Advanced Diploma in Adult and Community Education and Training Teaching

Purpose

The purpose of the Advanced Diploma in Adult and Community Education and Training Teaching qualification is to cap holders of an undergraduate qualification with an entry-level initial professional qualification to become professionally qualified Community Education and Training (CET) lecturers. It intends to develop qualified Community Education and Training lecturers who can demonstrate focused knowledge and skills in the lecturing of selected subject combinations within one of the following specialisations:

• Mathematics, Science and Technology
• Economic and Management Sciences
• Humanities

The qualification inculcates social justice for empowerment, development, caring and rural regeneration as critical values for the CET sector. Thus, the graduate College and Community lecturer will be ready for rural regeneration, development and empowerment.

Upon completion of the qualification, a qualifying learner will be able to

• Reflect on the philosophy, psychology, socioeconomic, and history of Community Education and Training.
• Display ethical and professional practice within an environment that requires decision-making and justification of those decisions.
• Apply relevant theories, principles and methods of adult lecturing, learning and assessment in the CET sector.
• Apply suitable assessment methods for Community Education and Training.
• Collaboratively work in teams with organisations and groups to enhance the learning experience of learners.

Rationale

The overarching rationale is to contribute to an improved and efficient ACET system that aligns with the aims and policy objectives of the reconceptualised Post-School Education and Training (PSET) system. The specific rationale for developing this qualification is to contribute to the professionalisation, standardisation and expansion of qualifications in the ACET field. This is particularly important given the history of the field and its lack of adequately qualified educators.

It is assumed that upgrading qualifications for educators in the ACET sector will contribute to the newly established Community Colleges. The qualification recognises ACET as a specific field of study, which provides opportunities for specialisation in Adult and Community Education. The Adult and Community Education sector requires andragogy to cater to diverse target groups in their varied contexts. In so doing, this qualification brings Adult and Community educators into the education mainstream system; envisaged by PSET (2017). It is hoped that this initiative will alter the marginalisation of ACET educators and the field as a whole.

This qualification and the creation of a national curriculum framework recognise the need for standardisation (with flexibility), the need for agreed quality and articulation between tertiary institutions providing this qualification, and an alignment with the tertiary qualifications of the new HEQSF. The collaboration process between these Higher Education Institutions (HEIs) also encourages cooperation and helps articulation within the PSET system.

Finally, this qualification also creates opportunities for career advancement in the ACET sector. In addition, the qualification gives form to a holistic approach to ACET. Thus, becoming a strategic vehicle to address major social justice issues and create an inclusive education and training system for adults and out-of-school youth.

Recognition of Prior Learning (RPL)

RPL for access

The University of Limpopo regards the recognition of prior learning (RPL) as an important activity to enable access to those who were not afforded opportunities to acquire formal learning. The Learner Access and Admissions policy (section 5), the Assessment Policy for Learner Learning (Section 6), and the University's RPL policy address the importance of learner admission via this route.

Recognition of prior learning is particularly important in the ACET field, given its history of marginalisation. Subsequently, many practitioners have developed their theoretical understanding and skills through practice and experience. Thus, the qualification may be accessed and achieved in part (50% maximum) through the RPL and experience as per the University RPL policy in general and the School of Education RPL policy. As per SAQA Policy on RPL, admission through RPL will be restricted to 10% of the cohort.

The University, and in particular the School of Education, from where the qualification will be offered is fortunate to have many trained RPL practitioners who have acquired a short course certificate on the matter. The School of Education has an RPL policy, aligned with that of the University, but that specifies the procedures and the approach for assessment of RPL within the School.

Entry Requirements

The minimum entry requirement for this qualification is

• Diploma in Adult and Community Education and Training, NQF Level 6,

Or

• Diploma in Adult Education and Training, NQF Level 6.

Or

• A relevant qualification in the related field, NQF Level 6, with at least two fields of learning that are appropriate for teaching a subject or field in the ACET curriculum.

Or

• Bachelor of Education, NQF Level 7

Or

• Bachelor's degree, NQF Level 7, with at least one field of learning that is appropriate for teaching a subject or field in the ACET curriculum.

This qualification consists of the following compulsory and elective modules at National Qualifications level 7 totalling 126 Credits.

Compulsory Modules, Level 7, totalling 72 Credits

• Foundations of Education (Philosophy & Psychology) in Community Education and Training, 16 Credits.
• Foundations of Education (Socioeconomic & History) in Community Education and Training, 16 Credits.
• Lecturing and assessment in Community Education and Training, 8 Credits.
• Work-integrated learning for Community Education and Training lecturers, 32 Credits.

