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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: |
| Diploma in Adult and Community Education and Training |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125297 | Diploma in Adult and Community Education and Training | |||
| ORIGINATOR | ||||
| University of South Africa | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Diploma (Min 360) | Field 05 - Education, Training and Development | Adult Learning | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 360 | Not Applicable | NQF Level 06 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0638/26 | 2026-03-10 | 2029-03-10 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2030-03-10 | 2035-03-10 | |||
| 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 Diploma in Adult and Community Education and Training qualification is to provides learners with the knowledge, cognitive and conceptual tools, and practical techniques for application as educators or lecturers in education and training sites and workplace and community contexts where Adult Community Education and Training qualifications are in operation or being initiated. Qualifying learners will develop an integrated understanding of the disciplinary, pedagogical and situational knowledge and practical applications thereof within the profession of Adult and Community Education and Training. Learners completing this qualification will also be able to cultivate a practical understanding of learning and teaching in a diverse range of adult and community education sites in relation to educational theory and Adult Community Education and Training specialisations, practice and policy. This qualification also fosters self-reflexivity and self-understanding among prospective Adult Community Education and Training educators and lecturers. It aims to nurture commitment to the ideals of the Adult Community Education and Training profession and a professional disposition. Qualifying learners will also develop dispositions and competences to organize learning among a diverse range of learners in different Adult Community Education and Training contexts. In addition, the aim of this qualification is to ensure that qualifying learners are able to facilitate Adult Community Education and Training and learning ethically, professionally and innovatively in both rural and urban situations. Furthermore, on completion of the qualification, learners will be able to implement and continuously adapt to national legislation or policies and guidelines governing and addressing Adult Community Education and Training learning and teaching in a coherent and purposeful manner. Similarly, this qualification is also intended to ensure that learners can demonstrate an appropriate collaborative attitude and value the involvement of multiple stakeholders that contribute to Adult Community Education and Training learning and teaching success. Qualifying learners will also be able to administer and manage formal Adult Community Education and Training effectively through good classroom practice that stimulates learning amongst Adult Community Education and Training learners and develops them to be active citizens. Rationale: Most recently the Department of Higher Education and Training March 2015 Policy on Minimum Requirements for Qualifications Leading to Qualifications for Educators and Lecturers in Adult and Community Education and Training (Government Gazette, Volume 597, No. 38612, 27 March 2015) has laid down that a Diploma meeting certain requirement is to be an initial professional qualification in Adult and Community Education and Training (Adult Community Education and Training). It is intended to develop competent educators and lecturers who can demonstrate focused knowledge and practical skills in order to teach or lecture a subject or field in Adult Community Education and Training. The learning qualification must lead to the development of all the Adult Community Education and Training educators and lecturer competences described in the Government Gazette. Further, to the publication of the Government Gazette, institutions of higher learning and other organisations provided different ABET qualifications, most of which to service the learners who did not meet the minimum requirements and competences the educators and practitioners required to teach in their field. In addition to that, the field, community, society, and national imperatives have been changing over time where the focus on just basic numeracy and literacy has been expanded to include the provision of skills for livelihoods. Completion of the Diploma in Adult and Community Education and Training is an initial professional teaching qualification in Adult Community Education and Training, and will lead to professionally qualified status. Learners who achieve the exit level outcomes will be competent novice Adult Community Education and Training educators and lecturers who will still need time, experience and appropriate support to develop as fully-fledged extended professionals. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
Recognition of prior learning is in accordance with the RPL policy of the University. Prior learning may be assessed against the outcomes of equivalent qualifications to determine compliance with access requirements. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, Credits from modules and Credits for or towards the qualification. Learners must, at the time of application, provide proof in the form of an academic record or other documentation to substantiate that they have the required level of knowledge and expertise. Such competencies may help gain advanced placement therein. RPL for access: RPL for exemption of modules: RPL for credit: The RPL assessments adhere to fair, valid, and reliable practices by aligning the assessment criteria with the qualification's learning outcomes. This alignment ensures that learners who gain access or exemptions through RPL meet the same stringent standards as those who completed the conventional pathway, maintaining the integrity and standards of the qualification. Diverse sources of learning, including formal, non-formal, and informal experiences, are recognized. The evaluation process is consistently applied across all applications and conducted by assessors trained in RPL practices and familiar with specific qualification standards. This consistency ensures fair and equitable treatment of all learners and involve applying the principles outlined in the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa. Assessments are moderated to verify the consistency and unbiased application of assessment criteria, maintaining standardization across different assessors and candidates and enhancing the reliability and fairness of the RPL assessments. Detailed feedback is provided to all candidates post-assessment, irrespective of the outcome. This feedback guides successful candidates and offers constructive advice to unsuccessful candidates, including recommendations for further learning or preparation that could aid in future RPL applications. This feedback mechanism supports continuous learning and improvement among all learners. 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 modules at National Qualifications Framework Level 5 and 6, totalling 372 Credits.
