Advanced Diploma in Adult and Community Education and Training Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Advanced Diploma in Adult and Community Education and Training Teaching
Purpose:
The purpose of the Advanced Diploma in Adult and Community Education and Training Teaching is to prepare learners for teaching at Adult Education and Training, known as Community Learning Centres (CLCs), and Community Education and Training Colleges (CETCs) through learning and critical reflection in the classroom and practical workshop practice. Adult and Community Education refers to all forms of organised education and training that meet the basic learning needs of adults, including literacy and numeracy, as well as the general knowledge, skills, values and attitudes that they require to survive, develop their capacities, live and work in dignity. The purpose of Adult and Community Education and Training (ACET) qualifications is thus the building of vocations and the linking of education and work. The ACET educator consequently needs pedagogical practices that will prepare learners for the world of work. Professional ACET educators/lecturers are therefore seen to be competent in 'teaching for work'. This qualification provides a route for holders of appropriate Degrees or National Diplomas to become professionally qualified Adult Education and Training (AET) educators or professionally qualified Community Education and Training (CET) lecturers. It provides learners with a professional qualification to be educators or lecturers in adult and community education and training that 'caps' an undergraduate qualification. It offers entry-level initial professional preparation of learners who wish to develop focused knowledge and skills as educators and lecturers in a particular vocational field or subject offered in ACET. For this purpose, the qualification requires a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to enter into teaching and lecturing in ACET. This qualification is designed to equip learners with content knowledge, skills and applied competence in the following domains: Agriculture, Humanities, Sciences and Technology, and Business and Management to attain the intended outcomes as stated above. The qualification provides learners with a sound knowledge base to become professionally qualified ACET educators/lecturers in a particular field or discipline while equipping them to undertake more specialised and intensive learning.
Rationale:
AET and CET are sub-sectors of Post School Education and Training (PSET) that provide education and training qualifications that are sensitive to the needs of communities. This qualification provides the capacity for adult educators to respond to the education and training needs of unemployed adults and youth. Majority of adult and youth are poorly educated and did not complete school education or have missed/were denied the opportunity to do so. Further, they are not studying, lost their jobs and need to be re-skilled and possess skills that are needed by rapidly changing workplaces due to the fourth industrial revolution. A better-quality and effective ACET system is a priority identified by government and industry to respond to the needs of the economy, social transformation, and the Fourth Industrial revolution. The rationale for the development of this qualification is to contribute to the professionalisation, standardisation and progression of qualifications in the Adult and Community Education and Training field. Further, it aims to develop the capacity of current and prospective Adult and Community college lecturers to build relationships with local, national and international business and industry to enhance their knowledge and insights into the most recent trends and technological advances, and to incorporate these insights into their teaching practice. According to Policy on Minimum Requirements for Programmes Leading to Qualification for Educators and Lecturers in Adult and Community Education and Training, the key focus of this qualification is to train and capacitate adult and community colleges educators/lecturers whose teaching qualifications are at NQF Level 6, and wish to strengthen and enhance an existing field of specialisation. This qualification also aims to develop a new role or practice to support teaching and learning in adult and community education and training colleges. The qualification is not a stand-alone qualification. The preceding Degree or Diploma and the postgraduate certificate in education together constitute professionally qualified status as an educator in AET or a lecturer in CET. The qualification can be offered as an in-service professional teaching qualification to educators, who have at least an approved 360-Credit NQF Level 6 National Diploma or relevant Bachelor Degree. The policy state that Community Colleges should offer both formal and non-formal qualifications based on specific community needs.
Outcomes
- Demonstrate integrated and detailed knowledge of the central areas of their ACET subject, including an understanding of and an ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories, of the subject involved.
- Demonstrate their ability to select and apply a range of methods. Such knowledge and skills should sanction them to teach their subject and to select, sequence and pace outcomes and content in meeting the needs of the learners and that of the subject through the facilitation of collaborative processes.
- Unpack its specialised contents and demonstrate their ability to identify, evaluate and address learning needs in a learner- and self-directed manner.
- Gather and communicate effectively, demonstrating highly developed IT skills and using appropriate academic, professional, or occupational discourse.
- Manage classrooms/laboratories/workshops effectively across diverse contexts to ensure a conducive learning environment aligned with teaching and learning needs in a learner- and the self-directed manner in unfamiliar and variable contexts.
- Reflect critically, in theoretically informed ways in developing appropriate processes of information gathering for a given context or use### and an ability to independently validate the sources of information and evaluate and manage the information.
- Assess learners in reliable and diverse contexts to ensure a conducive learning environment and demonstrating an ability to take full responsibility and accountability for their work.
