Postgraduate Diploma in Adult and Community Education and Training

Purpose

The purpose of this qualification is to offer qualifying learners who have training in African Centre for Economic Transformation (ACET) at National Qualifications Framework (NQF) Level 7 an avenue to further their post graduate study in Adult and Community Education. This qualification will give learners an introduction to research and higher level debates and issues in the field of adult and community education and thus serve as a basis for their development as Researchers or lead educators in the field. This qualification will equip learners with skills to take positions of leadership in institutions concerned with the education or training of adults. It will also serve as a basis for their development as researchers or academics, especially in the field of Adult, Post School and Community Education if they choose to study further.

Qualifying learners will have

• Demonstrated understanding of theoretical knowledge and current research in the field, including the use of techniques and methodologies of research in the field.
• Skills in critical reading of literature, interrogated and evaluated information from different sources, and been introduced to the complexities and uncertainties in undertaking research and evaluating the applicability of findings in the field;
• Skills to solve analysed abstract, complex problems in the field of Adult, Post School and Community Education and suggested strategies appropriate to this field to address them;
• Critically reflected on, and demonstrated an understanding of ethical issues in contexts related to the field;
• Accessed, critically reviewed and used data and various forms of information relating to problems and issues relevant to the field, which they will have seen as a complex system with multiple variables and elements;
• Knowledge in the course of completion of assignments, qualifying learners will have taken responsibility for decisions and managing their own work and learning needs, contributed to meeting a group's learning needs, and presented and communicated academic ideas and insights to fellow students and lecturers.

Offering this qualification and enabling learners to gain this qualification will constitute a contribution towards the national need, noted above, for well-trained graduates in the field of Adult, Post School and Community Education and Training.

Rationale

According to 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, there is a need to develop adult and community education qualifications and the lack of openings in the country for learners to study at this level in field.

The South African population has 45% of unemployed youth, and the effects of educational drawbacks and hindrances continue to be felt with incapacitating consequences for adults and their families illustrating the national need for development of capacity in adult and community education. The White Paper acknowledges that despite advances of post-apartheid democracy, the education system continues to replicate the divisions of the past and post school education (apart from tertiary education) is still marginalised and neglected. 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".

This qualification offers qualifying learners who have training in Adult in Community Education and Training (ACET) an opportunity to develop particular knowledge in different areas of specialisation in the field of adult and community education. This qualification will enable them to lead or manage adult and community education initiatives with a knowledge of research and hence some insight into currently relevant local and international debates.

Learners may come from any prior qualification that relates to any type of adult education, or that gives them background knowledge in community education and development, or in non-formal adult education, or in vocational training. This qualification leads to a range of openings, including but not limited to teaching and management positions in institutions offering adult or community education, Non-Governmental Organisations (NGOs), trade union education, vocational education, corporate staff development, materials development or on-line education for adults, or to further education and research in the field.

This qualification follows a wide range of initial Degrees, and could provide the grounding for many options for further study and specialisations. Therefore, the learning pathway is not narrow, with the qualification providing a nexus between initial degrees and an array of possible avenues for successful learners.

Qualifying learners may be able to improve life options for ordinary South Africans, or work towards improving adult and community education in the country, thus possible addressing some of the problems associated with a high number of poorly educated adults within the South African population. Alternatively, they may go on to contribute to research, with its potential benefits to society.

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 qualification will require the submission of a portfolio of evidence to show that the candidate has the skills, knowledge and capabilities associated with this qualification or its equivalent.

If the policy of the Institution allowed for Recognition of Prior Learning for purposes of achievement of a Postgraduate Diploma, this would require the submission of a portfolio of evidence to show that the learner has gained knowledge and understanding commensurate with the Exit Level Outcomes and the associated assessment criteria described above.

If a learner presents evidence of meeting the Exit Level Outcomes and the associated assessment criteria relating to a particular module as described above, a learner could be given exemption from that module.

Entry Requirements

The minimum entry requirement to this qualification is

• An Advanced Diploma in Adult and Community Education and Training at Level 7.

Or

• A Bachelor's Degree at Level 7.

Or

• A Postgraduate Certificate in Education at Level 7.

Or

• An Adult Community Education and Training qualification at Level 7.

This qualification consists of compulsory and elective modules at National Qualifications Framework (NQF) Level 8 totalling 128 Credits.

Compulsory Modules: 96 Credits

• International History of Adult and Community Education, 16 Credits.
• Curriculum and Programme Planning, 16 Credits.
• Contemporary Theoretical Issues in Community and Adult Education, 16 Credits.
• Research in Community and Post School Education, 16 Credits.
• Research project, 32 Credits.

Elective Modules: 32 Credits (Choose any two modules)

• Lifelong Learning, Literacy, and Livelihoods, 16 Credits.
• Formal Adult and Post School Education, 16 Credits.
• New Directions in Community Education, 16 Credits.
• New Directions in Vocational Education and Skills Training, 16 Credits.
• Distance and Online Education, 16 Credits.

