Inspecting the Foundations - Umalusi

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3. Methodology usedThis research comprises a documentary overview by Umalusi of curricula available to support theeducators of adults studying at ABET Level 4 (NQF Level 1). In order to map and understand thedifferent types of available curricula, ABET qualifi cations have been grouped into three categoriesin terms of the types of knowledge and skills they provide. This report refers to the fi rst group ofqualifi cations as industry-related ABET qualifi cations, obtained via private providers under theauthority of Setas or the IEB. These qualifi cations prepare learners for specifi c occupations or arelatively small range of occupations, and are variously referred to as certifi cates, basic certifi cates,or GETCs (SAQA 2007). Skills programmes and/or short employer-specifi c courses that fast-tracklearners to particular learnerships, are also included in this category.A second type of ABET qualifi cation is the GETC, which results in an exit-level certifi cate at NQFLevel 1, issued by Umalusi. Private providers (under the auspices of the IEB) offer parts of the GETC;the whole qualifi cation is offered by the DoE through PALCs. The GETC is intended to providegeneral education and training for adults, and potentially lays the foundations for FET.The third type of ‘qualifi cation’ comprises enrichment courses which do not feed directly intospecifi c occupations or FET, but which nevertheless have the potential to position learners to beeconomically productive in entrepreneurial ventures, or to play active roles in their communities.Included in this category are short private-provider developed courses designed specifi cally to fasttracklearners to the FET level.For the current review, documents were sought for all three categories of qualifi cations.Gathering documents for industry-related GETCs and certificatesDocuments for industry-related ABET qualifi cations at NQF Level 1 were sought on the SAQAwebsite, and analysed (a summary of selected key points relating to the 42 Level 1 Setaqualifi cations analysed can be accessed onwww.umalusi.org.za/InspectingtheFoundations/Appendix 1).Gathering documents for the national GETCFor the national GETC certifi cate, which can be studied for through PALCs, and through privateinstitutions under the auspices of the IEB or DoE, Umalusi sought curriculum documents for boththese learning possibilities. The national GETC is quality-assured by Umalusi, and requires thatcandidates write public exams set by the assessment bodies. Candidates are also expected toproduce portfolios which are marked on site and moderated by the assessment body with selectedverifi cation of the process undertaken by Umalusi.15
National and provincial documents for the GETCA list of the ABET documents developed by the National DoE was compiled by Umalusi offi cials withexperience in ABET, and verifi ed by ABET offi cials in the DoE. The documents were obtained bothfrom the Umalusi Resource Centre and from offi cials in the DoE.Several critical National DoE documents underpin the GETC for adults. Four of thesedocuments were obtained for this review:• Department of Education Policy Document on ABET of 2000, which gives generalinformation such as background information for ABET, good practice, and levels and fi eldsof learning.• ABET Act No. 52 of 2000.• Assessment Policy in the General Education and Training Band gazette (GovernmentGazette No.6397; Vol. 402, of 1998), which has since been revised for Grades 4–9 in formalschooling, but not for ABET.• Learning Programme Guidelines for ABET, an undated 76-page booklet distributedby the Directorate of Adult Education and Training in the National DoE. This bookletcontains information described in broad terms, including broad defi nitions of ABETlearning programmes; learnerships; learning pathways; notes on designing, planning, andimplementing learning programmes; and assessment, with some exemplars of the types ofactivities that could be used for assessment.Then, via telephonic interviews, concerted attempts were made to ascertain which ABETdocuments were being used in the nine provinces, both at the provincial department level and atthe PALC level.It soon emerged that different documents are being used across the provinces, and, when followupcalls were made, that different people within single provincial ABET directorates mentioneddifferent documents from one another. Efforts were made to triangulate within-provinceinformation: additional ABET offi cials within single provinces were interviewed until the informationgiven was consistent.The researchers attempted to obtain all provincial learning programmes, but these were not easilyavailable as copies are not electronic, and there were often no spares. Five of the six provinceswith provincial learning programmes nevertheless kindly provided copies of these programmes forthe review.During the telephonic interviews, provincial ABET offi cials were also asked about the directoratesacross which ABET was spread, and the areas they thought needed improving in ABET. Thesequestions were asked in order to better contextualize the information Umalusi was seeking.In the attempt to triangulate and confi rm the information supplied by the provinces, theresearchers tried to interview the centre managers of ten PALCs in each province telephonically,with a view to fi nding out about ABET curriculum documents which the PALCs obtained from theirprovinces, and those they developed themselves. Four provinces provided PALC contact details.Contacting PALCS was not straight-forward and involved considerable phoning around: contactdetails on provincial lists were often for schools which did not have readily-available contact detailsfor the PALC managers; sometimes schools for which details were provided were not PALCs atall. PALC managers were asked about which ABET courses were offered at their centres, and theapproximate number of learners currently registered for their ABET courses.The PALCs differ in that some offer the full range of ABET learning areas for the GETC; some offeronly a few of these learning areas; some offer only what appear to be enrichment courses, and16
Page 2 and 3: INSPECTING THE FOUNDATIONSTowards a
Page 4: AcknowledgementsThis report is the
Page 8 and 9: AcronymsABEABETAETAHCDoEECDETDPETQA
Page 10 and 11: describe Public Adult Learning Cent
Page 12 and 13: literacy campaigns. They attribute
Page 14 and 15: determine learner competence. But w
Page 18 and 19: some offer FET subjects only. Numbe
Page 20 and 21: 4. Findings4.1 NQF LEVEL 1 QUALIFIC
Page 22 and 23: This history of a qualifi cation th
Page 24 and 25: the weighting used for Learning Are
Page 26 and 27: Table 3: GETC: ABET Learning Outcom
Page 28 and 29: (if this is seen to be in the inter
Page 30 and 31: was circulated at a national ABET m
Page 32 and 33: 4.2.1.5 Private ABET provider docum
Page 34 and 35: electives. Some of the examples of
Page 36 and 37: to maintain and improve the norms a
Page 38 and 39: the following:• The completion of
Page 40 and 41: The problem of English being the la
Page 42 and 43: This pattern of Setas’ being able
Page 44 and 45: learnership has been completed, it
Page 46 and 47: While the occupational qualifi cati
Page 48 and 49: • The associated curricula should
Page 50 and 51: Singizi (2007). Employment Pormotio
Page 52 and 53: PURPOSE AND RATIONALE OF THE QUALIF
Page 54 and 55: UNIT STANDARDS:Core 7511ID UNIT STA
Page 56 and 57: Appendix BGeneral Education and Tra
Page 58 and 59: This Recognition of Prior Learning
Page 60 and 61: Elective Component:The Elective Com
Page 62 and 63: ID Number; Unit Standard Title; Cre
Page 64 and 65: • ID 14569; Demonstrate an unders
Page 66 and 67:
2.3 Algebraic techniques are select
Page 68 and 69:
learning components and should use
Page 70 and 71:
A choice of three Reading Core Skil
Page 72 and 73:
Numeracy and Mathematics:• VBQU26
Page 74 and 75:
Currently, there are over one hundr
Page 76 and 77:
wider selection of vocational subje
Page 78 and 79:
UNIT STANDARDS (continued):Fundamen
Page 80 and 81:
PROVIDERS CURRENTLY ACCREDITED TO O
Page 82 and 83:
ESSENTIAL ELEMENTS FOR CURRICULUM D
Page 84:
Where possible and necessary, the c
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Inspecting the Foundations - Umalusi

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