Postgraduate Diploma in Adult Education

The qualification provides a set of coherent, flexible and articulated learning opportunities that respond to the needs of Education, Training and Development (ETD) sites of practice. It is designed to contribute to the professionalisation of the field by developing capacity in the sub-fields of workplace education (in particular industry and the civil service), and adult learning (adult basic education and training or ABET) and to strengthen the competence of workers in the development field. The training offered by Continuing and Adult Education (CACE) has historically served the purpose of capacitating members of the public for action in civil society and strengthened the delivery of training and counselling services to adults in many public institutions. In addition, the Programme has the potential to serve the needs of any Further Education and Training and Higher Education institutions where adult learning impact has often been poor. The programme aims to facilitate a qualitative change in the standard of ETD practice that is orientated to adults.

In terms of social purpose, the qualification aims to

• Enable practitioners to facilitate effective adult learning through gaining a better understanding of adults as learners, through methodological change, through awareness of changes in policy and practice during this period of transformation and through stronger theoretical underpinning of their work.
• Fulfil an economic purpose in terms of contributing to learner success and therefore avoiding wastage of institutional donor, state and student funding.
• Contribute to the Department of Labour's Skills Training Strategy and increase vocational and technological capacity with a view to social and economic growth.
• Provide, through its mode of delivery, access to working adult educators from rural and urban contexts and to contribute to the development of human resources in historically disadvantaged groupings.
• Serve as a site for ETD research and the development of new knowledge.

Recognition of Prior Learning (RPL)

Prior learning is recognised within this qualification as access to the qualification as well as part of the qualification. RPL assessment for communication focuses on oral as well as written competence. Academic competence is assessed in terms of academic literacy. Relevant experience of education and training theory and practice will be recognised as prior learning within the programme.

The following principles and procedures of recognising prior learning apply

• A learner must formally apply to have her/his prior learning recognised within the qualification.
• Learners are requested to compile a relevant portfolio for the assessment of prior learning.
• At least three pieces of evidence are required to be sufficient proof of competence in a particular case.
• The learner may be asked to undergo a written, practical and/or oral examination in addition to other evidence being presented to prove competence.
• The assessor assesses the evidence and compiles a report that describes the skills, knowledge, abilities and attitudes of the candidate.
• The learner's skills, knowledge, abilities and attitudes are then compared against relevant competence required for entry.
• The process, substance and results of the RPL process are moderated by an independent moderator.

Entry Requirements

• Bachelor of Education, Level 7.
• Any education qualification at Level 7.

A qualified practitioner at this level is able to fulfil the roles and competences of an education, training and development practitioner in the field of adult learning and workplace education, that can:

1. Facilitate adult learning.
2. Interpret, select, adapt and design learning materials and programmes.
3. Administer and manage adult learning.
4. Pursue reflective study and research into adult learning.
5. Provide learning/counselling support to learners.
6. Be an occupational specialist in the context of his/her workplace or instructional context.

Qualifying students are able to

1. Identify and solve education problems by using critical and creative thinking.
2. Work effectively with others in the context of the school or workplace.
3. Organise and manage their professional activities responsibly and effectively.
4. Collect, analyse and critically evaluate information on education.
5. Use science and technology effectively and critically.
6. Communicate effectively as an adult education and training professional.
7. Demonstrate an understanding of education and its relation to other facets of our world.
8. Contribute, as adult education and training professionals, to the social and economic development of society, and have the ability to explore further education and career opportunities that will add value to their current context.

Integrated Assessment

Assessment procedures include substantial continuous assessment comprising written assignments, oral assessments and presentations, portfolio presentations and practical demonstrations of competence in community and other ETD training contexts, as well as assessment of class activity. Summative assessment includes submission of a portfolio for the assessment of competence in some modules, final assignments for others, and two three-hour examinations are planned for the Diploma. Examinations at the end of each module, which are employed to assess understanding of content, applicability of terms and theoretical perspectives. Facilitation skills are assessed through the observation of practice. This takes the form of teacher as well as peer assessment. Students may request re-assessment in terms of general university rules governing this. The final decision rests with the course co-ordinator.