Elective Modules, Level 7, totalling 48 Credits (Select four modules)

• Method of lecturing Applied Agriculture and Agricultural Sciences 1, 12 Credits.
• Method of lecturing Applied Agriculture and Agricultural Sciences 2, 12 Credits.
• Method of lecturing Early Childhood Development 1, 12 Credits.
• Method of lecturing Early Childhood Development 2, 12 Credits.
• Method of lecturing Economics and Management Sciences 1, 12 Credits.
• Method of lecturing Economics and Management Sciences 2, 12 Credits.
• Method of lecturing English 1, 12 Credits.
• Method of lecturing English 2, 12 Credits.
• Method of lecturing Human and Social Sciences 1, 12 Credits.
• Method of lecturing Human and Social Sciences 2, 12 Credits.
• Method of lecturing Information and Communication Technology 1, 12 Credits.
• Method of lecturing Information and Communication Technology 2, 12 Credits.
• Method of lecturing Life Orientation 1, 12 Credits.
• Method of lecturing Life Orientation 2, 12 Credits.
• Method of lecturing Mathematical Literacy 1, 12 Credits.
• Method of lecturing Mathematical Literacy 2, 12 Credits.
• Method of lecturing Mathematics 1, 12 Credits.
• Method of lecturing Mathematics 2, 12 Credits.
• Method of lecturing Natural Sciences 1, 12 Credits.
• Method of lecturing Natural Sciences 2, 12 Credits.
• Method of lecturing Sepedi 1, 12 Credits.
• Method of lecturing Sepedi 2, 12 Credits.
• Method of lecturing Small, Medium and Micro-enterprises 1, 12 Credits.
• Method of lecturing Small, Medium and Micro-enterprises 2, 12 Credits.
• Method of lecturing Technology 1, 12 Credits.
• Method of lecturing Technology 2, 12 Credits.
• Method of lecturing Tshivenda 1, 12 Credits.
• Method of lecturing Tshivenda 2, 12 Credits.
• Method of lecturing Xitsonga 1, 12 Credits.
• Method of lecturing Xitsonga 2, 12 Credits.

1. Reflect on the philosophy, psychology, socioeconomic, and history of Community Education and Training.
2. Display ethical and professional practice within a CET environment that requires decision-making and justification of those decisions.
3. Apply relevant theories, principles and methods of adult lecturing, learning and assessment in the CET sector.
4. Apply suitable assessment methods for Community Education and Training.
5. Collaboratively work in teams with organisations and groups to enhance the learning experience of learners.
6. Implement Inclusive Education strategies.

Associated Assessment Criteria for Exit Level Outcome 1

• Explain theories and philosophies relevant to adult and community education emancipatory practices.
• Analyse various theoretical positions, discourses and concepts relevant to CET in the full range of contexts in which it occurs.
• Apply integrated knowledge of the principles and practices in the various contexts of CET.
• Evaluate diverse socioeconomic contexts and backgrounds of CET learners and adjust lecturing and learning practices to match the variety of contexts and needs of CET learners.

Associated Assessment Criteria for Exit Level Outcome 2

• Critically reflect on the principles and values of the Constitution of South Africa, policies and other legislative frameworks within the context of CET.
• Critique ethical debates within the CET environment.
• Act ethically and professionally to enhance the status of professional educators and ensure an accountable culture of lecturing and learning.
• Apply and justify decisions drawing on appropriate ethical values and approaches within a CET environment.

Associated Assessment Criteria for Exit Level Outcome 3

• Interpret curriculum appropriately and design suitable learning materials.
• Identify and select appropriate theories, principles, practices, approaches (traditional and contemporary), and a variety of lecturing methods in diverse adult learning settings to inform lecturing and learning.
• Apply lecturing principles across various contexts, including classrooms, and workshops and develop appropriate lesson plans, methods and media to enhance learning.

Associated Assessment Criteria for Exit Level Outcome 4

• Discuss various assessment strategies as they relate to the CET context.
• Apply and select appropriate assessment strategies for a range of learning contexts.
• Design and adapt assessment tasks to accommodate differences in learning style, pace and context.
• Reflect on assessment practices to improve lecturing and learning.

Associated Assessment Criteria for Exit Level Outcome 5

• Manage and facilitate group processes and learning environments.
• Participate meaningfully as part of a group to foster collaborative lecturing and learning.
• Discuss networking strategies across organisations to enhance the scholarship of lecturing and learning in a CET environment.

Associated Assessment Criteria for Exit Level Outcome 6

• Discuss inclusive education theories, principles, strategies and legislative frameworks.
• Identify and select appropriate inclusive education theories, principles, practices and comprehensive approaches to accommodate learners with diverse needs in lecturing.
• Implement the strategy to screen, identify, assess and support learners requiring special needs within the CET context.
• Create and maintain learning environments that are safe and conducive to learning.

INTEGRATED ASSESSMENT

The qualification aligns with the university rules and includes formative and summative assessment approaches.

Formative Assessment

The formative assessments include assessments for marks and learning, and assessments that are for learning only. The University requires that at least two tests are required to provide the formative mark but promotes the use of additional assessments of various forms to contribute towards the formative assessment mark or to be used for learning experiences only. The assignments include presentations, micro-teaching classes and extended essays. These assignments provide learners with opportunities to explore additional topics within the scope of the qualification, and also to reflect on some of the topics.

Summative Assessment

In this qualification, all summative assessments are done in the form of examinations that test conceptual knowledge in the main but also applied knowledge as it relates to case scenarios and the compilation of draft curriculum lesson plans and draft assessment strategies. These are thus integrated assessments as they assess across the learning outcomes of the modules. When calculating the final mark following a summative assessment, the differential contribution of the formative and the summative assessment marks are 60% and 40% respectively, except under exceptional circumstances as approved by the Senate.

The Work-Integrated Learning module differs from the more conceptual modules in this qualification in that its assessments are based on authentic learning experiences in the lecture halls of various adult and community education and training institutions. The summative assessment is based on the compilation of a portfolio of evidence. Learners are guided and assisted in the formation of their portfolios through formative experiences and mentorship.