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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Adult and Community Education and Training 
SAQA QUAL ID QUALIFICATION TITLE
125442  Postgraduate 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
Postgraduate Diploma  Field 05 - Education, Training and Development  Adult Learning 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  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   2033-03-10  

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 Postgraduate Diploma in Adult and Community Education and Training serves to strengthen an educator or lecturer in ACET in general or in a particular field or sub-field in ACET. The purpose of the Postgraduate Diploma in Adult and Community Education and Training is to enable professional ACET educators and lecturers to undertake advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in an area of specialisation in their profession or in a sub-field thereof.

The Postgraduate Diploma in Adult and Community Education and Training overlaps with other qualifications in community development work as it leads to adult educators that have a deeper understanding of community development issues, and to community development workers that have been able to apply sound pedagogical principles in their work. And to enable this synergetic and symbiotic relationship to continue, the qualification serves to provide learners with the advanced knowledge, cognitive and conceptual tools and practical techniques for application as educators or lecturers or researchers in education and training sites and in workplace and community contexts where ACET qualifications are in operation or being initiated and conducted.

Upon achieving this qualification, aimed at professionals and practitioners in the field of adult and community education and training:
  • Learners will be well-equipped with a comprehensive set of skills, knowledge, and competencies necessary to navigate and excel in the field, in line with the latest national policy requirements.
  • They will gain a deep understanding of adult education principles and theories, enabling them to design and deliver educational programmes tailored to the unique needs of adult learners.
  • Their training will also include the development, implementation, and evaluation of curricula suited to adult and community education environments.

    Furthermore, learners will acquire the ability to critically engage with and contribute to policy analysis and development, ensuring their work aligns with national education priorities. They will be skilled in leading and managing educational projects and programmes, encompassing planning, budgeting, and effective stakeholder engagement. The qualification also prepares them to facilitate learning through various methodologies and technologies, adapting teaching methods to meet adult learners' diverse needs and fostering inclusive, supportive learning environments.

    Evaluating and assessing educational outcomes will be another crucial skill, enabling learners to measure the effectiveness of the qualification and interventions and use data to inform continuous improvement. They will understand how to use education as a tool for community development and workforce advancement, addressing skills gaps and promoting lifelong learning. As advocates for adult education, they will articulate the value of adult learning and training across different contexts, including in communities, trade unions, and skills development institutions.

    Learners will learn to apply research methodologies and frameworks to improve practice, inform policy, and advance the field of adult and community education. Collaboration and networking with a range of stakeholders, such as educators, community leaders, policymakers, and organizations, will be key to supporting and enhancing adult education initiatives.

    This qualification not only prepares learners to contribute significantly to the field of adult education and training with a solid theoretical foundation but also equips them with practical skills and strategies to meet the current and future needs of adult learners and communities, making them adaptable, reflective, and capable of leading change.

    Rationale:
    In alignment with the Policy on minimum requirements for programmes leading to qualifications for educators and lecturers in adult and community education and training (Government Gazette, Volume 597, No. 38612, 27 March 2015), the adult education sector in South Africa has historically benefitted from strong relationships with the adult and community development sector, and thus the qualifications, particularly at postgraduate level are aimed at supporting the development of adult educators who have been involved in community development work, or who have been engaged in research in the area.

    The Postgraduate Diploma in Adult and Community Education and Training is a post-professional qualification that would normally be enrolled by learners who have done a Diploma in Adult and Community Education and Training followed by an Advanced Diploma in Adult and Community Education and Training. It gets them to the equivalent level of an Honours degree and, on completion, gains them access to Master's level study.

    The Postgraduate Diploma in Adult and Community Education and Training may be offered in accordance with the requirements of postgraduate degrees in education as described in the policy on minimum requirements for teacher education qualifications, Department of Higher Education and Training. The Postgraduate Diploma in Adult and Community Education and Training is available as a continuing professional development qualification for adult educators and community college lecturers who wish to strengthen and enhance an existing specialisation in a subject or field, or to develop a new role or practice to support teaching and learning in Adult and Community Education and Training. The qualification offers intellectual enrichment and opens the route to further study at master's level. Programmes leading to this qualification will provide Advanced Diploma learners with a deep and systematic understanding of current thinking, practice, theory and methods in the area of specialisation.

    The Postgraduate Diploma in Adult and Community Education and Training was developed in response to a growing need for educational qualifications that cater to adult learners and communities within Africa, particularly those disadvantaged by socio-economic barriers.