Compulsory Modules, Level 5, 96 Credits. Elective Modules, Level 5, 84 Credits. (Select one module): Select one module: Select four modules: Select two modules: Compulsory Modules, Level 6, 120 Credits. Elective Modules, Level 6, 72 Credits. Select four modules from the same subject grouping (two teaching subjects with the corresponding two methodologies): Select two modules from the same subject grouping (one teaching subject with the corresponding methodology): |
| EXIT LEVEL OUTCOMES |
| 1. Apply detailed knowledge of key terms, concepts, facts, principles, rules, and theories within one or more fields, disciplines, or practices to unfamiliar but relevant contexts.
2. Exhibit comprehensive knowledge of the historical development, purpose, and current status of the Adult and Community Education and Training (Adult Community Education and Training) sector. 3. Identify and address learning and developmental needs within local, provincial, and national contexts. 4. Apply curriculum principles, decision-making processes, and considerations of interest within the Adult Community Education and Training context. 5. Develop, plan, and sequence Adult Community Education and Training qualifications, courses, and classes that align with learner needs and national policy requirements. 6. Recognise and cater to different learning styles, preferences, and motivations, considering cognitive development levels of adult learners and identifying potential causes of success or failure in learning processes. 7. Evaluate own teaching practice and apply various techniques to reflect on and respond to learner feedback on the learning process. |
| ASSOCIATED ASSESSMENT CRITERIA |
| The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes:
INTEGRATED ASSESSMENT The assessment strategy for the qualification aligns closely with the institutional assessment strategy, qualification outcomes, and the mode of provisioning, as outlined in the Assessment Policy document from the institution. By integrating the below elements, the assessment strategy ensures that assessments at the instituton are robust, transparent, and aligned with institutional goals and the needs of diverse learners in an ODeL environment. The assessment strategy is designed to align with the vision, mission, and objectives of the institution as an Open Distance e-Learning (ODeL) institution. It ensures suitability for online distance learning and conforms to the strategic direction of the university. The assessment strategy ensures alignment between module learning outcomes and the qualification's exit-level outcomes, reflecting the NQF-level exit level 6 descriptors. Assessments are designed to evaluate whether learners have achieved the intended outcomes by the end of the qualification. Formative Assessment: Formative assessment occurs during learning and teaching, providing immediate or prompt feedback to support learner progress. Formative assessment types include: Continuous assessment is a form of formative assessment, conducted regularly throughout the course, contributing cumulatively to the final mark. Summative Assessment: Summative assessment occurs at the end of a module or learning qualification, determining learners' competency in pre-determined outcomes. Summative assessment types include: Results are released according to the academic calendar, with various types of summative assessments processed both on-timetable and off-timetable. |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared to similar qualifications from Namibia and Australia:
Country: Namibia Institution name: University of Namibia Qualification title: Diploma in Education Lifelong Learning And Community Education Duration: Three years Entry requirements: Purpose/Rationale: This qualification is aiming at providing learners with training and produce middle level manpower for relevant government departments, ministries, the private sector and non-governmental organisations to work as community development practitioners, training officers in the industry, literacy officers, health educators, community development trainers, departments in ministries, non-governmental organisations, and the private sector need training in their specific fields. These are middle management personnel from a variety of settings. They are prepared for several roles, including teaching, organizing, management of programmes, conducting research, mobilizing communities for development, and the evaluation of lifelong and community programmes. The purpose of this qualification is to provide students with training and produce middle level manpower for relevant government departments, ministries, the private sector and non-governmental organisations. It is particularly intended to help professional development of para-professional development workers and trainers in the identified areas. Qualification structure: Modules: Similarities: Country: Australia Institution name: Charles Sturt University Qualification title: Graduate Diploma of Adult and Vocational Education Duration: One year Credits: 64 Entry requirements: Purpose/Rationale: The Charles Sturt University Graduate Diploma of Adult and Vocational Education is a postgraduate qualification for current or aspiring teachers/trainers in TAFE, adult, and community education, focusing on literacy, numeracy, and general VET. It equips graduates with skills in adult learning theory, assessment, and curriculum, offering pathways to further study (like a Master's) and career advancement in vocational settings. Qualification structure: Modules: Exit level outcomes: Similarities: Differences: Conclusion: The international comparability of the Diploma in Adult and Community Education and Training (ACET) across institutions like University of Namibia, Charles Sturt University (Australia), University of South Africa (UNISA), highlights the global commitment to enhancing adult education and facilitating student mobility. These comparisons illustrate the alignment with relevant good practices worldwide, emphasizing professional standards and accreditation, thereby supporting the global recognition of qualifications and the mobility of graduates. The alignment with professional accreditation bodies, such as the Council of Higher Education, Namibia Qualifications Authority ensures that each programme meets international educational standards. This alignment facilitates student mobility by ensuring that qualifications are recognized across borders, enabling graduates to pursue further education or employment opportunities globally. The programmes vary in duration and credit requirements, from the one-year programme at Charles Sturt University to the three-year programmes at UNISA. This variability reflects the adaptability of adult education programmes to meet diverse learner needs and educational objectives. The curriculum across these institutions covers a broad range of modules, including foundational adult education, community development, instructional design, and specialised electives. This ensures a comprehensive education that prepares graduates to address the diverse needs of adult learners in various contexts. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| 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 South Africa |
| 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. |