abet sgb report

8/6/2019 Abet Sgb Report

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SECTION 1: QUALIFICATIONS AND UNIT STANDARDS

Contents of this section

1. PROPOSED QUALIFICATIONS MODEL

2. ABET PRACTITIONER QUALIFICATIONS MAP

1. PROPOSED QUALIFICATIONS MODEL

1.1 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.


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ABET PRACTITIONER QUALIFICATIONS MAP

QUALIFICATION FUNDAMENTAL CORE ELECTIVE TOTAL CREDITS

Level 6

First Degree

20 credits from level 5 88 credits at level 6(US 6.01 - 6.05)

+ 48 credits from level 4

+ 104 from level 5

100 credits to be selected (incl.68 from level 5)

US 6.06 & 6.07

(16 credits each)

360 credits

88 Core at level 6104 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 5National 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

68 credits to be selected(incl. 20 from Higher

Certificate)

US 5.09 and 5.10

(20 credits each)

240 credits

48 Core at level 4104 Core at level 568 Elective to be selected

20 Fundamental to be selected

Level 5Optional exit point

Higher Certificate

10 Credits to be selected at least 42 credits at level 5(USs 5.01, 5.02, 5.07)

20 Credits to be selected 120 credits ( 72 at level 5)

42 Core at level 548 Core at level 4

10 Fundamental to be selected20 Elective to be selected

(Fundamental & Elective need to be atlevel 5)

Level 4

National Certificate

20 credits

Communications

or

36 credits

Communications + Maths

48 credits at level 4

on facilitation

(US 4.01 - 4.05)

16 or 32 credits

US 4.08, 4.09, 4.10

(16 credits each)

120 credits at level 4

+ 20 credits at level 4 on support


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(US 4.06 - 4.07)


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SECTION 2: NATIONAL CERTIFICATE IN ABETPRACTICE (NQF LEVEL 4)(ETD: ADULT LEARNING, ABETSPECIALISATION)

Contents of this section

1. INTRODUCTION TO THE LEVEL 4 QUALIFICATION

2. UNIT STANDARDS AT NQF LEVEL 4

1. INTRODUCTION TO THE LEVEL 4 QUALIFICATION

1.1 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 equivalent1.4 Purpose of the qualification


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The National Certificate in ABET Practice has the following purposes:

1.4.1 The qualification will produce a practitioner who:

a) Facilitates an adult learning group effectively using a ready-made programme or materialspackage.

b) Facilitates a learning area or areas at ABET levels 1 and 2.

c) 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 berequired 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) Plan, facilitate and evaluate learning events effectively with a group of ABET learners.

b) Communicate effectively in order to mediate knowledge and skills to learners.

c) Assess the progress of learners with validity using a prescribed instrument.

d) Fulfill the administrative demands of a learning group.e) Assist in the reinforcement and development of literacy and language skills of learners across

the curriculum.

f) Identify, refer and assist learners who have special needs.


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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 Plan a learning event

US 4.02 Facilitate an adult learning event

US 4.05 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 organisationscurrently 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


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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 andintelligent 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

ScotlandAustralia

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:


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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.

2. 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.

4. 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.

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


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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 organisingoneself, 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 4.03 Assess learners within a learning situation

US 4.04 Fulfil administrative requirements of a learning group


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.

b) 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.

Titles and numbers of these unit 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

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


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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 forliteracy, 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 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

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 120 credits

Fundamental category 36 credits

Core category 68 credits

Elective category 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.

1At present, only ABET Level 4 has unit standards in all eight learning areas for learners.


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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 CreditsFundamental category

Communications @ level 4 (FETC)Mathematics @ level 4 (FETC)

(As specified by SAQA for all FETC qualifications)

2016

Total Fundamental credits (Candidates must complete 36 credits.) 36

Core category

Facilitation standardsUS 4.01 Plan a learning eventUS 4.02 Facilitate an adult learning eventUS 4.03 Assess learners within a learning situationUS 4.04 Fulfil administrative requirements of a learning groupUS 4.05Evaluate own facilitation performance

(These unit standards are also compulsory for the level 5qualification.)

Support standards

US 4.06 Help learners with language and literacies across the curriculumUS 4.07Identify and respond to learners who have special needs

8161068

Sub-total =48 credits

12

8Sub-total =20 credits

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

68

Elective category

US 4.08 Facilitate mother-tongue literacyUS 4.09 Facilitate an additional language at ABET levels 1 and 2US 4.10Facilitate numeracy at ABET levels 1 and 2US 4.11 Facilitate the use of technology by adult learners in basic skills

training(Other elective USs will be produced as more recognised ABET learningareas develop.Unit standards from other qualifications can also be selected if they arerelevant.)

