SECTION 1:
QUALIFICATIONS AND UNIT STANDARDS
Contents of this section
1.
PROPOSED QUALIFICATIONS MODEL
2.
ABET PRACTITIONER QUALIFICATIONS MAP
1.
PROPOSED QUALIFICATIONS MODEL
1.1
Proposed qualifications
Four qualifications are proposed for ABET practitioners:
National Certificate in ABET Practice (NQF Level 4)
Higher Certificate in ABET Practice (NQF Level 5)
National Diploma in ABET Practice (NQF Level 5)
National First Degree in ABET Practice (NQF Level 6)
All of the above qualifications will be registered in Field 05: ETD, Sub-field: Adult
Learning, Specialisation: ABET. In the future it may be necessary to design qualifications at
NQF level 7 and higher, depending on developments within the ABET sector.
2.
ABET PRACTITIONER QUALIFICATIONS MAP
A diagrammatic map of the qualification model is presented on the next page.
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ABET PRACTITIONER QUALIFICATIONS MAP
QUALIFICATION
FUNDAMENTAL
CORE
ELECTIVE
TOTAL CREDITS
Level 6
First Degree
20 credits from level 5
88 credits at level 6
(US 6.01 - 6.05)
100 credits to be selected (incl.
68 from level 5)
+ 48 credits from level 4
+ 104 from level 5
US 6.06 & 6.07
(16 credits each)
360 credits
88 Core at level 6
104 Core from level 5
48 Core from level 4
20 Fundamental from level 5
68 Electives from level 5
32 Elective to be selected
Level 5
National Diploma
20 credits to be selected
(incl. 10 credits from Higher
Certificate)
Level 5
Optional exit point
Higher Certificate
10 Credits to be selected
Level 4
National Certificate
20 credits
Communications
or
36 credits
Communications + Maths
240 credits
104 credits at level 5
(incl. 42 from Higher Certificate,
US 5.01 - 5.08)
68 credits to be selected
(incl. 20 from Higher
Certificate)
+ 48 credits at level 4
US 5.09 and 5.10
(20 credits each)
at least 42 credits at level 5
(USs 5.01, 5.02, 5.07)
20 Credits to be selected
48 credits at level 4
on facilitation
(US 4.01 - 4.05)
16 or 32 credits
48 Core at level 4
104 Core at level 5
68 Elective to be selected
20 Fundamental to be selected
120 credits ( 72 at level 5)
42 Core at level 5
48 Core at level 4
10 Fundamental to be selected
20 Elective to be selected
(Fundamental & Elective need to be at
level 5)
120 credits at level 4
US 4.08, 4.09, 4.10
(16 credits each)
+ 20 credits at level 4 on support
2
(US 4.06 - 4.07)
3
SECTION 2:
NATIONAL CERTIFICATE IN ABET
PRACTICE (NQF LEVEL 4)
(ETD: ADULT LEARNING, ABET
SPECIALISATION)
Contents of this section
1.
INTRODUCTION TO THE LEVEL 4 QUALIFICATION
2.
UNIT STANDARDS AT NQF LEVEL 4
1.
INTRODUCTION TO THE LEVEL 4 QUALIFICATION
1.1
Title of the qualification
In accordance with national regulations, the level 4 qualification would be named:
National Certificate in ABET Practice (NQF Level 4) (ETD: Adult Learning, ABET
Specialisation)
1.2
Rationale for the qualification
A level 4 qualification was designed due to demand from within the ABET field for an entry
level qualification which would enhance access to qualifications for practitioners in NGOs
and rural areas.
Many of these practitioners may have worked as ABET facilitators for some time, but do not
have a FETC certificate with which to gain entry to a level 5 qualification. The level 4
qualification provides these practitioners with a FETC and facilitates entry to qualifications in
the Higher Education and Training (HET) band.
The level 4 unit standards may also enable NGOs and other non-formal providers, who train
ABET facilitators, to structure training according to nationally recognised standards.
This qualification could also be used for training volunteer educators in the proposed adult
literacy programme of the state National Literacy Agency.
1.3
Access to the qualification
1.4
The access to the qualification is quite open.
Candidates will have to demonstrate: GETC or RPL equivalent
Purpose of the qualification
4
The National Certificate in ABET Practice has the following purposes:
1.4.1
The qualification will produce a practitioner who:
a)
Facilitates an adult learning group effectively using a ready-made programme or materials
package.
Facilitates a learning area or areas at ABET levels 1 and 2.
Ideally works under the ongoing supervision of a more senior practitioner.
b)
c)
The practitioner will be qualified to teach in one or two of the elective learning areas at
ABET levels 1-2, using prescribed materials and methodology. These pre-packaged
materials and teaching aids would include suggested lesson plans, learning activities,
assessment instruments, and so on.
1.4.2
The qualification provides an opportunity for existing practitioners to acquire a FETC in
order to study further.
1.5
Learning assumed to be in place
The learning assumed to be in place for the qualification is a GETC 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 an additional language” will be
required to demonstrate competence in the target language at NQF level 4.
1.6
Exit-level outcomes
A practitioner with this qualification will be able to:
a)
b)
c)
d)
e)
f)
Plan, facilitate and evaluate learning events effectively with a group of ABET learners.
Communicate effectively in order to mediate knowledge and skills to learners.
Assess the progress of learners with validity using a prescribed instrument.
Fulfill the administrative demands of a learning group.
Assist in the reinforcement and development of literacy and language skills of learners across
the curriculum.
Identify, refer and assist learners who have special needs.
5
1.7
Assessment criteria for the exit level outcomes
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:
“Plan, facilitate and evaluate learning events effectively with a group of ABET learners.”
is made up of the following core, compulsory unit standards for this qualification:
US 4.01
US 4.02
US 4.05
Plan a learning event
Facilitate an adult learning event
Evaluate own facilitation performance
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.
1.8
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. However, there are organisations
currently involved in both assessment and training in ABET. These organisations such as the
Independent Examinations Board, universities and technikons offering ABET programmes
and the larger, more established NGOs would have the capacity to undertake both
assessment and moderation for these qualifications. Some cooperation between these
potential 'assessor' bodies would be required for the standardisation of assessment,
moderation and awarding of qualifications.
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 the
awarding of this qualification.
1.9
Essential embedded knowledge
The essential embedded knowledge required for this qualification and the associated unit
standards has been carefully built into the assessment criteria. It is not detailed in a separate
notes section. This is not an omission but a decision made by the ABET Practitioner SGB. A
detailed rationale follows.
The SGB found that detailed descriptions of essential embedded knowledge generally led
writers of standards into a regressive 'paradigm' where descriptions of skill became divided
6
into discrete categories of 'theory' and 'practice'. Writers tended to put theory into the
'essential embedded knowledge' notes and the assessment criteria became limited to 'practice'.
The SGB felt that if unit standards are to transform practice at all, assessment criteria should
embody both theory and practice. An essential reason for moving to a standards-based
system is to facilitate the integration of theory and practice into a paradigm of 'informed and
intelligent practice'. Therefore, the assessment criteria in these unit standards include detail on
the application of knowledge to ABET practice. There is also detail on the nature and quality
of performance required for awarding the qualifications. The detail is not contextually
prescriptive but could be described as 'insistent' with regard to quality and application of
knowledge.
This decision can be reviewed if actual users of the registered unit standards find it difficult to
use them without descriptions of essential embedded knowledge. However the SGB believes
that the detail in the assessment criteria should be adequate for the implementation of the
qualifications and unit standards.
1.10
Practitioners who have special needs
The specific outcomes and assessment criteria contained in the unit standards are a guide for
assessors working with practitioners who do not have disabilities or special needs. Special
consideration and exemptions should be given to practitioners who cannot fulfill the
assessment criteria due to a physical disability.
1.11
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:
7
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.
1.12
Categories of unit standards in this qualification
1.12.1 Fundamental category
According to SAQA Regulations (March 1998), 'fundamental learning' means 'that learning
which forms the grounding or basis needed to undertake the education, training or further
learning required in the obtaining of a qualification.' This category gives candidates an
opportunity to upgrade their own education and training levels within the ABET
practitioner qualifications framework.
The fundamental unit standards for this qualification are those for a usual FETC
qualification:
Communications @ level 4 (20 credits)
Mathematics @ level 4 (16 credits)
According to SAQA regulation 9(1) candidates must complete 36 credits (communications
and mathematics) at level 4.
1.12.2 Core category
According to SAQA Regulations (March 1998), 'core learning' means 'that compulsory
8
learning required in situations contextually relevant to the particular qualification.'
The core unit standards in the level 4 qualification are divided into two groups:
1) Facilitation standards
These are the essential skills needed to facilitate a learning event, which means organising
oneself, organising teaching and learning materials, communicating effectively and assessing
the situation. They are essential, practical classroom skills required by all ABET
practitioners regardless of the learning area being facilitated.
Titles and numbers of these unit standards:
US 4.01
US 4.02
US 4.03
US 4.04
US 4.05
Plan a learning event
Facilitate an adult learning event
Assess learners within a learning situation
Fulfil administrative requirements of a learning group
Evaluate own facilitation performance
These 'facilitation' unit standards (4.01 to 4.05) are also compulsory credits for the level 5
qualification because the skills they encompass are the foundations of all ABET practice.
They are required by all practitioners irrespective of the level at which they are working or
the learning area being facilitated.
2) Support for learners and learning
These unit standards are a response to two main issues:
a)
The legal requirement that all qualifications for ETD practitioners accommodate
learners with special needs.
b)
Adult learners in ABET programmes, within the GETC band, have relatively low
levels of formal education and may not have assured literacy and mathematics skills.
These standards enable practitioners to modify teaching practices to accommodate
and assist these learners to learn effectively, even if the learning areas being taught
are not communications or mathematics.
Titles and numbers of these unit standards:
US 4.06
US 4.07
Help learners with language and literacies across the curriculum
Identify and respond to learners who have special needs
These 'support' unit standards (Nos. 4.06 and 4.07) are not part of the level 5 qualification,
because new standards have been produced at level 5 which incorporate these standards
and are also more complex and wide ranging.
1.12.3 Elective category
According to SAQA Regulations (March 1998), 'elective learning' means 'a selection of
9
additional credits at the level of the National Qualifications Framework specified, from
which a choice may be made to ensure that the purpose of the qualification is achieved.'
The selection of unit standards in this case will depend on the ABET learning area/s to be
facilitated1 and on the career path choices of educators.
The electives produced so far for this qualification are about teaching methodologies for
literacy, language, numeracy and technology. As more fields of learning for ABET develop,
the range of elective unit standards can be extended.
Required elective credits can also be made up from the unit standards of other
qualifications. For example, an ABET practitioner who is facilitating 'agriculture' as a
learning area may wish to complete elective credits specifically on aspects of agriculture.
Candidates may also choose electives which are not related to the teaching of specific
learning areas, but are of 'personal interest or professional relevance'.
Titles and numbers of elective unit standards completed at NQF level 4:
US 4.08
US 4.09
US 4.10
US 4.11
Facilitate mother-tongue literacy
Facilitate an additional language at ABET levels 1 and 2
Facilitate numeracy at ABET levels 1 and 2
Facilitate the use of technology by adult learners in basic skills training
In this category, candidates compete 16 credits (one elective standard).
1.13
Structure of the qualification
The formal requirement for a qualification in the FETC band is 120 credits, at least 72 of
which are at level 4 or higher. This qualification, the National Certificate in ABET Practice,
would comprise the following:
Total qualification
120 credits
Fundamental category
36 credits
Core category
68 credits
Elective category
16 credits
1.14
What is compulsory at level 4?
The following standards are compulsory for the achievement of the level 4 qualification, the
National Certificate in ABET Practice:
Fundamental category
Communications and Mathematics at level 4 are compulsory in all FETC qualifications.
1
At present, only ABET Level 4 has unit standards in all eight learning areas for learners.
10
These are worth 36 credits.
Core category
All unit standards in the core category are compulsory (facilitation and support standards).
These are unit standard numbers 4.01 to 4.07.
The total credit value is 68 credits.
Elective category
No specific standards are compulsory in this category.
However, candidates must complete 16 credits from this category.
1.15
Articulation with other qualifications
This 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 4 qualifications in the ETD field, and also articulates vertically with all
level 5 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 this ABET Practitioner qualification articulates with those produced by the
Schooling, Occupation-Directed and ECD SGBs.
11
1.16
Form of the qualification
NATIONAL CERTIFICATE IN ABET PRACTICE
(NQF LEVEL 4)
Unit Standard Titles
Credits
Fundamental category
Communications @ level 4 (FETC)
Mathematics @ level 4 (FETC)
(As specified by SAQA for all FETC qualifications)
20
16
Total Fundamental credits
36
(Candidates must complete 36 credits.)
Core category
Facilitation standards
US 4.01
Plan a learning event
US 4.02
Facilitate an adult learning event
US 4.03
Assess learners within a learning situation
US 4.04
Fulfil administrative requirements of a learning group
US 4.05 Evaluate own facilitation performance
(These unit standards are also compulsory for the level 5
qualification.)
Support standards
US 4.06
Help learners with language and literacies across the curriculum
US 4.07 Identify and respond to learners who have special needs
8
16
10
6
8
Sub-total =
48 credits
12
8
Sub-total =
20 credits
Total Core credits
(Candidates must complete all of these 'core'
standards.)
68
Elective category
US 4.08
Facilitate mother-tongue literacy
US 4.09
Facilitate an additional language at ABET levels 1 and 2
US 4.10 Facilitate numeracy at ABET levels 1 and 2
US 4.11
Facilitate the use of technology by adult learners in basic skills
training
(Other elective USs will be produced as more recognised ABET learning
areas develop.
Unit standards from other qualifications can also be selected if they are
relevant.)
16
16
16
16
Total Elective credits
16
(Candidates complete 16 credits in this category.)
12
GRAND TOTAL
2.
120
UNIT STANDARDS AT NQF LEVEL 4
Unit standard numbers and titles
US 4.01
Plan a learning event
US 4.02
Facilitate an adult learning event
US 4.03
Assess learners within a learning situation
US 4.04
Fulfill administrative requirements of a learning group
US 4.05
Evaluate own facilitation performance
US 4.06
Help learners with language and literacies across the curriculum
US 4.07
Identify and respond to learners who have special needs
US 4.08
Facilitate mother-tongue literacy
US 4.09
Facilitate an additional language at ABET levels 1 and 2
US 4.10
Facilitate numeracy at ABET levels 1 and 2
US 4.11
Facilitate the use of technology by adult learners in basic skills training
13
Unit standard no.
4.01
(Core)
Title: Plan a learning event
Level: NQF level 4
Credit: 8 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date: March 2000
14
Purpose:
Persons credited with this unit standard will be able to plan a learning event, select
materials from a prescribed package and prepare an environment conducive to learning,
usually working under supervision of a more senior practitioner.
SO1
Produce a learning event plan
AC1
Learning outcomes to be achieved in the learning event are listed.
AC2
Learning outcomes listed are in line with the specific outcomes stated in relevant unit standards.
AC3
Listed learning outcomes are achievable within the time allocated for the event.
AC4
An appropriate and logical sequence of teaching techniques and learning activities is listed.
AC5
Amount of time allocated for activities is appropriate.
AC6
Opportunities for application and practice are provided for in the plan.
SO2
Select materials from a prescribed package
AC1
Materials to be used are identified.
AC2
Materials selected support planned learning outcomes.
AC3
Materials selected support planned learning activities.
AC4
Materials selected are appropriate in terms of language usage and level of the learners.
SO3
Organise resources for a learning event
AC1
Equipment and resources needed are identified. (e.g. writing boards, flipchart, OHP)
AC2
Requisitions for equipment and materials are submitted in time to the appropriate person.
AC3
Quantity of materials/equipment ordered matches anticipated number of learners.
AC4
Materials/equipment to be used are available and organised in an orderly manner.
AC5
Venue is arranged in a way which promotes learner participation and suits learning activities.
Critical Cross-field Outcomes supported by this unit standard:
- Working effectively with others as a member of a team, group, organisation, or community.
- Collect, organize and critically evaluate information.
- Communicate effectively using visual, mathematical and language skills in the modes of oral and written
presentations.
15
- Organising and managing oneself and one s actions responsibly and effectively.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic development of
the society at large.
16
Unit standard no.
4.02
(Core)
Title: Facilitate an adult learning event
Level: NQF level 4
Credit: 16 credits
Field: ETD (Sub-field Adult learning, Specialisation in ABET)
Issue date: March 2000
Review Date:
Purpose:
Persons credited with this unit standard are able to facilitate a learning event with a group of
adult learners.
SO1
Communicate effectively with adult learners
AC1
Practitioner can be seen and heard by all learners when speaking.
AC2
Pace and level of language of oral communication is suitable for the learning group.
AC3
Manner of the practitioner is professional, approachable and respectful to learners.
AC4
Tone and language used shows sensitivity to issues of race, class and gender in the learning group.
AC5
Instructions are given using clear language, together with alternative explanations and examples to
assist understanding.
AC6
Open-ended questions are asked at frequent intervals to check learners' understanding.
AC7
Learners are given adequate time to answer questions.
AC8
Learners are encouraged to ask questions and offer comments of their own.
SO2
Manage the interpersonal dynamics of a learning group
AC1
Practitioner introduces him/herself to the learning group on first meeting.
AC2
All learners and newcomers are given an opportunity to introduce themselves.
AC3
Clear group norms are established and followed for participation and comments.
AC4
All learners can see and hear one another when speaking or demonstrating tasks.
AC5
Learners are given opportunities to offer one another feedback where appropriate.
17
AC6
Reticent learners are encouraged in a non-threatening manner to speak up.
AC7
Learners who dominate or disrupt discussions and activities are reminded of group norms for
participation.
AC8
Situations of conflict are managed calmly and referred to a relevant authority if necessary.
AC9
Grouping learners into small groups shows sensitivity to issues of race, class, gender, ability and
dominance among learners.
SO3
Mediate knowledge and skills to learners
AC1
Information is presented in a logical sequence which facilitates understanding.
AC2
Information is presented in limited amounts at intervals which allow learners' queries to be dealt with.
AC3
Practitioner repeats, rephrases and sums up new information at adequate intervals.
AC4
Demonstrations of practical tasks can be easily observed by all learners.
AC5
Demonstrations of practical tasks are done at a pace slow enough for learners to assimilate
essential information.
AC6
Links are made between discrete items of learning.
AC7
Learning is contextualised into real-life situations whenever possible.
AC8
Previous learning is referred to and built on.
SO4
Use materials to facilitate learning
AC1
Materials are used in an appropriate manner at appropriate stages of the learning.
AC2
Clear instructions are given to learners regarding the use of materials.
AC3
Checks are carried out to ensure that learners understand and follow instructions regarding the use
of materials.
AC4
Gaps in existing materials are identified and simple strategies used to address these.
(e.g. practitioner offers extra explanation to learners, introduces supplementary materials)
AC5
Quality of any audio-visual material used is acceptable (can be seen and heard by learners).
SO5
Effect a learning event
AC1
Purpose and intended outcomes of the learning event are explained to learners.
18
AC2
Teaching techniques and learning activities are appropriate for the subject matter being facilitated.
AC3
Opportunities for application and practice are provided within the learning event.
AC4
Activities are varied within a single learning event.
AC5
Learners are actively involved in each stage of the learning event.
AC6
Learning needs of individual learners are dealt with adequately.
AC7
Practitioner deviates from the learning event plan when necessary and can provide reasons for
doing so.
AC8
Learning event is summarised and the practitioner indicates what is planned for a future event.
Critical Cross-field Outcomes supported by this unit standard:
- Working effectively with others as a member of a team, group, organisation, or community.
- Collect, organize and critically evaluate information.
- Communicate effectively using visual, mathematical and language skills in the modes of oral and written
presentations.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Identifying and solving problems in which responses display responsible decisions made using critical and
creative thinking.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic development of
the society at large.
19
Unit standard no.
4.03
(Core)
Title: Assess learners within a learning situation
Level: NQF Level 4
Credit: 10 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue Date: March 2000
Purpose:
Persons credited with this unit standard are able to administer prescribed internal assessment
instruments, administer external assessment in accordance with the requirements of the
external assessment agency, and conduct appropriate follow up after an assessment event.
SO1
Plan for assessment events
AC1
Learners are informed of impending assessment events.
AC2
Purpose of the impending assessment event is explained to learners.
Range for AC: placement, formative, summative
AC3
Outcomes that learners will be expected to demonstrate in the assessment are explained to learners
in accessible terms.
AC4
Learner readiness is taken into account when identifying candidates for external assessment.
