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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: |
| Advanced Diploma in Adult and Community Education and Training Teaching |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 123565 | Advanced Diploma in Adult and Community Education and Training Teaching | |||
| ORIGINATOR | ||||
| University of Limpopo | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Advanced Diploma | Field 05 - Education, Training and Development | Schooling | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Not Applicable | NQF Level 07 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0729/25 | 2025-02-04 | 2028-02-04 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2029-02-04 | 2032-02-04 | |||
| In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
This qualification does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of the Advanced Diploma in Adult and Community Education and Training Teaching qualification is to cap holders of an undergraduate qualification with an entry-level initial professional qualification to become professionally qualified Community Education and Training (CET) lecturers. It intends to develop qualified Community Education and Training lecturers who can demonstrate focused knowledge and skills in the lecturing of selected subject combinations within one of the following specialisations: The qualification inculcates social justice for empowerment, development, caring and rural regeneration as critical values for the CET sector. Thus, the graduate College and Community lecturer will be ready for rural regeneration, development and empowerment. Upon completion of the qualification, a qualifying learner will be able to: Rationale: The overarching rationale is to contribute to an improved and efficient ACET system that aligns with the aims and policy objectives of the reconceptualised Post-School Education and Training (PSET) system. The specific rationale for developing this qualification is to contribute to the professionalisation, standardisation and expansion of qualifications in the ACET field. This is particularly important given the history of the field and its lack of adequately qualified educators. It is assumed that upgrading qualifications for educators in the ACET sector will contribute to the newly established Community Colleges. The qualification recognises ACET as a specific field of study, which provides opportunities for specialisation in Adult and Community Education. The Adult and Community Education sector requires andragogy to cater to diverse target groups in their varied contexts. In so doing, this qualification brings Adult and Community educators into the education mainstream system; envisaged by PSET (2017). It is hoped that this initiative will alter the marginalisation of ACET educators and the field as a whole. This qualification and the creation of a national curriculum framework recognise the need for standardisation (with flexibility), the need for agreed quality and articulation between tertiary institutions providing this qualification, and an alignment with the tertiary qualifications of the new HEQSF. The collaboration process between these Higher Education Institutions (HEIs) also encourages cooperation and helps articulation within the PSET system. Finally, this qualification also creates opportunities for career advancement in the ACET sector. In addition, the qualification gives form to a holistic approach to ACET. Thus, becoming a strategic vehicle to address major social justice issues and create an inclusive education and training system for adults and out-of-school youth. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for access: The University of Limpopo regards the recognition of prior learning (RPL) as an important activity to enable access to those who were not afforded opportunities to acquire formal learning. The Learner Access and Admissions policy (section 5), the Assessment Policy for Learner Learning (Section 6), and the University's RPL policy address the importance of learner admission via this route. Recognition of prior learning is particularly important in the ACET field, given its history of marginalisation. Subsequently, many practitioners have developed their theoretical understanding and skills through practice and experience. Thus, the qualification may be accessed and achieved in part (50% maximum) through the RPL and experience as per the University RPL policy in general and the School of Education RPL policy. As per SAQA Policy on RPL, admission through RPL will be restricted to 10% of the cohort. The University, and in particular the School of Education, from where the qualification will be offered is fortunate to have many trained RPL practitioners who have acquired a short course certificate on the matter. The School of Education has an RPL policy, aligned with that of the University, but that specifies the procedures and the approach for assessment of RPL within the School. Entry Requirements: The minimum entry requirement for this qualification is: Or Or Or Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at National Qualifications level 7 totalling 126 Credits.
Compulsory Modules, Level 7, totalling 72 Credits: Elective Modules, Level 7, totalling 48 Credits (Select four modules) |
| EXIT LEVEL OUTCOMES |
| 1. Reflect on the philosophy, psychology, socioeconomic, and history of Community Education and Training.
2. Display ethical and professional practice within a CET environment that requires decision-making and justification of those decisions. 3. Apply relevant theories, principles and methods of adult lecturing, learning and assessment in the CET sector. 4. Apply suitable assessment methods for Community Education and Training. 5. Collaboratively work in teams with organisations and groups to enhance the learning experience of learners. 6. Implement Inclusive Education strategies. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: INTEGRATED ASSESSMENT The qualification aligns with the university rules and includes formative and summative assessment approaches. Formative Assessment: The formative assessments include assessments for marks and learning, and assessments that are for learning only. The University requires that at least two tests are required to provide the formative mark but promotes the use of additional assessments of various forms to contribute towards the formative assessment mark or to be used for learning experiences only. The assignments include presentations, micro-teaching classes and extended essays. These assignments provide learners with opportunities to explore additional topics within the scope of the qualification, and also to reflect on some of the topics. Summative Assessment: In this qualification, all summative assessments are done in the form of examinations that test conceptual knowledge in the main but also applied knowledge as it relates to case scenarios and the compilation of draft curriculum lesson plans and draft assessment strategies. These are thus integrated assessments as they assess across the learning outcomes of the modules. When calculating the final mark following a summative assessment, the differential contribution of the formative and the summative assessment marks are 60% and 40% respectively, except under exceptional circumstances as approved by the Senate. The Work-Integrated Learning module differs from the more conceptual modules in this qualification in that its assessments are based on authentic learning experiences in the lecture halls of various adult and community education and training institutions. The summative assessment is based on the compilation of a portfolio of evidence. Learners are guided and assisted in the formation of their portfolios through formative experiences and mentorship. |
| INTERNATIONAL COMPARABILITY |
| Country: Kenya
Institution name: University of Nairobi Qualification title: Diploma in Adult Education and Community Development Entry requirements: Or At least one Principal in 'A' Level Or Purpose/Rationale The Diploma in Adult Education and Community Development qualification is meant to equip learners who work with adults and out-of-school youth. Its modules amongst others, include social change in Adult and Community Education, Psychology of Adult Learning, Community Development, and Research Methods in Adult and Community Education. The courses are designed to provide knowledge, skills and attitudes in adult and continuing education. The courses are intended for those involved in the academic and professional fields relating to adult education and/or community development. Exit Outcomes: Similarities: Country: India, Institution name: Indira Gandhi National Open University Qualification title: Post-Graduate Certificate in Adult Education Duration: Six months Entry requirements: Purpose/Rationale: This qualification aims to provide an opportunity to all those interested in pursuing short-term professional development and capacity-building programmes in adult education. It will be useful to the graduates interested in working at the grassroots level as well as to those with a Master's degree or higher qualification and interested in seeking a career at the middle or higher level in the field of adult education, extension and allied areas. Objectives of the qualification: > To enhance their ability to critically analyse, appreciate and promote the role of adult education in the emerging social, economic, political, cultural and other situations at different levels. Course structure Modules: Similarities: Differences: |
| ARTICULATION OPTIONS |
| Horizontal Articulation:
Vertical Articulation: Diagonal Articulation There is no diagonal articulation for this qualification. |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| N/A |
| 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. | University of Limpopo |
| 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. |