16161616

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


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GRAND TOTAL 120

2. UNIT STANDARDS AT NQF LEVEL 4

Unit standard numbers and titles



US 4.03 Assess learners within a learning situation

US 4.04 Fulfill administrative requirements of a learning group


US 4.06 Help learners with language and literacies across the curriculum

US 4.07 Identify and respond to learners who have special needs

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


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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


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Purpose: Persons credited with this unit standard will be able to plan a learning event, selectmaterials from a prescribed package and prepare an environment conducive to learning,usually working under supervision of a more senior practitioner.

SO1 Produce a learning event plan

AC1 Learning outcomes to be achieved in the learning event are listed.

AC2 Learning outcomes listed are in line with the specific outcomes stated in relevant unit standards.

AC3 Listed learning outcomes are achievable within the time allocated for the event.

AC4 An appropriate and logical sequence of teaching techniques and learning activities is listed.

AC5 Amount of time allocated for activities is appropriate.

AC6 Opportunities for application and practice are provided for in the plan.

SO2 Select materials from a prescribed package

AC1 Materials to be used are identified.

AC2 Materials selected support planned learning outcomes.

AC3 Materials selected support planned learning activities.

AC4 Materials selected are appropriate in terms of language usage and level of the learners.

SO3 Organise resources for a learning event

AC1 Equipment and resources needed are identified. (e.g. writing boards, flipchart, OHP)

AC2 Requisitions for equipment and materials are submitted in time to the appropriate person.

AC3 Quantity of materials/equipment ordered matches anticipated number of learners.

AC4 Materials/equipment to be used are available and organised in an orderly manner.

AC5 Venue is arranged in a way which promotes learner participation and suits learning activities.

Critical Cross-field Outcomes supported by this uni t 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 writtenpresentations.


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- 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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Title: Facilitate an adult learning event

Level: NQF level 4

Credit: 16 credits

Field: ETD (Sub-field Adult learning, Specialisation in ABET)


Review Date:

Purpose: Persons credited with this unit standard are able to facilitate a learning event with a group ofadult learners.

SO1 Communicate effectively with adult learners

AC1 Practitioner can be seen and heard by all learners when speaking.

AC2 Pace and level of language of oral communication is suitable for the learning group.

AC3 Manner of the practitioner is professional, approachable and respectful to learners.

AC4 Tone and language used shows sensitivity to issues of race, class and gender in the learning group.

AC5 Instructions are given using clear language, together with alternative explanations and examples toassist understanding.

AC6 Open-ended questions are asked at frequent intervals to check learners' understanding.

AC7 Learners are given adequate time to answer questions.

AC8 Learners are encouraged to ask questions and offer comments of their own.

SO2 Manage the interpersonal dynamics of a learning group

AC1 Practitioner introduces him/herself to the learning group on first meeting.

AC2 All learners and newcomers are given an opportunity to introduce themselves.

AC3 Clear group norms are established and followed for participation and comments.

AC4 All learners can see and hear one another when speaking or demonstrating tasks.

AC5 Learners are given opportunities to offer one another feedback where appropriate.


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AC6 Reticent learners are encouraged in a non-threatening manner to speak up.

AC7 Learners who dominate or disrupt discussions and activities are reminded of group norms forparticipation.

AC8 Situations of conflict are managed calmly and referred to a relevant authority if necessary.

AC9 Grouping learners into small groups shows sensitivity to issues of race, class, gender, ability anddominance among learners.

SO3 Mediate knowledge and skills to learners

AC1 Information is presented in a logical sequence which facilitates understanding.

AC2 Information is presented in limited amounts at intervals which allow learners' queries to be dealt with.

AC3 Practitioner repeats, rephrases and sums up new information at adequate intervals.

AC4 Demonstrations of practical tasks can be easily observed by all learners.

AC5 Demonstrations of practical tasks are done at a pace slow enough for learners to assimilateessential information.

AC6 Links are made between discrete items of learning.

AC7 Learning is contextualised into real-life situations whenever possible.

AC8 Previous learning is referred to and built on.

SO4 Use materials to facilitate learning

AC1 Materials are used in an appropriate manner at appropriate stages of the learning.

AC2 Clear instructions are given to learners regarding the use of materials.