AC5
Appropriate arrangements are made regarding venue, materials/ equipment required, procuring/
photocopying of scripts, etc. before the assessment event takes place.
AC6
Amount of time allocated for the assessment event is appropriate to the nature of the assessment.
SO2
Implement internal assessment using prescribed instruments
AC1
Prescribed assessment instruments are used as specified.
AC2
Learners are given clear instructions regarding the assessment event.
AC3
Judgments on learners performance are made in accordance with prescribed guidelines.
AC4
Moderation/ verification procedures for internal assessment are followed where necessary
according to organisational policy.
AC5
Results of internal assessment are made available to learners within a specified period.
20
SO3
Administer external assessment
AC1
Administrative requirements of the external assessment agency are fulfilled.
AC2
Specified measures are taken to ensure the security of the assessment documentation.
AC3
Assessment is ethically administered. (i.e. Irregularities are avoided.)
SO4
Follow up after an assessment event
AC1
Learners are given an opportunity to ask questions about their assessment results.
AC2
Feedback is given to all learners on their individual strengths and weaknesses with regard to their
performance in the assessment event.
AC3
Implications of assessment results are clarified with learners in a sensitive manner.
(e.g. The need to repeat a level, the need to improve on identified weaknesses.)
AC4
Records are kept of learners performance in assessment events, in accordance with the
requirements of the learning centre.
AC5
Information from assessment results is used in lesson planning in order to build on learners
strengths and help them improve their weaknesses.
Critical Cross-field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display that responsible decisions have been made,
using critical and creative thinking;
- Working effectively with others as a member of a team, group, organisation, or community;
- Collecting, organising and critically evaluating information;
- Communicating effectively using visual, mathematical and language skills in the modes of oral and written
presentations;
- Organising and managing oneself and one’s actions responsibly and effectively;
- Demonstrating an understanding of the world as a set of related systems by recognising that problemsolving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic development of
the society at large, by developing internal assessment instruments that encourage learners to:
- reflect on and explore a variety of strategies to learn more effectively;
- participate as responsible citizens in the life of local, national and global communities;
- be culturally and aesthetically sensitive across a range of social contexts;
- explore education and career opportunities; and
- develop entrepreneurial opportunities.
21
Unit standard no.
4.04
(Core)
Title: Fulfil administrative requirements of a learning group
Level: NQF level 4
Credit: 6 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date: March 2000
22
Purpose:
Persons credited with this unit standard are able to obtain, record and organise administrative
information and fulfill the administrative requirements needed to manage an adult learning
group.
Learning Assumptions: (Learning assumed to be in place)
* Show oral and written competence at NQF level 3 or RPL equivalent.
SO1
Obtain, record and organise administrative information
Range for the SO:
- an attendance register which records learners' names and surnames, dates and times of classes
and absenteeism
- records of learners addresses, contact telephone numbers, contact person
- file of lesson plans and schemes of work
- record of materials used
AC1
Reasons for collecting personal information are explained to learners.
AC2
Records are accurate, complete and up to date.
AC3
Records are available to learners and relevant authorities.
AC4
Records are systematically organised.
SO2
Communicate relevant administrative information to learners
Range for the SO:
- dates and times of learning events
- venues
- registration procedures
- fees
- absentee procedures
AC1
Information given is accurate.
AC2
Information is communicated at a time and place convenient to learners.
AC3
Language and presentation of information is appropriate for learners.
AC4
Communication of information is timeous.
SO3
Maintain the learning environment
AC1
Venue is secured (through relevant authority) for the duration of the learning event.
AC2
Venue and equipment are organised timeously.
AC3
Damage to equipment or venue is promptly reported to appropriate person.
23
AC4
Situations which may affect the health and safety of learners are promptly reported to the appropriate
person.
Critical Cross-field Outcomes supported by this unit standard:
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
24
Unit standard no.
4.05
(Core)
Title: Evaluate own facilitation performance
Level: NQF level 4
Credit: 8 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
March 2000
Purpose:
Persons credited with this unit standard are able to reflect critically on their own
performance as a learning facilitator with a view to improving personal competence and
practice, also to report in broad terms on the progress of a learning group.
Notes to the standard:
This unit standard does not qualify the practitioner with formal or theoretical evaluation skills. It
essentially encourages simple and honest reflection on own facilitation for the purpose of improving
own practice.
SO1
Evaluate a learning event
AC1
Feedback on learning event is sought from learners in the form of open-ended questions.
AC2
Learner feedback is synthesised into a few valid points.
AC3
Relatively successful and unsuccessful aspects of a learning event are identified.
AC4
Actual outcomes of the event are compared to planned outcomes.
AC5
Plausible reasons are given for relative success / failure of the event.
AC6
Feedback from learners and own reflection is formulated into resolutions about future learning
events.
SO2
Evaluate own facilitation over a number of learning events
AC1
A relatively successful learning event, or incident within an event, is identified and a plausible
explanation offered.
AC2
A relatively unsuccessful learning event, or incident within an event, is identified and a plausible
explanation offered.
AC3
Relatively strong or weak aspects of own facilitation are identified.
AC4
Aspects of work where progress has been made are identified.
25
AC5
Own learning and development needs and areas for self-improvement are identified.
AC6
Resolutions are formulated to build on own strengths or address own development needs.
AC7
Assistance and advice is sought from a senior practitioner or supervisor when necessary.
SO3
Report on progress of learning group
AC1
Reports are produced at intervals according to organisational requirements.
AC2
Reports accurately indicate progress made and difficulties encountered.
AC3
Exceptionally high incidents of absenteeism and dropout are recorded and plausible explanations
offered.
AC4
Reports contain adequate detail according to organisational requirements.
AC5
Reports are formatted according to organisational requirements.
Special note for SO3: Reports may be oral or written according to local requirements.
Critical Cross-Field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using critical and
creative thinking have been made.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
26
Unit standard no.
4.06
(Core)
Title: Help learners with language and literacies across the curriculum
Level: NQF level 4
Credit: 12 credits
Field: ETD (Sub-field Adult learning, Specialisation in ABET)
Issue date:
March 2000
Purpose:
This unit standard is intended for all ETD practitioners who work in the GET band with adult
learners who have relatively low levels of formal education. It enables practitioners to modify
teaching practices to accommodate and assist these learners to learn effectively and to
provide support for these basic skills.
SO 1
Manage language in the learning situation
AC1
Learners are consulted on language(s) to be used for all activities.
(e.g. in whole group, small groups, materials, written and oral work)
AC2
Strategies for dealing with language difficulties which may affect learning are suggested.
(e.g. translation, peer assistance, pair work, use of MT)
AC3
Relevant terminology of the subject, including acronyms and abbreviations, is explained.
AC4
Level and style of language used for instruction is suitable for learners.
SO 2
Help learners with visual literacy
AC1
Relevant symbols and their uses are explained to learners.
(eg. &, X, =, @)
AC2
Layout and style of visuals used in materials are explained to learners.
(e.g. charts, graphs, tables, diagrams, conventional uses of colour, comic bubbles)
AC3
Use of visual aids by practitioners is in line with learners visual literacy abilities.
(e.g. Practitioner does not write on board in cursive or italics if learners do not understand.)
SO 3
Help learners to use printed materials
AC1
Learners are helped to use the different parts of a text.
(eg. contents page, glossary, index, page numbers, captions, headings, boxes)
AC2
Learners are questioned on the purpose of a text, fuller explanation is given when required.
27
AC3
Learners are questioned to ascertain how much is understood, fuller and alternative explanations
are given when required.
AC4
Learners are shown how to store and retrieve documents from relevant filing systems.
AC5
Learners are shown how to maintain an organised file of all relevant documents and texts.
SO4
Help learners to produce texts and assignments
AC1
Details of the text required are explained to learners.
Range for the AC: purpose, topic, length, time frame, medium
AC2
Learners' progress is monitored and constructive feedback is given at timely intervals.
AC3
Alternative modes for producing texts are offered to learners where possible.
(e.g. Learners are given the option of oral or written assignments.)
AC4
Learners are helped to fill in forms relevant to the learning situation.
Special notes:
1)
The term 'text' is used here to mean all types of texts produced by learners written, oral, models etc.
2)
Values and insights which would enhance the application of this standard are:
- demonstrated respect for all languages
- appreciation of language as a tool for learning as opposed to a tool for asserting status
- awareness of how language and literacy factors affect the validity of assessment instruments.
Critical Cross field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using critical and
creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or
written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic
development
of the society at large, by making it the underlying intention of any programme of learning to make an
individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
28
Unit standard no.
4.07
(Core)
Title: Identify and respond to learners who have special needs
Level: NQF level 4
Credit: 8 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
March 2000
Review date:
Purpose:
Persons credited with this unit standard will be able to:
Identify learners who may have special learning, counseling or health needs, refer these
learners to relevant services and take appropriate action within the learning situation.
Note: This standard aims to be in line with the White Paper on learners with special needs, which requires
that all ETD qualifications acknowledge learners with special needs.
SO1
Define own role, as an ETD practitioner, in learner support
AC1
Distinction between counseling (empathy, information, referral) as opposed to directive advice is fully
explained.
AC2
Learner's right to ask for or receive extra-curricular support is acknowledged.
AC3
Learner's right to confidentiality is acknowledged.
SO2
Recognise learners who have special needs
Range for the SO:
Special needs are: Physical disability such as sight or hearing impairment; impairment of movement
or motor skills; learning disability as a cause of impaired performance in writing, reading, spelling,
numeracy ability.
AC1
Instances when a learners inability to match the performance of peers may be due to a learning or
physical disability, are recognised.
AC2
Implications of the learning or physical disability for an individual’s learning, are identified.
AC3
Need for intervention by someone other than the educator involved, is identified.
SO3
Discuss with learner the need for further intervention
AC1
Discussion is conducted in a manner which is sensitive, supportive, non-judgmental and confidential.
AC2
Issue of how the disability may affect learning is included in the discussion.
29
AC3
Need for positive interventions, such as testing and referrals, is discussed.
AC4
Learner is involved in joint decision-making concerning referrals.
AC5
Advice is in the form of support, information and referral, rather than direct advice or instruction.
SO4
Refer learner for further intervention
AC1
Person to whom the learner should be referred is identified.
Range for the AC:
This may be someone inside or outside of the provider organisation, depending on local resources.
AC2
Coherent reasons for referral are presented to the relevant person.
Range for the AC:
Reporting should include samples of work which caused concern; description of difficulties
encountered in the learning situation, e.g. access for wheelchairs.
AC3
Adequate information regarding the referral is provided to learner in order to reduce anxiety.
address, time, nature of referral, people involved)
SO5
Implement strategies to assist learner
AC1
Willingness to help the affected learner to learn is demonstrated.
AC2
Learning environment is organised to alleviate difficulties.
(e.g. seating learner closer to the front, negotiating help from other learners)
AC3
Recommendations from testing or referral agency are implemented.
AC4
Success or failure of recommendations is reported to the relevant authority.
Range for the AC:
Report should include areas in which the programme was successful or was not successful.
(e.g.
Special note about values and underpinning knowledge:
1)
This standard is aimed at facilitating an initial, restricted, sympathetic and confidential response to
problems of learners in the form of a referral. It must be emphasised that ETD practitioners should
never be encouraged to function as psychologists.
2)
The practitioner is expected to show sensitivity to particular cultural norms and practices so that
these are not confused with learning difficulties.
30
3)
At level, 4 a practitioner is not expected to test or design programmes for special needs. Knowledge
of the relevant person within the learning organisation, or of relevant local resources is therefore
required.
Critical Cross-field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display responsible decisions made using critical and
creative thinking.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic
development
of the society at large.
31
Unit standard no.
4.08
(Elective)
Title: Facilitate mother-tongue literacy
Level: NQF level 4
Credit: 16 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
May 2000
Purpose:
Persons credited with this unit standard will be able to facilitate the acquisition of reading
and writing skills in the mother-tongue language of an adult learner.
Learning assumptions:
*
Communications in the language of the learner @ NQF level 4
*
Core unit standard nos. 4.01 to 4.07
SO1
Identify two main approaches to teaching reading and writing (synthetic and analytic)
AC1
Each of the two approaches is described and explained in order to clarify the difference in learning
focus between the two.
AC2
Approach used in different learning activities and materials is correctly identified.
AC3
Approach is used appropriately and effectively.
SO2
Use placement assessment effectively and appropriately
AC1
Samples of learners' work are assigned to appropriate ABE levels.
AC2
New learners are interviewed effectively.
AC3
An appropriate screening test is administered and interpreted effectively.
AC4
Learners are assigned to appropriate levels/classes.
AC5
Physical difficulties commonly experienced by adult learners are recognised and accommodated.
(These difficulties specifically include difficulty with fine muscle control, far sightedness, hearing
difficulties.)
AC6
Remedial strategies appropriate to the problems are suggested
[e.g. exercises to develop fine muscle control (like using scissors), fat pencils, reading glasses,
positioning in class, eye / hearing tests, hearing aids]
AC7
Interviews and group discussions are used to discover particular needs of groups or individual
learners
32
SO3
Use formative assessment effectively and appropriately
AC1
A range of formal and informal strategies, which reflect a valid judgment of learners abilities in
reading and writing, are used.
AC2
Constructive and regular feedback is given to learners.
(Range for the AC: Suggestions for effective and useful feedback on samples of learners work
typifying poor to competent reading and writing, which identifies areas of weakness and suggests
ways to improve skills )
AC3
Strategies for learner-centred assessment are identified and used.
(e.g. where learners edit and evaluate their own and peers reading and writing)
AC4
Exemplars of learners work that typify learners who need to be allowed to progress at a slow, (step
by step) pace and learners who could progress rapidly through several stages are correctly
identified .
AC5
Pace of learning and teaching is appropriate to majority of learners
AC6
A range of strategies for assessing reading is employed in the classroom.
Range for the AC: both silent and aloud reading, through listening, checking of comprehension and
observation of reading behaviours -such as fluent progress through the text, reading with
appropriate vocal expression, learners degree of awareness of mistakes made, the kind of mistakes
made - e.g.sense of text retained as opposed to obliviously lost.
AC7
Feedback on reading, which promotes increased awareness of deriving meaning from the text, is
given.
AC8
Feedback on writing, which promotes learners ability to use writing effectively for a range of
purposes, is given.
SO4
Use summative assessment effectively and appropriately
AC1
Appropriate forms of summative assessment are identified.
AC2
Exemplars/samples of learners' work which typify readiness for examination or relevant form of
assessment at ABET levels 1 and 2 are recognised.
Range for the AC: formal exams, completed portfolios
SO5
Teach reading
AC1
Technical aspects of print are explained.
Range for the AC: Print is arranged from left to right, top to bottom, words are separate clusters of
letters, letters usually represent sounds, the function and appearance of headings, function of
punctuation
33
AC2
A range of word attack skills to derive meaning are used appropriately.
Range for the AC: including sounding out, recognising common letter clusters and using context,
including illustrations
AC3
Functions of traditional punctuation forms are taught in the context of making sense of print, at the
appropriate time and pace.
Range for the AC: commas, sentence notation (full stops and capital letters), question marks,
exclamation marks, paragraphs, titles, inverted commas and paragraphing
AC4
Functions of standard print conventions appropriate to the level of learners are taught in context.
Range for the AC: headings, bold print, speech bubbles, captions, diagram labels, arrows
AC5
A range of reading strategies is taught at the appropriate time, through appropriate situations and
tasks and within a reading context.
Range for the AC: prediction, logical guessing, skimming scanning
AC6
Activities which promote practical application of reading skills necessary for extracting information,
are facilitated.
Range for AC: indexes, dictionaries, telephone directories, newspapers, calendars, timetables,
diagrammatic instructions, simple maps and plans, sequential drawings -as in picture stories - and
other conventional sources of information
AC7
Strategies which encourage meaningful responses to text, are used.
Range for the AC: identify the main ideas and messages in a text, identify contradictory or
misleading information, state own opinions in response to text, compare their experience and
knowledge to what is read
AC8
Learning activities which promote skills of analysis, deduction, inference, prediction, are facilitated.
AC9
Learning activities which develop the skills of distinguishing text types, are facilitated.
Range: fact and opinion, ascertaining the purpose of a text, and distinguishing between a range of
text types including narrative, factual, persuasive, informational
SO6
Teach learners to write for a range of purposes
AC1
Suitable ways of holding pen or pencil are described.
AC2
Conventional letter formation, including pen/pencil direction and lifts, is described.
AC3
Stage at which the learner is encouraged to use reduced writing (ie. filling half the height of a line) is
appropriately identified.
AC4
Learners are encouraged to practise newly attained writing skills by writing short meaningful units of
language.
(e.g. words, lists or short sentences)
34
AC5
Punctuation forms which are appropriate for learners to use at levels 1 and 2 are explained.
Range for the AC: commas, sentence notation, question marks, exclamation marks, paragraphs,
headings, titles
AC6
Activities which extend the writing skills of learners are facilitated.
Range for the AC: develop the skills of writing to express their own original thoughts, communicate
with others, express and support their own opinions
AC7
Activities in which learners develop understanding of the purpose of written tasks and create writing
that is appropriate to the task, are facilitated.
AC8
Activities in which learners develop the skills of structuring and/or organising and/or formatting logical
writing which is coherent according to theme and content, are facilitated.
AC9
Activities in which learners develop the skills of drafting and editing preparatory to writing final
versions, are facilitated.
SO7
Integrate reading and writing to enable transfer of skills from classroom to general life
situations
AC1
Activities which combine and sequence stimulating and contrasting learning activities, which will
prevent learning from being monotonous and dreary, are facilitated.
AC2
Activities which simulate practical application and combination of reading and writing skills in real-life
contexts, are facilitated.
Range for the AC: where learners read a communication, and formulate and express their own
response
AC3
Activities which provide practice in a range of conventional written ways of responding to text, are
facilitated.
Range for the AC: tick a box, one word answers, short sentences, extended writing
AC4
Opportunities for the application of reading and writing skills in different contexts and for different
purposes, in everyday situations applicable to learners contexts, are provided.
Range for the AC: notes, formal letters, lists, forms, novels, newspapers, legal documents, notices,
advertising, poetry
AC5
Strategies for practising and maintaining MTL literacy skills after learners have left MTL classes, are
presented to learners.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using critical and
creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
35
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or
written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic development
of the society at large, by making it the underlying intention of any programme of learning to make an
individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
36
Unit standard no.
4.09
(Elective)
Title: Facilitate an additional language at ABET levels 1 and 2
Level: NQF level 4
Credit: 16 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
March 2000
Purpose:
Persons credited with this unit standard will be able to teach an additional language at
ABET levels 1 and 2, to learners who have demonstrated literacy competence in mothertongue at ABET level 2.
SO1
Apply the requirements of the unit standards for ABET Levels 1 and 2 Communications to
teaching an additional language
AC1
Knowledge and skills required by learners in terms of unit standards for Communications at ABET
Levels 1 and 2 are described.
AC2
Unit standards for Communications at ABET Levels 1 and 2 are used to plan and facilitate learning.
AC3
Learners performance can be described in relation to the ABET levels and outcomes.
AC4
Exemplars of learners work in the target language are identified as being at ABET Level 1, 2 or
above.
AC5
Differences between the processes used in additional language teaching and in mother-tongue
literacy teaching, to enable learners to achieve the outcomes stated in the unit standards, are
explained.
AC6
The role of competence in mother-tongue literacy in assisting learners to learn an additional
language is explained.
AC7
The influence of learners mother-tongues in common errors made in the target language can be
explained.
SO2
Provide opportunities for learners to use language communicatively and critically
AC1
All learners are given opportunities to express themselves and practise the target language.
AC2
Language elements (e.g. vocabulary, grammar, spelling) are taught within a meaningful, real-life
context.
AC3
Language elements taught (e.g. vocabulary, grammar, spelling) are useful for everyday interaction in
the target language.
Speaking, listening, reading and writing activities are integrated and reinforce one another.
AC4
37
AC5
A variety of language teaching techniques (e.g. role-plays, dialogues, reading comprehension tasks,
vocabulary building games, drills) is used.
AC6
Learners understanding of new language is supported by the use of teaching aids.
(e.g. pictures)
AC7
Meaningful communication by learners is acknowledged, even if linguistic errors are made.
AC8
Learners are encouraged to express personal opinions and critical viewpoints in the target
language.
AC9
Language learnt in previous lessons is reinforced and recycled.
SO3
Reinforce prior learning about literacy from mother tongue
AC1
Use of mother-tongue languages by learners is permitted during the learning event where it
enhances learning and increases understanding.
AC2
Application of reading strategies acquired in mother tongue is discussed with reference to the target
language.
