SECTION 1:

QUALIFICATIONS AND UNIT STANDARDS

Contents of this section

1. 2.

PROPOSED QUALIFICATIONS MODEL ABET PRACTITIONER QUALIFICATIONS MAP

1. 1.1

PROPOSED QUALIFICATIONS MODEL

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.

ABET PRACTITIONER QUALIFICATIONS MAP

QUALIFICATION Level 6 First Degree FUNDAMENTAL 20 credits from level 5 CORE 88 credits at level 6 (US 6.01 - 6.05) + 48 credits from level 4 + 104 from level 5 ELECTIVE 100 credits to be selected (incl. 68 from level 5) US 6.06 & 6.07 (16 credits each) TOTAL CREDITS 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) 104 credits at level 5 (incl. 42 from Higher Certificate, US 5.01 - 5.08) + 48 credits at level 4 Level 5 Optional exit point Higher Certificate 10 Credits to be selected at least 42 credits at level 5 (USs 5.01, 5.02, 5.07) 68 credits to be selected (incl. 20 from Higher Certificate) US 5.09 and 5.10 (20 credits each) 20 Credits to be selected 240 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)
16 or 32 credits US 4.08, 4.09, 4.10 (16 credits each) 120 credits at level 4

Level 4 National Certificate

20 credits Communications or 36 credits Communications + Maths

48 credits at level 4 on facilitation (US 4.01 - 4.05)

+ 20 credits at level 4 on support

(US 4.06 - 4.07)

SECTION 2:

NATIONAL CERTIFICATE IN ABET PRACTICE (NQF LEVEL 4)

(ETD: ADULT LEARNING, ABET SPECIALISATION)

Contents of this section 1. 2. INTRODUCTION TO THE LEVEL 4 QUALIFICATION UNIT STANDARDS AT NQF LEVEL 4

1.
1.1

INTRODUCTION TO THE LEVEL 4 QUALIFICATION

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 The access to the qualification is quite open. Candidates will have to demonstrate: GETC or RPL equivalent Purpose of the qualification

1.4

The National Certificate in ABET Practice has the following purposes: 1.4.1 a) b) c) The qualification will produce a practitioner who: 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. 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.

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

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:

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. 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.

2.

3.

Few countries have ABET practitioner standards. The majority have either general adult educator or vocational (specifically industry-based) education and training practitioner qualifications. 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.

4.

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

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. 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.

b)

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

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 Fundamental category Core category Elective category

120 credits 36 credits 68 credits 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.

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.

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1.16

Form of the qualification

NATIONAL CERTIFICATE IN ABET PRACTICE

(NQF LEVEL 4)

Unit Standard Titles

Fundamental category Communications @ level 4 (FETC) Mathematics @ level 4 (FETC) (As specified by SAQA for all FETC qualifications) Total Fundamental 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 (Candidates must complete 36 credits.)

Credits

20 16 36

8 16 10 6 8 Sub-total = 48 credits 12 8 Sub-total = 20 credits

Total Core credits Elective category

(Candidates must complete all of these 'core' standards.)

68

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.) Total Elective credits (Candidates complete 16 credits in this category.)

16 16 16 16

16

12

GRAND TOTAL

120

2.

UNIT STANDARDS AT NQF LEVEL 4

Unit standard numbers and titles US 4.01 US 4.02 US 4.03 US 4.04 US 4.05 US 4.06 US 4.07 US 4.08 US 4.09 US 4.10 US 4.11 Plan a learning event Facilitate an adult learning event Assess learners within a learning situation Fulfill administrative requirements of a learning group Evaluate own facilitation performance Help learners with language and literacies across the curriculum Identify and respond to learners who have special needs 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

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 AC1 AC2 AC3 AC4 AC5 AC6 SO2 AC1 AC2 AC3 AC4 SO3 AC1 AC2 AC3 AC4 AC5

Produce a learning event plan Learning outcomes to be achieved in the learning event are listed. Learning outcomes listed are in line with the specific outcomes stated in relevant unit standards. Listed learning outcomes are achievable within the time allocated for the event. An appropriate and logical sequence of teaching techniques and learning activities is listed. Amount of time allocated for activities is appropriate. Opportunities for application and practice are provided for in the plan. Select materials from a prescribed package Materials to be used are identified. Materials selected support planned learning outcomes. Materials selected support planned learning activities. Materials selected are appropriate in terms of language usage and level of the learners. Organise resources for a learning event Equipment and resources needed are identified. (e.g. writing boards, flipchart, OHP) Requisitions for equipment and materials are submitted in time to the appropriate person. Quantity of materials/equipment ordered matches anticipated number of learners. Materials/equipment to be used are available and organised in an orderly manner. 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.

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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: SO1 AC1 AC2 AC3 AC4 AC5 AC6 AC7 AC8 SO2 AC1 AC2 AC3 AC4 AC5 Persons credited with this unit standard are able to facilitate a learning event with a group of adult learners.

Communicate effectively with adult learners Practitioner can be seen and heard by all learners when speaking. Pace and level of language of oral communication is suitable for the learning group. Manner of the practitioner is professional, approachable and respectful to learners. Tone and language used shows sensitivity to issues of race, class and gender in the learning group. Instructions are given using clear language, together with alternative explanations and examples to assist understanding. Open-ended questions are asked at frequent intervals to check learners' understanding. Learners are given adequate time to answer questions. Learners are encouraged to ask questions and offer comments of their own. Manage the interpersonal dynamics of a learning group Practitioner introduces him/herself to the learning group on first meeting. All learners and newcomers are given an opportunity to introduce themselves. Clear group norms are established and followed for participation and comments. All learners can see and hear one another when speaking or demonstrating tasks. Learners are given opportunities to offer one another feedback where appropriate.

17

AC6 AC7 AC8 AC9

Reticent learners are encouraged in a non-threatening manner to speak up. Learners who dominate or disrupt discussions and activities are reminded of group norms for participation. Situations of conflict are managed calmly and referred to a relevant authority if necessary. Grouping learners into small groups shows sensitivity to issues of race, class, gender, ability and dominance among learners. Mediate knowledge and skills to learners Information is presented in a logical sequence which facilitates understanding. Information is presented in limited amounts at intervals which allow learners' queries to be dealt with. Practitioner repeats, rephrases and sums up new information at adequate intervals. Demonstrations of practical tasks can be easily observed by all learners. Demonstrations of practical tasks are done at a pace slow enough for learners to assimilate essential information. Links are made between discrete items of learning. Learning is contextualised into real-life situations whenever possible. Previous learning is referred to and built on. Use materials to facilitate learning Materials are used in an appropriate manner at appropriate stages of the learning. Clear instructions are given to learners regarding the use of materials. Checks are carried out to ensure that learners understand and follow instructions regarding the use of materials. Gaps in existing materials are identified and simple strategies used to address these. (e.g. practitioner offers extra explanation to learners, introduces supplementary materials) Quality of any audio-visual material used is acceptable (can be seen and heard by learners). Effect a learning event Purpose and intended outcomes of the learning event are explained to learners.

SO3 AC1 AC2 AC3 AC4 AC5 AC6 AC7 AC8 SO4 AC1 AC2 AC3 AC4 AC5 SO5 AC1

18

AC2 AC3 AC4 AC5 AC6 AC7 AC8

Teaching techniques and learning activities are appropriate for the subject matter being facilitated. Opportunities for application and practice are provided within the learning event. Activities are varied within a single learning event. Learners are actively involved in each stage of the learning event. Learning needs of individual learners are dealt with adequately. Practitioner deviates from the learning event plan when necessary and can provide reasons for doing so. 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 ones 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.

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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 AC1 AC2 AC3 AC4 AC5 AC6 SO2 AC1 AC2 AC3 AC4 AC5

Plan for assessment events Learners are informed of impending assessment events. Purpose of the impending assessment event is explained to learners. Range for AC: placement, formative, summative Outcomes that learners will be expected to demonstrate in the assessment are explained to learners in accessible terms. Learner readiness is taken into account when identifying candidates for external assessment. Appropriate arrangements are made regarding venue, materials/ equipment required, procuring/ photocopying of scripts, etc. before the assessment event takes place. Amount of time allocated for the assessment event is appropriate to the nature of the assessment. Implement internal assessment using prescribed instruments Prescribed assessment instruments are used as specified. Learners are given clear instructions regarding the assessment event. Judgments on learners performance are made in accordance with prescribed guidelines. Moderation/ verification procedures for internal assessment are followed where necessary according to organisational policy. Results of internal assessment are made available to learners within a specified period.