AC3 Checks are carried out to ensure that learners understand and follow instructions regarding the useof materials.

AC4 Gaps in existing materials are identified and simple strategies used to address these.(e.g. practitioner offers extra explanation to learners, introduces supplementary materials)

AC5 Quality of any audio-visual material used is acceptable (can be seen and heard by learners).

SO5 Effect a learning event

AC1 Purpose and intended outcomes of the learning event are explained to learners.


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AC2 Teaching techniques and learning activities are appropriate for the subject matter being facilitated.

AC3 Opportunities for application and practice are provided within the learning event.

AC4 Activities are varied within a single learning event.

AC5 Learners are actively involved in each stage of the learning event.

AC6 Learning needs of individual learners are dealt with adequately.

AC7 Practitioner deviates from the learning event plan when necessary and can provide reasons fordoing so.

AC8 Learning event is summarised and the practitioner indicates what is planned for a future event.


- 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 writtenpresentations.

- 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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Title: Assess learners within a learning situation

Level: NQF Level 4

Credit: 10 credits


Issue Date: March 2000

Purpose: Persons credited with this unit standard are able to administer prescribed internal assessmentinstruments, administer external assessment in accordance with the requirements of theexternal assessment agency, and conduct appropriate follow up after an assessment event.

SO1 Plan for assessment events

AC1 Learners are informed of impending assessment events.

AC2 Purpose of the impending assessment event is explained to learners.Range for AC: placement, formative, summative

AC3 Outcomes that learners will be expected to demonstrate in the assessment are explained to learnersin accessible terms.

AC4 Learner readiness is taken into account when identifying candidates for external assessment.

AC5 Appropriate arrangements are made regarding venue, materials/ equipment required, procuring/photocopying of scripts, etc. before the assessment event takes place.

AC6 Amount of time allocated for the assessment event is appropriate to the nature of the assessment.

SO2 Implement internal assessment using prescribed instruments

AC1 Prescribed assessment instruments are used as specified.

AC2 Learners are given clear instructions regarding the assessment event.

AC3 Judgments on learners performance are made in accordance with prescribed guidelines.

AC4 Moderation/ verification procedures for internal assessment are followed where necessaryaccording to organisational policy.

AC5 Results of internal assessment are made available to learners within a specified period.


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SO3 Administer external assessment

AC1 Administrative requirements of the external assessment agency are fulfilled.

AC2 Specified measures are taken to ensure the security of the assessment documentation.

AC3 Assessment is ethically administered. (i.e. Irregularities are avoided.)

SO4 Follow up after an assessment event

AC1 Learners are given an opportunity to ask questions about their assessment results.

AC2 Feedback is given to all learners on their individual strengths and weaknesses with regard to theirperformance in the assessment event.

AC3 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.)

AC4 Records are kept of learners performance in assessment events, in accordance with therequirements of the learning centre.

AC5 Information from assessment results is used in lesson planning in order to build on learnersstrengths and help them improve their weaknesses.


- 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 problem-

solving contexts do not exist in isolation.

- Contributing to the full personal development of each learner and the social and economic development ofthe 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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Title: Fulfil administrative requirements of a learning group

Level: NQF level 4

Credit: 6 credits




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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 learninggroup.

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 informationRange for the SO:- an attendance register which records learners' names and surnames, dates and times of classesand absenteeism- records of learners addresses, contact telephone numbers, contact person- file of lesson plans and schemes of work- record of materials used

AC1 Reasons for collecting personal information are explained to learners.

AC2 Records are accurate, complete and up to date.

AC3 Records are available to learners and relevant authorities.

AC4 Records are systematically organised.

SO2 Communicate relevant administrative information to learnersRange for the SO:

- dates and times of learning events- venues- registration procedures- fees- absentee procedures

AC1 Information given is accurate.

AC2 Information is communicated at a time and place convenient to learners.

AC3 Language and presentation of information is appropriate for learners.

AC4 Communication of information is timeous.

SO3 Maintain the learning environment

AC1 Venue is secured (through relevant authority) for the duration of the learning event.

AC2 Venue and equipment are organised timeously.

AC3 Damage to equipment or venue is promptly reported to appropriate person.


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AC4 Situations which may affect the health and safety of learners are promptly reported to the appropriateperson.


- 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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Title: Evaluate own facilitation performance

Level: NQF level 4

Credit: 8 credits



Purpose: Persons credited with this unit standard are able to reflect critically on their ownperformance as a learning facilitator with a view to improving personal competence andpractice, 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. Itessentially encourages simple and honest reflection on own facilitation for the purpose of improvingown practice.