(e.g. word attack skills, recognition of spelling patterns, guessing from context, using picture and
layout clues, skimming, scanning, prediction and personal interpretation)
AC3
Application of writing strategies acquired in mother tongue is discussed with reference to the target
language.
(e.g. planning written work, structuring, drafting and self-checking)
AC4
Critical responses to text are elicited from learners.
(e.g. identifying purpose, distinguishing fact from opinion)
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using critical and
creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or
written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic development
of the society at large, by making it the underlying intention of any programme of learning to make an
individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
38
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
39
Unit standard no.
4.10
(Elective)
Title: Facilitate numeracy at ABET levels 1 and 2
Level: NQF level 4
Credit: 16 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
April 2000
Purpose:
Persons credited with this unit standard are able to facilitate numeracy learning at ABET
levels 1 and 2 by selecting and implementing appropriate learning and teaching strategies
and applying principles of outcomes-based education.
Learning Assumptions: (Learning assumed to be in place)
C
GETC or RPL equivalent, with accreditation for the full range of required outcomes for MLMMS;
C
Core unit standards for ABET practitioners at NQF level 4. (US nos. 4.01 to 4.05)
SO1
Demonstrate subject knowledge of mathematics at ABET levels 1 and 2
Mathematics specialists consulted felt that an opportunity should be provided for candidates to
develop their own relevant numeracy/mathematical knowledge while acquiring methodology skills.
AC1
Personal methods of calculation with whole numbers and fractions are identified and put in writing
using words and mathematical signs and conventions.
AC2
Three dimensional objects are correctly represented in two dimensions through drawings and
diagrams.
AC3
Different views of three dimensional objects are correctly associated with the two dimensional
representations.
AC4
Identification of shapes is based on their properties.
AC5
Measurements and measurement calculations of linear and area measurement are done
appropriately in macro and micro contexts.
Note for the AC:
Macro contexts refer to situations where the object to be measured cannot be accessed from a
fixed position, e.g. the area of a house. Micro contexts can be accessed from a fixed position, e.g.
the area of a house on a floor plan.
AC6
Concepts and methods of data handling are explained.
AC7
Concepts of probability are explained.
AC8
Development of number systems is described in terms of pivotal developments in whole number
and fraction arithmetic.
AC9
Development of number systems is described in terms of pivotal developments in measurement
40
techniques.
SO2
Apply the requirements of the unit standards for numeracy learners at ABET levels 1 and 2
AC1
Knowledge and skills required of learners in terms of unit standards for numeracy at ABET levels 1
and 2 are described.
AC2
Unit standards for numeracy at ABET levels 1 and 2 are used to plan and facilitate learning.
AC3
Learners' performance can be described in relation to the ABET levels and outcomes.
AC4
Core ETD (ABET) practitioner unit standards are applied to the facilitation of numeracy at ABET
Levels 1 and 2.
SO3
Help learners to identify and develop own knowledge of numeracy
AC1
View of mathematics as a human and social construct is explained.
AC2
Principle of active construction of mathematical knowledge by learners and reflective discussion is
explained and applied.
AC3
Reflective discussion is encouraged and facilitated during the construction of mathematical
knowledge.
AC4
Learners are seated in such a way that they can all see and hear one another comfortably during
reflective group discussions.
SO4
Apply the concept of the common developmental path of mathematical concepts and skills to
teaching numeracy
Range for the SO:
Numeracy concepts and skills as required by the ABET levels 1 and 2 unit standards (e.g. methods
of calculation and number concept of whole numbers and fractions, data handling, probability, spatial
concepts and skills, measurement). Range and mix of problem types must also be as per
requirements of the relevant unit standards.
AC1
Common path of development of numeracy concepts and skills can be explained.
AC2
Materials and learning programmes are analysed in terms of the structured development of
numeracy concepts and skills.
AC3
Development of each learners numeracy concepts and skills is described with reference to her/his
methods used to solve numeracy problems.
41
SO5
Explain and use the rationale for problem-solving tasks in numeracy teaching.
AC1
Role of problem-solving in numeracy learning to achieve learning outcomes is explained.
AC2
Role played by problems in extending and developing number concept is explained.
AC3
Role played by problems in extending and developing calculation methods is explained.
AC4
Different problem types that involve addition, subtraction, division and multiplication of whole
numbers and fractions can be described.
AC5
Numeracy materials and learning programmes can be evaluated in terms of the range and mix of
problem types.
AC6
Problem-solving tasks in course materials can be analysed in terms of purpose and likely
challenges/difficulties for learners.
SO6
Identify typical misconceptions of mathematical concepts and their causes, and apply
prevention strategies
Range for the SO:
Misconceptions of whole number and fraction arithmetic, spatial concepts and probability concepts.
AC1
Typical misconceptions are identified.
AC2
Misconceptions are related to their causes.
AC3
Strategies to remedy and prevent misconceptions are described, justified and applied.
Critical Cross-field Outcomes supported by this unit standard:
- Identify and solve problems in which responses display that responsible decisions using critical and creative
thinking have been made (CO1)
- Work effectively with others as a member of a team, group, organisation and community (CO2)
- Organise and manage oneself and one’s activities responsibly and effectively (CO3)
- Collect, analyse, organise and critically evaluate information (CO4)
- Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or
written presentation (CO5)
- Use science and technology effectively and critically, showing responsibility towards the environment and
health of others (CO6)
- Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving
contexts do not exist in isolation (CO7)
Developmental outcomes:
This unit standard also supports the development of the following DOs:
Reflecting on and exploring a variety of strategies to learn more effectively (D01)
Participating as responsible citizens in the life of local, national and global communities (DO2)
Being culturally and aesthetically sensitive across a range of social contexts (DO3)
Exploring education and career opportunities (DO4)
Developing entrepreneurial opportunities (DO5)
42
Unit standard no.
Title:
4.11
(Elective)
Facilitate the use of technology by adult learners in basic skills training
Level: NQF level 4
Credit: 16 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
June 2000
Review date:
June 2003
Purpose:
Persons credited with this unit standard will be able facilitate the knowledge and skills
required by adult learners to use technology in basic skills training, in a manner which
ensures their health and safety and that of others, and which ensures the effective use and
maintenance of such technology.
Learning assumed to be in place:
US no 4.02 'Facilitate an adult learning event' to ensure practitioner has facilitation skills.
Competence in operating the technology (equipment/machines) and materials to be used by
learners. (Due to rapid changes in technology this competence is reinforced and tested in SO1.)
SO1
Demonstrate knowledge of and practical skill on relevant technology
Note on the SO:
The SGB felt that an opportunity should be provided for practitioners to develop and consolidate their
own knowledge and understanding of technology to be used.
AC1
Relevant equipment / machine can be used efficiently and safely.
AC2
Mechanisms for accessing the source of power/energy of machines to be used are explained.
AC3
All materials to be used are identified, described and used in terms of their purposes, effect on the
technology to be used, handling and storage requirements.
AC4
Mechanisms for ensuring health and safety of people in the operating environment are explained.
e.g. safe use of electricity, chemicals, sharp blades, heavy objects
AC5
Procedures for care and maintenance of equipment/machinery are explained fully.
e.g. how often oil changed, services required, cleaning procedures
AC6
Processes for recognising machine faults are explained.
e.g. unusual noise, heat
AC7
Procedures for dealing with simple and common machine faults are fully explained.
Range for the AC: These are faults which can be dealt with on the shop floor e.g. changing a plug or
small component.
43
SO2
Mediate knowledge and skill required to operate technology
AC1
Relevant steps/procedures are explained and demonstrated to learners in a logical sequence.
AC2
The purpose and function of each step/procedure is fully explained.
AC3
Information is presented in limited amounts at intervals which allow learners queries to be dealt with.
AC4
Relevant questions are asked to check learners understanding.
AC5
Practitioner repeats demonstrations, rephrases and sums up information at adequate intervals.
AC6
Demonstrations of practical tasks can be easily observed by all learners.
AC7
Demonstrations of practical tasks are done at a pace which enables learners to assimilate essential
information.
AC8
Learners are given adequate opportunities to practice under supervision.
SO3
Mediate knowledge and skill in managing the relevant source of power/energy
AC1
Mechanisms for accessing the source of power required are explained and demonstrated to
learners .
AC2
Procedures for dealing with simple, common power faults are explained and demonstrated to
learners.
e.g. checking trip switches, changing plugs and fuses, checking fuel levels
AC3
Mechanisms for ensuring health and safety in the operating environment, in terms of power supplies,
are explained and demonstrated to learners.
e.g. safe use of electricity and fuel, danger of exposed wires, fire hazards
AC4
Information and procedures are communicated in an effective way in keeping with the ACs listed in
SO2.
S04
Mediate knowledge and skill required for using relevant materials
AC1
Different types of materials are presented and demonstrated to learners.
AC2
Properties and uses of different materials are demonstrated to learners.
AC3
Effects on and adjustments required to technology for different materials are explained and
demonstrated to learners.
AC4
Specific handling and storage requirements of materials are explained and demonstrated to
learners.
Information and procedures are communicated in an effective way in keeping with the ACs listed in
SO2.
AC5
44
SO5
Facilitate the use of technology with regard to health and safety
AC1
Relevant safety gear and equipment is acquired in time for learning event and presented to learners.
e.g. gloves, goggles, ear plugs, protective shoes
AC2
Use of safety gear is demonstrated to learners.
AC3
Purposes of safety gear and consequences of not using it are explained to learners.
e.g. to avoid hearing loss
AC4
Potential hazards in the operating environment are identified and explained to learners.
AC5
Procedures for ensuring health and safety in the operating environment are explained and
demonstrated to learners.
e.g. safe use of electricity, chemicals, sharp blades, heavy objects
AC6
Information and procedures are communicated in an effective way in keeping with the ACs listed in
SO2.
SO6
Mediate processes which ensure the care and maintenance of technology
AC1
Procedures for general care and maintenance of technology are explained and demonstrated to
learners.
e.g. how often oil changed, services required, cleaning procedures, avoiding rust
AC2
Processes for recognising machine faults are explained to learners.
e.g. unusual noise, heat, red lights
AC3
Value of timely and appropriate responses to machine faults is explained to learners.
AC4
Components which can be easily replaced or repaired are identified for learners.
AC5
Procedures for dealing with simple and common machine faults are explained and demonstrated to
learners.
Range for the AC: These are faults which can be dealt with on the shop floor e.g. changing a plug or
small component.
AC6
Information and skills are facilitated in an effective way in keeping with the ACs listed in SO2.
Accreditation process (including moderation):
The relevant ETQA awarding this US must make adequate arrangements for assessment,
moderation and accreditation of this US. This process may require input from both ETD and
technology experts depending on the context and type of machine being used.
Observation and oral interviews could be used for initial assessments. Moderation can be conducted
through scrutiny and comparison of assessors reports.
45
Range: 1) This US is for practitioners who will facilitate basic skills training which involves the use of simple
technology. It aims to assist practitioners in structuring their facilitation/training related to technology.
It does not ensure skills in facilitating Technology as a learning area.
2) This US aims to support learners in the use of simple technology like sewing machines, welding
equipment, grass cutters. It does not enable learners to construct or service technology, other than
remedying common faults like changing a plug.
Notes:
1) Critical cross-field outcomes
The CCOs facilitated by this US are:
Problem solving - in SO1 AC5; SO5 AC 2,3,4.
Self-organisation and management - in SO2.
Communication - in SO2.
Use of science and technology - in all SOs.
2) Essential embedded knowledge
Knowledge and understanding of the safe use of technology generally e.g. safe use of electricity,
chemicals, sharp and heavy objects.
Knowledge of the types of technology available in the life contexts of learners.
3) Supplementary information
This US enables practitioners to instruct learners in the use of simple technology like sewing
machines, carpentry tools, grass cutters, welding equipment. It is not aimed at facilitating the use of
large complex machines like bulldozers etc. and does not ensure skills in facilitating Technology as a
learning area.
46
SECTION 3:
HIGHER CERTIFICATE AND NATIONAL
DIPLOMA IN ABET PRACTICE (NQF LEVEL
5)
(ETD: ADULT LEARNING, ABET
SPECIALISATION)
Contents of this section
1.
INTRODUCTION TO THE LEVEL 5 QUALIFICATIONS
2.
UNIT STANDARDS AT NQF LEVEL 5
Note
The two level 5 qualifications proposed, the Higher Certificate in ABET Practice and the
National Diploma in ABET Practice, are introduced together in this section as they relate
to each other in a very direct way.
1.
INTRODUCTION TO THE LEVEL 5 QUALIFICATIONS
1.1
Titles of the qualifications
The SGB proposes two qualifications at NQF level 5. In accordance with national
regulations, the Level 5 qualifications will be named:
Higher Certificate in ABET Practice (NQF Level 5)
(ETD: Adult Learning: ABET Specialisation)
National Diploma in ABET Practice (NQF Level 5)
(ETD: Adult Learning: ABET Specialisation)
1.2
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.
47
d)
The state sector, one of the largest employers in ABET, has salary notches for M+1 and
2
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.
1.3
Access to the qualifications
Higher Certificate in ABET Practice:
The access to the qualification is fairly open.
Candidates will have to demonstrate: FETC or RPL equivalent
National Diploma in ABET Practice
The access to the qualification is fairly open.
Candidates will have to demonstrate: FETC or RPL equivalent
The Higher Certificate qualification is not a pre-requisite for the National Diploma.
However, the design of the qualifications incorporates the Higher Certificate within the
National Diploma. Therefore, candidates for the National Diploma qualification will acquire
the credits required for completion of the Higher Certificate whether their provider
organisation decides to offer that exit point or not.
1.4
Purposes of the qualifications
1.4.1
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 National Diploma in ABET Practice, which will involve approximately two years of
study, provides a substantial professional qualification for candidates who wish to make
ABET their full time occupation and chosen career.
1.4.2 Differences between the qualifications
2
M+1 refers to a qualification level of matric plus one year of tertiary education or training, M+2 to matric plus
two years of tertiary education or training, etc. The Higher Certificate at Level 5 of 120 credits is equivalent to
the M+1 level and the National Diploma of 240 credits is equivalent to the M+2 level.
48
Differences between the two level 5 qualifications are evident in the purpose statements
below:
The Higher Certificate in ABET Practice (NQF Level 5) will equip practitioners in the
following ways:
a)
b)
c)
To facilitate a group of adult learners with confidence and take some initiative within a
structured programme.
To facilitate learning areas at ABET levels 1-4, depending on choice of electives.
To work under regular supervision of a more senior practitioner.
The National Diploma in ABET Practice (NQF Level 5) will equip practitioners in the
following ways:
a)
b)
cc)
d)
1.5
To function as an effective and autonomous professional, who is able to make strategic
choices in relation to facilitation, materials, assessment and selection of programmes.
With extended skills around learner support, interaction with local contexts and policy
developments.
To facilitate learning areas at ABET Levels 1-4, depending on choice of electives.
To encourage lifelong learning by identifying further education, training and development
needs of self and learners and linking these to ETD opportunities.
Learning assumed to be in place
The learning assumed to be in place for both of the qualifications is described in 1.3 above,
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.
1.6
Exit-level outcomes
1.6.1
Higher Certificate in ABET Practice
A practitioner with the Higher Certificate 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 be able to:
a)
b)
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.
Facilitate a programme of learning using a range of teaching methods and techniques,
implementing the principles of OBE and encouraging learner participation and confidence.
49
c)
Identify learners who have special learning, counseling 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.
1.6.2
National Diploma in ABET Practice
A practitioner with the National Diploma 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 Higher Certificate (a, b and c above).
The practitioner will also be able to :
d)
e)
f)
g)
h)
1.7
Adapt existing materials and develop their own learning aids using a variety of available
sources.
Produce, implement and evaluate assessment instruments and conduct appropriate followup after an assessment event.
Undertake basic research and liaison relevant to the learning situation.
Identify the literacy, language and numeracy requirements in a specific learning context,
affirm the literacy, language and mathematics skills of learners or make decisions to refer
learners to relevant programmes.
Promote the lifelong learning of themselves and others by applying knowledge of the NQF
and ETD policy to own context.
Assessment criteria for the exit level outcomes
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:
'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:
5.01
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.
1.8
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
50
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.
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.
1.9
Essential embedded knowledge
The essential embedded knowledge required for this qualification and the associated unit
standards has been carefully built into the assessment criteria. It is not detailed in a separate
notes section. This is not an omission but a decision made by the ABET Practitioner SGB.
A detailed rationale follows.
The SGB found that detailed descriptions of essential embedded knowledge generally led
writers of standards into a regressive 'paradigm' where descriptions of skill became divided
into discrete categories of 'theory' and 'practice'. Writers tended to put theory into the
'essential embedded knowledge' notes and the assessment criteria became limited to
'practice'.
The SGB felt that if unit standards are to transform practice at all, assessment criteria
should embody both theory and practice. An essential reason for moving to a standardsbased system is to facilitate the integration of theory and practice into a paradigm of
'informed and intelligent practice'. Therefore, the assessment criteria in these unit standards
include detail on the application of knowledge to ABET practice. There is also detail on the
nature and quality of performance required for awarding the qualifications. The detail is not
contextually prescriptive but could be described as 'insistent' with regard to quality and
application of knowledge.
This decision can be reviewed if actual users of the registered unit standards find it difficult
to use them without descriptions of essential embedded knowledge. However the SGB
believes that the detail in the assessment criteria should be adequate for the implementation
of the qualifications and unit standards.
1.10
Practitioners who have special needs
The specific outcomes and assessment criteria contained in the unit standards are a guide
for assessors working with practitioners who do not have disabilities or special needs.
Special consideration and exemptions should be given to practitioners who cannot fulfil the
assessment criteria due to a physical disability.
1.11
International comparability
51
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.
52
1.12
Credit accumulation
The Higher Certificate in ABET Practice (NQF Level 5) will comprise 120 credits
which include the level 4 core unit standards which focus on facilitation and a selection of
the level 5 standards.
The National Diploma in ABET Practice (NQF Level 5) will comprise 240 credits which
include most of the level 4 and 5 standards.
Credit accumulation of the qualifications will be as follows:
Category of standards
Higher Certificate
National Diploma
Fundamental category
Credits to be selected from existing
fundamental standards.
Fundamental credits required = 10
Credits to be selected from existing
fundamental standards.
Fundamental credits required = 20
Core category
Credits from level 4 core = 48
US nos. 5.01, 5.02 and 5.07 = 42
Core credits required = 90
Credits from level 4 core = 48
Credits from level 5 core = 104
Core credits required = 152
Elective category
Unit Standards from level 4 or 5
electives or other qualifications may
be selected.
Elective credits required = 20
Standards from level 4 or 5 electives or
other qualifications may be selected
Elective credits required = 68
GRAND TOTAL credits
1.13
120 credits
240 credits
Categories of unit standards
1.13.1 Fundamental
According to SAQA Regulations (March 1998), 'fundamental learning' means 'that learning
which forms the grounding or basis needed to undertake the education, training or further
learning required in the obtaining of a qualification.' This category gives candidates an
opportunity to upgrade their own education and training levels within the ABET
practitioner qualifications framework.
The fundamental unit standards proposed for ABET practitioners consist of:
i) Existing unit standards for 'usual' academic education in a range of subjects or learning
areas, e.g. Communications, Mathematics, Science, Technology, etc.
ii) The so-called cross field learning areas currently being proposed by the ETD NSB, e.g.
democracy and human rights education, computer literacy, environmental education and life
skills.
No fundamental standards were produced by the ABET Practitioner SGB for these level 5
qualifications. The SGB considered producing a compulsory unit standard on 'study skills'.
53
As there was not unanimous agreement, the following decision was made:
'Individual candidates, learning groups or training institutions will identify areas of
candidates' fundamental education which require further development and select
appropriate unit standards from other qualifications.'
The SGB was reluctant to assign many credits to the fundamental category because unit
standards are not yet in place, and this could delay implementation of the qualification.
Examples of relevant fundamental unit standards:
Communications
Mathematics
Study skills
Additional languages
Computer literacy
Higher Certificate candidates complete 10 credits in this category.
National Diploma candidates complete 20 credits in this category.
1.13.2 Core
According to SAQA Regulations (March 1998), 'core learning' means 'that compulsory
learning required in situations contextually relevant to the particular qualification.'
The core unit standards at level 5 are concerned with facilitation of learning, extension and
outreach activities, basic research and evaluation, learner support and the promotion of
lifelong learning. They are more wide-ranging and complex than the level 4 standards,
although they do build on skills acquired in the level 4 core.