1. Provide insight into the global and historical background of adult, post school and community education, and of theory relating to adult, post school and community education.
2. Understand seminal and new theory relating to adult, post school and community education sufficiently, to engage with current debates and link these theories and current global and local developments, and express and justify own views.
3. Plan and design qualifications based on sound comprehension of the logic of the curricula and qualifications that are pertinent to the field of adult, post-school and community education, and be able to adapt curricula and qualifications to suit different purposes and to link curricula to plans for learning sessions and educational events that are appropriate for and attractive to adult learners.
4. Demonstrate understanding of the principles and practice of research especially in contexts of adult, post-school and community education, and confidence in accessing and using academic literature in relation to their own practice and contexts.
5. Obtain first-hand experience of the process of research and application of its principles through planning, implementing and reporting on a simple, short term research or evaluation project.
6. Critical know in-depth areas selected as specialisations and of current developments and implications for adult and community education.
7. Use a range of different approaches applicable to learning outside the mainstream schooling system, particularly those relevant to areas of specialisation.

Associated Assessment Criteria for Exit Level Outcome 1

• Contextualise events and practices in historical and theoretical background.
• Demonstrate understanding of patterns of influence and relationships among historical and current theories policies, goals, and practices in adult and community education.
• Recognise links between theory and practice, both locally and internationally.
• Contrast the implications of adoption of different theories by different agents in the field.

Associated Assessment Criteria for Exit Level Outcome 2

• Access and review literature pertaining to a specific issue or focus.
• Take and justify a position in relation to a current local theoretical debate.
• Analyse a familiar context in relation to relevant theory.
• Take and justify a position in relation to an international theoretical debate.

Associated Assessment Criteria for Exit Level Outcome 3

• Plan an effective, theoretically linked adult or community learning event.
• Distinguish between logical and illogical decisions in planning of learning programmes.
• Devise learning activities and teaching strategies that are fit for purpose and target group in qualifications.

Associated Assessment Criteria for Exit Level Outcome 4

• Access literature and research reports for specific purposes.
• Identify, compare and evaluate salient aspects of research reports.
• Refer to and reference research in accordance with accepted conventions.
• Recognise the implications of research findings for practice in the field.
• Comprehend the need for and the practice of a code of ethics in research.

Associated Assessment Criteria for Exit Level Outcome 5

• Select an area of focus for an evaluation or short term research project.
• Plan and budget for an evaluation or short term research project.
• Conduct an evaluation or short term research project, adhering to sound principles and ethics of research.
• Report effectively on an evaluation or short term research project.

Associated Assessment Criteria for Exit Level Outcome 6

- Demonstrate an in-depth understanding of areas of specialisation particularly in two of the following

• Lifelong learning, literacy, and livelihoods.
• Formal adult and post school education.
• New directions in community education.
• New directions in vocational education and skills training.
• Distance and online education.

Associated Assessment Criteria for Exit Level Outcome 7

• Use a range of different approaches applicable to learning outside the mainstream schooling system, particularly in two of the following:
• Lifelong learning, literacy, and livelihoods.
• Formal adult and post school education.
• New directions in community education.
• New directions in vocational education and skills training.
• Distance and online education.

Integrated Assessment

In Integrated Assessment, a range of assessment methods are used, and different types of products are expected from learners. These may include different types of written essays and reports, portfolios, visual and/or oral presentations, reflective journals and so on. Both theoretical and practical components of a programme are assessed in each instance of assessment. Learners are expected to demonstrate the achievement of different learning outcomes in combination.

Formative Assessment is assessment which is intended to assess a learner's output and develop the student's abilities and knowledge in particular ways through suggestions given. Summative assessment comes at the end of a period of learning and is intended as a final summing up of a student's achievements.

Assessment in all modules in this qualification will be continuous. A consistent pattern will be used across the four 16 credit compulsory modules and two 16 credit elective modules that students must complete. In all these modules, assessment consists of:

• Two coursework assignments, which will make up 50% of their final mark, and on which assessment will be formative, with and;
• A third assignment, which will count for 50% of their final mark. Assessment on this assignment will be externally moderated.

Peer editing of first drafts of assignments will be encouraged, with learners working together on their drafts to improve their style of academic writing and content of assignments, and develop skills in collegial critical analysis.

Feedback on assignments will be formative, with staff identifying strengths and shortcomings in assignments, and suggesting ways that the assignment could have been strengthened. Feedback may be given to students in both face to face and online contexts.

All assessment will be in line with Institution's Assessment Policy, which requires that assessment practices are open, transparent, fair, valid, and reliable. In all instances of assessment, there will be alignment of assessment criteria with stated learning outcomes.

For the compulsory research module, peer assessment and editing will be used as learner's complete different stages of the project. Learners will receive formative assessment from supervisors during the planning, proposal development, data gathering and reporting stages. Assessment of the completed reports will be summative, externally moderated, and result in a final mark for this module.