    The Postgraduate Diploma in Adult and Community Education and Training directly addresses the needs of the education sector by providing a recognized teaching qualification in adult and community education and training. This area is crucial for empowering disadvantaged individuals who cannot pursue studies full-time. By leveraging Unisa's expertise in open and distance learning (ODeL), the qualification ensures access to quality higher education for those with work or teaching commitments, thereby meeting the sector's demand for flexible, accessible, and relevant educational pathways.

    The qualification targets a wide range of learners, including those with previous advanced diploma or degree studies seeking to enhance their qualifications, as well as honours learners looking to transition into the field of adult education. It caters to professionals unable to attend traditional contact classes due to work commitments, as well as individuals aiming to make a societal impact through community education and training. Learners are expected to operate in various educational, community, and organizational settings, applying their skills to facilitate learning and development among adult learners.

    The Postgraduate Diploma in Adult and Community Education and Training is situated within Unisa's blended learning framework, which has fully transitioned to an online format post-COVID-19. This qualification is part of a. ACET learning pathway that advances learners from diploma or undergraduate degree levels to the equivalent of an Honours degree, enabling access to Master's level study. It is a critical step for those seeking to specialize in adult and community education, providing the academic and practical foundation necessary for professional advancement within this field.

    For learners, the Postgraduate Diploma in Adult and Community Education and Training offers significant career advancement opportunities, equipping them with the skills to engage in meaningful educational work within their communities. Society benefits from an increased number of qualified educators who are committed to addressing educational disparities and fostering lifelong learning. Economically, the qualification contributes to the development of a knowledgeable workforce capable of driving social and economic progress. The availability of higher education through distance learning also means broader access to education, which is essential for the country's overall development. This qualification thus aligns with Unisa's commitment to using education to solve societal problems, thereby benefiting individuals, communities, and the nation at large. 
    		•

    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:
    Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

    To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification. They must provide evidence of relevant work experience and competencies that align with the academic requirements of the qualification they are seeking. Learners undergo a pre-assessment that may include guidance sessions, self-assessment, and submission of evidence like work portfolios or a formal assessment which involves a more detailed evaluation, possibly including interviews, additional tests, and assessments by an RPL panel to determine the learner's eligibility for admission based on their prior learning and experience.

    RPL for exemption of modules:
    Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module. A panel assesses the submitted evidence to determine if the candidate's knowledge and skills meet the learning outcomes of the module(s). The process may include practical assessments, portfolio reviews, or challenge examinations. If the assessment is successful, the learner is granted credit for the module(s), which counts towards the completion of their qualification.

    RPL for credit:
    Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification. Credit shall be appropriate to the context in which it is awarded and accepted. If the assessment is successful, the learner is granted credit for the module(s), which counts towards the completion of their qualification.

    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 learners and enhancing the reliability and fairness of the RPL assessments. Detailed feedback is provided to all learner's post-assessment, irrespective of the outcome. This feedback guides successful learners and offers constructive advice to unsuccessful learners, 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.

    The process for RPL for undergraduate qualifications is outlined below:
    Decide what to study:
  • Select your qualification of choice from the Unisa website. If you are not sure of what to study, visit the Unisa Directorate for Counselling and Career Development website.

    Entry Requirements:
  • Advanced Diploma in Adult and Community Education and Training, NQF Level 7.
    Or
  • Diploma in Adult and Community Education and Training, NQF Level 6.
    Or
  • Bachelor of Education degree in Adult and Community Education and Training, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Level 8 totalling 120 Credits.

    Compulsory Modules, NQF Level 8, 72 Credits:
  • Psychology of Adult Learning, 24 credits.
  • Research Frameworks and Methods in Adult and Community Education and Training, 24 credits.
  • Social and philosophical foundations in Adult and Community Education and Training, 24 credits.