Titles and numbers of these standards:
5.01* Organise a programme of learning
5.02* Facilitate a programme of learning
5.03 Evaluate, select and adapt published learning materials and develop, use and
evaluate own supplementary learning aids
5.04 Design, implement and follow up on internal assessment for adult learners
5.05 Conduct research and liaison relevant to the learning situation
5.06 Mediate language, literacies and mathematics across the curriculum
5.07* Identify and respond to learners with special needs and barriers to learning
5.08 Promote lifelong learning
Higher Certificate* candidates complete US nos 5.01, 5.02 and 5.07.
National Diploma candidates complete all core unit standards, nos. 5.01 to 5.08.
Also compulsory for both qualifications: US nos. 4.01- 4.05 from the level 4 'core'.
54
1.13.3 Elective category
According to SAQA Regulations (March 1998), 'elective learning' means 'a selection of
additional credits at the level of the National Qualifications Framework specified, from
which a choice may be made to ensure that the purpose of the qualification is achieved.'
The selection of unit standards in this case will depend on the ABET learning area/s to be
facilitated3 and on the career path choices of educators.
The electives produced at level 5 are concerned with teaching methodologies for
communications and mathematics since these are ABET priorities. As more fields of
learning for ABET develop, the range of elective unit standards can be extended.
Required elective credits can also be made up from unit standards from other qualifications,
other ABET Practitioner qualifications (at different NQF levels) or even from different
fields of learning. For example, an ABET practitioner who is facilitating 'agriculture' as a
learning area may wish to complete elective credits specifically on agriculture.
Candidates may also choose electives which are not related to the teaching of specific
learning areas, but are of 'personal interest or professional relevance'.
Titles and numbers of elective standards completed:
5.10
5.11
Facilitate communications at ABET levels 3 and 4
Facilitate mathematics at ABET levels 3 and 4
Higher Certificate candidates complete 20 credits in this category.
National Diploma candidates complete 68 credits in this category.
1.14
What is compulsory at level 5?
Fundamental category
No specific unit standards are compulsory in this category.
Higher Certificate candidates complete 10 selected credits in this category.
National Diploma candidates complete 20 selected credits in this category.
Core category
Higher Certificate candidates:
US nos 5.01, 5.02 and 5.07 are compulsory (42 credits).
National Diploma candidates:
All unit standards in the level 5 core category are compulsory.
These are US numbers 5.02 to 5.09 (104 credits).
Also compulsory for both qualifications:
US nos. 4.01- 4.05 from the level 4 'core' (48 credits).
Elective category
3
At present, only ABET Level 4 has unit standards in all eight learning areas for learners.
55
No specific standards are compulsory in this category.
Higher Certificate candidates complete 20 credits in this category.
National Diploma candidates complete 68 credits in this category.
The standards can be from either level 5 electives, from the level 4 elective standards or
from other qualifications.
1.15
Articulation with other qualifications
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.
56
1.6
Form of the qualifications
HIGHER CERTIFICATE AND NATIONAL DIPLOMA IN ABET PRACTICE
Fundamental category
Higher Certificate candidates complete 10 credits in this category, all of which
must be at level 5.
National Diploma candidates complete 20 credits in this category.
Individual candidates, learning groups or training institutions identify areas of
fundamental education which require further development and select
appropriate unit standards from other qualifications.
Core category
Higher Certificate candidate must do unit standards 4.01 to 4.05 - a
compulsory part of this qualification - and 3 of the core standards below.
National Diploma candidates must do unit standards 4.01 to 4.05 - a
compulsory part of this qualification - and all the core standards below, US nos.
5.01 to 5.08.
US titles (Core)
5.01* Organise a programme of learning
5.02* Facilitate a programme of learning
5.03
Evaluate, select and adapt published learning materials and develop, use and
evaluate own supplementary learning aids
5.04
Design, implement and follow up on internal assessment for adult learners
5.05
Conduct research and liaison relevant to the learning situation
5.06
Mediate language, literacies and mathematics across the curriculum
5.07* Identify and respond to learners with special needs and barriers to learning
5.08
Promote lifelong learning
Sub- total credits
*Higher Certificate candidates complete US nos 5.01, 5.02 and 5.07
Total Core credits for Higher Certificate
National Diploma candidates complete all core unit standards, nos. 5.01 to 5.08
Total Core credits for National Diploma
Elective category
Higher certificate candidates complete 20 credits, all at level 5.
National Diploma candidates complete 68 credits in this category.
Unit standards can be from level 4 or 5 electives or other qualifications.
US titles (Elective)
5.09
Facilitate Communications at ABET levels 3 and 4
5.10
Facilitate Mathematics at ABET levels 3 and 4
GRAND TOTAL CREDITS
(including credits from other qualifications)
(NQF LEVEL 5)
Credits
10
20
48
48
8
24
10
42
8
24
12
12
10
20
10
8
104
90
152
20 or 68
20
20
120 or 240
57
2.
UNIT STANDARDS AT NQF LEVEL 5
Unit Standard numbers and titles
5.01
Organise a programme of learning
5.02
Facilitate a programme of learning
5.03
Evaluate, select and adapt published learning materials and develop, use and evaluate
own supplementary learning aids
5.04
Design, implement and follow up on internal assessment for adult learners
5.05
Conduct research and liaison relevant to the learning situation
5.06
Mediate language, literacies and mathematics across the curriculum
5.07
Identify and respond to learners with special needs and barriers to learning
5.08
Promote lifelong learning
5.09
Facilitate Communications at ABET levels 3 and 4
5.10
Facilitate Mathematics at ABET levels 3 and 4
58
Unit standard no.
5.01
(Core)
Title: Organise a programme of learning
Level: NQF level 5
Credit: 8 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
March 2000
Review date:
Purpose:
Persons credited with this unit standard will be able to motivate for, plan and organise
a well-structured programme of learning events and activities; identify the human,
material and information resources to be required; and calculate and monitor costs of a
programme of learning.
Learning Assumption: (Learning assumed to be in place)
*
FETC or RPL equivalent
*
US no. 4.01 'Plan a learning event' from the level 4 qualification, core standards.
Range for the standard:
For the purposes of this standard, a 'programme of learning' is a structured sequence of
learning events or activities designed to lead to the demonstration by learners of prescribed or
defined exit outcomes.
The term 'programme of learning' is used rather than 'learning programme' as this often refers
to the overall ETD programme of an organisation.
SO1
Present a rationale for a programme of learning
AC1
A profile of potential or actual learners is provided.
AC2
Relevance of the planned programme to target learners and context, is explained.
AC3
Evidence of consultation with other relevant stakeholders is provided.
AC4
Qualification or part qualification that the programme will lead to is identified.
SO2
Plan a programme of learning
AC1
Learning outcomes to be achieved in the programme are listed and are in line with specific
outcomes stated in relevant unit standards, where these exist.
AC2
Listed learning outcomes are achievable within the time allocated for the programme.
AC3
A comprehensive list of learning events and activities, appropriate to the time frame, is
59
produced.
AC4
Learning events or activities listed indicate a progression towards required exit outcomes.
AC5
Assessment activities are indicated at appropriate times.
AC6
Opportunities for independent learner study are indicated.
AC7
Plans are produced for each learning event/activity listed.
AC8
Problems are anticipated and contingency actions indicated.
AC9
Plan is produced early enough for consultation with peers/experts to take place.
SO3
Monitor resources and costs of a programme of learning
AC1
All human and material resources needed for the learning programme are identified.
AC2
Total cost of resources required is calculated and does not exceed prescribed limits.
AC3
Resources (materials and equipment) are procured timeously using appropriate procedures.
AC4
Adequate security arrangements are made for the care of learning resources.
AC5
Venue is identified, procured and meets the requirements of the target learning group.
SO4
Identify own learning or information needs in terms of the planned programme
AC1
Gaps in own learning or information resources, in relation to the planned programme, are
identified.
AC2
Sources of relevant information, assistance and cooperation are identified.
AC3
Relevant information, assistance or cooperation is acquired timeously.
Critical Cross field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using
critical and creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/
or written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
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- Contributing to the full personal development of each learner and the social and economic
development of the society at large, by making it the underlying intention of any
programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
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Unit standard no.
5.02
(Core)
Title: Facilitate a programme of learning
Level: NQF level 5
Credit: 24 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
March 2000
Review date:
Purpose:
Persons credited with this unit standard will be able to facilitate a well-structured and
varied programme of learning, implement the principles of OBE, use a range of
teaching methods and techniques and encourage learners to participate actively and
confidently in the learning process.
Learning Assumption: (Learning assumed to be in place)
FETC or RPL equivalent
US no. 4.02 'Facilitate an adult learning event'
US no. 4.05 'Evaluate own facilitation practice'
Both from the level 4 qualification, core unit standards.
Range for the standard:
For the purposes of this standard, a 'programme of learning' is a structured sequence of
learning events or activities designed to lead to the demonstration by learners of prescribed or
defined exit outcomes.
The term 'programme of learning' is used rather than 'learning programme' as this often refers
to the overall ETD programme of an organisation.
SO1
Use knowledge and theory to develop facilitation skills
AC1
Main similarities and differences between how adults learn and how children learn, and
implications for own practice, are described.
(e.g. Differences in life experiences, purpose for learning, time available for learning, relevant
physical differences. Similar needs for relevance, respect, affirmation, stimulation.)
AC2
Evidence and examples of learner-centredness in own facilitation are presented.
AC3
Different learning styles and preferences, observed or found in the literature, are described and
related to own learners/learning group.
(e.g. learners who like learning in groups and those who like learning individually, learners
who like starting with the whole picture and those who learn step-by-step, learners who prefer
logical tasks and those who prefer creative tasks, learners who prefer to learn by listening,
those who prefer reading and looking and those who prefer to learn by doing.)
AC4
Learning styles and preferences of learners within a group are identified.
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AC5
A range of teaching methods and techniques, which complement and support styles and
preferences of learners, is identified.
AC6
Choice of methods and techniques can be justified in terms of the learning area being
facilitated.
SO2
Apply principles of OBE to facilitation of learning
AC1
Main differences between OBE and traditional forms of education, and implications for own
practice, are described.
(e.g. rote learning vs. performance, assessment of recall vs. assessment of performance, time
taken to reach required performance)
AC2
Choice of activities in the learning programme can be justified with reference to key principles
of South African OBE.
(e.g. learner-centredness, flexible rate of learning, outcome-driven, focus on performance,
integration of assessment into learning activities )
AC3
Learning outcomes of relevant unit standards are explained in simple terms to learners.
AC4
Examples of learning activities, which facilitate the performance of specific outcomes in
learners, are given.
AC5
Examples of learning activities, which encourage the development of critical cross-field
outcomes in learners, are given.
SO3
Develop learner confidence
AC1
Learners expectations are elicited and discussed in relation to the outcomes of the learning
programme.
AC2
Positive feedback is presented to learners whenever appropriate.
AC3
Correction of errors is done timeously and tactfully.
AC4
Corrections/alterations to learners texts are done in a manner which does not deface the texts.
AC5
Learners are encouraged assess their own progress, against previous performance, rather
than in comparison to performance of peers.
AC6
Examples of good/excellent learner performance are shared with other learners.
AC7
Pace of communication and planned activities is adapted to specific learner or learning group.
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SO4
Encourage cooperative learning
AC1
Dysfunctional interactions in learning group are identified and minimised.
(e.g. situations of dependency, sexual harassment, victimisation of certain individuals or
groups)
AC2
Construction of small groups shows sensitivity to learning styles/preferences of learners,
abilities of learners and dysfunctional interactions.
AC3
Management of conflict involves the learning group and moves timeously towards resolution.
AC4
Learning activities and tasks are structured to encourage cooperative planning and efforts of
learners.
AC5
Learners are given opportunities to interpret (sum up, summarise, repeat, paraphrase, rephrase) comments from other learners.
AC6
Norms for challenging comments/ opinions of other learners are formulated.
AC7
Learners are encouraged to challenge facilitator and one another within accepted norms.
AC8
Learners are encouraged to offer one another constructive feedback on performance.
AC9
Strategies are used to restore learner attention and interest, when necessary.
(e.g. change of pace, change of activity, humour, competitions, short breaks)
SO5
Facilitate the development of critical cross-field outcomes
AC1
Activities which require learners to identify and solve problems are included in the learning
programme.
AC2
Activities which require learners to work effectively with others as members of a team are
included in the learning programme.
AC3
Activities which require learners to organise and manage their own actions responsibly and
effectively are included in the learning programme.
AC4
Activities which require learners to collect, analyse, organise and critically evaluate information
are included in the learning programme.
AC5
Activities which require learners to communicate effectively using visual, mathematical and/or
language skills are included in the learning programme.
AC6
Activities which require learners to understand the world as a set of related systems are
included in the learning programme.
AC7
Activities which require learners to use science and technology effectively and to show
responsibility towards the environment and health of others are included in the learning
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programme.
AC8
Activities which require learners to contribute to the full personal development of each learner
and the social and economic development of society at large are included in the learning
programme.
SO6
Evaluate a programme of learning (series of learning events)
Range for the SO:
Evaluation of the programme is restricted to evaluating learning outcomes and learner
experiences of a sequence of learning events. It does not involve a comprehensive evaluation
of all functions and aspects of a learning programme or organisation.
AC1
Actual outcomes and achievements of the programme are compared to planned outcomes.
AC2
Unexpected outcomes, positive and negative, are identified.
AC3
Feedback from learners is elicited and interpreted.
AC4
Critical incidents (interactions, events or activities) which affected the achievements of the
learning programme are described.
AC5
Plan of the programme, including events and activities, is analysed as a critical factor in the
achievements of the programme.
AC6
Strengths and weaknesses of own facilitation are analysed as critical factors in the
achievements of the programme.
AC7
Evaluations of a number of learning events are collated and resolutions are formulated
regarding the learning programme plan and own facilitation to improve future delivery.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using
critical and creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/
or written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic
development of the society at large, by making it the underlying intention of any
programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
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(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
Unit standard no.
5.03
(Core)
Title: Evaluate, select and adapt published learning materials and develop, use
and evaluate own supplementary learning aids
Level: NQF level 5
Credit: 12 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
April 2000
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Review date:
Learning Assumption: (Learning assumed to be in place)
*
FETC or RPL equivalent
*
Unit standard nos. 4.01 'Plan a learning event' and 4.02 ' Facilitate a learning event' from NQF Level
4 Certificate
Purpose:
Persons credited with this unit standard are able to select material for adult learners, adapt
existing materials and develop their own learning aids using a variety of available sources.
SO1
Evaluate, select and adapt published materials
AC1
A range of published materials is accessed for purposes of evaluation and selection.
(e.g. course books, readers, magazines, pamphlets from health institutions and elsewhere, audio
cassettes, videos)
AC2
Strengths and weaknesses of the published materials are identified.
Range for the AC: relevance to the relevant unit standards; incorporation of principles of adult
learning; logical sequencing of information and activities; language level; visuals, layout and design;
affordability.
AC3
Criteria for evaluation, selection and adaptation of materials take into account gender, age, race,
class, creed, interests and the social and cultural contexts of the learner.
AC4
Selected materials are adapted to address weaknesses identified.
AC5
Legal and ethical considerations are taken into account when adapting materials produced by other
people.
(e.g. copyright, procedures for obtaining permission, acknowledging sources)
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SO2
Develop and use own supplementary learning aids
Range for the SO:
Examples: worksheets, posters, flashcards, role-play cards and audio cassettes. The development
of own, supplementary learning aids refers to learning aids for individual lessons, and not for an
entire programme.
AC1
Own supplementary learning aids are developed using a range of sources.
(e.g. Sources include, but are not restricted to, newspapers, textbooks, worksheets, lesson plans,
magazines, radio, video and audio cassettes.)
AC2
Purpose of the learning aids can be explained.
AC3
Method in which the learning aids are to be used can be explained.
AC4
Learning aids are appropriate to the learners and the planned learning outcomes.
AC5
Learning aids support development of the critical cross-field outcomes in learners.
AC6
Learning aids support sound principles of adult learning.
AC7
Tasks contained in the learning aids are logically sequenced and varied.
SO3
Communicate information clearly in writing and in visual form
AC1
Written texts use standard sentence construction and spelling.
AC2
Written texts are coherent and cohesive.
(e.g. It is clear which thing or person a pronoun refers to.)
AC3
Sentences and paragraphs are logically sequenced.
AC4
Tone of written language is appropriate to audience and purpose.
AC5
Language level used in the learning aids is appropriate to the language level of the learners.
AC6
Language and images used are free from bias (e.g. non-racist, non-sexist).
AC7
Visuals, layout and typeface used in the learning aids are accessible and appropriate to the visual
literacy level of the learners.
SO4
Evaluate own supplementary learning aids
AC1
AC2
Feedback on learning aids is elicited from peers or managers and incorporated where relevant.
Learners responses to the learning aids are observed and described.
AC3
Strengths and weaknesses of learning aids are identified with reference to learners performance
and responses.
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69
AC4
Suggestions can be made for improvement of own supplementary learning aids with reference to
identified strengths and weaknesses.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using critical and
creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or
written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic
development
of the society at large, by making it the underlying intention of any programme of learning to make an
individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
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Unit standard no.
5.04
(Core)
Title: Design, implement and follow up on internal assessment for adult learners
Level: NQF level 5
Credit: 12 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue Date:
April 2000
Learning Assumptions (Learning assumed to be in place)
§ FETC or RPL equivalent
§ Unit standard no. 4.03 'Assess learners within a learning situation' from NQF Level 4
Certificate
Purpose:
Persons credited with this unit standard are able to produce, implement and evaluate
assessment instruments and conduct appropriate follow up action after an assessment
event.
SO1
Select, adapt and design appropriate assessment instruments for internal assessment
(Examples: portfolios, tests, interviews, essays, peer review, etc.)
AC1
Activities/instruments selected for the assessment instrument are appropriate to the outcomes, the
learning area and the learners.
(e.g. written test, oral interview, project, portfolio)
AC2
Critical cross-field outcomes are assessed.
AC3
Outcomes and assessment criteria to be assessed are determined with reference to the national unit
standards and with due regard for learner readiness in relation to the unit standards.
AC4
Guidelines for measurement of learners performance are produced.
(e.g. in the form of a marking memorandum)
AC5
Appropriate organisational procedures for moderation/ verification of internal assessment
instruments are followed, and feedback is incorporated into the assessment instrument.
(e.g. It may be necessary for the centre coordinator to moderate the facilitator’s end-of-term test
before the learners write it.)
AC6
The assessment instrument is a valid test of the learning outcomes it aims to assess.
AC7
Language level used in the assessment instrument is appropriate to the learners abilities in the
language.
AC8
Phrasing of questions, instructions and text in the assessment instrument is clear and unambiguous.
AC9
The amount of time allocated for the assessment event is appropriate to the nature of the
assessment.
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SO2
Implement internal assessment
AC1
Outcomes to be assessed and procedures are discussed with learners before the assessment
event takes place.
AC2
Learners are given clear, unambiguous explanations as to what to do during the assessment event.
AC3
Learners are provided with the necessary resources for the assessment task.
(e.g. hand tools, calculators)
AC4
Learners are given consistent support for the duration of longer-term assessment tasks.
(e.g. regular feedback on drafts of projects, portfolios)
SO3
Demonstrate professional judgment when assessing learners performance in internal
assessment
AC1
Judgments made about learners performance can be justified in terms of the stated outcomes and
assessment criteria.
AC2
Learners are not penalised for making mistakes which are outside the scope of the outcomes being
assessed in a particular assessment item.
(e.g. If learners make grammar and spelling mistakes in response to an item which is testing literal
understanding or interpretation of text.)
AC3
Principle of fairness is applied when making judgments on “borderline” cases or cases that fall
outside of the guidelines for measurement of learners performance.
AC4
Moderation/verification procedures for learners performance in internal assessment are followed
according to organisational policy.
SO4
Evaluate assessment instruments
AC1
Strengths and weaknesses in the assessment instrument are identified on the basis of learners
performance.
AC2
Further information on the strengths and weaknesses of the assessment instrument is identified
through discussion with learners after the assessment event.
AC3
Records are kept of evaluations of assessment instruments, including suggestions for improvement.
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SO5
Follow up after an assessment event
AC1
Results of internal assessment are made available to learners within an agreed period of time.
AC2
Learners errors are analysed and reasons can be given for the possible causes of errors.
AC3
Feedback is given to all learners on their individual strengths and weaknesses with regard to their
performance in the assessment event.
AC4
Feedback focuses on performance in relation to stated outcomes and assessment criteria.
AC5
Feedback to learners takes into consideration weaknesses in the assessment instrument which
have been identified.