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SO3 AC1 AC2 AC3 SO4 AC1 AC2 AC3 AC4 AC5

Administer external assessment Administrative requirements of the external assessment agency are fulfilled. Specified measures are taken to ensure the security of the assessment documentation. Assessment is ethically administered. (i.e. Irregularities are avoided.) Follow up after an assessment event Learners are given an opportunity to ask questions about their assessment results. Feedback is given to all learners on their individual strengths and weaknesses with regard to their performance in the assessment event. 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.) Records are kept of learners performance in assessment events, in accordance with the requirements of the learning centre. 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 ones 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.

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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 Reasons for collecting personal information are explained to learners. Records are accurate, complete and up to date. Records are available to learners and relevant authorities. Records are systematically organised. Communicate relevant administrative information to learners Range for the SO: - dates and times of learning events - venues - registration procedures - fees - absentee procedures Information given is accurate. Information is communicated at a time and place convenient to learners. Language and presentation of information is appropriate for learners. Communication of information is timeous. Maintain the learning environment Venue is secured (through relevant authority) for the duration of the learning event. Venue and equipment are organised timeously. Damage to equipment or venue is promptly reported to appropriate person.

AC1 AC2 AC3 AC4 SO2

AC1 AC2 AC3 AC4 SO3 AC1 AC2 AC3

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 ones actions responsibly and effectively. - Collecting, analysing, organising and critically evaluating information.

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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: Purpose: March 2000 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 AC1 AC2 AC3 AC4 AC5 AC6 Evaluate a learning event Feedback on learning event is sought from learners in the form of open-ended questions. Learner feedback is synthesised into a few valid points. Relatively successful and unsuccessful aspects of a learning event are identified. Actual outcomes of the event are compared to planned outcomes. Plausible reasons are given for relative success / failure of the event. Feedback from learners and own reflection is formulated into resolutions about future learning events. Evaluate own facilitation over a number of learning events A relatively successful learning event, or incident within an event, is identified and a plausible explanation offered. A relatively unsuccessful learning event, or incident within an event, is identified and a plausible explanation offered. Relatively strong or weak aspects of own facilitation are identified. Aspects of work where progress has been made are identified.

SO2 AC1 AC2 AC3 AC4

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AC5 AC6 AC7 SO3 AC1 AC2 AC3 AC4 AC5

Own learning and development needs and areas for self-improvement are identified. Resolutions are formulated to build on own strengths or address own development needs. Assistance and advice is sought from a senior practitioner or supervisor when necessary. Report on progress of learning group Reports are produced at intervals according to organisational requirements. Reports accurately indicate progress made and difficulties encountered. Exceptionally high incidents of absenteeism and dropout are recorded and plausible explanations offered. Reports contain adequate detail according to organisational requirements. 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 ones 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.

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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: Purpose: March 2000 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 AC1 AC2 AC3 AC4 SO 2 AC1 AC2 AC3

Manage language in the learning situation Learners are consulted on language(s) to be used for all activities. (e.g. in whole group, small groups, materials, written and oral work) Strategies for dealing with language difficulties which may affect learning are suggested. (e.g. translation, peer assistance, pair work, use of MT) Relevant terminology of the subject, including acronyms and abbreviations, is explained. Level and style of language used for instruction is suitable for learners. Help learners with visual literacy Relevant symbols and their uses are explained to learners. (eg. &, X, =, @) Layout and style of visuals used in materials are explained to learners. (e.g. charts, graphs, tables, diagrams, conventional uses of colour, comic bubbles) 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.) Help learners to use printed materials Learners are helped to use the different parts of a text. (eg. contents page, glossary, index, page numbers, captions, headings, boxes) Learners are questioned on the purpose of a text, fuller explanation is given when required.

SO 3 AC1 AC2

27

AC3 AC4 AC5 SO4 AC1 AC2 AC3 AC4

Learners are questioned to ascertain how much is understood, fuller and alternative explanations are given when required. Learners are shown how to store and retrieve documents from relevant filing systems. Learners are shown how to maintain an organised file of all relevant documents and texts. Help learners to produce texts and assignments Details of the text required are explained to learners. Range for the AC: purpose, topic, length, time frame, medium Learners' progress is monitored and constructive feedback is given at timely intervals. Alternative modes for producing texts are offered to learners where possible. (e.g. Learners are given the option of oral or written assignments.) 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 ones 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: 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. March 2000

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 AC1 AC2 AC3 SO2 Define own role, as an ETD practitioner, in learner support Distinction between counseling (empathy, information, referral) as opposed to directive advice is fully explained. Learner's right to ask for or receive extra-curricular support is acknowledged. Learner's right to confidentiality is acknowledged. 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. Instances when a learners inability to match the performance of peers may be due to a learning or physical disability, are recognised. Implications of the learning or physical disability for an individuals learning, are identified. Need for intervention by someone other than the educator involved, is identified. Discuss with learner the need for further intervention Discussion is conducted in a manner which is sensitive, supportive, non-judgmental and confidential. Issue of how the disability may affect learning is included in the discussion.

AC1 AC2 AC3 SO3 AC1 AC2

29

AC3 AC4 AC5 SO4 AC1

Need for positive interventions, such as testing and referrals, is discussed. Learner is involved in joint decision-making concerning referrals. Advice is in the form of support, information and referral, rather than direct advice or instruction. Refer learner for further intervention 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. 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. Adequate information regarding the referral is provided to learner in order to reduce anxiety. address, time, nature of referral, people involved) Implement strategies to assist learner Willingness to help the affected learner to learn is demonstrated. Learning environment is organised to alleviate difficulties. (e.g. seating learner closer to the front, negotiating help from other learners) Recommendations from testing or referral agency are implemented. 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.

AC2

AC3

SO5 AC1 AC2 AC3 AC4

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. The practitioner is expected to show sensitivity to particular cultural norms and practices so that these are not confused with learning difficulties.

2)

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 ones 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: Purpose: May 2000 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 AC1 AC2 AC3 SO2 AC1 AC2 AC3 AC4 AC5 Identify two main approaches to teaching reading and writing (synthetic and analytic) Each of the two approaches is described and explained in order to clarify the difference in learning focus between the two. Approach used in different learning activities and materials is correctly identified. Approach is used appropriately and effectively. Use placement assessment effectively and appropriately Samples of learners' work are assigned to appropriate ABE levels. New learners are interviewed effectively. An appropriate screening test is administered and interpreted effectively. Learners are assigned to appropriate levels/classes. Physical difficulties commonly experienced by adult learners are recognised and accommodated. (These difficulties specifically include difficulty with fine muscle control, far sightedness, hearing difficulties.) 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] Interviews and group discussions are used to discover particular needs of groups or individual learners

AC6

AC7

32

SO3 AC1 AC2

Use formative assessment effectively and appropriately A range of formal and informal strategies, which reflect a valid judgment of learners abilities in reading and writing, are used. 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 ) Strategies for learner-centred assessment are identified and used. (e.g. where learners edit and evaluate their own and peers reading and writing) 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 . Pace of learning and teaching is appropriate to majority of learners 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. Feedback on reading, which promotes increased awareness of deriving meaning from the text, is given. Feedback on writing, which promotes learners ability to use writing effectively for a range of purposes, is given. Use summative assessment effectively and appropriately Appropriate forms of summative assessment are identified. 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 Teach reading 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

AC3 AC4

AC5 AC6

AC7 AC8

SO4 AC1 AC2

SO5 AC1

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 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 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 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 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 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 Learning activities which promote skills of analysis, deduction, inference, prediction, are facilitated. 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 Teach learners to write for a range of purposes Suitable ways of holding pen or pencil are described. Conventional letter formation, including pen/pencil direction and lifts, is described. Stage at which the learner is encouraged to use reduced writing (ie. filling half the height of a line) is appropriately identified. Learners are encouraged to practise newly attained writing skills by writing short meaningful units of language. (e.g. words, lists or short sentences)

AC3

AC4 AC5

AC6

AC7

AC8 AC9

SO6 AC1 AC2 AC3 AC4

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 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 Activities in which learners develop understanding of the purpose of written tasks and create writing that is appropriate to the task, are facilitated. 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. Activities in which learners develop the skills of drafting and editing preparatory to writing final versions, are facilitated. Integrate reading and writing to enable transfer of skills from classroom to general life situations Activities which combine and sequence stimulating and contrasting learning activities, which will prevent learning from being monotonous and dreary, are facilitated. 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 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 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 Strategies for practising and maintaining MTL literacy skills after learners have left MTL classes, are presented to learners.