SO1 Evaluate a learning event

AC1 Feedback on learning event is sought from learners in the form of open-ended questions.

AC2 Learner feedback is synthesised into a few valid points.

AC3 Relatively successful and unsuccessful aspects of a learning event are identified.

AC4 Actual outcomes of the event are compared to planned outcomes.

AC5 Plausible reasons are given for relative success / failure of the event.

AC6 Feedback from learners and own reflection is formulated into resolutions about future learningevents.

SO2 Evaluate own facilitation over a number of learning events

AC1 A relatively successful learning event, or incident within an event, is identified and a plausibleexplanation offered.

AC2 A relatively unsuccessful learning event, or incident within an event, is identified and a plausibleexplanation offered.

AC3 Relatively strong or weak aspects of own facilitation are identified.AC4 Aspects of work where progress has been made are identified.


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AC5 Own learning and development needs and areas for self-improvement are identified.

AC6 Resolutions are formulated to build on own strengths or address own development needs.

AC7 Assistance and advice is sought from a senior practitioner or supervisor when necessary.

SO3 Report on progress of learning group

AC1 Reports are produced at intervals according to organisational requirements.

AC2 Reports accurately indicate progress made and difficulties encountered.

AC3 Exceptionally high incidents of absenteeism and dropout are recorded and plausible explanationsoffered.

AC4 Reports contain adequate detail according to organisational requirements.

AC5 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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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)


Purpose: This unit standard is intended for all ETD practitioners who work in the GET band with adultlearners who have relatively low levels of formal education. It enables practitioners to modifyteaching practices to accommodate and assist these learners to learn effectively and toprovide support for these basic skills.

SO 1 Manage language in the learning situation

AC1 Learners are consulted on language(s) to be used for all activities.(e.g. in whole group, small groups, materials, written and oral work)

AC2 Strategies for dealing with language difficulties which may affect learning are suggested.

(e.g. translation, peer assistance, pair work, use of MT)

AC3 Relevant terminology of the subject, including acronyms and abbreviations, is explained.

AC4 Level and style of language used for instruction is suitable for learners.

SO 2 Help learners with visual literacy

AC1 Relevant symbols and their uses are explained to learners.(eg. &, X, =, @)

AC2 Layout and style of visuals used in materials are explained to learners.(e.g. charts, graphs, tables, diagrams, conventional uses of colour, comic bubbles)

AC3 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.)

SO 3 Help learners to use printed materials

AC1 Learners are helped to use the different parts of a text.(eg. contents page, glossary, index, page numbers, captions, headings, boxes)

AC2 Learners are questioned on the purpose of a text, fuller explanation is given when required.


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AC3 Learners are questioned to ascertain how much is understood, fuller and alternative explanationsare given when required.

AC4 Learners are shown how to store and retrieve documents from relevant filing systems.

AC5 Learners are shown how to maintain an organised file of all relevant documents and texts.

SO4 Help learners to produce texts and assignments

AC1 Details of the text required are explained to learners.Range for the AC: purpose, topic, length, time frame, medium

AC2 Learners' progress is monitored and constructive feedback is given at timely intervals.

AC3 Alternative modes for producing texts are offered to learners where possible.(e.g. Learners are given the option of oral or written assignments.)

AC4 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 andcreative 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 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 making it the underlying intention of any programme of learning to make anindividual 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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AC3 Need for positive interventions, such as testing and referrals, is discussed.

AC4 Learner is involved in joint decision-making concerning referrals.

AC5 Advice is in the form of support, information and referral, rather than direct advice or instruction.

SO4 Refer learner for further intervention

AC1 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.

AC2 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 difficultiesencountered in the learning situation, e.g. access for wheelchairs.

AC3 Adequate information regarding the referral is provided to learner in order to reduce anxiety. (e.g.address, time, nature of referral, people involved)

SO5 Implement strategies to assist learner

AC1 Willingness to help the affected learner to learn is demonstrated.

AC2 Learning environment is organised to alleviate difficulties.(e.g. seating learner closer to the front, negotiating help from other learners)

AC3 Recommendations from testing or referral agency are implemented.

AC4 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.

Special note about values and underpinning knowledge:

1) This standard is aimed at facilitating an initial, restricted, sympathetic and confidential response toproblems of learners in the form of a referral. It must be emphasised that ETD practitioners shouldnever be encouraged to function as psychologists.