(e.g. If a test question was found to be ambiguous, learners are made aware that it was not their fault
if they gave an incorrect answer.)
AC6
Implications of assessment results are explained to learners in a constructive and sensitive manner.
(e.g. The need to rectify identified weaknesses.)
AC7
Results are recorded and accessed when needed.
AC8
Information from assessment results and error analysis is used in lesson planning to build on
learners strengths and help them remedy their weaknesses.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using critical and
creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or
written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic
development
of the society at large, by making it the underlying intention of any programme of learning to make an
individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
73
Unit standard no.
5.05
(Core)
Title: Conduct research and liaison relevant to the learning situation
Level: NQF level 5
Credit: 10 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
March 2000
Review date:
Purpose:
Persons credited with this unit standard will be able to use observation, interviews, group
discussions and questionnaires effectively in order to undertake basic research and liaison
relevant to the learning situation.
Notes:
1)
Many ABET practitioners will find employment as facilitators of learning groups. Others may be
involved in advocacy, recruitment, liaison and fieldwork. This unit standard ensures that practitioners
have skills for extension and outreach activities.
2)
The research methods/techniques emphasised in this standard are those which form the
foundations for fieldwork in all social research (observation, interviews, group discussions,
questionnaires).
Range for the unit standard:
The scope of research envisaged in this unit standard is restricted to documenting and investigating
issues in the learning or local context, not generating new knowledge or theory.
SO1
Conduct productive interviews and group discussions.
Range for the SO:
Interviews/discussions are conducted with one learner, peer or a small group for the following
purposes:
entry level interviews with learners
interviews to analyse critical incidents like dropout, absenteeism
learner needs analyses
contributions to programme evaluations
AC1
Practitioner and participant(s) introduce themselves (if first meeting).
AC2
Purpose and scope of the interview/discussion, and intended uses of information collected, are
explained to participants.
AC3
Participants are given an opportunity to question the purpose, scope and uses of the
interview/discussion.
AC4
Manner of the practitioner is professional, courteous, empathic and shows sensitivity to issues of
race, class and gender.
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AC5
Open-ended questions are asked using clear language, with alternative explanations when
necessary.
AC6
Secondary questions, which probe subjects' responses, are formulated and asked.
AC7
Time is managed.
AC8
Participants are encouraged to pose own questions.
AC9
Participants are reminded of the purpose and scope of interview/discussion when necessary.
AC10
Interview/ discussion is summed up for participants(s) to confirm or amend conclusions.
AC11
Outcomes of the interview/discussion are reported accurately to the relevant person.
SO2
Compile and administer a simple questionnaire
Range for the SO:
The questionnaire is for documenting or investigating a particular issue in the learning context, rather
than large scale social research. It could be used for oral or written responses.
AC1
Questions/ instructions are relevant to the target audience and the issue being researched.
AC2
Instructions or questions are clear and unambiguous
AC3
Sequencing of questions or instructions is logical.
AC4
Format is clear. (e.g. how and where to fill in required information)
AC5
Nature of questions/instructions shows sensitivity to issues of race, class, religion and gender.
AC6
Questionnaire is administered in a proper and ethical manner.
SO3
Observe and report on an ETD event
Range for the SO:
The report may in written or oral form.
AC1
Essential details of the event are included in the report.
(e.g. purpose, type of event, facilitator, participants, date, venue)
AC2
Main points made or main developments at the event are summarised concisely.
AC3
Observed outcomes are reported.
AC4
Report is accurate and impartial.
AC5
Critical comment on strengths and weaknesses of the event is presented and supported with
reasons.
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SO4
Compile a profile of learning group
AC1
Profile of personal details of learners is current and accurate.
AC2
Learners' expressed needs are documented.
AC3
Consultation process used to identify and analyse learner needs is described.
AC4
Dominant development issues in the local context are identified.
(e.g. unemployment, homelessness, access to water)
SO5
Describe the local, provincial and national contexts in which teaching and learning occur.
AC1
Appropriate structures, stakeholders and social groups involved in ETD and related services are
identified on a micro and macro level.
AC2
Relevant information from appropriate groups, stakeholders, and structures is collected, organised
and updated.
AC3
Current developments in the context are analysed in terms of their impact on learners and the
learning context.
AC4
Current developments in context, which affect learners, are explained to them timeously.
SO6
Contribute to a programme or organisational evaluation
AC1
Purpose of the evaluation is explained to participants (usually learners or peers).
AC2
Data on own learning group, relevant to the purpose of the evaluation, is collected and presented.
AC3
Data is collected and presented in a manner in keeping with agreed ethical codes.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using critical and
creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or
written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic
development
of the society at large, by making it the underlying intention of any programme of learning to make an
individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
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(v) developing entrepreneurial opportunities.
78
Unit standard no.
5.06
(Core)
Title: Mediate language, literacies and mathematics across the
curriculum
Level: NQF level 5
Credit: 20 credits
Field: ETD (Sub-field Adult learning, Specialisation in ABET)
Issue date:
March 2000
Purpose:
Persons credited with this unit standard are able to display an understanding of the literacy,
language and numeracy requirements in a specific learning context.
They are able to affirm literacy, language and mathematics skills of learners or refer
learners to language, literacy or numeracy programmes.
Note on the unit standard:
This standard is a response to the fact that adult learners in ABET programmes, within the GETC
band, have relatively low levels of formal education and may not have assured literacy and
mathematics skills. It enables practitioners to modify teaching practices to accommodate and assist
these learners to learn effectively, especially if the learning areas being taught are not
communications or mathematics.
Learning Assumption: (Learning assumed to be in place)
ETC or RPL equivalent
Underpinning knowledge:
The practitioner is expected to:
Have basic knowledge of the development of language, literacy and numeracy concepts and skills
involved in the learning area.
Have basic knowledge of the depth of understanding of language and numeracy needed for
proficiency in the learning area.
SO 1
Manage language in the learning situation
AC1
Learners are consulted on the language(s) to be used for all activities.
(e.g. in whole group, small groups, materials, written and oral work)
AC2
Strategies for dealing with language difficulties which may affect learning are suggested.
(e.g. translation, peer assistance, pair work, use of MT)
AC3
Relevant terminology of the subject, including acronyms and abbreviations, is explained.
AC4
Language idiom and grammar, which are specific to the subject, are explained to learners.
(e.g. boot-up a computer)
AC5
Language commonly used in academic discussion and assessment (e.g. compare, contrast,
consists of) is explained to learners.
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AC6
Appropriate strategies are used to judge whether learners comprehension problems are languagerelated.
AC7
Language-related comprehension problems are remedied.
(e.g. by using translation, illustration, demonstration, role play, practical tasks, rephrasing)
AC8
Different levels of oral and written language (in terms of ABET levels) are recognised when
presented with exemplars.
SO 2
Help learners with visual literacy
AC1
Relevant symbols and units of measurement, and their uses, are explained to learners.
(e.g. &, X, =, @)
AC2
Layout and style of visuals used in materials are explained to learners.
(e.g. charts, graphs, tables, diagrams, conventional uses of colour, comic bubbles)
AC3
Visual aids used by practitioners is in line with learners visual literacy abilities.
(e.g. Practitioner does not write on board in cursive or italics if learners do not understand.)
SO 3
Help learners with critical reading comprehension
AC1
Learners are helped to use the different parts of a text.
(e.g. contents page, glossary, index, page numbers, captions, headings, boxes)
AC2
The meaning and use of punctuation, in texts used, is explained to learners.
AC3
Appropriate reading strategies are explained to learners.
(e.g. pre-reading, scanning, skimming, guessing from context, predicting)
AC4
Learners are questioned on the origins, purpose and intended audience of a text, fuller explanation
is given when required.
AC5
Learners are questioned to ascertain how much is understood, fuller and alternative explanations
are given when required.
AC6
Learners are encouraged to distinguish fact from opinion and persuasion where relevant.
SO4
Mediate skill and understanding in the use of mathematical and technical instruments to
learners
AC1
Appropriate use of a calculator is facilitated, demonstrated and explained.
AC2
Appropriate use of measuring instruments is facilitated, demonstrated and explained.
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AC3
Understanding of the practical implications of readings taken on technical and mathematical
instruments is facilitated, demonstrated and explained.
(e.g. angle measurements, measurement of pH levels, air pressure)
AC4
Learners own interpretations and estimation skills are developed and brought into context.
(e.g. use of personal measurements is linked with mathematical or technical notation)
SO5
Affirm learners' literacy, language and mathematical skills
AC1
Learners informal methods and processes and explanations are assessed for utility and appropriate
meaning.
AC2
Learners own, informal interpretation and estimation skills are encouraged.
(e.g. counting using fingers, estimating areas by association with common objects)
AC3
Strategies for dealing with limitations in numeracy and spatial skills, which may affect learning, are
suggested.
(e.g. practical work, demonstration of the meaning and effect of readings on instruments, substitution
of values in formulae)
AC4
Learners understanding of all scientific, mathematical and technological concepts to be used, is
assessed.
(e.g. relationship between variables where formulae or graphs are used)
AC5
Reference material (of subject-specific language and symbols) is provided for ongoing use by
learners.
(e.g. charts, glossaries, translations of terms)
AC6
Meaningful communication by learners is acknowledged, even if linguistic errors are made.
(e.g. errors in spelling, grammar, expression )
AC7
Learners who do not make sense of required text or mathematical concepts are referred to
appropriate communications or numeracy courses.
SO6
Help learners to produce texts and assignments
AC1
Details of the text required are explained to learners.
Range for the AC: purpose, topic, length, time frame, medium
AC2
Learners are helped to structure texts.
(e.g. focus on subject, logical sequencing, coherence)
AC3
Learners' progress is monitored and constructive feedback is given at timely intervals.
AC4
Alternative modes for producing texts are offered to learners where possible.
(e.g. Learners are given the option of oral or written assignments.)
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AC5
Learners are encouraged to produce texts which accurately reflect their own processes and
methods instead of copying form without understanding.
SO7
Help learners to access and manage information.
AC1
Learners are shown how to store and retrieve documents from relevant filing systems.
AC2
Logic of filing systems used is explained to learners.
(e.g. alphabetical, chronological, by surname, code or reference number)
AC3
Learners are shown how to maintain an organised file of all relevant documents and texts.
AC4
Local sources of information are identified.
(e.g. libraries, human resource departments, government offices)
AC5
Learners are helped to fill in forms relevant to the learning situation.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using critical and
creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or
written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Use science and technology effectively and critically, showing responsibility towards the environment and
health of others
- Contributing to the full personal development of each learner and the social and economic
development
of the society at large, by making it the underlying intention of any programme of learning to make an
individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
Notes on the unit standard:
1)
The term 'text' is used here to mean all types of texts produced by learners written, oral, models etc.
2)
Values and insights which would enhance the application of this standard are identified as:
- demonstrated respect for all languages;
- appreciation of language as a tool for learning as opposed to a tool for asserting status;
- awareness of how language and literacy factors affect the validity of assessment instruments.
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Assessment and accreditation notes:
There is some overlap between this standard and unit standard 4.06 in the level 4 qualification, 'Help learners
with literacy and language across the curriculum'. However this standard is substantially more complex and
wide ranging.
Most candidates will enter the level 5 qualification from a usual FETC, without having completed the level 4
standard.
Providers of training to the minority of candidates who did complete the related level 4 standard (and
qualification), can make adjustments when planning curricula to avoid duplication of material covered.
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Unit standard no.
5.07
(Core)
Title: Identify and respond to learners with special needs and barriers
to learning
Level: NQF level 5
Credit: 10 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
March 2000
Review date:
Purpose:
Persons credited with this unit standard will be able to:
Identify learners who have special learning, counselling or health needs, refer these
learners to relevant services and take appropriate action within the learning situation.
Identify barriers to learning and take appropriate action within or outside of the learning
situation, which includes dealing with problems of absenteeism and dropout.
Note: This unit standard aims to be in line with the White Paper on learners with special needs, which
requires that all ETD qualifications acknowledge learners with special needs.
It also aims to ensure extra-curricular support for learners.
SO1
Define own role, as an ETD practitioner, in learner support
AC1
Distinction between counselling (empathy, information, referral) as opposed to directive advice is
fully explained.
AC2
Learners right to ask for or receive extra-curricular support is acknowledged.
AC3
Learners right to confidentiality is acknowledged.
AC4
Own role is defined in terms of existing skills and qualifications.
(e.g. A health worker undertaking this ETD qualification may reasonably offer advice on health
issues.)
SO2
Recognise learners who have special needs
Range for the SO:
Special needs are identified as:
Physical disability such as sight or hearing impairment; impairment of movement or motor skills;
Learning disability as a cause of impaired performance in writing, reading, spelling, numeracy ability.
Personal problems such as substance abuse, obvious emotional distress or health problems.
AC1
Instances when a learners inability to match the performance of peers may be due to a learning or
physical disability, are recognised.
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AC2
Implications of the learning or physical disability for an individuals learning, are identified.
AC3
Eyesight problems are identified, using a simple sight test.
AC4
Instances when a learner's inability to match the performance of peers may be due to a personal
problem or barrier, are recognised.
Range for the AC:
Personal problems or barriers include both situational and attitudinal barriers, e.g. substance abuse,
obvious emotional distress, poor health, lack of self-confidence.
AC5
Need for intervention by someone other than the educator involved, is identified.
SO3
Discuss with learner the need for further intervention
AC1
Discussion is conducted in a manner which is sensitive, supportive, non-judgemental and
confidential.
AC2
Issue of how the disability or problem may affect learning is included in the discussion.
AC3
Need for positive interventions, such as testing and referrals, is discussed.
AC4
Learner is involved in joint decision-making concerning referrals.
AC5
Advice is in the form of support, information and referral, rather than direct advice or instruction.
SO4
Refer learner for further intervention
AC1
Person or agency to whom the learner should be referred, is identified.
AC2
Coherent reasons for referral are presented to the relevant person.
Range for the AC:
Reporting should include samples of work which caused concern; description of difficulties
encountered in the learning situation, e.g. access for wheelchairs, identified personal problems.
AC3
Adequate information on the referral is provided to the learner in order to reduce anxiety.
(e.g. address, time, nature of referral, people involved)
SO5
Implement strategies to assist learner
AC1
Willingness to help the affected learner to learn is demonstrated.
AC2
Learning environment is organised to alleviate difficulties.
(e.g. seating learner closer to the front, negotiating help from other learners)
AC3
Recommendations from testing or referral agency are implemented.
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AC4
Progress and reasons for progress or non-progress are recorded and learner has access to these at
all times.
AC5
Recognise when own interventions are not succeeding and refer timeously to relevant person for
discussion.
AC6
Success/failure of recommendations is reported to the relevant authority.
Range for the AC:
Report should include areas in which the programme was successful or was not successful.
AC7
Learners progress and the intervention strategy are re-assessed at regular intervals agreed to by
the learner and practitioner.
SO6
Investigate and respond to absenteeism and drop-out
AC1
Unusual incidents of absenteeism or drop out of learners are identified and investigated.
Range for the AC:
The investigation may include, but is not limited to group discussions with learners, visiting or
telephoning learners, questioning friends or relatives, consulting other development agents in area.
AC2
Plausible reasons for absenteeism and dropout are presented and analysed.
Range for the AC:
The analysis indicates whether the barriers to attendance are motivational or situational and whether
responses lie within or outside the learning programme.
AC3
Strategies or solutions, which are consistent with feedback received, are proposed.
(e.g. changing class times, negotiating changes with employers and trade unions, changing own
facilitation style or approach)
AC4
Support for the proposed strategy is sought from relevant people or agencies in the local context.
(e.g. consultation with employers, trade unions, transport providers, local councillors)
Special notes on values and underpinning knowledge:
1)
This standard is aimed at facilitating an initial, restricted, sympathetic and confidential response to
problems of learners in the form of a referral. It must be emphasised that ETD practitioners should
never be encouraged to function as psychologists.
2)
The practitioner is expected to show sensitivity to particular cultural norms and practices so that
these are not confused with learning difficulties.
3)
At level 5, a practitioner is not expected to design programmes for special needs. Knowledge of the
relevant person within the learning organisation, or of relevant local resources is therefore required.
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Critical Cross-field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display responsible decisions made using critical and
creative thinking.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic
development
of the society at large.
Assessment and accreditation notes:
There is some overlap between this standard and unit standard 4.07 in the level 4 qualification, 'Identify and
respond to learners who have special needs'. However this standard is more complex and wide ranging.
Most candidates will enter the level 5 qualification from a usual FETC, without having completed the level 4
standard.
Providers of training to the minority of candidates who did complete the related level 4 standard (and
qualification) can make adjustments when planning curricula to avoid duplication of material covered.
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Unit standard no.
5.08
(Core)
Title: Promote lifelong learning and development
Level: NQF level 5
Credit: 8 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
March 2000
Review date:
Purpose:
Persons credited with this unit standard will be able to promote a 'culture of learning', the
lifelong learning of themselves and others through the following actions:
Explain to learners how the learning programme relates to the NQF
Use knowledge of latest developments in policy to improve ETD practice and delivery
Provide learners with information on further ETD and career options
Identify relevant resources for own professional development
Work and learn cooperatively
SO1
Explain to learners how the learning programme relates to the NQF
AC1
Visual aids which illustrate the NQF at an appropriate level are used.
AC2
Explanation describes the levels of adult learning in relation to NQF levels, the equivalence to formal
education, the accumulation of credits and possible lateral and vertical movements for learners.
AC3
Terminology is used accurately in terms of SAQA definitions and uses.
(e.g. assessment, moderation, credits, accreditation, qualification)
AC4
Purpose and use of standards in the learning context are explained.
AC5
Assessment and accreditation procedures, including credit accumulation, rules of combination and
awarding of qualifications, are explained.
SO2
Inform learners about relevant ETD and career options
Note on the SO:
Producing CVs, analysing job advertisements and applying for jobs are essential life skills for
learners. They are not included here, because the SGB decided that these skills should be part of
the fundamental education of all learners in all fields of learning, not specifically in the ABET field.
AC1
Further ETD and career options within organisations and local context are identified and described
to learners.
AC2
Options are described in terms of entry requirements, content, articulation and NQF levels, where
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possible.
AC3
Opportunities for RPL are described to learners.
AC4
General sources of education, training and career opportunities are identified and compiled for
general use.
Range for AC:
local advice offices, career information centres, Department of Human Resources, university and
technikon outreach services, company HR offices, newspapers, employment agencies
SO3
Locate own practice within national policy developments
AC1
Historical, political, social origins of illiteracy and under-education in own country are described.
AC2
Recent developments in national ABET and ETD policy are described.
AC3
Impact of these developments on own practice and learning programme is described.
AC4
Resolutions are formulated to adjust own practices and programme to policy development.
SO4
Manage own lifelong learning and professional development
AC1
Own curriculum vitae which is complete, up to date and includes proof of qualifications is produced.
AC2
Own learning and development needs are identified.
AC3
Formal, professional training/development opportunities for self-development are described.
AC4
Own preferences and styles for studying and learning are identified.
(e.g. alone vs. group work, distance vs. face to face learning)
AC5
Own learning needs and preferences are linked to formal training/development opportunities.
AC6
Local resources, agencies, individuals who could assist with own professional development are
identified.
SO5
Work and learn cooperatively
AC1
Plans for own teaching and learning are produced cooperatively with peers, where appropriate.
AC2
Successful teaching aids or experiences are shared with peers.
AC3
Specific strengths of peers are identified and integrated into own planning.
AC4
Participation in staff meetings and staff development activities is consistent and constructive.
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AC5
Assistance and advice is sought from and offered to peers, promptly and whenever necessary.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using critical and
creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or
written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Use science and technology effectively and critically, showing responsibility towards the environment and
health of others.
- Contributing to the full personal development of each learner and the social and economic
development
of the society at large, by making it the underlying intention of any programme of learning to make an
individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
90
Unit standard no.
5.09
(Elective)
Title: Facilitate Communications at ABET levels 3 and 4
Level: NQF level 5
Credit: 20 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue Date:
May 2000
Learning Assumptions (Learning assumed to be in place)
§ FETC or RPL equivalent, including demonstrated competence in the target language at FETC level.
Purpose:
Persons credited with this unit standard are able to teach communications at ABET Levels 3
and 4 to learners.
SO1
Apply the requirements of relevant unit standards to the teaching of Communications at
ABET levels 3 and 4
AC1
Knowledge and skills required by learners in terms of the unit standards are described.
AC2
Examples of suitable reading texts for learners at ABET Levels 3 and 4 are identified, with reference
to the range statements in the unit standards.
AC3
Real-world texts are adapted and simplified for learners in accordance with the range statements in
the unit standards.