    Elective Modules, NQF Level 8, 48 Credits (Select two):
  • Teaching Learning and Development in Adult Education, 24 credits.
  • Contemporary Issues in Adult and Community Education and Training, 24 credits.
  • Curriculum Development and Assessment in Adult Education, 24 credits.
  • Instructional Methods and Media in ACET, 24 credits.
  • Organisation, Leadership and Management in Adult and Community Education and Training, 24 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand advanced adult learning theories, including principles of adult development, motivation, learning styles, and diverse learners' needs.
    2. Analyse the social, cultural, and economic factors influencing adult and community education while developing strategies to address equity and inclusion in educational settings.
    3. Demonstrate proficiency in assessing adult learners' prior knowledge, skills and learning needs and using formative and summative assessment strategies to measure learning outcomes and programme effectiveness.
    4. Design, implement and evaluate curriculum and learning materials for adult learners incorporating appropriate technologies and resources to enhance learning outcomes.
    5. Use research methodologies and evidence-based practices to inform decision-making and continuous improvement in adult and community education programmes.
    6. Collaborate with stakeholders including community organisations, government agencies, and employers to identify learning priorities and develop responsive educational programmes that address local needs and contexts.
    7. Facilitate group dynamics and fostering a participatory learning environment that encourages critical thinking, reflection and active engagement among adult learners.
    8. Demonstrate effective leadership and management skills in coordinating educational initiatives, managing resources, and advocating for the value of adult and community education within broader social and economic contexts.
    9. Apply ethical principles and professional standards to adult and community education practice and demonstrate cultural sensitivity, integrity, and respect for learners' autonomy and diversity. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes:
  • Analyse comprehensively, apply case study, and reflect through integrated curriculum design and assessment of learning theories and adult learning principles.
  • Analyse social methods such as research-based essays, community needs assessment and action plan, peer dialogues and reflective portfolios, cultural, and economic factors.
  • Determine existing knowledge and skills and conducting learning analysis of adult learners.
  • implement formative assessment strategies and designing summative assessment reflection and evaluation.
  • Clarify learning objectives as part of curriculum design.
  • Develop appropriate learning materials with infusion and integration of technologies enhances learning outcomes implementation.
  • Assess proficiency in research methodologies and application of research methods using evidence-based practices with competency in decision-making continuous improvement and knowledge dissemination and collaboration.
  • Engage diverse stakeholders effectively and develop educational programmes responsive to the community's needs.
  • Engage stakeholders in critical educational programmes such as priority identification and needs analysis, programme design and development, resource mobilisation, evaluation and continuous improvements.
  • Apply criteria that focuses on the facilitator's ability to create an inclusive and stimulating learning environment conducive to adult learners' growth and development.
  • Lead and manage with vision in various areas such as strategic planning, resource management, coordination and collaboration, advocacy and public relations, and evaluation and continuous evaluation and impact of community education contexts.
  • Develop an ethical practice portfolio to document instances of applying ethical principles and professional standards in adult and community education contexts, taking cognisance of cultural sensitivity, integrity, and respect for adult learners.

    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 University of South Africa (UNISA). By integrating the below elements, the assessment strategy ensures that assessments at UNISA 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 UNISA 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 8 descriptors. Assessments are designed to evaluate whether students have achieved the intended outcomes by the end of the qualification.

    Given UNISA's nature as an ODeL institution, the assessment strategy is tailored for online distance learning, including both formative and summative assessments conducted online.It incorporates continuous assessment and the use of various assessment methods, such as capstone modules and assignments, suitable for evaluating comprehensive learning in an ODeL environment.

    Integrated Formative Assessment:
    Formative assessment occurs during teaching and learning, providing immediate or prompt feedback to support student progress.
    It includes individual assessments, group assessments, and peer assessments, fostering collaborative learning and providing varied feedback mechanisms.

    Continuous assessment is a form of formative assessment, conducted regularly throughout the course, contributing cumulatively to the final mark.

    Integrated Summative Assessment:
    Summative assessment occurs at the end of a module or learning programme, determining learners' competency in pre-determined outcomes.
    Summative assessment types include take-home examinations, randomized multiple-choice question assessments, projects, portfolios, oral examinations, practical examinations, and various experiential learning opportunities such as Work Integrated Learning and Simulated Work Experiences.
    Results are released according to the academic calendar, with various types of summative assessments processed both on-timetable and off-timetable.

    Weighting of Tasks:
    The assessment strategy outlines the minimum number of assessments required for different types of modules, ensuring comprehensive coverage of learning outcomes.

    Formative assessments contribute to the year mark, with specific criteria regarding weight allocation, ensuring transparency and consistency.
    Summative assessments have sub-minimum requirements for results, emphasizing the importance of achieving competency in summative tasks.

