3. Few countries have ABET practitioner standards. The majority have either general adult educator or vocational (specifically industry-based) education and training practitioner qualifications. 4. We found that these `adult educator` or `vocational` qualifications and unit standards were generally quite comparable to ours. The only major differences were in formatting and scope, given their focus either on adult education more generally, or on vocational training more narrowly.

ARTICULATION OPTIONS

The level 6 qualification was formulated in the first half of 2000. At the time no other qualifications in the ETD field had been formally registered, so it was not possible to describe articulation possibilities in any detail. The ABET Practitioner SGB would like to ensure that this qualification articulates horizontally with other level 6 qualifications in the ETD field, and also articulates vertically with all level 7 qualifications in the ETD field. A task team has been set up by SAQA to facilitate the articulation of different qualifications in the ETD field. The ABET Practitioner SGB is participating in this task team and will make every effort to ensure that the ABET Practitioner qualifications articulate with those produced by the Schooling, Occupation-Directed and ECD SGBs.

MODERATION OPTIONS

See "Integrated assessment".

REREGISTRATION HISTORY

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

NOTES

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

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	7386	Assess learners within a learning situation	Level 4	NQF Level 04	10
Core	7388	Evaluate own facilitation performance	Level 4	NQF Level 04	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	10292	Conduct research and liaison relevant to the learning situation	Level 5	Level TBA: Pre-2009 was L5	10
Core	10291	Design, implement and follow up on internal assessment for adult learners	Level 5	Level TBA: Pre-2009 was L5	12
Core	10290	Evaluate, select and adapt published learning materials and develop, use and evaluate own supplementary learning aids	Level 5	Level TBA: Pre-2009 was L5	12
Core	10289	Facilitate a programme of learning	Level 5	Level TBA: Pre-2009 was L5	24
Core	10294	Identify and respond to learners with special needs and barriers to learning	Level 5	Level TBA: Pre-2009 was L5	10
Core	10293	Mediate language, literacies and mathematics across the curriculum	Level 5	Level TBA: Pre-2009 was L5	20
Core	10288	Organise a programme of learning	Level 5	Level TBA: Pre-2009 was L5	8
Core	10295	Promote lifelong learning and development	Level 5	Level TBA: Pre-2009 was L5	8
Core	10301	Complete a research assignment	Level 6	Level TBA: Pre-2009 was L6	20
Core	10299	Design learning programmes and related learning materials	Level 6	Level TBA: Pre-2009 was L6	20
Core	10300	Evaluate and assure quality of learning programmes	Level 6	Level TBA: Pre-2009 was L6	16
Core	10303	Manage ABET projects	Level 6	Level TBA: Pre-2009 was L6	16
Core	10304	Relate education and training to development	Level 6	Level TBA: Pre-2009 was L6	16
Elective	263936	Apply knowledge of issues of diversity in a specific South African context	Level 5	Level TBA: Pre-2009 was L5	5
Elective	115753	Conduct outcomes-based assessment	Level 5	Level TBA: Pre-2009 was L5	15
Elective	337063	Demonstrate knowledge and insight into the principles of monitoring and evaluation in assessing organisation and/or programme performance in a specific context	Level 5	Level TBA: Pre-2009 was L5	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	264214	Design, develop and manage a Peer Education Management system	Level 5	Level TBA: Pre-2009 was L5	15
Elective	117874	Guide learners about their learning, assessment and recognition opportunities	Level 5	Level TBA: Pre-2009 was L5	6
Elective	114925	Manage learner information using an information management system	Level 5	Level TBA: Pre-2009 was L5	4
Elective	110060	Plan learning programmes that redress social development issues	Level 5	Level TBA: Pre-2009 was L5	8
Elective	337059	Apply monitoring and evaluation approaches and tools to assess an organisation's or programme's performance in a specific context	Level 6	Level TBA: Pre-2009 was L6	15
Elective	115759	Conduct moderation of outcomes-based assessments	Level 6	Level TBA: Pre-2009 was L6	10
Elective	115755	Design and develop outcomes-based assessments	Level 6	Level TBA: Pre-2009 was L6	10
Elective	10306	Develop and evaluate ETD and ABET policy within organisations	Level 6	Level TBA: Pre-2009 was L6	16
Elective	10305	Devise interventions for learners who have special needs	Level 6	Level TBA: Pre-2009 was L6	16
Elective	115435	Lead and manage a subject/learning area/phase	Level 6	Level TBA: Pre-2009 was L6	12
Elective	263982	Manage assessment in a learning organisation	Level 6	Level TBA: Pre-2009 was L6	10
Elective	115436	Manage teaching and learning	Level 6	Level TBA: Pre-2009 was L6	20
Elective	116587	Develop, support and promote RPL practices	Level 7	Level TBA: Pre-2009 was L7	10

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	CURMO Designs (Pty) Ltd Co
2.	SEOPOSENGOE TRAINING CONSULTANCY CC

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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.