AC4
Exemplars of learners work in the target language are identified as being at ABET Level 3, 4 or
below Level 3 or above Level 4.
SO2
Apply key principles of language development within a communicative language teaching
framework
Note on the SO: The term 'communicative' is used to refer to any approach or methodology that is learnercentred, interactive, and emphasises the use of authentic contexts for language teaching tasks, with the
purpose of enabling learners to communicate effectively in the target language.
AC1
All learners are given opportunities to express themselves and practise the target language.
AC2
Language elements (e.g. vocabulary, grammar, spelling) are taught within a meaningful, real-life
context.
AC3
Speaking, listening, reading and writing activities are integrated and reinforce one another.
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AC4
Vocabulary, structures and conventions taught are appropriate to the purpose.
(e.g. standard conventions for a formal letter, persuasive vocabulary for a debate)
AC5
A variety of language teaching techniques is used.
(e.g. role-plays, dialogues, reading comprehension tasks, vocabulary building games, drills)
AC6
Language learnt in previous lessons is reinforced and recycled.
AC7
Appropriate, authentic texts are used to supplement course materials.
(e.g. magazines, brochures, advertisements, newspapers)
AC8
Choices for activities and texts can be justified in terms of key principles of communicative language
teaching.
(Examples: the role of learners life experiences in language learning, the role of authentic contexts
and purposes for activities, the role of structured drills as opposed to free practice, the role of group
work, the concept of appropriateness)
AC9
Learners linguistic errors are analysed and, where relevant to the outcomes being taught, are used
as the basis for further learning.
SO3
Encourage critical thinking and critical language awareness.
AC1
Learners are asked to give and justify their own opinions on topics and texts discussed in class.
AC2
Critical responses to text, and justifications for these responses, are elicited.
(e.g. identifying purpose, distinguishing fact from opinion)
AC3
An attitude of tolerance towards different opinions is encouraged.
AC4
Learners are shown how to analyse language usage to detect hidden purpose, bias,
misrepresentation of facts, unstated power relationships between author and reader or speaker and
listener, etc.
AC5
Learners are encouraged to challenge language usage that is demeaning or disrespectful.
AC6
Learners are given tools for participating in constructive debate.
(e.g. persuasive vocabulary, ways to access information on a topic, techniques for listening to others
and summarising/ paraphrasing both sides of the argument)
SO4
Help learners develop skills in the target language as a foundation for further learning
AC1
Learners are shown how to use a variety of writing strategies, and the purpose of each strategy is
explained to them.
(e.g. planning written work, structuring, drafting and self-checking)
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AC2
Learners are shown how to use a variety of reading strategies and the purpose of each strategy is
explained to them.
(e.g. skimming; scanning; guessing meaning from context; predicting; using clues of layout,
headings, pictures, captions; summarising; seeking answers to specific questions)
AC3
Learners are shown how to access information.
[e.g. from books, libraries, Internet (if available), interviews with appropriate people]
AC4
Learners are shown how to take notes and store/ file them for later reference.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using critical and
creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ or
written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic
development
of the society at large, by making it the underlying intention of any programme of learning to make an
individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
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Unit standard no.
5.10
(Elective)
Title: Facilitate Mathematics at ABET levels 3 and 4
Level: NQF level 5
Credit: 20 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
April 2000
Purpose:
Persons credited with this unit standard are able to facilitate mathematics learning at ABET
levels 3 and 4 by selecting and implementing appropriate learning and teaching strategies
and applying principles of outcomes-based education.
Learning Assumptions: (Learning assumed to be in place)
*
FETC or RPL equivalent, with accreditation for the full range of required outcomes for MLMMS;
*
Core unit standards for ABET practitioners at NQF level 5, US nos.5.01 to 5.08.
SO1
Demonstrate subject knowledge for Mathematics at ABET levels 3 and 4
Note on the SO:
Mathematics specialists consulted felt that an opportunity should be provided for candidates to
develop their own relevant mathematical knowledge while acquiring methodology skills. Assessment
criteria relating to the understanding of geometry can be finalised only once the unit standards for
ABET Level 4 MMLMS are finalised.
AC1
Commonly used personal methods of calculation with negative numbers are identified and put in
writing, using words and mathematical signs and conventions.
AC2
Functional relationships in daily life are identified, modelled algebraically and graphically, and
analysed numerically.
AC3
Algebraic methods are logically explained in terms of numerical analysis.
AC4
Measurements and measurement calculations are done on any scale in two and three dimensional
contexts.
AC5
Concepts and methods of data handling are explained and used to investigate a problem situation.
AC6
Concepts of probability are explained and used to investigate probability situations.
AC7
Development of the use of letter symbols and algebra is described in terms of pivotal points in the
history of calculation.
AC8
History of the development of the negative and irrational number systems is explained.
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SO2
Apply the requirements of unit standards for mathematics learners at ABET levels 3 and 4
AC1
Knowledge and skills required of learners in terms of unit standards for mathematics at ABET levels
3 and 4 are described.
AC2
Unit standards for mathematics at ABET levels 3 and 4 are used to plan and facilitate learning.
AC3
Learners' performance can be described in relation to the ABET levels and outcomes.
AC4
Core ABET practitioner unit standards are applied to the facilitation of mathematics at ABET Levels 3
and 4.
SO3
Help learners to identify and develop own knowledge of mathematics
AC1
View of mathematics as a human and social construct is explained.
AC2
Principle of active construction of mathematical knowledge by learners and reflective discussion is
explained and applied.
AC3
Reflective discussion is encouraged and facilitated during the construction of mathematical
knowledge.
AC4
Learners are seated in such a way that they can all see and hear one another comfortably during
reflective group discussions.
SO4
Apply the concept of the common developmental path of mathematical concepts and skills to
teaching mathematics
Range for the SO:
Mathematics concepts and skills as required by the ABET levels 3 and 4 unit standards (e.g.
methods of calculation, number concept of integers, algebraic modelling, data handling, probability,
spatial concepts and skills, measurement). Range and mix of problem types must also be as per
requirements of the relevant unit standards.
AC1
Common path of development of mathematics concepts and skills can be explained.
AC2
Materials and learning programmes are analysed in terms of the structured development of
mathematics concepts and skills.
AC3
Development of each learner's mathematics concepts and skills is described with reference to
her/his methods used to solve problems.
SO5
Explain and use the rationale for problem-solving tasks in mathematics teaching
AC1
Role of problem solving in mathematics learning to achieve learning outcomes is explained.
AC2
Different problem types that involve generalisation of patterns, behaviour of input variables and
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output variables, gradients of functions and different ways to represent functions, are explained.
AC3
Numeracy materials and learning programmes can be evaluated in terms of the range and mix of
problem types.
AC4
Problem-solving tasks in course materials can be analysed in terms of purpose and likely
challenges/difficulties for learners.
SO6
Identify typical misconceptions of mathematical concepts and their causes, and apply
prevention strategies
Range for the SO:
Misconceptions of whole number and fraction arithmetic, spatial concepts and probability concepts.
AC1
Typical misconceptions are identified.
AC2
Misconceptions are related to their causes.
AC3
Strategies to remedy and prevent misconceptions are described, justified and applied.
Critical Cross-field Outcomes supported by this unit standard:
- Identify and solve problems in which responses display that responsible decisions using critical and creative
thinking have been made (CO1)
- Work effectively with others as a member of a team, group, organisation and community (CO2)
- Organise and manage oneself and one’s activities responsibly and effectively (CO3)
- Collect, analyse, organise and critically evaluate information (CO4)
- Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or
written presentation (CO5)
- Use science and technology effectively and critically, showing responsibility towards the environment and
health of others (CO6)
- Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving
contexts do not exist in isolation (CO7)
Developmental outcomes:
This unit standard also supports the development of the following DOs:
Reflecting on and exploring a variety of strategies to learn more effectively (D01)
Participating as responsible citizens in the life of local, national and global communities (DO2)
Being culturally and aesthetically sensitive across a range of social contexts (DO3)
Exploring education and career opportunities (DO4)
Developing entrepreneurial opportunities (DO5)
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SECTION 4:
NATIONAL FIRST DEGREE IN ABET
PRACTICE (NQF LEVEL 6)
(ETD: ADULT LEARNING, ABET
SPECIALISATION)
Contents of this section
1.
INTRODUCTION TO THE LEVEL 6 QUALIFICATION
2.
UNIT STANDARDS AT NQF LEVEL 6
1.
INTRODUCTION TO THE LEVEL 6 QUALIFICATION
1.1
Title of the qualification
In accordance with national regulations, the Level 6 qualification will be named:
National First Degree in ABET Practice (NQF Level 6)
(ETD: Adult Learning: ABET Specialisation)
1.2
Rational 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.
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1.3
Access to the qualifications
Access to the qualification is gained by acquisition of the National Diploma in ABET
Practice, the NQF level 5 qualification.
1.4
Purpose of the qualification
A practitioner with the National First Degree qualification will be equipped to:
a)
b)
c)
d)
e)
f)
1.5
Design learning programmes, including curriculum design and materials development.
Undertake a leadership role in an ABET division of an organisation.
Supervise the work of other ABET practitioners.
Apply extended skills around research, evaluation, quality assurance and community
development.
Facilitate learning areas at ABET Levels 1-4, depending on the choice of electives.
Offer specialist input on particular aspects of ABET provision, depending on choice of
electives (e.g. assessment).
Learning assumed to be in place
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.
1.6
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)
b)
c)
d)
e)
1.7
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.
Conduct a participatory programme evaluation within an organisation, conduct staff
appraisals and maintain a quality assurance system.
Complete a primary research assignment in order to access new knowledge and information
from outside of his/her existing context and experiences.
Manage ABET projects by ensuring that administrative, financial, staffing and planning
systems are in place.
Relate ABET practice to community development with relevant insights into poverty,
underdevelopment and development.
Assessment criteria for the exit level outcomes
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
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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.
1.8
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.
1.9
Essential embedded knowledge
The essential embedded knowledge required for this qualification and the associated unit
standards has been carefully built into the assessment criteria. It is not detailed in a separate
notes section. This is not an omission but a decision made by the ABET Practitioner SGB.
A detailed rationale follows.
The SGB found that detailed descriptions of essential embedded knowledge generally led
writers of standards into a regressive 'paradigm' where descriptions of skill became divided
into discrete categories of 'theory' and 'practice'. Writers tended to put theory into the
'essential embedded knowledge' notes and the assessment criteria became limited to
'practice'.
99
The SGB felt that if unit standards are to transform practice at all, assessment criteria
should embody both theory and practice. An essential reason for moving to a standardsbased system is to facilitate the integration of theory and practice into a paradigm of
'informed and intelligent practice'. Therefore, the assessment criteria in these unit standards
include detail on the application of knowledge to ABET practice. There is also detail on the
nature and quality of performance required for awarding the qualifications. The detail is not
contextually prescriptive but could be described as 'insistent' with regard to quality and
application of knowledge.
This decision can be reviewed if actual users of the registered unit standards find it difficult
to use them without descriptions of essential embedded knowledge. However the SGB
believes that the detail in the assessment criteria should be adequate for the implementation
of the qualifications and unit standards.
1.10
Practitioners who have special needs
The specific outcomes and assessment criteria contained in the unit standards are a guide
for assessors working with practitioners who do not have disabilities or special needs.
Special consideration and exemptions should be given to practitioners who cannot fulfill the
assessment criteria due to a physical disability.
1.11
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: -
100
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.
1.12
Credit accumulation
The National First Degree in ABET Practice will comprise 360 credits.
Credits completed for National Diploma (level 5 qualification):
240 credits
National First Degree candidates complete further
credits in the following categories:
Level 6 Core
88 credits
Further Elective USs
32 credits
Total credits
360 credits
Credit accumulation is more fully illustrated below:
NATIONAL FIRST DEGREE IN ABET PRACTICE
Category of standards
(NQF LEVEL 6)
Credits
Fundamental category
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.
Fundamental credits required = 20
Core category
Compulsory part of this qualification:
Compulsory level 6 USs:
Elective category
Credits from level 4 core = 48
Credits from level 5 core = 104
Credits from level 6 core = 88
Core credits required = 240
The 68 credits in the elective category completed at level 5 form part of this
qualification.
First Degree candidates complete a further 32 credits in this category.
Standards from level 4, 5, 6 electives or other qualifications may be selected.
101
Elective credits required = 100
GRAND TOTAL credits
1.13
360 credits
Categories of unit standards
1.13.1 Fundamental
According to SAQA Regulations (March 1998), 'fundamental learning' means 'that learning
which forms the grounding or basis needed to undertake the education, training or further
learning required in the obtaining of a qualification.' This category gives candidates an
opportunity to upgrade their own education and training levels within the ABET
practitioner qualifications framework.
No fundamental standards were produced at NQF level 6. The 20 credits in the
fundamental category completed at level 5 form part of this qualification. The SGB
considered producing a compulsory unit standard on 'study skills' at NQF level 5. As there
was not unanimous agreement, the following decision was made:
'While at level 5 (2nd year of study) individual candidates, learning groups or training
institutions identify areas of candidates' fundamental education which require further
development and select appropriate unit standards from other qualifications.'
The ETD NSB has proposed the introduction of fundamental unit standards around issues
of national interest like AIDS, the environment, gender, cultural diversity and computer
literacy. Once these cross-field standards are in place, the credit allocation in the
fundamental category of this qualification can be reviewed. The SGB was reluctant to
assign many credits to categories of learning for which unit standards are not yet in place,
as this could delay the implementation of the qualification.
1.13.2 Core
According to SAQA Regulations (March 1998), 'core learning' means 'that compulsory
learning required in situations contextually relevant to the particular qualification.'
The core unit standards at level 6 are concerned with skills and roles which require higher
levels of responsibility and creativity than at the lower levels. They enable the practitioner to
be more proactive in designing programmes, materials, research and evaluation assignments
and to undertake a leadership role in ABET.
Titles and numbers of these standards:
6.01
6.02
6.03
6.04
6.05
Design learning programmes and related learning materials
Evaluate and assure quality of learning programmes
Complete a research assignment
Manage ABET projects
Relate education and training to development
Further compulsory parts of the level 6 qualification are:
102
US nos. 4.01 to 4.05 from the level 4 'core' (48 credits)
US nos. 5.01 to 5.08 from the level 5 'core' (104 credits)
1.13.3 Elective category
The elective unit standards produced at level 6 comply with the SAQA description for
electives:
'optional credits that may be of personal interest or professional relevance or that open the
door to a range of possible career and vocational choices'
The ABET practitioner SGB produced two elective unit standards at NQF level 6. The
titles and numbers of elective standards completed:
US no. 6.06
US no. 6.07
Devise interventions for learners who have special needs
Develop and evaluate ETD and ABET policy within organisations
The 68 credits in the elective category completed at level 5 form part of this qualification.
National First Degree candidates must complete a further 32 credits in this category.
Required elective credits can be taken from either level 4, 5 or 6 elective standards or from
other qualifications.
Suggestions from the SGB for other elective standards to be produced:
'Higher level assessment' - could be produced by the assessor SGB.
'Materials development for widespread use'
1.14
What is compulsory at level 6?
Fundamental category
No specific unit standards are compulsory in this category.
The 20 'fundamental' credits completed at level 5 form part of this qualification.
Total 'fundamental' credits required = 20
Core category
All unit standards in the level 6 core category are compulsory. These are US numbers 6.01
to 6.05 (88 credits).
Further compulsory parts of the level 6 qualification are:
US nos. 4.01 to 4.05 from the level 4 'core' (48 credits)
US nos. 5.01 to 5.08 from the level 5 'core' (104 credits)
Total 'core' credits required = 240
Elective category
No specific standards are compulsory in this category.
The 68 credits in the elective category completed at level 5 form part of this qualification.
National First Degree candidates must complete a further 32 credits in this category.
103
The standards can be from either level 4, 5 or 6 electives or from other qualifications.
Total 'elective credits' required = 100
1.15
Articulation with other qualifications
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.
104
1.16
Form of the qualification
NATIONAL FIRST DEGREE IN ABET PRACTICE (NQF LEVEL 6)
CREDITS
Fundamental category
There are no special fundamental unit standards for this qualification.
Opportunities for developing Fundamental education are provided in the level 5
qualification (2nd year of study).
These 20 credits form part of this qualification.
Total Fundamental credits required
20
Core category
Compulsory part of this qualification:
US nos. 4.01 to 4.05 from level 4
US nos. 5.01 to 5.08 from level 5
US nos. and titles (Core):
6.01 Design learning programmes and related learning materials
6.02 Evaluate and assure quality of learning programmes
6.03 Complete a research assignment
6.04 Manage ABET projects
6.05 Relate education and training to development
Sub-total
Sub-total
Total Core credits required
48
104
152
20
16
20
16
16
88
------------------240
Elective category
The 68 elective credits completed in the level 5 qualification also form part of this
qualification.
68
National First Degree candidates complete a further 32 credits in this category.
Required elective credits can be taken from either level 4,5,6 elective unit
standards or from other qualifications.
Total Elective credits required
32
------------------100
US nos. and titles (Elective):
6.06 Devise interventions for learners who have special needs
6.07 Develop and evaluate ETD and ABET policy within organisations
16
16
TOTAL CREDITS
360
105
2.
UNIT STANDARDS AT NQF LEVEL 6
Unit standard numbers and titles
6.01
Design learning programmes and related learning materials
6.02
Evaluate and assure quality of learning programmes
6.03
Complete a research assignment
6.04
Manage ABET projects
6.05
Relate education and training to development
6.06
Devise interventions for learners who have special needs
6.07
Develop and evaluate ETD and ABET policy within organisations
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Unit Standard number:
6.01
(Core)
Title: Design learning programmes and related learning materials
Level: NQF level 6
Credit: 20 credits
Field: ETD (sub-field Adult Learning, specialisation in ABET)
Issue date:
May 2000
Purpose:
Persons credited with this unit standard are able to 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.
Learning Assumption: (Learning assumed to be in place)
*
Higher Diploma in ETD Adult Learning (Specialisation: ABET) at NQF Level 5
*
Research unit standard at NQF Level 6 in this qualification (US no. 6.03)
Range for the standard:
The learning programme and materials developed should be for internal use in a specific ABET
learning centre. The learning programme and materials developed should represent
approximately 120 to 240 notional hours of learning.
SO1
Assess, analyse and describe the current capability of learners
AC1
Research is planned and carried out among potential target learners in order to obtain
information about key factors that will have implications for the learning programme.
(e.g. learners level of formal education, ability in language of the learning programme, socioeconomic background, interests, prior experience in the subject)
[Refer to research unit standard, Level 6 of this qualification, US no. 6.03.]
AC2
A descriptive learner profile is drawn up, collating findings from the research.
AC3
Learners’ learning needs are identified with reference to learner profile.
AC4
Learner profile and learners’ learning needs are discussed with peers and superiors for the
purposes of collaborative planning.
SO2 Determine learning outcomes and essential embedded knowledge for the learning
programme
AC1
Relevant unit standards are accessed.
AC2
Requirements of unit standards are related to identified learners’ needs.
AC3
Scope of learning outcomes for the learning programme is determined with reference to
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identified learners’ needs and relevant unit standards.
AC4
Content requirements of the learning programme are determined and described with reference
to identified learners’ needs, essential embedded knowledge in unit standards, and relevant
literature in the subject.
AC5
Curriculum theory from the literature is applied in the design of the learning programme.
SO3
Design a learning programme
AC1
Purpose of learning programme is explained with reference to analysis of learners’ needs and
relevant unit standards.
AC2
Gap between learner competence and required outcomes, including essential embedded
knowledge, is identified and bridging outcomes are developed and sequenced.
AC3
Relevant resource materials are accessed.
(e.g. posters, pamphlets, published course materials, books, newspapers, magazines)
AC4
Learning activities to facilitate attainment of the outcomes and essential embedded knowledge
are planned.
[Refer to Level 5 unit standard on facilitation, US no. 5.02, i.e. learning activities should be
based on sound principles of adult learning, should contain variety to cater for different learning
styles, etc.]
AC5
Learning activities are sequenced according to time allocated and in a manner sensitive to the
differing needs of learners.
AC6
Integrated, formative and summative assessment strategies are planned.
[Refer to Level 5 unit standard on assessment, US no. 5.04.]
SO4
Identify the need for adaptation or development of learning materials
AC1
Relevant existing learning materials are accessed.
(e.g. published course materials, materials produced by self or other practitioners)
AC2
Strengths, weaknesses and gaps in existing learning materials are identified.