    Assessment practices are done in accordance with Unisa's assessment policy. Each module in the qualification is assessed independently. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to similar qualifications from these international countries:

    Country: Ireland
    Institution Name: University College Cork
    Qualification title: Postgraduate Diploma in Further, Adult and Community Education
    Duration: 18 Months

    Entry requirements:
  • Honours degree, NQF Level 8.
    Or
  • Qualification, NQF Level 7 with ECTS Credit weighting, 180 Credits and a minimum of three years senior professional experience in educational leadership and instruction in FET and/or Community Education will be considered under Recognition of Prior Learning (RPL).

    Purpose:
    The Postgraduate Diploma in Further, Adult and Community Education will equipe learners with the knowledge, skills and professional attitudes and values required to teach in a variety of settings in the Further Education sector such as Youthreach, PLC programmes, Further Education Colleges, Training Centres, Private Training Companies and broader Adult and Community Education settings. The programme promotes and maintains the professional standard expected of teachers in these sectors.

    Work with, target/focus group for qualification: The Postgraduate Diploma in Further, Adult and Community Education is custom built for teachers in this sector to enable them to meet the needs of their students. This course is aimed at:
  • Practising teachers in this sector that have teaching experience but do not have a formal Further Educational Training, or an Adult and Community education qualification.
  • Those wishing to enter the sector i.e. those with little or no teaching experience and who seek to specialise in Further, Adult and Community Education.

    The qualification provides a professional qualification for teaching in the Further and Adult and Community Education Sector in accordance with Section 38 of the Teaching Council Act, 2001 and Regulation Five of the Teaching Council (Registration).

    Module content and assessment:
    A variety of assessment modes such as teaching placement portfolios, online reflective journals, group and individual research projects, peer presentations / school events and written assignments will be set as assignments for learners.

    Learners will undertake a teaching placement in the delivery of QQI modules between NFQ Levels 1-7. The practical teaching element of the qualification will consist of a total of 100 hours of teaching with an additional 30 hours of observation conducted in Year 1 of the programme. This ordinarily includes (but it is not an essential requirement, to facilitate present practising FET practitioners) two different placements in Further Education and Adult and Community settings. An observation and four assessed teaching placement visits (two visits in both Year 1 and Year 2) will take place during the placement modules as part of the assessment's strategy for the course.

    Canvas (UCC's Learning Management System) is utilised for central communication and resource supports.

    Qualification structure:
    Modules:
  • Teaching in the Adult Learning Environment (20 credits; Semesters 1 and 2).
  • Attendance at weekly workshops (4 hours) throughout Semester I (10 Saturdays) and II (10 Saturdays); 16 hours (8 hours each Semester) for supporting research study and self-assessment = 96 hours' contact.
  • Philosophy, Sociology and Psychology of Adult Learning (5 credits; Semester 1) - Blended approach.
  • Predominantly face-to-face teaching with some online sessions. Approximately, 10 x 2 hours (face-to-face); 2 x 2 hours (online) - (Friday afternoons) = 24 hours contact.

    Year 2: 20 credits total, 2 modules:
  • Professional Teaching Placement 2 (15 credits; Semester 1) - On-site teaching in one Further and/or Adult Community Education setting.
  • Adult Education and Social Change (5 credits; Semester 1).
  • Attendance (compulsory) at three (6-hour) workshops (Saturdays) = 18 contact hours; plus, two (3-hour) online sessions via MS Teams (Friday afternoons) = 24 hours contact in total.

    Assessment:
  • Reflective teaching portfolio; Individual and Team-Teaching practical assessments.
  • Reflective learning journal, online blogs and participation in discussion boards.
  • Formative assessment Year 1: 2 Supervised visits and feedback sessions based on clear Teaching Council criteria (reports given each visit) plus inspection of Teaching Placement E-Portfolio.
  • Summative assessment Year 2: On-site teaching in one Further and/or Adult Community Education setting.

    Assessment 2:
  • Supervised visits (before Christmas) and feedback sessions based on clear Teaching Council criteria (reports given each visit) plus inspection of Teaching Placement E-Portfolio.

    Country: West Indies
    Institution Name: The University of the West Indies (Global Campus)
    Qualification Title: Postgraduate Diploma in Adult and Continuing Education
    Duration: 16 Months
    Entry requirements:
  • Bachelor's degree, NQF Level 7.
    Or
  • Equivalent Qualification, in Education, Sociology, Social Work or Psychology.
    Or
  • Teacher's Diploma, and at least five years' experience in an appropriate field.

    Work with, target/focus group for qualification: working in or intending to work in adult education. It covers research-led teaching, adult development as it relates to learning theory, self-directed learning, collaborative learning, and reflective practice, among other areas.