AC6

AC7 AC8 AC9

SO7 AC1 AC2

AC3

AC4

AC5

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 ones 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: Purpose: March 2000 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 AC1 AC2 AC3 AC4 AC5

Apply the requirements of the unit standards for ABET Levels 1 and 2 Communications to teaching an additional language Knowledge and skills required by learners in terms of unit standards for Communications at ABET Levels 1 and 2 are described. Unit standards for Communications at ABET Levels 1 and 2 are used to plan and facilitate learning. Learners performance can be described in relation to the ABET levels and outcomes. Exemplars of learners work in the target language are identified as being at ABET Level 1, 2 or above. 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. The role of competence in mother-tongue literacy in assisting learners to learn an additional language is explained. The influence of learners mother-tongues in common errors made in the target language can be explained. Provide opportunities for learners to use language communicatively and critically All learners are given opportunities to express themselves and practise the target language. Language elements (e.g. vocabulary, grammar, spelling) are taught within a meaningful, real-life context. 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.

AC6 AC7 SO2 AC1 AC2 AC3 AC4

37

AC5 AC6 AC7 AC8 AC9 SO3 AC1 AC2

A variety of language teaching techniques (e.g. role-plays, dialogues, reading comprehension tasks, vocabulary building games, drills) is used. Learners understanding of new language is supported by the use of teaching aids. (e.g. pictures) Meaningful communication by learners is acknowledged, even if linguistic errors are made. Learners are encouraged to express personal opinions and critical viewpoints in the target language. Language learnt in previous lessons is reinforced and recycled. Reinforce prior learning about literacy from mother tongue Use of mother-tongue languages by learners is permitted during the learning event where it enhances learning and increases understanding. 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) 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) Critical responses to text are elicited from learners. (e.g. identifying purpose, distinguishing fact from opinion)

AC3

AC4

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 ones 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: Purpose: April 2000 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. Personal methods of calculation with whole numbers and fractions are identified and put in writing using words and mathematical signs and conventions. Three dimensional objects are correctly represented in two dimensions through drawings and diagrams. Different views of three dimensional objects are correctly associated with the two dimensional representations. Identification of shapes is based on their properties. 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. Concepts and methods of data handling are explained. Concepts of probability are explained. Development of number systems is described in terms of pivotal developments in whole number and fraction arithmetic. Development of number systems is described in terms of pivotal developments in measurement

AC1 AC2 AC3 AC4 AC5

AC6 AC7 AC8 AC9

40

techniques. SO2 AC1 AC2 AC3 AC4 Apply the requirements of the unit standards for numeracy learners at ABET levels 1 and 2 Knowledge and skills required of learners in terms of unit standards for numeracy at ABET levels 1 and 2 are described. Unit standards for numeracy at ABET levels 1 and 2 are used to plan and facilitate learning. Learners' performance can be described in relation to the ABET levels and outcomes. Core ETD (ABET) practitioner unit standards are applied to the facilitation of numeracy at ABET Levels 1 and 2. Help learners to identify and develop own knowledge of numeracy View of mathematics as a human and social construct is explained. Principle of active construction of mathematical knowledge by learners and reflective discussion is explained and applied. Reflective discussion is encouraged and facilitated during the construction of mathematical knowledge. Learners are seated in such a way that they can all see and hear one another comfortably during reflective group discussions. 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. Common path of development of numeracy concepts and skills can be explained. Materials and learning programmes are analysed in terms of the structured development of numeracy concepts and skills. Development of each learners numeracy concepts and skills is described with reference to her/his methods used to solve numeracy problems.

SO3 AC1 AC2 AC3 AC4

SO4

AC1 AC2 AC3

41

SO5 AC1 AC2 AC3 AC4 AC5 AC6 SO6

Explain and use the rationale for problem-solving tasks in numeracy teaching. Role of problem-solving in numeracy learning to achieve learning outcomes is explained. Role played by problems in extending and developing number concept is explained. Role played by problems in extending and developing calculation methods is explained. Different problem types that involve addition, subtraction, division and multiplication of whole numbers and fractions can be described. Numeracy materials and learning programmes can be evaluated in terms of the range and mix of problem types. Problem-solving tasks in course materials can be analysed in terms of purpose and likely challenges/difficulties for learners. 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. Typical misconceptions are identified. Misconceptions are related to their causes. Strategies to remedy and prevent misconceptions are described, justified and applied.

AC1 AC2 AC3

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 ones 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: Review date: Purpose: June 2000 June 2003 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. Relevant equipment / machine can be used efficiently and safely. Mechanisms for accessing the source of power/energy of machines to be used are explained. 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. 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 Procedures for care and maintenance of equipment/machinery are explained fully. e.g. how often oil changed, services required, cleaning procedures Processes for recognising machine faults are explained. e.g. unusual noise, heat 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.

AC1 AC2 AC3 AC4 AC5 AC6 AC7

43

SO2 AC1 AC2 AC3 AC4 AC5 AC6 AC7 AC8 SO3 AC1 AC2

Mediate knowledge and skill required to operate technology Relevant steps/procedures are explained and demonstrated to learners in a logical sequence. The purpose and function of each step/procedure is fully explained. Information is presented in limited amounts at intervals which allow learners queries to be dealt with. Relevant questions are asked to check learners understanding. Practitioner repeats demonstrations, rephrases and sums up information at adequate intervals. Demonstrations of practical tasks can be easily observed by all learners. Demonstrations of practical tasks are done at a pace which enables learners to assimilate essential information. Learners are given adequate opportunities to practice under supervision. Mediate knowledge and skill in managing the relevant source of power/energy Mechanisms for accessing the source of power required are explained and demonstrated to learners . 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 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 Information and procedures are communicated in an effective way in keeping with the ACs listed in SO2. Mediate knowledge and skill required for using relevant materials Different types of materials are presented and demonstrated to learners. Properties and uses of different materials are demonstrated to learners. Effects on and adjustments required to technology for different materials are explained and demonstrated to learners. 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.

AC3

AC4

S04 AC1 AC2 AC3 AC4 AC5

44

SO5 AC1 AC2 AC3 AC4 AC5

Facilitate the use of technology with regard to health and safety Relevant safety gear and equipment is acquired in time for learning event and presented to learners. e.g. gloves, goggles, ear plugs, protective shoes Use of safety gear is demonstrated to learners. Purposes of safety gear and consequences of not using it are explained to learners. e.g. to avoid hearing loss Potential hazards in the operating environment are identified and explained to learners. 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 Information and procedures are communicated in an effective way in keeping with the ACs listed in SO2. Mediate processes which ensure the care and maintenance of technology 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 Processes for recognising machine faults are explained to learners. e.g. unusual noise, heat, red lights Value of timely and appropriate responses to machine faults is explained to learners. Components which can be easily replaced or repaired are identified for learners. 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. Information and skills are facilitated in an effective way in keeping with the ACs listed in SO2.

AC6

SO6 AC1

AC2 AC3 AC4 AC5

AC6

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. 2. Note

INTRODUCTION TO THE LEVEL 5 QUALIFICATIONS UNIT STANDARDS AT NQF LEVEL 5 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.
1.1

INTRODUCTION TO THE LEVEL 5 QUALIFICATIONS

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. Many people cannot afford the logistics and finance of two years of study, so an exit point after one year is desirable. 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.

b)

c)

47

d)

The state sector, one of the largest employers in ABET, has salary notches for M+1 and 2 M+2 qualifications. 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.

e)

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) 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.

1.5

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) 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.

b)

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) 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.

h)

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 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. 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. 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.

2.

4.

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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 Fundamental category

Higher Certificate Credits to be selected from existing fundamental standards. Fundamental credits required = 10 Credits from level 4 core = 48 US nos. 5.01, 5.02 and 5.07 = 42 Core credits required = 90 Unit Standards from level 4 or 5 electives or other qualifications may be selected. Elective credits required = 20 120 credits

National Diploma Credits to be selected from existing fundamental standards. Fundamental credits required = 20 Credits from level 4 core = 48 Credits from level 5 core = 104 Core credits required = 152 Standards from level 4 or 5 electives or other qualifications may be selected Elective credits required = 68 240 credits

Core category

Elective category

GRAND TOTAL credits

1.13

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 (NQF LEVEL 5)

Credits 10 20

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

48 48

8 24

8 24 12 12 10 20 10 8 104

10 42

90 152

20 or 68 20 20

GRAND TOTAL CREDITS

(including credits from other qualifications)

120 or 240

57

2.

