National Diploma: ABET Practice

National Diploma: ABET Practice

20159
NQF Level: 
5
Purpose and Rationale: 

Purpose: 

The National Diploma in ABET Adult Basic Education and TrainingPractice (NQF National Qualifications FrameworkLevel 5) will equip practitioners in the following ways: 

  1. To function as an effective and autonomous professional, who is able to make strategic choices in relation to facilitation, materials, assessment The process of collecting evidence of learners' work to measure and make judgments about the achievement or non-achievement of specified National Qualifications Framework standards or qualificationsand selection of programmes. 
  2. With extended skills around learner Any person receiving education and training (in terms of the ABET Act of 2000)support, interaction with local contexts and policy developments. 
  3. To facilitate learning areas at ABET Adult Basic Education and TrainingLevels 1-4, depending on choice of electives. 
  4. To encourage lifelong learning by identifying further education, training and development needs of self and learners and linking these to ETD Education, Training and Developmentopportunities. 

Rationale: 

The NQF National Qualifications Frameworkallows 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 Standards Generating Bodydecided that it is appropriate to do so. The decision was based on the following contextual factors: 

  1. There is very large demand in the ABET Adult Basic Education and Trainingsector A defined portion of social, commercial or educational activities used to prescribe the boundaries of an Education and Training Quality Assurance body (ETQA)for a one year qualification,The formal recognition of the achievement of the required number and range of credits and other requirements at specific levels of the NQF determined by the relevant bodies registered Officially registered (recorded) in terms of the National Qualifications Frameworkby SAQA which approximates a Higher Certificate at Level 5 of 120 credits. 
  2. Many people cannot afford the logistics and finance of two years of study, so an exit point after one year is desirable. 
  3. 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. 
  4. The state sector,A defined portion of social, commercial or educational activities used to prescribe the boundaries of an Education and Training Quality Assurance body (ETQA) one of the largest employers in ABET,Adult Basic Education and Training has salary notches for M+1 and M+2 qualifications. 
  5. A practitioner with the National Diploma qualification The formal recognition of the achievement of the required number and range of credits and other requirements at specific levels of the NQF determined by the relevant bodies registered Officially registered (recorded) in terms of the National Qualifications Frameworkby SAQA(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 Adult Basic Education and Trainingpractitioner training will want to offer qualifications at both exit points. They may offer only the 240 credit That value assigned by the Authority to ten (10) notional hours of learningNational Diploma, which will have higher status. The model proposed by the SGB Standards Generating Bodyaccommodates 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. 

Exit Level Outcome: 

The practitioner will be able to: 

  1. 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 calculation and monitoring costs 
  2. Facilitate a programme of learning, using a range of teaching methods and techniques, implementing the principles of OBE Outcomes Based Educationand encouraging learner Any person receiving education and training (in terms of the ABET Act of 2000)participation and confidence 
  3. Identify learners who have special learning, counselling 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 
  4. Adapt existing materials and develop their own learning aids using a variety of available sources. 
  5. Produce, implement and evaluate assessment The process of collecting evidence of learners' work to measure and make judgments about the achievement or non-achievement of specified National Qualifications Framework standards or qualificationsinstruments and conduct appropriate follow-up after an assessment The process of collecting evidence of learners' work to measure and make judgments about the achievement or non-achievement of specified National Qualifications Framework standards or qualificationsevent. 
  6. Undertake basic research and liaison relevant to the learning situation. 
  7. 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. 
  8. Promote the lifelong learning of themselves and others by applying knowledge of the NQF National Qualifications Frameworkand ETD Education, Training and Developmentpolicy to own context.