Inspecting the Foundations - Umalusi

More documents

Recommendations

Info

• The associated curricula should provide the necessary input for the development of goodqualitylearning materials, which will help both educators and learners to understand what thelearning demands really are. This will move the entire system away from the current ‘teachingto-theexam’ approach.• ABET curricula will also help institutions teaching and training adult educators to prepare thembetter for the demands in the classroom.• It is essential for the system to employ well-trained and permanently employed educators whoare able to commit their energies to teaching adults.• Successful adult learning requires a coherent national and provincial education system thatsupports a unifi ed and consistent approach to AET/adult learning. Umalusi has committed itselfto strengthening and supporting adult education and training through all aspects of its work.• Means must be found to divert funding for adult education and training into public institutions;public institutions must be empowered to teach a whole range of programmes suited to theneeds of adults.Umalusi’s research into the qualifi cations and curricula for adults registered at NQF Level 1 willhopefully provide constructive support in building a quality adult learning system for the manyadults who require a second chance.47
ReferencesAitchison, J. (2003). “Struggle and Compromise: A History of South African Adult Education from1960 - 2001.” Journal of Education 29: 125-178.Allais, S. (2007). The rise and fall of the NQF: A critical analysis of the South Africam NationalQualifi cations Framework. Johannesburg: University of the Witwatersrand.Baatjes, I. (2002). “The new knowledge-rich society: perpetuating marginalisation and exclusion.”Journal of Education 28: 179-204.Baatjes, I. and Mathe, K. (2004). Adult basic education and social change in South Africa, 1994 to2003. Changing Class. L. Chisholm. Pretoria: HSRC Press.Department of Education (DoE) (1997). Policy Document on Adult Basic Education and Training.Pretoria: Government Printers.DoE (2002). Learning Area Assessment Guidelines (Draft). Pretoria: Government Printers.DoE (2006). Adult Basic Educational Training - Report on the 2006 National Examination Results.Pretoria: Government Printers.DoE (2007a). Kha ri gude. Pretoria: Government Printers.DoE (2007b). Learning Area Assessment Guidelines (Draft). Pretoria: Government Printers.DoE (2008). Ministerial Committee Report on the Restructuring of Adult Education and Training inSouth Africa. Pretoria: Government Printers.Human Sciences Research Council (2007). Human Resources Development Preview. Pretoria: HSRCPress.Independent Examinations Board (IEB) (2006). User Guides for GETC: ABET Levels 1–4. Johannesburg:IEB.IEB (2007). Information concerning enrollments for IEB ABET Examinations and pass rates for variouscourses – Oct 2007. Johannesburg: IEB.Muller, J. (2004). Assessment, qualifi cations, and the NQF in South African Schooling. ChangingClass: Educational and social change in post-apartheid South Africa. L. Chisholm. Cape Town:Human Science Research Council.Rule, P. (2006). ““The time is burning”: The right of adults to basic education in South Africa.” Journalof Education 39: 113-135.South African Qualifi cations Authority (SAQA) (2000a). The National Qualifi cations Framework andCurriculum Development. Pretoria: SAQA.SAQA (2000b). The National Qualifi cations Framework and Standards Setting. Pretoria: SAQA.SAQA (2001). General Education and Training Certifi cate Policy. Pretoria: SAQA.SAQA (2007b). SAQA NQF Level 1/ ABET Level 4 qualifi cation. [Online]. Available at:www.saqa.org.za [accessed: 23/08/2007]48
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 16 and 17: 3. Methodology usedThis research co
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 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

Inspecting the Foundations - Umalusi

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?