UNIT STANDARDS AT NQF LEVEL 5

Unit Standard numbers and titles 5.01 5.02 5.03 Organise a programme of learning Facilitate a programme of learning Evaluate, select and adapt published learning materials and develop, use and evaluate own supplementary learning aids Design, implement and follow up on internal assessment for adult learners Conduct research and liaison relevant to the learning situation Mediate language, literacies and mathematics across the curriculum Identify and respond to learners with special needs and barriers to learning Promote lifelong learning Facilitate Communications at ABET levels 3 and 4 Facilitate Mathematics at ABET levels 3 and 4

5.04 5.05 5.06 5.07 5.08 5.09 5.10

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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: 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. March 2000

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 AC1 AC2 AC3 AC4 SO2 AC1 AC2 AC3 Present a rationale for a programme of learning A profile of potential or actual learners is provided. Relevance of the planned programme to target learners and context, is explained. Evidence of consultation with other relevant stakeholders is provided. Qualification or part qualification that the programme will lead to is identified. Plan a programme of learning 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. Listed learning outcomes are achievable within the time allocated for the programme. A comprehensive list of learning events and activities, appropriate to the time frame, is

59

produced. AC4 AC5 AC6 AC7 AC8 AC9 SO3 AC1 AC2 AC3 AC4 AC5 SO4 AC1 AC2 AC3 Learning events or activities listed indicate a progression towards required exit outcomes. Assessment activities are indicated at appropriate times. Opportunities for independent learner study are indicated. Plans are produced for each learning event/activity listed. Problems are anticipated and contingency actions indicated. Plan is produced early enough for consultation with peers/experts to take place. Monitor resources and costs of a programme of learning All human and material resources needed for the learning programme are identified. Total cost of resources required is calculated and does not exceed prescribed limits. Resources (materials and equipment) are procured timeously using appropriate procedures. Adequate security arrangements are made for the care of learning resources. Venue is identified, procured and meets the requirements of the target learning group. Identify own learning or information needs in terms of the planned programme Gaps in own learning or information resources, in relation to the planned programme, are identified. Sources of relevant information, assistance and cooperation are identified. 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.

60

- 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.

61

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: 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. March 2000

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 AC1 Use knowledge and theory to develop facilitation skills 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.) Evidence and examples of learner-centredness in own facilitation are presented. 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.) Learning styles and preferences of learners within a group are identified.

AC2 AC3

AC4

62

AC5 AC6

A range of teaching methods and techniques, which complement and support styles and preferences of learners, is identified. Choice of methods and techniques can be justified in terms of the learning area being facilitated. Apply principles of OBE to facilitation of learning 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) 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 ) Learning outcomes of relevant unit standards are explained in simple terms to learners. Examples of learning activities, which facilitate the performance of specific outcomes in learners, are given. Examples of learning activities, which encourage the development of critical cross-field outcomes in learners, are given. Develop learner confidence Learners expectations are elicited and discussed in relation to the outcomes of the learning programme. Positive feedback is presented to learners whenever appropriate. Correction of errors is done timeously and tactfully. Corrections/alterations to learners texts are done in a manner which does not deface the texts. Learners are encouraged assess their own progress, against previous performance, rather than in comparison to performance of peers. Examples of good/excellent learner performance are shared with other learners. Pace of communication and planned activities is adapted to specific learner or learning group.

SO2 AC1

AC2

AC3 AC4 AC5

SO3 AC1 AC2 AC3 AC4 AC5 AC6 AC7

63

SO4 AC1

Encourage cooperative learning Dysfunctional interactions in learning group are identified and minimised. (e.g. situations of dependency, sexual harassment, victimisation of certain individuals or groups) Construction of small groups shows sensitivity to learning styles/preferences of learners, abilities of learners and dysfunctional interactions. Management of conflict involves the learning group and moves timeously towards resolution. Learning activities and tasks are structured to encourage cooperative planning and efforts of learners. Learners are given opportunities to interpret (sum up, summarise, repeat, paraphrase, rephrase) comments from other learners. Norms for challenging comments/ opinions of other learners are formulated. Learners are encouraged to challenge facilitator and one another within accepted norms. Learners are encouraged to offer one another constructive feedback on performance. Strategies are used to restore learner attention and interest, when necessary. (e.g. change of pace, change of activity, humour, competitions, short breaks) Facilitate the development of critical cross-field outcomes Activities which require learners to identify and solve problems are included in the learning programme. Activities which require learners to work effectively with others as members of a team are included in the learning programme. Activities which require learners to organise and manage their own actions responsibly and effectively are included in the learning programme. Activities which require learners to collect, analyse, organise and critically evaluate information are included in the learning programme. Activities which require learners to communicate effectively using visual, mathematical and/or language skills are included in the learning programme. Activities which require learners to understand the world as a set of related systems are included in the learning programme. 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

AC2 AC3 AC4 AC5 AC6 AC7 AC8 AC9

SO5 AC1 AC2 AC3 AC4 AC5 AC6 AC7

64

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. 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. Actual outcomes and achievements of the programme are compared to planned outcomes. Unexpected outcomes, positive and negative, are identified. Feedback from learners is elicited and interpreted. Critical incidents (interactions, events or activities) which affected the achievements of the learning programme are described. Plan of the programme, including events and activities, is analysed as a critical factor in the achievements of the programme. Strengths and weaknesses of own facilitation are analysed as critical factors in the achievements of the programme. 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.

SO6

AC1 AC2 AC3 AC4 AC5 AC6 AC7

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 ones 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;

65

(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

66

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: SO1 AC1 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.

Evaluate, select and adapt published materials 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) 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. 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. Selected materials are adapted to address weaknesses identified. Legal and ethical considerations are taken into account when adapting materials produced by other people. (e.g. copyright, procedures for obtaining permission, acknowledging sources)

AC2

AC3 AC4 AC5

67

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. 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.) Purpose of the learning aids can be explained. Method in which the learning aids are to be used can be explained. Learning aids are appropriate to the learners and the planned learning outcomes. Learning aids support development of the critical cross-field outcomes in learners. Learning aids support sound principles of adult learning. Tasks contained in the learning aids are logically sequenced and varied. Communicate information clearly in writing and in visual form Written texts use standard sentence construction and spelling. Written texts are coherent and cohesive. (e.g. It is clear which thing or person a pronoun refers to.) Sentences and paragraphs are logically sequenced. Tone of written language is appropriate to audience and purpose. Language level used in the learning aids is appropriate to the language level of the learners. Language and images used are free from bias (e.g. non-racist, non-sexist). Visuals, layout and typeface used in the learning aids are accessible and appropriate to the visual literacy level of the learners. Evaluate own supplementary learning aids Feedback on learning aids is elicited from peers or managers and incorporated where relevant. Learners responses to the learning aids are observed and described. Strengths and weaknesses of learning aids are identified with reference to learners performance and responses.

AC1

AC2 AC3 AC4 AC5 AC6 AC7 SO3 AC1 AC2 AC3 AC4 AC5 AC6 AC7

SO4 AC1 AC2 AC3

68

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 ones 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.

70

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 AC1 Select, adapt and design appropriate assessment instruments for internal assessment (Examples: portfolios, tests, interviews, essays, peer review, etc.) 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) Critical cross-field outcomes are assessed. 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. Guidelines for measurement of learners performance are produced. (e.g. in the form of a marking memorandum) 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 facilitators end-of-term test before the learners write it.) The assessment instrument is a valid test of the learning outcomes it aims to assess. Language level used in the assessment instrument is appropriate to the learners abilities in the language. Phrasing of questions, instructions and text in the assessment instrument is clear and unambiguous. The amount of time allocated for the assessment event is appropriate to the nature of the assessment.

AC2 AC3 AC4 AC5

AC6 AC7 AC8 AC9

71

SO2 AC1 AC2 AC3 AC4

Implement internal assessment Outcomes to be assessed and procedures are discussed with learners before the assessment event takes place. Learners are given clear, unambiguous explanations as to what to do during the assessment event. Learners are provided with the necessary resources for the assessment task. (e.g. hand tools, calculators) Learners are given consistent support for the duration of longer-term assessment tasks. (e.g. regular feedback on drafts of projects, portfolios) Demonstrate professional judgment when assessing learners performance in internal assessment Judgments made about learners performance can be justified in terms of the stated outcomes and assessment criteria. 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.) Principle of fairness is applied when making judgments on borderline cases or cases that fall outside of the guidelines for measurement of learners performance. Moderation/verification procedures for learners performance in internal assessment are followed according to organisational policy. Evaluate assessment instruments Strengths and weaknesses in the assessment instrument are identified on the basis of learners performance. Further information on the strengths and weaknesses of the assessment instrument is identified through discussion with learners after the assessment event. Records are kept of evaluations of assessment instruments, including suggestions for improvement.