Range for the AC:
relevance to learner needs; relevance to unit standards; appropriateness for context in which
the materials will be used; soundness of adult education methodology; sufficiency and validity
of formative assessment activities; clarity of language and visuals; user-friendliness.
AC3
Need for adaptations of existing materials or development of new materials is identified and
explained.
AC4
Ethical and legal considerations are considered in plans to adapt existing materials.
(e.g. copyright, acknowledgement, permission)
108
109
SO5
Develop learning materials for a learning programme
Range for the SO:
At this level a coherent set of materials for a programme of learning is expected. This might
include a combination of facilitator-made worksheets, posters, flashcards, role-play cards,
audio cassettes, etc., as well as adapted real-world materials such as simplified newspaper
articles, and selected published materials.
AC1
Purpose and parameters of the learning materials are determined.
AC2
Format (e.g. files, booklets, loose handouts) and structure for the learning materials are
determined.
AC3
Resources required for developing the learning materials are calculated.
AC4
Learning materials are drafted using a range of sources.
(Sources include, but are not restricted to, published course materials, newspapers, textbooks,
worksheets, lesson plans, magazines, radio, video and audio cassettes.)
AC5
Purpose of each item in the learning materials can be explained with reference to learners’
needs and unit standards.
AC6
Learning materials are appropriate to the level and context of the learners for whom they are
designed.
AC7
Items within the learning materials are logically sequenced.
AC8
Method in which the learning materials are to be used can be explained and is in line with
sound principles of adult learning.
AC9
Learning materials support development of the critical cross-field outcomes in learners.
AC10 Visual and written information is communicated clearly and accurately.
[Refer to unit standard on developing learning aids in NQF Level 5 qualification, US no. 5.03 for
related assessment criteria.]
AC11 Feedback is obtained from relevant stakeholders and incorporated into final draft of learning
materials.
SO6
Evaluate learning programme and learning materials
AC1
Feedback on learning programme and materials is elicited from peers or managers and
incorporated where relevant.
AC2
Learners’ responses to the learning programme and materials are observed and described.
AC3
Strengths and weaknesses of learning programmes and materials are identified with reference
to learners’ performance and responses.
110
AC4
Suggestions can be made for improvement of learning programmes and materials with
reference to identified strengths and weaknesses.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using
critical and creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/
or written presentation.
- Contributing to the full personal development of each learner and the social and economic
development of the society at large, by making it the underlying intention of any
programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
111
Unit Standard number: 6.02
(Core)
Title: Evaluate and assure quality of learning programmes
Level: NQF level 6
Credit: 16 credits
Field: ETD (sub-field Adult Learning, specialisation in ABET)
Issue date:
May 2000
Purpose:
Persons credited with this unit standard are able to undertake a participatory
programme evaluation within an organisation, conduct staff appraisals and maintain a
quality assurance system.
Learning Assumptions: (learning assumed to be in place)
*
Higher Diploma in ABET Practice at NQF Level 5
Range for unit standard:
A "learning programme” refers to a learning programme within an organisation, i.e. internal
evaluation.
Note: The formation of an SGB on 'quality assurance' is currently under discussion. Such an SGB
could produce other unit standards on quality assurance to be used in this qualification.
SO1
Plan a programme evaluation within an organisation
AC1
Scope and focus of evaluation are determined.
(e.g.curricula, methodology, materials, impact of interventions, efficiency, return on investment)
AC2
Type of evaluation is determined.
Range for the AC: summative, formative
AC3
Evaluation brief is amended according to formal and policy requirements.
(e.g. with reference to unit standards, criteria from Workplace Skills Plans, effect of training on
job performance)
AC4
Ethical considerations with regard to carrying out an evaluation can be explained.
Range for the AC: courtesy, confidentiality, cultural sensitivity
AC5
Evaluation instruments are developed.
(e.g. interview schedules, questionnaires, document surveys, observation schedules)
AC6
Relevant stakeholders are identified.
AC7
Stakeholder consultation is carried out with regard to evaluation scope, focus and instruments.
AC8
Evaluation instruments are trialled/tested on a sample group and adjusted according to
feedback.
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AC9
Logistical arrangements and contingency plans are made for conducting programme
evaluation.
AC10 Human and material resources required for the evaluation are identified.
SO2
Gather and interpret evaluation data
AC1
Information gathered is collated in such a way that meaningful conclusions can be drawn.
(e.g. graphs, tables)
AC2
Statistics are compiled and interpretations offered.
AC3
Financial calculations are carried out as required.
(e.g. calculating unit cost per learner, cost/benefit to organisation)
AC4
Recommendations are made and are related to interpretation of data.
AC5
Significant unanticipated findings are accommodated in recommendations.
AC6
Stakeholders are consulted on interpretations and recommendations.
SO3
Follow up on evaluation
AC1
Evaluation report is written.
AC6
Differing interpretations and recommendations from stakeholders are accommodated .
AC2
An action plan is drawn up based on recommendations agreed to by relevant stakeholders and
linked to organisation’s vision and strategy.
AC3
Action plan is implemented.
AC4
Implementation of action plan is monitored.
AC5
Own evaluation practice is critically reflected on.
(e.g. Strengths and weaknesses of evaluation instruments and process used can be identified.)
SO4
Conduct staff appraisals and take follow-up action
AC1
Contributions are made to development of policy for staff appraisals.
AC2
Staff appraisal policy is interpreted.
AC3
Staff are counselled about the purpose of and procedures for appraisals.
113
AC4
Questionnaires/interview and observation schedules for staff appraisals are drawn up in
consultation with the staff members concerned.
AC5
Staff appraisals are conducted ethically.
Range for the AC: with due regard for courtesy, confidentiality and cultural sensitivity,
confidence of practitioner being appraised
AC6
Feedback is given to staff and superiors.
AC7
Information gathered during staff appraisals is analysed and staff training needs are identified.
AC8
Relevant training interventions are organised, in consultation with the staff concerned.
AC9
Performance of staff in relation to agreed goals is monitored.
SO5
Maintain a quality assurance system
AC1
Goals and objectives with regard to quality of different aspects of the programme are
determined in consultation relevant stakeholders.
AC2
Quality control plan of action, linked to quality goals and objectives, is produced.
AC3
Education and training policies and procedures within the organisation are documented and
accessed when needed.
AC4
Education and training policies and procedures are checked for compliance with national or
sectoral quality assurance requirements.
(e.g. regulations from Education and Training Quality Assurers)
AC5
Education and training practices within the organisation are monitored for compliance with
organisational policies and procedures.
AC6
Deviations from documented organisational policies and procedures are communicated to
relevant stakeholders.
AC7
Agreed aspects of learning programme implementation are monitored.
(e.g. absenteeism, expenditure)
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using
critical and creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/
or written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
114
solving contexts do not exist in isolation.
- Use science and technology effectively and critically, showing responsibility towards the environment
and health of others
- Contributing to the full personal development of each learner and the social and economic
development of the society at large, by making it the underlying intention of any
programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
115
Unit standard no.
6.03
(Core)
Title: Complete a research assignment
Level: NQF level 6
Credit: 20 credits
Field: ETD (Sub-field Adult Learning, Specialisation in ABET)
Issue date:
May 2000
Review date:
Purpose:
Persons credited with this unit standard will be able to complete a primary research
assignment which is limited in scale, but which is effectively planned, focused,
structured and the findings are presented in a written report.
This US provides practitioners with skills to access new knowledge and information
from outside of their existing contexts and experiences.
Learning assumptions:
*
US no. 5.05 'Conduct research and liaison relevant to the learning situation' is required prior
learning.
Range for the unit standard:
The research assignment will be limited in scope, scale and time frame. It is restricted to
investigation of a particular issue which affects the learning context and is reported in a written
document of between 5 000 to 7 500 words (20-30 pages @ 250 words per page).
SO1
Plan a research assignment
AC1
Research question or problem being investigated is clearly articulated.
AC2
Importance/significance of the research question or problem is explained.
AC3
Research paradigm, in which the assignment is located, is described accurately.
AC4
Intended scope of the research assignment is explained.
AC5
A logical sequence of research activities for collecting information/data is described.
AC6
A reasonable time frame is presented.
AC7
Potential research participants are identified.
AC8
Resources required are identified and are appropriate in terms of the scale of the research.
116
SO2
Review relevant literature
Range for the SO: At least seven sources should be reviewed.
AC1
Sources are relevant to the topic of the research.
AC2
Main points made in the literature are elicited and synthesised, not simply paraphrased.
AC3
Review clearly indicates when sources are being quoted and when comment is that of the
writer.
AC4
Relevance of ideas in the literature to own research is described.
AC5
Sources are adequately referenced.
SO3
Construct a basic research design
AC1
Stages (steps) of the research activities are outlined and are logical.
AC2
Choice of data gathering methods is justified in terms research topic, research context and
participants.
AC3
Selection of research participants is justified in terms of relevance to research topic or
representativeness.
AC4
Instruments for gathering data are produced.
(e.g. interview schedules, questionnaires)
AC5
Methods for organising and analysing data are described.
AC6
Scale and scope of the design is appropriate to the overall research assignment.
SO4
Gather and organise data
AC1
Instruments for gathering data are piloted and amended if necessary.
AC2
Data gathered is organised in such a way that meaningful findings can be extracted.
AC3
Results and provisional findings are presented to research participants for feedback and
modified if necessary.
AC4
Data is gathered in a manner which is in keeping with ethical norms.
SO5
Compile research findings
AC1
Results or findings of the research are clearly described.
117
AC2
Results or findings relate to an analysis of data gathered.
AC3
Results or findings reported relate to the original research question or problem.
AC4
Wider conclusions or recommendations are justified in terms of data gathered.
AC5
Limitations of the research assignment are identified and acknowledged in findings and
conclusions.
SO6
Produce a final, written research report
Range for the SO:
Assignment to be reported in a written report of between 5 000 and 7 500 words (20 -30 pages
@ 250 words per page).
AC1
Report has a logical and coherent structure with relevant sections.
AC2
Presentation of the report is in keeping with organisational guidelines and requirements.
AC3
Report is completed within required time frame.
AC4
Stages and processes of the research assignment are described accurately and in adequate
detail.
AC5
Language of the written report is lucid (clear) and comprehendible.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using
critical and creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/
or written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Use science and technology effectively and critically, showing responsibility towards the environment
and health of others
- Contributing to the full personal development of each learner and the social and economic
development of the society at large, by making it the underlying intention of any
programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
118
Unit Standard number: 6.04
(Core)
Title: Manage ABET projects
Level: NQF level 6
Credit: 16
Field: ETD (sub-field Adult Learning, specialisation in ABET)
Issue date:
May 2000
Purpose:
Persons credited with this unit standard are able to manage ABET projects by ensuring
that administrative, financial, staffing and planning systems are in place. They are able
to manage an ABET project and provide leadership to staff and learners.
Note: The formation of an SGB for 'educational management' is currently being discussed in the ETD
NSB. Such an SGB could produce other standards on management for this qualification.
SO1
Plan strategically for the project4
AC1
A strategic plan is drawn up involving all staff, based on identified needs and relevant
government policy.
AC2
Appropriate organisational policy is developed based on the strategic plan.
AC3
Partnerships or other collaborative arrangements with other organisations are established
where appropriate.
AC4
Relations with different stakeholder groupings are maintained to ensure that the project meets
actual needs and elicits community support.
AC5
A strategy for organisational change is developed and implemented, where appropriate, based
on an evaluation report.
AC6
Mission, goals and objectives of the project are clear and are feasible.
AC7
Business plans are produced for programmes within the project.
AC8
Plans are amended when necessary.
4
Project evaluation is covered in a separate unit standard.
119
SO2
Develop a fund-raising strategy
AC1
Strategy relates to the organisational budget and planned programme of action.
AC2
Funding proposals are developed and sent out.
AC3
Records and funding details of past, current and potential funders and sponsors are kept and
updated on a regular basis.
AC4
Constructive relationships are built and maintained with funders and sponsors to ensure
continued support for the project.
AC5
New funders and funding opportunities are sought.
AC6
Local fund-raising opportunities are identified and organised.
SO3
Develop and maintain appropriate administrative systems
AC1
Systems for managing information are put in place.
(e.g. logical filing systems for minutes of meetings, learner records, assessment results)
AC2
Annual and interim reports are produced timeously.
AC3
All activities are planned timeously so that sufficient notice is given to participants and relevant
information is distributed.
AC4
Relevant documents and information are submitted to government departments.
(e.g. relating to tax, UIF)
AC5
Legal status of the project is clarified to staff and learners in terms of registration and
accreditation requirements
SO4
Manage finances and material resources
AC1
Financial control system, stock control system and asset maintenance system are developed
and the records kept in an accessible format.
AC2
Monthly financial statements are produced and tabled at board/staff meetings
AC3
Auditors are appointed annually to conduct and complete the annual audit of the financial
records
AC4
Systems for managing cash monies are maintained.
(e.g. Fees paid by learners are adequately recorded and securely stored.)
AC5
Expenditure is monitored on a regular basis.
120
SO5
Manage and support staff/employees5
AC1
Organisational structure is clearly identified.
Range for the AC: staff roles and functions are defined; job descriptions are clear, procedures
for delegation of tasks and the lines of accountability are clearly spelt out
AC2
Important staff policy documents are drawn up.
(e.g. employment contracts, grievance/disciplinary procedures are in line with labour law and
staff are made aware of them)
AC3
A strategy for selecting and recruiting appropriately skilled staff is drawn up.
AC4
Orientation and training are provided to new staff.
AC5
Regular progress and planning meetings are held with staff at which useful information is
shared.
AC6
Conflict is dealt with through the use of a range of appropriate communication and negotiation
strategies.
AC7
Representative bodies for staff are identified and meetings with them are held at appropriate
times.
AC8
Procedures for communication between management and staff are clear.
AC9
Relevant staff development activities are organised.
AC10 Career paths for employees are described and encouraged.
AC11 Mechanisms for commending/rewarding positive staff achievements are employed.
SO5
Manage learner participation
AC1
Programmes are marketed to the identified target group.
(e.g. advertised in publicly-accessible places, brochures that are legible and written in
accessible language, radio, other community-based organisations)
AC2
Registration procedures for learners are put in place.
AC3
Support system for learners is developed in consultation with learners.
AC4
Strategies for facilitating learner attendance and participation are introduced where possible.
(e.g. child care facilities, transport arrangements, negotiation with employers)
5
A system of performance appraisals for staff and the establishment of a staff development
programme is covered in the unit standard on Evaluation.
121
AC5
Secondary target groups (e.g. learners' families and friends) are included in relevant project
activities. (e.g. prize givings, open days)
AC6
Opportunities and procedures for gathering learner feedback and concerns are established.
(e.g. A representative body for learners is established and regular meetings are held with it,
suggestion boxes and group discussion opportunities are provided.)
SO6
Manage the learning environment
AC1
Suitable venues for classes are identified and organised.
AC2
Appropriate choices are made regarding curriculum and learning materials.
AC3
All material and human resources required are identified and procured at relevant times.
AC4
Implementation and results of internal assessments are monitored.
AC5
Arrangements are made for external assessment when appropriate.
AC6
Certification of learners is arranged.
AC7
Resource materials relevant to staff and learners are conveniently located.
AC8
Arrangements to ensure the health and safety of all staff and learners are made.
(e.g. organising transport, travelling in groups, security arrangements, safely of electrical and
other appliances)
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using
critical and creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/
or written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Use science and technology effectively and critically, showing responsibility towards the environment
and health of others
- Contributing to the full personal development of each learner and the social and economic
development of the society at large, by making it the underlying intention of any
programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
122
Unit Standard number. 6.05
(Core)
Title: Relate education and training to development
Level: NQF level 6
Credit: 16 credits
Field: ETD (sub-field Adult Learning, specialisation in ABET)
Issue date:
May 2000
Purpose:
Persons credited with this unit standard are able to relate ABET practice to community
development because they will have gained insights into poverty, underdevelopment
and development.
Learning assumption:
*
US no. 5.08 'Promote lifelong learning' is required prior learning.
SO1
Apply different macro-theoretical approaches to development and underdevelopment
AC1
Different approaches to development can be described.
(e.g. modernisation theory, dependency theory, people-centred development)
AC2
Link between development/underdevelopment and poverty can be described.
AC3
Insights from the theoretical approaches can be used to analyse levels of development or
underdevelopment in own country.
SO2
Use development indicators to analyse the development needs of a community
Range for the SO: Community can mean a country, or province or a local community,
depending on the circumstances.
AC1
Relevant development indicators such as birth/mortality rates can be identified.
(e.g. employment/unemployment rates, economic growth, health indicators, education levels,
poverty levels, population profiles and projections)
AC2
Information on relevant indicators in a community can be found.
(e.g. by using government publications such as the census or by doing some simple primary
research such as collecting information on illness/disease rates from the local clinic)
AC3
Situations of specific groups (e.g. youth, women) and their roles in development can be
analysed.
AC4
Main development needs of a community can be described and supported with evidence.
123
SO3
Describe the relationship between education, training and development
AC1
Ways in which education and training can be related to the alleviation of development
problems can be demonstrated.
(e.g. show how basic knowledge of nutrition and hygiene can reduce infant mortality)
AC2
Contribution of education and training to poverty reduction or changes in income distribution
can be demonstrated.
(e.g. show how SMME training can lead to job creation and economic growth, or how
occupational training can create opportunities for self-employment or job mobility)
AC3
Role of education and training in promoting democracy and building a human rights culture is
described.
AC4
Role of education and training in sustainable development is described.
SO4
Link ABET policy and practice to community development
AC1
ABET policy can be analysed in terms of the relevant developmental context.
(e.g. ABET as a human right, the place of ABET in SA's RDP)
AC2
Importance of access to information for community development can be explained.
AC3
Opportunities for teaching literacy/numeracy across sectors in a cross-curricular way can be
described.
(e.g. integrating health and environmental education with literacy and numeracy)
AC4
ABET projects/programmes which can address development needs as identified in SO2 AC4,
are identified.
AC5
Adult education strategies in other (developing) countries are compared to those in own
country.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using
critical and creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/
or written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Use science and technology effectively and critically, showing responsibility towards the environment
and health of others
124
- Contributing to the full personal development of each learner and the social and economic
development of the society at large, by making it the underlying intention of any
programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
125
Unit Standard number: 6.06
(Elective)
Title: Devise interventions for learners who have special needs
Credit: 16 credits
Field:
ETD (sub-field Adult Learning, specialisation in ABET)
Issue date:
May 2000
Purpose:
Persons credited with this unit standard will be qualified to deal with learners who have
special needs in the classroom, so that these learners can continue to attend ETD
events as 'mainstream' learners. (See special notes at end of unit standard.)
Learning assumptions:
*
US no. 5.07 'Identify and respond to learners who have special needs and barriers to learning'
at NQF Level 5.
SO 1
Assess learner with special needs.
AC 1
Law on integration of learners with special needs is interpreted in order to apply conditions in
the classroom situation.
AC 2
Referring educator’s report is interpreted and a decision made as to whether further
intervention should take place.
AC 3
Need for testing is discussed with the learner and the referring educator in separate interviews.
Range for the AC: sensitive discussion of the problem; clear explanation of why testing should
take place; discussion of which tests will be administered and why.
AC 4
A range of appropriate standard tests is administered to determine the cause of the problem in
a fair and equitable manner.
Range for the AC: only those tests which are allowed to administer.
AC 5
Test results are scored, interpreted and recorded.
Range for the AC: In accordance with manual.
AC 6
Results of testing are reported to the learner and the educator in separate interviews in a
sensitive and empathic manner.
AC 7
Need to administer further testing is discussed, if appropriate.
AC 8
Need for further specialist assessment is recognised as necessary and referral is made to
relevant organisations, clinics, etc.
Note on the AC: This should be with the express agreement of the learner.
126
AC 9
Learner and programme are reassessed at regular intervals as agreed to by both learner and
educator.
Range for the AC: Informal assessment and if necessary, tests parallel to those used
the initial assessment and which are allowed to administer
SO 2
Develop learning programmes for the learning disabled learner
AC 1
Knowledge of learning disabilities and the subsequent effect of these on learning is
demonstrated.
Range for the AC: Competence in knowledge of learning styles, the effect of impairment of
motor, visual and auditory modalities on learning, the effect of physical disabilities on learning;
the effect of personal problems on learning.
AC 2
Knowledge of related learning strategies is demonstrated.
Range for the AC: Describe at least three strategies to overcome difficulties as described in
range statement of AC 1.
AC 3
Learner’s commitment to the intervention programme is discussed in an interview with the
learner.
Range for the AC: Why is learner in the adult class? Does the learner feel committed to the
programme? Does the learner feel committed to the special needs intervention in respect of the
her/his long-term goals? Learning contract is negotiated.
