Advanced Diploma in Adult and Community Education and Training Teaching

Purpose

The purpose of this qualification is to enable learners with qualifications at or equivalent to Level 6 in fields relevant to adult, post school or community education to gain the skills and understanding to work effectively as adult or community Educators.

This qualification provides a route for holders of appropriate Degrees or National Diplomas to become professionally qualified adult educators or professionally qualified community education and training Lecturers. It accredits a professional qualification as an Educator or Lecturer in adult and community education and training that 'caps' an undergraduate qualification. It offers entry-level initial professional preparation of graduates who wish to develop focused knowledge and skills as Educators and Lecturers in a particular vocational field or subject offered in Adult and Community Education and Training (ACET). For this purpose, this qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to enter into teaching and lecturing in ACET.

Rationale

The White Paper for Post School Education and Training and The Policy on Minimum Requirements for Programmes Leading to Qualifications for Educators and Lecturers in Adult and Community Education and Training (published in the Government Gazette of 27 March 2015) refer to the lack of higher education units with sufficient expertise in adult education to develop the White Paper proposals for expansion of this sector, and note the need to develop adult and community education qualifications from certificate to Doctor of Philosophy (PhD) level. However, there are as yet very limited opportunities in the country for learners to study at this level in field.

To illustrate the extent of this need, 45% of South African youth is unemployed, and the effects of unfulfilled educational needs continue to incapacitate many adults. The White Paper acknowledges that despite advances of post-apartheid democracy, our education system still replicates divisions of the past. Yet education for adults is still marginalised. The paper emphasises the necessity to meet the educational needs of several millions of unemployed, poorly educated and out of school adults, stating that "the education and training system should not only provide knowledge and skills required by the economy. It should also contribute to developing thinking citizens, who can function effectively, creatively and ethically as part of a democratic society. They should have an understanding of their society and be able to participate fully in its political, social and cultural life" (p.9). The proposed Community Colleges may go some distance to offering adults educational opportunities that would meet many of their needs, but to do this they need to be staffed with well trained and well-resourced adult educators.

This Advanced Diploma is a qualification in Adult and Community Education rather than in Adult Education. This acknowledges the importance of community in the lives of most ordinary South Africans as well as the White Paper's recognition of the non-formal sector in relation to community responsiveness and its focus on citizen and social education.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning possible, and the policy of the institution allows for Recognition of Prior Learning for purposes of access. RPL for access to registration as a learner on this Diploma will require the submission of a portfolio of evidence to show that the candidate has the skills, knowledge and capabilities associated with a Bachelor's Degree at Level 7 on the National Qualifications Framework (NQF) or its equivalent, or a 360 Credit National Diploma at Level 6 on the NQF, or its equivalent.

If the policy of the institution allowed for Recognition of Prior Learning for purposes of achievement of an Advanced Diploma, this would require the submission of a portfolio of evidence to show that the candidate has gained knowledge and understanding commensurate with the Exit Level Outcomes and the Associated Assessment Criteria.

Part credits could be awarded for RPL of individual modules if a learner presents evidence of meeting the Exit Level Outcomes and the Associated Assessment Criteria relating to a particular module.

Entry Requirements

The minimum entry requirements are

• A Bachelor's Degree at Level 7.

Or

• A 360 Credits National Diploma.

This qualification consists of compulsory and elective modules at Level 7 totalling 128 Credits.

Compulsory Modules, Level 7, 96 Credits

• History and theories of adult and community education, 16 Credits.
• Academic skills, 16 Credits.
• Adult, community and post school education: Policy and practice, 16 Credits.
• Curriculum, instructional design, and assessment in adult, community and post school education, 16 Credits.
• Practicum portfolio development, 32 Credits.

Elective Modules, Level 7, 32 Credits (Select two modules)

• Teaching methodologies for Communication and Language: isiZulu, 16 Credits.
• Teaching methodologies for Communication and Language: English, 16 Credits.
• Teaching methodologies for Mathematics and Mathematical Literacy, 16 Credits.
• Teaching methodologies for Information and Communication Technology, 16 Credits.
• Teaching methodologies for Life Orientation, 16 Credits.
• Teaching methodologies for Natural Sciences, 16 Credits.
• Teaching methodologies for Social Studies, 16 Credits.
• Teaching methodologies for Early Childhood Educational Development, 16 Credits.
• Teaching methodologies for Economic and Management Sciences, 16 Credits.
• Teaching methodologies for Ancillary Health Care, 16 Credits.
• Teaching methodologies for Community Education, 16 Credits.

1. Demonstrate a good understanding of the field of adult and community education, especially its history and central theories.
2. Demonstrate a good understanding of what constitutes critical academic skills and how to foster their development among adults.
3. Demonstrate sound knowledge of the policies pertaining to adult and community education in South Africa, and an understanding of various models of practice existing in the country.
4. Demonstrate familiarity with current forms purposes and contexts of adult education, and the ability to translate curricula into plans for learning sessions and educational events that are appropriate for and attractive to adult learners.
5. Mastery of teaching methodologies in at least two learning and teaching areas pertinent to adult education.

Associated Assessment Criteria for Exit Level Outcome 1

• Display knowledge of the work of theorists whose work is seminal to adult and community education.
• Display a sound grasp of the philosophical, historical and social contexts of adult and community education.
• Demonstrate an understanding of the barriers to learning historically faced by adult learners.

Associated Assessment Criteria for Exit Level Outcome 2

• Access a variety of texts using a library and electronic media.
• Display clear understanding of differences between different genres of text and their purposes and use.
• Critically read texts and information.
• Synthesize information from different sources into a discursive whole.
• Integrate new information with existing knowledge and own experience in writing.
• Demonstrate clear threads of reason and logic in writing.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate sound understanding of the constitutional and policy framework governing adult and post-school education in South Africa.
• Display familiarity with current qualifications available to adult learners.
• Display familiarity with the range of delivery models, practices and contemporary research in adult, post-school and community education in South Africa.
• Demonstrate insight into contexts and needs of learners.

Associated Assessment Criteria for Exit Level Outcome 4

• Plan learning sessions and educational events that accurately reflect curricular purposes.
• Plan learning sessions and educational events that relate directly to the needs of intended learners.
• Suit learning sessions and educational events to different purposes, contexts, and mode of delivery.
• Use modes of delivery and available technology that best suits context and purpose of learning sessions and educational events.
• Design assessment tasks that effectively assess intended learning and are appropriate to learners and context in view.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate sound grasp of teaching methodologies appropriate to the learning area and context of learning.
• Communicate concepts and relevant information clearly.
• Facilitate in depth, comprehensive learning as opposed to superficial rote learning of content.
• Demonstrate respect for learners and appreciation of their needs.
• Design assessment task appropriate to the learning area and intended learners.

Integrated Assessment

In each of the four 16 Credit compulsory modules and two 16 Credit elective modules that learners must complete, assessment consists of two coursework assignments, which will make up 50% of their final mark, and a final examination, which will count for 50% of their final mark.

Learners will receive formative assessment from assigned supervisors during the compilation of their practicum portfolios. Assessment of the completed portfolios will be summative and result in a final mark for this 32 Credit module.