- Identify, analyse, evaluate, critically reflect on and address complex learning and/or social problems and work in partnership with professional services addressing them.
- Conduct themselves in a manner which benefits, enhances and develops the teaching profession, demonstrating appropriate ethical values and approaches, within a supported environment.
- Displaying appropriate values in respect of which they can demonstrate an ability to make decisions and act ethically, morally and professionally, and the ability to justify those decisions and actions - drawing on appropriate ethical and moral values.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Apply the latest development, trends, concepts, principles, processes, and theories in ACET teaching and learning.
- Apply pedagogical content knowledge when planning for delivery of subject content.
- Describe and explain concepts, principles, processes, and procedures relevant to the specific area of specialization.
- Demonstrate a commitment to the epistemic values and principles which characterize the field of knowledge in their chosen subject areas.
Associated Assessment Criteria for Exit Level Outcome 2:
- Plan and prepare subject content lessons across the ACET curriculum.
- Apply theoretical and practical knowledge and skills in practice according to desired standards.
- Select and use teaching and learning strategies appropriate to the subject and phase.
- Read and interpret written and graphic materials with understanding relating to their areas of specialization.
Associated Assessment Criteria for Exit Level Outcome 3:
- Create expectations relevant to the appropriate level/phase of the qualification.
- Identify and assist Learners with special needs to overcome barriers to learning and development.
- Accommodate differences in learning styles in the pace and ability in the planning and use of teaching and learning strategies.
- Evaluate and select learning materials to suit the area of specialization and specific phase.
Associated Assessment Criteria for Exit Level Outcome 4:
- Use information and communications technologies to further their learning and facilitate the learning of others.
- Convey the content of their subject in written, graphic and/or other forms appropriate to the development levels and language ability of the learners.
- Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, and acknowledgment of feelings and mediation skills.
- Use the language of instruction to explain, describe, and discuss to enhance learning.
Associated Assessment Criteria for Exit Level Outcome 5:
- Create and maintain learning environments that are safe and conducive to learning.
- Manage classrooms, laboratories, and workshops across diverse contexts to ensure a conducive learning environment.
- Demonstrate an understanding of diversity in the South African context to teach in a manner that includes all learners.
- Display empathy, passion, respect for indigenous knowledge, and cultural diversity with high regard for human rights.
Associated Assessment Criteria for Exit Level Outcome 6:
- Apply educational laws, policies, and development plans to their teaching.
- Read and critically integrate the knowledge from academic texts and use them in their studies.
- Explain the basis of classroom research and reflection on the success or failure of teaching and learning strategies.
- Reflect on learner progress and performance.
Associated Assessment Criteria for Exit Level Outcome 7:
- Select, adapt, and design assessment tasks and strategies appropriate to the area of specialization and a range of learning contexts.
- Explain the link between the methods of assessment and the overall assessment purpose.
- Design and administer assessment tasks using clear language and instructions.
- Collect sufficient confirming evidence of learner competence from a variety of assessment methods.
Associated Assessment Criteria for Exit Level Outcome 8:
- Apply theoretical and practical knowledge to conduct yourself professionally and respectfully.
- Demonstrate positive work ethics and display appropriate values which will enhance the image of the teaching profession.
- Evaluate ethical aspects in the teaching-learning environment.
- Act as role models for teachers, learners, and the broader community.
Associated Assessment Criteria for Exit Level Outcome 9:
- Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed, and ethical attitude.
- Show respect and responsiveness to basic human rights and the principles of equity.
Associated Assessment Criteria for Exit Level Outcome 10:
- Display a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession.
- Engage with education policies, procedures, and systems which impact on institutions and classrooms, as well as on the national education and training landscape critically.
- Demonstrate professional behavior, work ethics, and personal values of a high standard.
- Engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.
Integrated Assessment:
- Various interactive teaching methods will be used in teaching this qualification to achieve the stated outcomes.
- A variety of assessment methods such as interactive teaching, debates, oral presentations, group assignments, class quizzes, and more will be utilized.
- Assessment opportunities will be aligned with the teaching method used to ensure outcomes are achieved.
- Assessment in this qualification will be done in continuous or examination termination mode, with a final integrated assessment opportunity.
- Practical skills will be developed through case study analysis, practical application, and simulated activities with feedback to build confidence and ensure competence.
- Reflection on teaching and learning practices will be encouraged through various assessment methods.
Qualification Details
- Type
- Advanced Diploma
- NQF Level
- 07
- Min. Credits
- 120
- SAQA Source
- More Information
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