SO3 AC1 AC2

AC3 AC4

SO4 AC1 AC2 AC3

72

SO5 AC1 AC2 AC3 AC4 AC5

Follow up after an assessment event Results of internal assessment are made available to learners within an agreed period of time. Learners errors are analysed and reasons can be given for the possible causes of errors. Feedback is given to all learners on their individual strengths and weaknesses with regard to their performance in the assessment event. Feedback focuses on performance in relation to stated outcomes and assessment criteria. 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.) Implications of assessment results are explained to learners in a constructive and sensitive manner. (e.g. The need to rectify identified weaknesses.) Results are recorded and accessed when needed. Information from assessment results and error analysis is used in lesson planning to build on learners strengths and help them remedy their weaknesses.

AC6 AC7 AC8

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 ones 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.

5.05

(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: 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. March 2000

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 Practitioner and participant(s) introduce themselves (if first meeting). Purpose and scope of the interview/discussion, and intended uses of information collected, are explained to participants. Participants are given an opportunity to question the purpose, scope and uses of the interview/discussion. Manner of the practitioner is professional, courteous, empathic and shows sensitivity to issues of race, class and gender.

AC1 AC2 AC3 AC4

74

AC5 AC6 AC7 AC8 AC9 AC10 AC11 SO2

Open-ended questions are asked using clear language, with alternative explanations when necessary. Secondary questions, which probe subjects' responses, are formulated and asked. Time is managed. Participants are encouraged to pose own questions. Participants are reminded of the purpose and scope of interview/discussion when necessary. Interview/ discussion is summed up for participants(s) to confirm or amend conclusions. Outcomes of the interview/discussion are reported accurately to the relevant person. 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. Questions/ instructions are relevant to the target audience and the issue being researched. Instructions or questions are clear and unambiguous Sequencing of questions or instructions is logical. Format is clear. (e.g. how and where to fill in required information) Nature of questions/instructions shows sensitivity to issues of race, class, religion and gender. Questionnaire is administered in a proper and ethical manner. Observe and report on an ETD event Range for the SO: The report may in written or oral form. Essential details of the event are included in the report. (e.g. purpose, type of event, facilitator, participants, date, venue) Main points made or main developments at the event are summarised concisely. Observed outcomes are reported. Report is accurate and impartial. Critical comment on strengths and weaknesses of the event is presented and supported with reasons.

AC1 AC2 AC3 AC4 AC5 AC6 SO3

AC1 AC2 AC3 AC4 AC5

75

76

SO4 AC1 AC2 AC3 AC4

Compile a profile of learning group Profile of personal details of learners is current and accurate. Learners' expressed needs are documented. Consultation process used to identify and analyse learner needs is described. Dominant development issues in the local context are identified. (e.g. unemployment, homelessness, access to water) Describe the local, provincial and national contexts in which teaching and learning occur. Appropriate structures, stakeholders and social groups involved in ETD and related services are identified on a micro and macro level. Relevant information from appropriate groups, stakeholders, and structures is collected, organised and updated. Current developments in the context are analysed in terms of their impact on learners and the learning context. Current developments in context, which affect learners, are explained to them timeously. Contribute to a programme or organisational evaluation Purpose of the evaluation is explained to participants (usually learners or peers). Data on own learning group, relevant to the purpose of the evaluation, is collected and presented. Data is collected and presented in a manner in keeping with agreed ethical codes.

SO5 AC1 AC2 AC3 AC4 SO6 AC1 AC2 AC3

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 ones 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

77

(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: Purpose: March 2000 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 AC1 AC2 AC3 AC4 AC5 Manage language in the learning situation 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) Strategies for dealing with language difficulties which may affect learning are suggested. (e.g. translation, peer assistance, pair work, use of MT) Relevant terminology of the subject, including acronyms and abbreviations, is explained. Language idiom and grammar, which are specific to the subject, are explained to learners. (e.g. boot-up a computer) Language commonly used in academic discussion and assessment (e.g. compare, contrast, consists of) is explained to learners.

79

AC6 AC7 AC8

Appropriate strategies are used to judge whether learners comprehension problems are languagerelated. Language-related comprehension problems are remedied. (e.g. by using translation, illustration, demonstration, role play, practical tasks, rephrasing) Different levels of oral and written language (in terms of ABET levels) are recognised when presented with exemplars. Help learners with visual literacy Relevant symbols and units of measurement, and their uses, are explained to learners. (e.g. &, X, =, @) Layout and style of visuals used in materials are explained to learners. (e.g. charts, graphs, tables, diagrams, conventional uses of colour, comic bubbles) 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.) Help learners with critical reading comprehension Learners are helped to use the different parts of a text. (e.g. contents page, glossary, index, page numbers, captions, headings, boxes) The meaning and use of punctuation, in texts used, is explained to learners. Appropriate reading strategies are explained to learners. (e.g. pre-reading, scanning, skimming, guessing from context, predicting) Learners are questioned on the origins, purpose and intended audience of a text, fuller explanation is given when required. Learners are questioned to ascertain how much is understood, fuller and alternative explanations are given when required. Learners are encouraged to distinguish fact from opinion and persuasion where relevant. Mediate skill and understanding in the use of mathematical and technical instruments to learners Appropriate use of a calculator is facilitated, demonstrated and explained. Appropriate use of measuring instruments is facilitated, demonstrated and explained.

SO 2 AC1 AC2 AC3

SO 3 AC1 AC2 AC3 AC4 AC5 AC6 SO4 AC1 AC2

80

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) 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) Affirm learners' literacy, language and mathematical skills Learners informal methods and processes and explanations are assessed for utility and appropriate meaning. Learners own, informal interpretation and estimation skills are encouraged. (e.g. counting using fingers, estimating areas by association with common objects) 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) 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) Reference material (of subject-specific language and symbols) is provided for ongoing use by learners. (e.g. charts, glossaries, translations of terms) Meaningful communication by learners is acknowledged, even if linguistic errors are made. (e.g. errors in spelling, grammar, expression ) Learners who do not make sense of required text or mathematical concepts are referred to appropriate communications or numeracy courses. Help learners to produce texts and assignments Details of the text required are explained to learners. Range for the AC: purpose, topic, length, time frame, medium Learners are helped to structure texts. (e.g. focus on subject, logical sequencing, coherence) Learners' progress is monitored and constructive feedback is given at timely intervals. Alternative modes for producing texts are offered to learners where possible. (e.g. Learners are given the option of oral or written assignments.)

AC4

SO5 AC1 AC2 AC3

AC4

AC5

AC6 AC7

SO6 AC1 AC2 AC3 AC4

81

AC5

Learners are encouraged to produce texts which accurately reflect their own processes and methods instead of copying form without understanding. Help learners to access and manage information. Learners are shown how to store and retrieve documents from relevant filing systems. Logic of filing systems used is explained to learners. (e.g. alphabetical, chronological, by surname, code or reference number) Learners are shown how to maintain an organised file of all relevant documents and texts. Local sources of information are identified. (e.g. libraries, human resource departments, government offices) Learners are helped to fill in forms relevant to the learning situation.

SO7 AC1 AC2 AC3 AC4 AC5

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 ones 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.

82

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.

83

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: 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. March 2000

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 AC1 AC2 AC3 AC4 Define own role, as an ETD practitioner, in learner support Distinction between counselling (empathy, information, referral) as opposed to directive advice is fully explained. Learners right to ask for or receive extra-curricular support is acknowledged. Learners right to confidentiality is acknowledged. 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.) 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.

SO2

84

AC2 AC3 AC4

Implications of the learning or physical disability for an individuals learning, are identified. Eyesight problems are identified, using a simple sight test. 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. Need for intervention by someone other than the educator involved, is identified. Discuss with learner the need for further intervention Discussion is conducted in a manner which is sensitive, supportive, non-judgemental and confidential. Issue of how the disability or problem may affect learning is included in the discussion. Need for positive interventions, such as testing and referrals, is discussed. Learner is involved in joint decision-making concerning referrals. Advice is in the form of support, information and referral, rather than direct advice or instruction. Refer learner for further intervention Person or agency to whom the learner should be referred, is identified. 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. Adequate information on the referral is provided to the learner in order to reduce anxiety. (e.g. address, time, nature of referral, people involved) Implement strategies to assist learner Willingness to help the affected learner to learn is demonstrated. Learning environment is organised to alleviate difficulties. (e.g. seating learner closer to the front, negotiating help from other learners) Recommendations from testing or referral agency are implemented.