    Modules:
  • Graduate Introduction to Online Learning.
  • History & Philosophy of Adult Education.
  • Adult Development & Learning.
  • Adult Learning Principles and their Application to Programme Planning.
  • Language and Literacy.
  • Introduction to Distance Education.
  • Adult & Continuing in a Socio-Cultural & Political Context.
  • Course Design and Development in Distance Education.

    Assessment for all courses - 100% course work.
    The course work will normally be broken down into three components: Components A, B, and C. Learners is required to pass all components to earn a passing grade for a course. Learners will get detailed information about the assessment activities for each course in the course space. All courses require participation in the online space, as participation will contribute to the overall grade.

    Purpose:
  • Provide a curriculum that fosters the andragogical principles of research-led teaching, critical inquiry of adult development as it relates to learning theory, self-directed learning, collaborative learning and reflective practice.
  • Examine competing histories of adult education activities in the Caribbean and conflicting social purposes, beliefs and assumptions that have guided those practices.
  • Provide learners with the opportunity to engage in high quality scholarship and participatory/emancipatory research which will enable them to acquire a rigorous understanding of Caribbean adult education and of the cultural, political and historical contexts in which it occurs.
  • Develop a learning culture among students that would assist them in acting critically and competently in a variety of educational contexts.
  • Prepare students to engage in the progressive development of Caribbean adult education as practitioners/trainers.

    Articulation: The information available does not specify.

    Conclusion:
    The Postgraduate Diplomas in Adult and Community Education and Training (ACET) from various institutions, including UNISA, share a common goal of equipping professionals with the necessary knowledge, skills, and attitudes to effectively contribute to the adult education sector. They are similar in providing a comprehensive curriculum that focuses on andragogical principles, curriculum development, and reflective practice. They prepare learners to engage critically and competently in a variety of educational contexts and to develop as practitioners and trainers in their respective fields. The qualifications compare favourably with each other, maintaining a professional standard and catering to both experienced educators and those new to the field. They offer a blend of theoretical engagement and practical application, aimed at advancing adult education within their specific cultural and political contexts.

    The Postgraduate Diplomas in Adult and Community Education and Training (ACET) across various international institutions, including University College Cork (Ireland), and the University of the West Indies (Global Campus), underscore a robust commitment to enhancing the professional standards within the adult education sector. These qualifications collectively support learner mobility by aligning with relevant good practices observed globally, thereby facilitating academic and professional progression.

    A comparison of these qualifications reveals that they are designed to equip professionals with advanced knowledge, skills, and attitudes necessary for impactful contributions to the adult education sector. The curriculum across these institutions is comprehensive, blending theoretical insights with practical applications to prepare learners for effective participation in educational contexts. Specifically, entry requirements, Exit Level Outcomes (ELOs)/content/modules, credits, assessments, duration, and articulation options are key areas where these qualifications converge or diverge, reflecting the diversity and specificity of educational standards and practices worldwide.

    The University College Cork's Postgraduate Diploma emphasizes a blend of teaching placements and coursework assessments, focusing on 60 credits over 18 months. In contrast, the University of the West Indies offers a 21-credit qualification over 16 months, highlighting the variety in qualification structures aimed at addressing different facets of adult education.

    International comparability supports learner mobility by detailing these qualifications' similarities and differences, highlighting pathways for articulation and progression. Such details serve as a crucial guide for learners and professionals looking to navigate the global landscape of adult education qualifications. Furthermore, these qualifications exhibit a commitment to adopting and integrating good practices from around the world, such as a rigorous curriculum that combines theoretical and practical elements, professional accreditation, and options for vertical progression to higher qualifications.

    These qualifications demonstrate a concerted effort to uphold and enhance the quality of adult and community education across different regions. By providing detailed comparisons on entry requirements, curriculum content, assessment methods, and articulation possibilities, these qualifications not only support the professional development of educators but also facilitate student mobility and international academic and professional growth. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for the following articulation options:

    Horizontal Articulation:
  • Bachelor of Education Honours, NQF level 8.
  • Bachelor of Education Honours in Educational Management, NQF Level 8.

    Vertical Articulation:
  • Master of Education in Adult Education, NQF level 9.
  • Master of Education in Adult and Community Education, NQF Level 9.

    Diagonal Articulation:
    At present there are no formally approved diagonal articulation routes between this qualification and those on the Occupational Qualifications Sub-Framework (OQSF). 
    		•

    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.