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


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3) At level, 4 a practitioner is not expected to test or design programmes for special needs. Knowledgeof the relevant person within the learning organisation, or of relevant local resources is thereforerequired.


- Identifying and solving problems in which responses display responsible decisions made using critical andcreative 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 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.


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Unit standard no. 4.08 (Elective)

Title: Facili tate mother-tongue literacy

Level: NQF level 4

Credit: 16 credits


Issue date: May 2000

Purpose: Persons credited with this unit standard will be able to facilitate the acquisition of readingand 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 Identify two main approaches to teaching reading and writing (synthetic and analytic)

AC1 Each of the two approaches is described and explained in order to clarify the difference in learningfocus between the two.

AC2 Approach used in different learning activities and materials is correctly identified.

AC3 Approach is used appropriately and effectively.

SO2 Use placement assessment effectively and appropriately

AC1 Samples of learners' work are assigned to appropriate ABE levels.

AC2 New learners are interviewed effectively.

AC3 An appropriate screening test is administered and interpreted effectively.

AC4 Learners are assigned to appropriate levels/classes.

AC5 Physical difficulties commonly experienced by adult learners are recognised and accommodated.(These difficulties specifically include difficulty with fine muscle control, far sightedness, hearingdifficulties.)

AC6 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]

AC7 Interviews and group discussions are used to discover particular needs of groups or individuallearners


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SO3 Use formative assessment effectively and appropriately

AC1 A range of formal and informal strategies, which reflect a valid judgment of learners abilities inreading and writing, are used.

AC2 Constructive and regular feedback is given to learners.(Range for the AC: Suggestions for effective and useful feedback on samples of learners worktypifying poor to competent reading and writing, which identifies areas of weakness and suggestsways to improve skills )

AC3 Strategies for learner-centred assessment are identified and used.(e.g. where learners edit and evaluate their own and peers reading and writing)

AC4 Exemplars of learners work that typify learners who need to be allowed to progress at a slow, (stepby step) pace and learners who could progress rapidly through several stages are correctlyidentified .

AC5 Pace of learning and teaching is appropriate to majority of learners

AC6 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 andobservation of reading behaviours -such as fluent progress through the text, reading withappropriate vocal expression, learners degree of awareness of mistakes made, the kind of mistakesmade - e.g.sense of text retained as opposed to obliviously lost.

AC7 Feedback on reading, which promotes increased awareness of deriving meaning from the text, isgiven.

AC8 Feedback on writing, which promotes learners ability to use writing effectively for a range ofpurposes, is given.

SO4 Use summative assessment effectively and appropriately

AC1 Appropriate forms of summative assessment are identified.

AC2 Exemplars/samples of learners' work which typify readiness for examination or relevant form ofassessment at ABET levels 1 and 2 are recognised.Range for the AC: formal exams, completed portfolios

SO5 Teach reading

AC1 Technical aspects of print are explained.Range for the AC: Print is arranged from left to right, top to bottom, words are separate clusters ofletters, letters usually represent sounds, the function and appearance of headings, function ofpunctuation


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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

AC6 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, communicatewith others, express and support their own opinions

AC7 Activities in which learners develop understanding of the purpose of written tasks and create writingthat is appropriate to the task, are facilitated.

AC8 Activities in which learners develop the skills of structuring and/or organising and/or formatting logicalwriting which is coherent according to theme and content, are facilitated.

AC9 Activities in which learners develop the skills of drafting and editing preparatory to writing finalversions, are facilitated.

SO7 Integrate reading and writing to enable transfer of skills from classroom to general lifesituations

AC1 Activities which combine and sequence stimulating and contrasting learning activities, which willprevent learning from being monotonous and dreary, are facilitated.

AC2 Activities which simulate practical application and combination of reading and writing skills in real-lifecontexts, are facilitated.

Range for the AC: where learners read a communication, and formulate and express their ownresponse

AC3 Activities which provide practice in a range of conventional written ways of responding to text, arefacilitated.Range for the AC: tick a box, one word answers, short sentences, extended writing

AC4 Opportunities for the application of reading and writing skills in different contexts and for differentpurposes, 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

AC5 Strategies for practising and maintaining MTL literacy skills after learners have left MTL classes, arepresented to learners.

Critical Cross - field Outcomes supported by this unit standard:

- Identifying and solving problems in which responses display those responsible decisions, using critical andcreative 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.


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- Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/ orwritten presentation.