AC5 SO3 AC1 AC2 AC3 AC4 AC5 SO4 AC1 AC2

AC3

SO5 AC1 AC2 AC3

85

AC4 AC5 AC6

Progress and reasons for progress or non-progress are recorded and learner has access to these at all times. Recognise when own interventions are not succeeding and refer timeously to relevant person for discussion. 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. Learners progress and the intervention strategy are re-assessed at regular intervals agreed to by the learner and practitioner. Investigate and respond to absenteeism and drop-out 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. 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. 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) 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)

AC7

SO6 AC1

AC2

AC3

AC4

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. The practitioner is expected to show sensitivity to particular cultural norms and practices so that these are not confused with learning difficulties. 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.

2) 3)

86

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 ones 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.

87

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: 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 March 2000

SO1 AC1 AC2 AC3 AC4 AC5

Explain to learners how the learning programme relates to the NQF Visual aids which illustrate the NQF at an appropriate level are used. 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. Terminology is used accurately in terms of SAQA definitions and uses. (e.g. assessment, moderation, credits, accreditation, qualification) Purpose and use of standards in the learning context are explained. Assessment and accreditation procedures, including credit accumulation, rules of combination and awarding of qualifications, are explained. Inform learners about relevant ETD and career options

SO2

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 AC2 Further ETD and career options within organisations and local context are identified and described to learners. Options are described in terms of entry requirements, content, articulation and NQF levels, where

88

possible. AC3 AC4 Opportunities for RPL are described to learners. 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 Locate own practice within national policy developments Historical, political, social origins of illiteracy and under-education in own country are described. Recent developments in national ABET and ETD policy are described. Impact of these developments on own practice and learning programme is described. Resolutions are formulated to adjust own practices and programme to policy development. Manage own lifelong learning and professional development Own curriculum vitae which is complete, up to date and includes proof of qualifications is produced. Own learning and development needs are identified. Formal, professional training/development opportunities for self-development are described. Own preferences and styles for studying and learning are identified. (e.g. alone vs. group work, distance vs. face to face learning) Own learning needs and preferences are linked to formal training/development opportunities. Local resources, agencies, individuals who could assist with own professional development are identified. Work and learn cooperatively Plans for own teaching and learning are produced cooperatively with peers, where appropriate. Successful teaching aids or experiences are shared with peers. Specific strengths of peers are identified and integrated into own planning. Participation in staff meetings and staff development activities is consistent and constructive.

SO3 AC1 AC2 AC3 AC4 SO4 AC1 AC2 AC3 AC4 AC5 AC6

SO5 AC1 AC2 AC3 AC4

89

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 ones 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: SO1 AC1 AC2 AC3 AC4 Persons credited with this unit standard are able to teach communications at ABET Levels 3 and 4 to learners.

Apply the requirements of relevant unit standards to the teaching of Communications at ABET levels 3 and 4 Knowledge and skills required by learners in terms of the unit standards are described. 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. Real-world texts are adapted and simplified for learners in accordance with the range statements in the unit standards. 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. Apply key principles of language development within a communicative language teaching framework

SO2

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 AC2 AC3 All learners are given opportunities to express themselves and practise the target language. Language elements (e.g. vocabulary, grammar, spelling) are taught within a meaningful, real-life context. Speaking, listening, reading and writing activities are integrated and reinforce one another.

91

AC4 AC5 AC6 AC7 AC8

Vocabulary, structures and conventions taught are appropriate to the purpose. (e.g. standard conventions for a formal letter, persuasive vocabulary for a debate) A variety of language teaching techniques is used. (e.g. role-plays, dialogues, reading comprehension tasks, vocabulary building games, drills) Language learnt in previous lessons is reinforced and recycled. Appropriate, authentic texts are used to supplement course materials. (e.g. magazines, brochures, advertisements, newspapers) 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) Learners linguistic errors are analysed and, where relevant to the outcomes being taught, are used as the basis for further learning. Encourage critical thinking and critical language awareness. Learners are asked to give and justify their own opinions on topics and texts discussed in class. Critical responses to text, and justifications for these responses, are elicited. (e.g. identifying purpose, distinguishing fact from opinion) An attitude of tolerance towards different opinions is encouraged. 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. Learners are encouraged to challenge language usage that is demeaning or disrespectful. 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) Help learners develop skills in the target language as a foundation for further learning 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)

AC9

SO3 AC1 AC2 AC3 AC4

AC5 AC6

SO4 AC1

92

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) Learners are shown how to access information. [e.g. from books, libraries, Internet (if available), interviews with appropriate people] Learners are shown how to take notes and store/ file them for later reference.

AC3 AC4

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 ones 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.

93

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: Purpose: April 2000 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. Commonly used personal methods of calculation with negative numbers are identified and put in writing, using words and mathematical signs and conventions. Functional relationships in daily life are identified, modelled algebraically and graphically, and analysed numerically. Algebraic methods are logically explained in terms of numerical analysis. Measurements and measurement calculations are done on any scale in two and three dimensional contexts. Concepts and methods of data handling are explained and used to investigate a problem situation. Concepts of probability are explained and used to investigate probability situations. Development of the use of letter symbols and algebra is described in terms of pivotal points in the history of calculation. History of the development of the negative and irrational number systems is explained.

AC1 AC2 AC3 AC4 AC5 AC6 AC7 AC8

94

SO2 AC1 AC2 AC3 AC4

Apply the requirements of unit standards for mathematics learners at ABET levels 3 and 4 Knowledge and skills required of learners in terms of unit standards for mathematics at ABET levels 3 and 4 are described. Unit standards for mathematics at ABET levels 3 and 4 are used to plan and facilitate learning. Learners' performance can be described in relation to the ABET levels and outcomes. Core ABET practitioner unit standards are applied to the facilitation of mathematics at ABET Levels 3 and 4. Help learners to identify and develop own knowledge of mathematics View of mathematics as a human and social construct is explained. Principle of active construction of mathematical knowledge by learners and reflective discussion is explained and applied. Reflective discussion is encouraged and facilitated during the construction of mathematical knowledge. Learners are seated in such a way that they can all see and hear one another comfortably during reflective group discussions. 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. Common path of development of mathematics concepts and skills can be explained. Materials and learning programmes are analysed in terms of the structured development of mathematics concepts and skills. Development of each learner's mathematics concepts and skills is described with reference to her/his methods used to solve problems. Explain and use the rationale for problem-solving tasks in mathematics teaching Role of problem solving in mathematics learning to achieve learning outcomes is explained. Different problem types that involve generalisation of patterns, behaviour of input variables and

SO3 AC1 AC2 AC3 AC4

SO4

AC1 AC2 AC3

SO5 AC1 AC2

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output variables, gradients of functions and different ways to represent functions, are explained. AC3 AC4 Numeracy materials and learning programmes can be evaluated in terms of the range and mix of problem types. Problem-solving tasks in course materials can be analysed in terms of purpose and likely challenges/difficulties for learners. 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. Typical misconceptions are identified. Misconceptions are related to their causes. Strategies to remedy and prevent misconceptions are described, justified and applied.

SO6

AC1 AC2 AC3

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 ones 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. 2. INTRODUCTION TO THE LEVEL 6 QUALIFICATION UNIT STANDARDS AT NQF LEVEL 6

1.
1.1

INTRODUCTION TO THE LEVEL 6 QUALIFICATION

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)

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).

1.5

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)

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.

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

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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'.

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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. The qualification frameworks generally make provision for three levels and types of adult educator qualifications: -

2.

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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. 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.

4.

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
Fundamental category

(NQF LEVEL 6)
Credits

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 Compulsory part of this qualification: Compulsory level 6 USs: Credits from level 4 core = 48 Credits from level 5 core = 104 Credits from level 6 core = 88 Core credits required = 240

Core category

Elective category

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.

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Elective credits required = 100 GRAND TOTAL credits 360 credits

1.13

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:

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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.

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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.

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1.16

Form of the qualification

NATIONAL FIRST DEGREE IN ABET PRACTICE (NQF LEVEL 6) 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

CREDITS

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 48 104 152 20 16 20 16 16 88 ------------------240

Sub-total

Sub-total

Total Core credits required

Elective category
The 68 elective credits completed in the level 5 qualification also form part of this qualification. 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 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 TOTAL CREDITS 68 32 ------------------100 16 16 360

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2.