AC 4
Appropriate teaching methods based on learning theory and related to specific learning
disabilities are selected in accordance with preferred learning styles of the learner.
Range for the AC: identify the preferred learning style of the learner; identify the style of
learning the learner can utilise least; describe at least three recognised methods of overcoming
the learning disability.
AC 5
Plans for appropriate learning activities are produced according to individual needs.
Range for the AC: sufficient intervals in introduction of new skills to allow the individual learner
to establish competence; build in tools for regular formative assessment; mechanisms for
regular review and necessary alteration to the programme.
AC 6
Appropriate teaching and learning material are identified or produced, making best use of
available resources and adapting the delivery and resources of the curriculum for learners with
special needs.
Note on the AC: Programmes should engage the learner’s interest, reinforce learner’s
learning and build on learner’s life experience.
AC 7
Learning plan is presented to the learner and educator and learner and altered, if necessary,
after discussion.
127
SO 3
Manage the remedial programme
AC 1
Mechanisms to monitor the implementation of the programme in the classroom on a regular
basis particularly in regard to the learner s response to the programme, are developed.
Range for the AC: informal inspection of classroom activities; formative and summative
assessment.
AC 2
Mechanisms to ensure that both educator and learner have opportunities to provide feed back
at regular intervals are developed.
Note for the AC: regular opportunity is given to discuss personal and learning concerns
arising, reviewing the programme, discussing possible changes to the programme, identifying
and redressing poor motivation, etc.
AC 3
Areas of concern regarding the learning programme are addressed.
Range for the AC: As arising from above or addressing other concerns of learner and
educator.
AC 4
Mechanisms to record progress and modifications to programme are developed.
Note for the AC: In discussion with learner and educator, and as long as such modifications do
not affect the efficacy of the programme. Learner must have access to these at all times
AC 5
An understanding of when to refer learner further is demonstrated.
Note on the AC: Other educational testing institutes, societies for physical impairments.
SO 4
Assessing outcomes of during the programme and at the conclusion of the intervention
AC 1
A range of appropriate standard tests to determine learners’ progress is identified and
administered.
Note on the AC: Both summative and formative assessment is administered. The tests
administered here are parallel tests specially developed, as the original test should not be readministered to assess progress.
AC 2
Need and purpose of the tests is understood by both learner and educator.
AC 3
Tests are scored and changes in scores are noted and recorded.
Note on the AC: Learners should at all times have access to these records.
AC 4
Changes in scores are noted and reasons advanced for such changes.
Note on the AC: Learners should at all times have access to these records.
AC 5
Clear feedback is given to learners.
Range for the AC: Discuss test scores, differences between these and previous scores,
reasons for change in scoring whether higher or lower how this has affected classroom
performance, and what further intervention (if any) needs to take place.
AC 6
Test results are used to modify remedial programmes appropriately.
128
SO 4
Write formal reports
AC 1
Names of tests used are recorded.
AC 2
Tests scores are recorded in accordance with the manual of the tests used.
AC 3
Comment is made on the test results of each test.
AC 4 Test results are interpreted and interpretations recorded.
Range for the AC: Interpretations should accord with the rationale for administering each test.
AC 5
Recommendations based on test results are made.
Note on the AC: Written formal reports should be kept in a secure place and only supplied to
persons other than the leaner and the referring educator only with the express permission of
the learner.
Special Notes:
1)
2)
3)
During the development of these unit standards reference was made to appropriate FENTO
Unit Standards and appropriate NZQA unit standards.
This unit standard aims to ensure that learners who have special needs are assisted while they
continue to attend classes with other learners. This is in line with the concept of
'mainstreaming' learners with special needs, which is promoted by specialists in the field of
special education.
The following comment is taken from a New Zealand website on special needs:
"The concept of mainstreaming is a response to the fact that students can benefit from regular
classroom placement if they get additional assistance at the same time. Forms of assistance
might be modification of instruction, additional instruction time or an aide and that assistance
includes communication with the regular classroom teacher. It is important to recognise that
the regular classroom teacher should receive assistance when disable students are
mainstreamed into her/his class. Regular classroom teachers often remark that the techniques
they use for mainstreamed students are effective for all of their students. Some also say that
the student with learning disabilities often takes up less of their time than other, more
demanding students who are not classified as special education students."
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using
critical and creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation, or community.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/
or written presentation.
- Contributing to the full personal development of each learner and the social and economic
development of the society at large, by making it the underlying intention of any programme of learning
to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
129
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
130
Unit Standard number: 6.07
(Elective)
Title: Develop and evaluate ETD and ABET policy within organisations
Level: NQF level 6
Credit: 16 credits
Field: ETD (sub-field Adult Learning, specialisation in ABET)
Issue date:
May 2000
Purpose:
Persons credited with this unit standard will be able to describe the government's ETD
and ABET policy, define ABET according to the policy, identify the target groups for
ABET, apply policy within their own organisations and evaluate policy.
Learning Assumption: (learning assumed to be in place)
*
US no. 5.08 'Promote lifelong learning' from the level 5 qualification
SO1
Interpret government policy on ETD and ABET
AC1
Elements of government ETD and ABET policies are described.
AC2
Recent developments in policy are described and linked to other relevant social, political and
economic developments.
AC3
Current policy is explained in terms of its historical context.
AC4
Links between policy and allocation of resources are explained.
AC5
Current ABET policy is linked to other to national policies.
(e.g. general ETD policy, RDP, Welfare)
SO2
Formulate ABET organisational policies in line with government policy
AC1
Elements of national policy which affect organisational policy are identified.
AC2
Organisational policy is developed, stated clearly in appropriate documents and presented to
stakeholders for comment.
AC3
Amendments are made to organisational policy in line with changes in national policy.
AC4
Implications of policy developments for different stakeholders are interpreted accurately.
AC5
Relevant policy developments and their implications are reported to staff, supervisors,
learners and other stakeholders accurately and in appropriate language.
131
SO3
Implement ABET practices in line with ABET policy
AC1
ABET programmes offered are in line with government policy.
AC2
Materials which are in line with ABET policy are used.
AC3
Language of instruction for learners is used as prescribed by policy.
AC4
Impact of government policy developments on local ABET practice is described.
AC5
Resolutions are formulated to adjust/develop ABET practices according to national/regional
policy developments.
SO4
Evaluate ETD policy
AC1
Main aim/purpose of the policy is identified.
AC2
Sector or group whose interests are most served by the policy is identified, as are sectors or
groups which are ignored or marginalised.
AC3
Feasibility of the policy is determined in terms of logistics, resources, attitudinal barriers and
qualities of the target group.
AC4
Developmental potential of the policy is described.
AC5
Evidence of bias in the policy is identified and explained.
AC6
ABET and ETD policies in other (developing) countries are compared to those in own country.
Critical Cross - field Outcomes supported by this unit standard:
- Identifying and solving problems in which responses display those responsible decisions, using
critical and creative thinking have been made.
- Organising and managing oneself and one’s actions responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/
or written presentation.
- Demonstrating and understanding of the world as a set of related system by recognising that problem
solving contexts do not exist in isolation.
- Contributing to the full personal development of each learner and the social and economic
development of the society at large, by making it the underlying intention of any
programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities.
132
APPENDIX A
SAQA'S REQUIREMENTS FOR QUALIFICATIONS AND
STANDARDS
In this section the formal requirements for standards and qualifications are outlined,
with reference to the relevant legislation.
1.
General requirements
Qualifications must fulfil the following registration requirements as stipulated in
Regulation Gazette, 28 March 1998 No.18787.
8 (2)
A total of 120 (one hundred and twenty) or more credits shall be required for
registration of a qualification at levels 1 to 8, with a minimum of 72 (seventytwo) credits being obtained at or above the level at which the qualification is
registered, and the number and levels of credits constituting the balance (of
forty-eight) shall be specified: Provided that a qualification consisting of less
than 120 credits may be considered if it meets the requirements in regulation
8(1) and complies with the objectives of the NQF contained in section 2 of the
Act.
8 (3)
The Authority shall register a qualification according to the type and level
which shall be determined on the basis of the total number and levels of credits
required in accordance with the following criteria:
a)
The Authority shall register a qualification as a National Certificate at
levels 1 to 8 where it has 120 (one hundred and twenty) or more credits
with 72 (seventy-two) credits at or above the level at which the
certificate is registered: Provided that where the Authority has
considered and found that a qualification consisting of less than the
minimum number of credits has met the requirements in regulation 8(1),
the foregoing requirement is waived and the qualification registered as a
National Certificate.
b)
The Authority shall register a qualification as a National Diploma where
it has a minimum of 240 (two hundred and forty) credits, of which at
least 72 (seventy-two) credits shall be at level 5 or above.
c)
2.
The Authority shall register a qualification as a National First Degree
where it has a minimum of 360 (three hundred and sixty) credits of
which at least 72 (seventy-two) credits shall be at level 6 or above.
Additional requirements for the registration of qualifications at level 1 to
4 and levels 5 to 8
9 (1)
For registration at levels 1 to 4 the following additional requirements shall
apply:
a)
A minimum of 72 (seventy-two) credits is required at or above the level
at which the certificate is awarded, which shall consist of fundamental
133
b)
c)
9 (2)
3.
learning, of which at least 20 (twenty) credits shall be from the field of
Communication studies and Language, and in addition at least 16
(sixteen) credits shall be from the sub-field of mathematics including
numeracy in the case of certificates at level 1.
A minimum of 36 (thirty-six) credits at level 1 and 52 (fifty-two) at levels
2 to 4 which shall be divided between the Core and Elective categories,
with each qualification specifying the distribution of credits required in
these categories: Provided that the range of additional credits shall be
broad enough to enable learners to pursue some of their own learning
interests.
By the year 2002, at least 16 (sixteen) of the 52 (fifty-two) credits for
certificates at levels 2 to 4 shall be from the sub-fields focusing on
Mathematics literacy.
In addition, for registration at level 5 to 8 the number of credits required for
Fundamental, Core, and Elective learning shall be specified, which number of
credits shall be appropriate to the qualification for which registration is sought:
provided that the Authority may require that the reasons for the number and
distribution of credits be provided.
Requirements of unit standards
The requirements for the generation and registration of unit standards are detailed in
Government Gazette, 28 March 1998, No. 18787 as follows:
7 (1)
A unit standard shall be formulated so as to be used as an assessor document, a
learner's guide and an educator's guide for the preparation of learning material
and shall consist of a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
a unit standard title;
a logo indicating approval by the Authority;
a unit standard number;
a unit standard level on the NQF;
the credit attached to the unit standard;
the field and sub-field of the unit standards;
the issue date;
the review date;
the purpose of the unit standard;
the learning assumed to be in place before this unit standard is
commenced;
the specific outcomes to be assessed;
the assessment criteria, including essential embedded knowledge;
the accreditation process (including moderation) for the unit standard;
the range statements as a general guide for the scope, context, and level
being used for this unit standard; and
a 'notes' category which must include the critical outcomes
contemplated in regulation 7(4) supported by the unit standard; should
include references to essential embedded knowledge if not addressed
under assessment criteria and may include other supplementary
134
information on the unit standard.
APPENDIX B
International Comparability of the
South African Adult Basic Education and Training (ABET)
Standard Generating Body (SGB) s
Practitioner Qualifications and Standards
1
Introduction
The Standard Generating Body (SGB) commissioned this short survey of similar qualifications
offered abroad in order to check that the model and unit standards proposed are comparable
internationally in terms of qualification levels, scope of qualifications, and competencies
covered. The purpose of this is to ensure that the qualifications proposed here of comparable
quality.
Initially, the SGB intended to look at models in both “developed” and “developing”
countries, assuming that adult literacy and ABET needs and, therefore, the scope and focus of
ABET educator standards and qualifications would differ according to the level of
development.
2
Countries surveyed
The countries that were initially to be compared with South Africa in this study were:
1.
2.
3.
4.
New Zealand (the New Zealand Qualifications Framework - NZQF)
Scotland (the Scottish Qualifications Framework - SQF)
Australia (the Australian Qualifications Framework - AQF)
United States and Canada - national qualifications and those developed in the various
States
5. Some countries in the Southern African Development Community (SADC) countries
and Nigeria (a country like SA which is a member of the Commonwealth, the most
populated country in Africa and has challenges in adult literacy and language which
appear similar to South Africa’s)
6. The City and Guilds International Awards (UK)
7. Pitman Qualifications (UK)
Unfortunately, after much effort, not much information on qualifications was found on any of
the SADC countries or from Nigeria. This meant that the survey was limited to the following
frameworks:
135
1.
2.
3.
4.
5.
6.
7.
NZQF
SQF
AQF
FENTO
The American NSSB
City and Guilds International
Pitman
The primary sources of information were the internet and local offices of international agencies
like City and Guilds International and the International Labour Organisation (ILO). Whilst the
internet was useful for accessing information, some of the information, especially on the unit
standards themselves, was limited or access was barred, whilst some websites were under
reconstruction or dysfunctional.
We propose that continuing efforts be made to find information about the qualifications and
standards from SADC countries, other countries in Africa and elsewhere in the developing
world. In addition, we propose that the overall process of international comparability and
analysis of qualifications and standards be done regularly as more countries move to
standards-based education and training systems or begin developing standards and
qualifications frameworks. SAQA could publish on its website, information on the Education,
Training and Development terrain, statistics and other relevant information on other countries
and on the comparisons made by the various SGBs.
3
Overview of each country surveyed
Australia
Nearly all Australian adults can read at a basic level; adult illiteracy is concentrated mainly in
the Aboriginal community which was marginalized from ETD in Australia (source:
Organisation of Economic Co-operation and Development's Literacy Skills for the Knowledge
Society, 1997).
About 87% of youth between the ages of 10-19 are enrolled in further education and training
institutions (most attending secondary school or enrolled at a Technical and Further Education
(TAFE) college.
There is an 8-level AQF, the first 6 levels apply to vocational education and training:
Certificate Levels 1, 2, 3 and 4, Diploma and Advanced Diploma. In 1990, the Australian
government created the National Training Board for development of career-specific levels and
types of skills. The Australian National Training Authority (ANTA) was formed in 1994 as the
overarching body promoting the development of standards the industry bodies.
136
New Zealand
School is compulsory between the ages of 6-16, while 4 to 6 year old children have access to
early Childhood Development (ECD) programmes. Most youth up to 17 years old are in
secondary schooling. Amongst adults, there are varying levels of literacy, although most New
Zealanders, with the exception of the Maori community, are able to perform at basic reading
levels (source: Organisation of Economic Co-operation and Development's Literacy Skills for
the Knowledge Society, 1997).
The NZQA was established in 1990 to develop the NZ QF. Unit standards are developed by
Industry Training Organisations (ITOs) and approved by the NZQA.
United Kingdom and Scotland
The British workforce is, in general, highly educated. All young people attend school from
5-16 years of age. In 1996, 57% of the working age population had completed upper
secondary school and 15% were university graduates, whilst 10% had finished some form of
non-university education.
In 1986, the National Council for Vocational Qualifications (NCVQ) was formed to create a
unifying framework for skill standards in 150 lead bodies or industry associations. The
National Vocational Qualifications (NVQs) - comprising competency units defined by range
statements and performance outcomes - are arranged over 5 levels of increasing skill. In 1993,
the General NVQs (GNVQs) were created as a supplement to the NVQs. In 1997, the
Qualifications and Curriculum Authority (QCA) was created.
Scotland, even though it is part of the UK, has its own skill and standard system. In 1985, the
Scottish Vocational Education Council (SCOTVEC) was created to create modular
competency units. Later, the Scottish Vocational Qualifications were formed, including some
of the British NVQs. In 1997, the Scottish Enterprise Board and the SCOTVEC were merged
to create the Scottish Qualifications Authority (SQA).
United States of America (USA)
As a federal state, the United States of America does not have a national qualifications
framework, but the various States create their own standards and qualifications. There is
however a new initiative, the National Skill Standard Board (NSSB), which is not a statutory
body like SAQA but rather a coalition of players across business, labour, ETD, community
and civil rights organizations.
The NSSB was created in 1994 to build a voluntary national system of skills standards,
assessment and certification systems (source: the NSSB website). The website also has
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information on other countries and states within the US.
The NSSB has categorized the American workforce into 15 industry sectors, including
Education and Training. There are, as yet, no initiatives in Education and Training that have
produced nationally accepted standards and certification outputs for Education and Training.
4
The National Qualification Frameworks, Bands, Subfields and Levels
The New Zealand Qualifications Framework, and to some degree the Australian and Scottish
ones, have bands/levels within which our “adult educator” qualification levels would fit. The
Australian QF has twelve qualifications with professional/vocational qualifications being
placed in the Vocational Education and Training Sector and the Higher Education Sector.
The Scottish Framework is divided into Framework Areas with adult education falling under
Framework 11: Developing and extending knowledge and skill.
City and Guilds has in its National Vocational Qualifications (NVQ):
1. NQV Level 3 - in Training and Development awards
2. NQV Level 4 - in Training and Development awards: Learning, or in Training and
Development: Human Resource Development
3. NQV Level 5 - in Training and Development
The NVQ Level 3 has seven core units and three option units whilst both the two Levels 4 and
Level 5 are made up of seven core plus five option units. In addition, there are eight Trainer,
Assessor and Verifier awards. These consist of:
- Trainer groups
- Coaching and assessing individuals
- Advising on prior achievement
- Skills assessor
- Assessor (using different sources of evidence)
- Vocational assessor
- Internal verifier
- External verifier
There is also a Foundation Certificate in Teaching, Training and Development with thirteen
elements - the Certificate is awarded on the achievement of 11 of the 13 elements.
Our ABET standards and competencies are identifiable within the above areas.
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5
Qualifications for Adult Educators
The qualification frameworks generally have three levels and types of adult educator
qualifications:
1. a basic one that is aimed at developing expertise in delivery and/or assessment of adult
learning
2. another that builds general competence in adult learning
3. and a third which is a professional qualification for people requiring deeper expertise in
Adult Education and Training (AET) in areas like assessment, design, evaluation, etc.
The latter qualification has quite a heavy credit value in the Electives category.
There is generally a National Certificate (three Certificates in the case of City and Guilds) and
a National Diploma (both in Further and Higher Education with City and Guilds).
City and Guilds does not have adult educator qualifications or units but, in addition to the
awards mentioned above, they have a qualification for International Teaching and Training and
an International Assessor award and a local course for Workplace Training (for practitioners
working in the UK).
The titles of unit standards and competencies include:
1.
2.
3.
4.
5.
6.
Knowledge and Skills in AET
Assessment of adult learning
Delivery of AET
Design and development of AET
Evaluation of AET
Management of AET
These standards generally come from the AET sub-field specifically, whilst others like
Assessment of Learning and Open and Distance Learning can be drawn from the broad and
generic field of Education and Training. The City and Guilds International diploma also
includes competence in identifying individual learning requirements. Like our SGB’s proposed
standards, the City and Guilds includes assessing, evaluating and reviewing the educator’s own
performance, over and above the performance of learners.
6
Portability of Standards and Qualifications
New Zealand standards, in all qualifications, specify localisation of standards and refer to
competence to practice in NZ. The City and Guilds International are obviously more portable
as they were meant for implementation and practice internationally.
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7
Conclusion
In general, there are not many countries in the “developed world” that have ABET educator
standards. The majority have either general Adult Educator or Vocational (specifically industry-based) Education and Training practitioner qualifications. It is, therefore, unfortunate
that thus far, we have not been able to find information from SADC and other “developing”
countries where the problem of Adult Illiteracy and the need for ABET Educator standards
and qualifications is probably similar to South Africa. We suspect that comparison of
standards and qualifications with these countries would have been very informative.
Where there are Adult Educator standards, generally, the standards and qualifications were
found quite comparable to ours. The only major differences were in formatting and obviously
scope of coverage or focus, depending on the specific context.
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A Grid for Comparing Qualification Frameworks, Standards and Qualifications
Key Elements for
Comparison
City and Guilds
Intl.
Levels
Scope
Fields and Sub-Fields
SADC
(Swz, Bt,
Nmb, Mz)
NZQA
AQF
Level 4
national
certificate
Level 5
national
certificate
Level 5
national
diploma
Nat. Certificate
I IV in the
Vocational
E&T Sector
Core units plus
option units
Training and
Development units
at Level 3 split into:
- Learning
- HRD
Compulsory
plus Electives
Generic ET
AET specific
Different from SA
Similar to SA
Scottish
Qual. Frm.
Diploma;
Advanced
Diploma and
Bachelor
Degree in
Higher
Education
Sector
Types of Skills
Formatting
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