- Demonstrating and understanding of the world as a set of related system 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 making it the underlying intention of any programme of learning to make anindividual 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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Title: Facilitate an additional language at ABET levels 1 and 2

Level: NQF level 4

Credit: 16 credits



Purpose: Persons credited with this unit standard will be able to teach an additional language atABET levels 1 and 2, to learners who have demonstrated literacy competence in mother-tongue at ABET level 2.

SO1 Apply the requirements of the unit standards for ABET Levels 1 and 2 Communications toteaching an additional language

AC1 Knowledge and skills required by learners in terms of unit standards for Communications at ABETLevels 1 and 2 are described.

AC2 Unit standards for Communications at ABET Levels 1 and 2 are used to plan and facilitate learning.

AC3 Learners performance can be described in relation to the ABET levels and outcomes.

AC4 Exemplars of learners work in the target language are identified as being at ABET Level 1, 2 orabove.

AC5 Differences between the processes used in additional language teaching and in mother-tongueliteracy teaching, to enable learners to achieve the outcomes stated in the unit standards, areexplained.

AC6 The role of competence in mother-tongue literacy in assisting learners to learn an additionallanguage is explained.

AC7 The influence of learners mother-tongues in common errors made in the target language can be

explained.

SO2 Provide opportunities for learners to use language communicatively and critically

AC1 All learners are given opportunities to express themselves and practise the target language.

AC2 Language elements (e.g. vocabulary, grammar, spelling) are taught within a meaningful, real-lifecontext.

AC3 Language elements taught (e.g. vocabulary, grammar, spelling) are useful for everyday interaction inthe target language.

AC4 Speaking, listening, reading and writing activities are integrated and reinforce one another.


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AC5 A variety of language teaching techniques (e.g. role-plays, dialogues, reading comprehension tasks,vocabulary building games, drills) is used.

AC6 Learners understanding of new language is supported by the use of teaching aids.

(e.g. pictures)

AC7 Meaningful communication by learners is acknowledged, even if linguistic errors are made.

AC8 Learners are encouraged to express personal opinions and critical viewpoints in the targetlanguage.

AC9 Language learnt in previous lessons is reinforced and recycled.

SO3 Reinforce prior learning about literacy from mother tongue

AC1 Use of mother-tongue languages by learners is permitted during the learning event where itenhances learning and increases understanding.

AC2 Application of reading strategies acquired in mother tongue is discussed with reference to the targetlanguage.(e.g. word attack skills, recognition of spelling patterns, guessing from context, using picture andlayout clues, skimming, scanning, prediction and personal interpretation)

AC3 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)

AC4 Critical responses to text are elicited from learners.(e.g. identifying purpose, distinguishing fact from opinion)

Critical Cross -- field Outcomes supported by this unit standard:

- Identifying and solving problems in which responses display those responsible decisions, using critical andcreative 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 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 making it the underlying intention of any programme of learning to make anindividual 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;


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(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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Title: Facilitate numeracy at ABET levels 1 and 2

Level: NQF level 4

Credit: 16 credits


Issue date: April 2000

Purpose: Persons credited with this unit standard are able to facilitate numeracy learning at ABETlevels 1 and 2 by selecting and implementing appropriate learning and teaching strategiesand 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 2Mathematics specialists consulted felt that an opportunity should be provided for candidates todevelop their own relevant numeracy/mathematical knowledge while acquiring methodology skills.

AC1 Personal methods of calculation with whole numbers and fractions are identified and put in writingusing words and mathematical signs and conventions.

AC2 Three dimensional objects are correctly represented in two dimensions through drawings anddiagrams.

AC3 Different views of three dimensional objects are correctly associated with the two dimensionalrepresentations.

AC4 Identification of shapes is based on their properties.

AC5 Measurements and measurement calculations of linear and area measurement are doneappropriately in macro and micro contexts.

Note for the AC:Macro contexts refer to situations where the object to be measured cannot be accessed from afixed 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.

AC6 Concepts and methods of data handling are explained.

AC7 Concepts of probability are explained.

AC8 Development of number systems is described in terms of pivotal developments in whole numberand fraction arithmetic.

AC9 Development of number systems is described in terms of pivotal developments in measurement


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techniques.

SO2 Apply the requirements of the unit standards for numeracy learners at ABET levels 1 and 2

AC1 Knowledge and skills required of learners in terms of unit standards for numeracy at ABET levels 1and 2 are described.