UNIT STANDARDS AT NQF LEVEL 6

Unit standard numbers and titles 6.01 6.02 6.03 6.04 6.05 6.06 6.07 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 Devise interventions for learners who have special needs 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: Purpose: May 2000 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 AC1 Assess, analyse and describe the current capability of learners 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.] A descriptive learner profile is drawn up, collating findings from the research. Learners learning needs are identified with reference to learner profile. Learner profile and learners learning needs are discussed with peers and superiors for the purposes of collaborative planning.

AC2 AC3 AC4

SO2 Determine learning outcomes and essential embedded knowledge for the learning programme AC1 AC2 AC3 Relevant unit standards are accessed. Requirements of unit standards are related to identified learners needs. 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. Curriculum theory from the literature is applied in the design of the learning programme. Design a learning programme Purpose of learning programme is explained with reference to analysis of learners needs and relevant unit standards. Gap between learner competence and required outcomes, including essential embedded knowledge, is identified and bridging outcomes are developed and sequenced. Relevant resource materials are accessed. (e.g. posters, pamphlets, published course materials, books, newspapers, magazines) 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.] Learning activities are sequenced according to time allocated and in a manner sensitive to the differing needs of learners. Integrated, formative and summative assessment strategies are planned. [Refer to Level 5 unit standard on assessment, US no. 5.04.] Identify the need for adaptation or development of learning materials Relevant existing learning materials are accessed. (e.g. published course materials, materials produced by self or other practitioners) 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. Need for adaptations of existing materials or development of new materials is identified and explained. Ethical and legal considerations are considered in plans to adapt existing materials. (e.g. copyright, acknowledgement, permission)

AC5 SO3 AC1 AC2 AC3 AC4

AC5 AC6

SO4 AC1 AC2

AC3 AC4

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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. Purpose and parameters of the learning materials are determined. Format (e.g. files, booklets, loose handouts) and structure for the learning materials are determined. Resources required for developing the learning materials are calculated. 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.) Purpose of each item in the learning materials can be explained with reference to learners needs and unit standards. Learning materials are appropriate to the level and context of the learners for whom they are designed. Items within the learning materials are logically sequenced. Method in which the learning materials are to be used can be explained and is in line with sound principles of adult learning. Learning materials support development of the critical cross-field outcomes in learners.

AC1 AC2 AC3 AC4

AC5 AC6 AC7 AC8 AC9

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 AC1 AC2 AC3 Evaluate learning programme and learning materials Feedback on learning programme and materials is elicited from peers or managers and incorporated where relevant. Learners responses to the learning programme and materials are observed and described. Strengths and weaknesses of learning programmes and materials are identified with reference to learners performance and responses.

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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 ones 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.

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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: Purpose: May 2000 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 AC1 AC2 AC3 Plan a programme evaluation within an organisation Scope and focus of evaluation are determined. (e.g.curricula, methodology, materials, impact of interventions, efficiency, return on investment) Type of evaluation is determined. Range for the AC: summative, formative 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) Ethical considerations with regard to carrying out an evaluation can be explained. Range for the AC: courtesy, confidentiality, cultural sensitivity Evaluation instruments are developed. (e.g. interview schedules, questionnaires, document surveys, observation schedules) Relevant stakeholders are identified. Stakeholder consultation is carried out with regard to evaluation scope, focus and instruments. Evaluation instruments are trialled/tested on a sample group and adjusted according to feedback.

AC4 AC5 AC6 AC7 AC8

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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 AC1 AC2 AC3 AC4 AC5 AC6 SO3 AC1 AC6 AC2 AC3 AC4 AC5 Gather and interpret evaluation data Information gathered is collated in such a way that meaningful conclusions can be drawn. (e.g. graphs, tables) Statistics are compiled and interpretations offered. Financial calculations are carried out as required. (e.g. calculating unit cost per learner, cost/benefit to organisation) Recommendations are made and are related to interpretation of data. Significant unanticipated findings are accommodated in recommendations. Stakeholders are consulted on interpretations and recommendations. Follow up on evaluation Evaluation report is written. Differing interpretations and recommendations from stakeholders are accommodated . An action plan is drawn up based on recommendations agreed to by relevant stakeholders and linked to organisations vision and strategy. Action plan is implemented. Implementation of action plan is monitored. Own evaluation practice is critically reflected on. (e.g. Strengths and weaknesses of evaluation instruments and process used can be identified.) Conduct staff appraisals and take follow-up action Contributions are made to development of policy for staff appraisals. Staff appraisal policy is interpreted. Staff are counselled about the purpose of and procedures for appraisals.

SO4 AC1 AC2 AC3

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AC4 AC5

Questionnaires/interview and observation schedules for staff appraisals are drawn up in consultation with the staff members concerned. Staff appraisals are conducted ethically. Range for the AC: with due regard for courtesy, confidentiality and cultural sensitivity, confidence of practitioner being appraised Feedback is given to staff and superiors. Information gathered during staff appraisals is analysed and staff training needs are identified. Relevant training interventions are organised, in consultation with the staff concerned. Performance of staff in relation to agreed goals is monitored. Maintain a quality assurance system Goals and objectives with regard to quality of different aspects of the programme are determined in consultation relevant stakeholders. Quality control plan of action, linked to quality goals and objectives, is produced. Education and training policies and procedures within the organisation are documented and accessed when needed. 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) Education and training practices within the organisation are monitored for compliance with organisational policies and procedures. Deviations from documented organisational policies and procedures are communicated to relevant stakeholders. Agreed aspects of learning programme implementation are monitored. (e.g. absenteeism, expenditure)

AC6 AC7 AC8 AC9 SO5 AC1 AC2 AC3 AC4

AC5 AC6 AC7

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 ones 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.

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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: 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. May 2000

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 AC1 AC2 AC3 AC4 AC5 AC6 AC7 AC8 Plan a research assignment Research question or problem being investigated is clearly articulated. Importance/significance of the research question or problem is explained. Research paradigm, in which the assignment is located, is described accurately. Intended scope of the research assignment is explained. A logical sequence of research activities for collecting information/data is described. A reasonable time frame is presented. Potential research participants are identified. Resources required are identified and are appropriate in terms of the scale of the research.

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SO2 AC1 AC2 AC3 AC4 AC5 SO3 AC1 AC2 AC3 AC4 AC5 AC6 SO4 AC1 AC2 AC3 AC4 SO5 AC1

Review relevant literature Range for the SO: At least seven sources should be reviewed. Sources are relevant to the topic of the research. Main points made in the literature are elicited and synthesised, not simply paraphrased. Review clearly indicates when sources are being quoted and when comment is that of the writer. Relevance of ideas in the literature to own research is described. Sources are adequately referenced. Construct a basic research design Stages (steps) of the research activities are outlined and are logical. Choice of data gathering methods is justified in terms research topic, research context and participants. Selection of research participants is justified in terms of relevance to research topic or representativeness. Instruments for gathering data are produced. (e.g. interview schedules, questionnaires) Methods for organising and analysing data are described. Scale and scope of the design is appropriate to the overall research assignment. Gather and organise data Instruments for gathering data are piloted and amended if necessary. Data gathered is organised in such a way that meaningful findings can be extracted. Results and provisional findings are presented to research participants for feedback and modified if necessary. Data is gathered in a manner which is in keeping with ethical norms. Compile research findings Results or findings of the research are clearly described.

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AC2 AC3 AC4 AC5

Results or findings relate to an analysis of data gathered. Results or findings reported relate to the original research question or problem. Wider conclusions or recommendations are justified in terms of data gathered. Limitations of the research assignment are identified and acknowledged in findings and conclusions. 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). Report has a logical and coherent structure with relevant sections. Presentation of the report is in keeping with organisational guidelines and requirements. Report is completed within required time frame. Stages and processes of the research assignment are described accurately and in adequate detail. Language of the written report is lucid (clear) and comprehendible.

SO6

AC1 AC2 AC3 AC4 AC5

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 ones 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.

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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: Purpose: May 2000 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 AC1 AC2 AC3 AC4 AC5 AC6 AC7 AC8 Plan strategically for the project4 A strategic plan is drawn up involving all staff, based on identified needs and relevant government policy. Appropriate organisational policy is developed based on the strategic plan. Partnerships or other collaborative arrangements with other organisations are established where appropriate. Relations with different stakeholder groupings are maintained to ensure that the project meets actual needs and elicits community support. A strategy for organisational change is developed and implemented, where appropriate, based on an evaluation report. Mission, goals and objectives of the project are clear and are feasible. Business plans are produced for programmes within the project. Plans are amended when necessary.