AC2 Unit standards for numeracy at ABET levels 1 and 2 are used to plan and facilitate learning.

AC3 Learners' performance can be described in relation to the ABET levels and outcomes.

AC4 Core ETD (ABET) practitioner unit standards are applied to the facilitation of numeracy at ABETLevels 1 and 2.

SO3 Help learners to identify and develop own knowledge of numeracy

AC1 View of mathematics as a human and social construct is explained.

AC2 Principle of active construction of mathematical knowledge by learners and reflective discussion isexplained and applied.

AC3 Reflective discussion is encouraged and facilitated during the construction of mathematicalknowledge.

AC4 Learners are seated in such a way that they can all see and hear one another comfortably duringreflective group discussions.

SO4 Apply the concept of the common developmental path of mathematical concepts and skills toteaching numeracyRange for the SO:Numeracy concepts and skills as required by the ABET levels 1 and 2 unit standards (e.g. methodsof calculation and number concept of whole numbers and fractions, data handling, probability, spatialconcepts and skills, measurement). Range and mix of problem types must also be as perrequirements of the relevant unit standards.

AC1 Common path of development of numeracy concepts and skills can be explained.

AC2 Materials and learning programmes are analysed in terms of the structured development ofnumeracy concepts and skills.

AC3 Development of each learners numeracy concepts and skills is described with reference to her/hismethods used to solve numeracy problems.


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SO5 Explain and use the rationale for problem-solving tasks in numeracy teaching.

AC1 Role of problem-solving in numeracy learning to achieve learning outcomes is explained.

AC2 Role played by problems in extending and developing number concept is explained.

AC3 Role played by problems in extending and developing calculation methods is explained.

AC4 Different problem types that involve addition, subtraction, division and multiplication of wholenumbers and fractions can be described.

AC5 Numeracy materials and learning programmes can be evaluated in terms of the range and mix ofproblem types.

AC6 Problem-solving tasks in course materials can be analysed in terms of purpose and likelychallenges/difficulties for learners.

SO6 Identify typical misconceptions of mathematical concepts and their causes, and applyprevention strategiesRange for the SO:Misconceptions of whole number and fraction arithmetic, spatial concepts and probability concepts.

AC1 Typical misconceptions are identified.

AC2 Misconceptions are related to their causes.

AC3 Strategies to remedy and prevent misconceptions are described, justified and applied.


- Identify and solve problems in which responses display that responsible decisions using critical and creativethinking 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/orwritten 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-solvingcontexts 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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Title: Facilitate the use of technology by adult learners in basic skills training

Level: NQF level 4

Credit: 16 credits


Issue date: June 2000

Review date: June 2003

Purpose: Persons credited with this unit standard will be able facilitate the knowledge and skillsrequired 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 andmaintenance 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 bylearners. (Due to rapid changes in technology this competence is reinforced and tested in SO1.)

SO1 Demonstrate knowledge of and practical skill on relevant technologyNote on the SO:The SGB felt that an opportunity should be provided for practitioners to develop and consolidate theirown knowledge and understanding of technology to be used.

AC1 Relevant equipment / machine can be used efficiently and safely.

AC2 Mechanisms for accessing the source of power/energy of machines to be used are explained.

AC3 All materials to be used are identified, described and used in terms of their purposes, effect on thetechnology to be used, handling and storage requirements.

AC4 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

AC5 Procedures for care and maintenance of equipment/machinery are explained fully.e.g. how often oil changed, services required, cleaning procedures

AC6 Processes for recognising machine faults are explained.e.g. unusual noise, heat

AC7 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 orsmall component.


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SO2 Mediate knowledge and skill required to operate technology

AC1 Relevant steps/procedures are explained and demonstrated to learners in a logical sequence.

AC2 The purpose and function of each step/procedure is fully explained.

AC3 Information is presented in limited amounts at intervals which allow learners queries to be dealt with.

AC4 Relevant questions are asked to check learners understanding.

AC5 Practitioner repeats demonstrations, rephrases and sums up information at adequate intervals.

AC6 Demonstrations of practical tasks can be easily observed by all learners.

AC7 Demonstrations of practical tasks are done at a pace which enables learners to assimilate essentialinformation.

AC8 Learners are given adequate opportunities to practice under supervision.

SO3 Mediate knowledge and skill in managing the relevant source of power/energy

AC1 Mechanisms for accessing the source of power required are explained and demonstrated tolearners .

AC2 Procedures for dealing with simple, common power faults are explained and demonstrated tolearners.

e.g. checking trip switches, changing plugs and fuses, checking fuel levels

AC3 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

AC4 Information and procedures are communicated in an effective way in keeping with the ACs listed inSO2.

S04 Mediate knowledge and skill required for using relevant materials

AC1 Different types of materials are presented and demonstrated to learners.

AC2 Properties and uses of different materials are demonstrated to learners.

AC3 Effects on and adjustments required to technology for different materials are explained anddemonstrated to learners.

AC4 Specific handling and storage requirements of materials are explained and demonstrated tolearners.



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SO5 Facilitate the use of technology with regard to health and safety

AC1 Relevant safety gear and equipment is acquired in time for learning event and presented to learners.

e.g. gloves, goggles, ear plugs, protective shoes

AC2 Use of safety gear is demonstrated to learners.

AC3 Purposes of safety gear and consequences of not using it are explained to learners.e.g. to avoid hearing loss

AC4 Potential hazards in the operating environment are identified and explained to learners.

AC5 Procedures for ensuring health and safety in the operating environment are explained anddemonstrated to learners.

e.g. safe use of electricity, chemicals, sharp blades, heavy objects


SO6 Mediate processes which ensure the care and maintenance of technology

AC1 Procedures for general care and maintenance of technology are explained and demonstrated tolearners.e.g. how often oil changed, services required, cleaning procedures, avoiding rust

AC2 Processes for recognising machine faults are explained to learners.e.g. unusual noise, heat, red lights

AC3 Value of timely and appropriate responses to machine faults is explained to learners.

AC4 Components which can be easily replaced or repaired are identified for learners.

AC5 Procedures for dealing with simple and common machine faults are explained and demonstrated tolearners.

Range for the AC: These are faults which can be dealt with on the shop floor e.g. changing a plug orsmall component.

AC6 Information and skills are facilitated in an effective way in keeping with the ACs listed in SO2.

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 andtechnology 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.


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Range: 1) This US is for practitioners who will facilitate basic skills training which involves the use of simpletechnology. 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 thanremedying common faults like changing a plug.

Notes:

1) Critical cross-field outcomesThe 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 knowledgeKnowledge 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 informationThis US enables practitioners to instruct learners in the use of simple technology like sewingmachines, carpentry tools, grass cutters, welding equipment. It is not aimed at facilitating the use oflarge complex machines like bulldozers etc. and does not ensure skills in facilitating Technology as alearning area.


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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 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 fulfil the

assessment criteria due to a physical disability.

1.11 International comparability


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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 Higher Certificate National Diploma

Fundamental category Credits to be selected from existingfundamental standards. Fundamental credits required = 10

Credits to be selected from existingfundamental standards.

Fundamental credits required = 20

Core category Credits from level 4 core = 48US nos. 5.01, 5.02 and 5.07 = 42

Core credits required = 90

Credits from level 4 core = 48Credits from level 5 core = 104

Core credits required = 152

Elective category Unit Standards from level 4 or 5

electives or other qualifications maybe selected.

Elective credits required = 20

Standards from level 4 or 5 electives or

other qualifications may be selectedElective credits required = 68

GRAND TOTAL credits 120 credits 240 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 5qualifications. The SGB considered producing a compulsory unit standard on 'study skills'.


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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 andoutreach 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 learners5.05 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'.


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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 befacilitated3 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 Facilitate communications at ABET levels 3 and 4

5.11 Facilitate mathematics at ABET levels 3 and 4



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 categoryHigher 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

3At present, only ABET Level 4 has unit standards in all eight learning areas for learners.


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No specific standards are compulsory in this category.



The standards can be from either level 5 electives, from the level 4 elective standards orfrom 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.


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1.6 Form of the qualifications

HIGHER CERTIFICATE AND NATIONAL DIPLOMA IN ABET PRACTICE (NQF LEVEL 5)

Fundamental categoryHigher Certificate candidates complete 10 credits in this category, all of whichmust be at level 5.National Diploma candidates complete 20 credits in this category.Individual candidates, learning groups or training institutions identify areas offundamental education which require further development and selectappropriate unit standards from other qualifications.

Credits10

20

Core categoryHigher Certificate candidate must do unit standards 4.01 to 4.05 - acompulsory 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 learning5.02* Facilitate a programme of learning5.03 Evaluate, select and adapt published learning materials and develop, use and

evaluate own supplementary learning aids5.04 Design, implement and follow up on internal assessment for a

abet sgb report

Documents