Project evaluation is covered in a separate unit standard.

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SO2 AC1 AC2 AC3 AC4 AC5 AC6 SO3 AC1 AC2 AC3 AC4 AC5

Develop a fund-raising strategy Strategy relates to the organisational budget and planned programme of action. Funding proposals are developed and sent out. Records and funding details of past, current and potential funders and sponsors are kept and updated on a regular basis. Constructive relationships are built and maintained with funders and sponsors to ensure continued support for the project. New funders and funding opportunities are sought. Local fund-raising opportunities are identified and organised. Develop and maintain appropriate administrative systems Systems for managing information are put in place. (e.g. logical filing systems for minutes of meetings, learner records, assessment results) Annual and interim reports are produced timeously. All activities are planned timeously so that sufficient notice is given to participants and relevant information is distributed. Relevant documents and information are submitted to government departments. (e.g. relating to tax, UIF) Legal status of the project is clarified to staff and learners in terms of registration and accreditation requirements Manage finances and material resources Financial control system, stock control system and asset maintenance system are developed and the records kept in an accessible format. Monthly financial statements are produced and tabled at board/staff meetings Auditors are appointed annually to conduct and complete the annual audit of the financial records Systems for managing cash monies are maintained. (e.g. Fees paid by learners are adequately recorded and securely stored.) Expenditure is monitored on a regular basis.

SO4 AC1 AC2 AC3 AC4 AC5

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SO5 AC1

Manage and support staff/employees5 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 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) A strategy for selecting and recruiting appropriately skilled staff is drawn up. Orientation and training are provided to new staff. Regular progress and planning meetings are held with staff at which useful information is shared. Conflict is dealt with through the use of a range of appropriate communication and negotiation strategies. Representative bodies for staff are identified and meetings with them are held at appropriate times. Procedures for communication between management and staff are clear. Relevant staff development activities are organised.

AC2

AC3 AC4 AC5 AC6 AC7 AC8 AC9

AC10 Career paths for employees are described and encouraged. AC11 Mechanisms for commending/rewarding positive staff achievements are employed. SO5 AC1 Manage learner participation 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) Registration procedures for learners are put in place. Support system for learners is developed in consultation with learners. Strategies for facilitating learner attendance and participation are introduced where possible. (e.g. child care facilities, transport arrangements, negotiation with employers)

AC2 AC3 AC4

A system of performance appraisals for staff and the establishment of a staff development programme is covered in the unit standard on Evaluation.
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AC5 AC6

Secondary target groups (e.g. learners' families and friends) are included in relevant project activities. (e.g. prize givings, open days) 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.) Manage the learning environment Suitable venues for classes are identified and organised. Appropriate choices are made regarding curriculum and learning materials. All material and human resources required are identified and procured at relevant times. Implementation and results of internal assessments are monitored. Arrangements are made for external assessment when appropriate. Certification of learners is arranged. Resource materials relevant to staff and learners are conveniently located. 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)

SO6 AC1 AC2 AC3 AC4 AC5 AC6 AC7 AC8

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 ones 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.

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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: Purpose: May 2000 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 AC1 AC2 AC3 Apply different macro-theoretical approaches to development and underdevelopment Different approaches to development can be described. (e.g. modernisation theory, dependency theory, people-centred development) Link between development/underdevelopment and poverty can be described. Insights from the theoretical approaches can be used to analyse levels of development or underdevelopment in own country. 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. 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) 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) Situations of specific groups (e.g. youth, women) and their roles in development can be analysed. Main development needs of a community can be described and supported with evidence.

SO2

AC1

AC2

AC3 AC4

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SO3 AC1

Describe the relationship between education, training and development 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) 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) Role of education and training in promoting democracy and building a human rights culture is described. Role of education and training in sustainable development is described. Link ABET policy and practice to community development 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) Importance of access to information for community development can be explained. 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) ABET projects/programmes which can address development needs as identified in SO2 AC4, are identified. Adult education strategies in other (developing) countries are compared to those in own country.

AC2

AC3 AC4 SO4 AC1 AC2 AC3

AC4 AC5

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 ones 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

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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 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) May 2000 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.)

Issue date: Purpose:

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 AC 1 AC 2 AC 3 Assess learner with special needs. Law on integration of learners with special needs is interpreted in order to apply conditions in the classroom situation. Referring educators report is interpreted and a decision made as to whether further intervention should take place. 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. 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. Test results are scored, interpreted and recorded. Range for the AC: In accordance with manual. Results of testing are reported to the learner and the educator in separate interviews in a sensitive and empathic manner. Need to administer further testing is discussed, if appropriate. 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.

AC 4

AC 5 AC 6 AC 7 AC 8

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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 Develop learning programmes for the learning disabled learner 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. 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. Learners 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. 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. 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. 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 learners interest, reinforce learners learning and build on learners life experience. Learning plan is presented to the learner and educator and learner and altered, if necessary, after discussion.

SO 2 AC 1

AC 2

AC 3

AC 4

AC 5

AC 6

AC 7

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SO 3 AC 1

Manage the remedial programme 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. 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. 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. 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 An understanding of when to refer learner further is demonstrated. Note on the AC: Other educational testing institutes, societies for physical impairments. Assessing outcomes of during the programme and at the conclusion of the intervention 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. Need and purpose of the tests is understood by both learner and educator. 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. 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. 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. Test results are used to modify remedial programmes appropriately.

AC 2

AC 3

AC 4

AC 5

SO 4 AC 1

AC 2 AC 3 AC 4 AC 5

AC 6

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SO 4 AC 1 AC 2 AC 3

Write formal reports Names of tests used are recorded. Tests scores are recorded in accordance with the manual of the tests used. 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) 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."

3)

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 ones 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;

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(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 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: Purpose: May 2000 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 AC1 AC2 AC3 AC4 AC5 Interpret government policy on ETD and ABET Elements of government ETD and ABET policies are described. Recent developments in policy are described and linked to other relevant social, political and economic developments. Current policy is explained in terms of its historical context. Links between policy and allocation of resources are explained. Current ABET policy is linked to other to national policies. (e.g. general ETD policy, RDP, Welfare) Formulate ABET organisational policies in line with government policy Elements of national policy which affect organisational policy are identified. Organisational policy is developed, stated clearly in appropriate documents and presented to stakeholders for comment. Amendments are made to organisational policy in line with changes in national policy. Implications of policy developments for different stakeholders are interpreted accurately. Relevant policy developments and their implications are reported to staff, supervisors, learners and other stakeholders accurately and in appropriate language.

SO2 AC1 AC2 AC3 AC4 AC5

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SO3 AC1 AC2 AC3 AC4 AC5

Implement ABET practices in line with ABET policy ABET programmes offered are in line with government policy. Materials which are in line with ABET policy are used. Language of instruction for learners is used as prescribed by policy. Impact of government policy developments on local ABET practice is described. Resolutions are formulated to adjust/develop ABET practices according to national/regional policy developments. Evaluate ETD policy Main aim/purpose of the policy is identified. Sector or group whose interests are most served by the policy is identified, as are sectors or groups which are ignored or marginalised. Feasibility of the policy is determined in terms of logistics, resources, attitudinal barriers and qualities of the target group. Developmental potential of the policy is described. Evidence of bias in the policy is identified and explained. ABET and ETD policies in other (developing) countries are compared to those in own country.

SO4 AC1 AC2 AC3 AC4 AC5 AC6

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 ones 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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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. 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) 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.

8 (3)

2.

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

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b)

c)

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.

9 (2)

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.

3.

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

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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 Africas) 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:

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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.

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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.

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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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 SGBs proposed standards, the City and Guilds includes assessing, evaluating and reviewing the educators 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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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 Levels

City and Guilds Intl.

SADC (Swz, Bt, Nmb, Mz)

NZQA Level 4 national certificate Level 5 national certificate Level 5 national diploma

AQF Nat. Certificate I IV in the Vocational E&T Sector Diploma; Advanced Diploma and Bachelor Degree in Higher Education Sector

Scottish Qual. Frm.

Scope Fields and Sub-Fields

Core units plus option units Training and Development units at Level 3 split into: - Learning - HRD Different from SA

Compulsory plus Electives Generic ET AET specific

Types of Skills Formatting Similar to SA

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