Inspecting the Foundations - Umalusi

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Numeracy and Mathematics:• VBQU263: Analyse and evaluate numerical and statistical information.• VBQU264: Use algebraic techniques to analyse mathematical problems.• VBQU265: Use formal mathematical concepts and techniques to analyse and solveproblems.Special Interest Electives to choose from:• VBQU266: Develop verbal communication skills.• VBQU267: Use computer language and perform simple computing tasks.• VBQU268: Access the internet for language learning.• VBQU269: Complete a project with support.• VBQM474: Australian environmental issues.• VBQU270: Communicate with others in familiar and predictable contexts.• VBQU272: Participate in a practical placement.• VBQM475: Community options.• VBQM476: The education system.• VBQM477: Health care.• VBQM478: Arts in Australia.• VBQM479: Indigenous history.• VBQU272: Explore science in the community.• VBQU273: Explore health and wellbeing.• VBQU274: Explore the environment.• VBQU275: Explore energy and matter.• VBQU276: Explore chemicals and change.• VBQU277: Explore earth in space.• VBQU278: Explore continuity of life.• VBQM480: Elections and government.• VBQM482: The legal system.• VBQM482: Driving and owning a car.• VBQM483: Events in Australian history.• VBQM484: Investigating current issues.• VBQU279: Research science in the community.• VBQU280: Research living things.• VBQU282: Research the environment.• VBQU282: Research universe and time.• VBQU283: Research chemicals and change.• VBQU284: Research energy, force and matter.• VBQU285: Analyse science in the community.• VBQU286: Design and review a project.There is no formal exam. Assessment of learning is continuous and ongoing and focuses onthe process of learning as well as the competencies stated in the modules of the CGEA.The Australian CGEA model is similar to the GETC: ABET in that it comprises a Core andElective Component. However, the Core Component in the CGEA is more aligned to theFundamental Component in the GET: ABET qualifi cation but there is limited choice interms of Language, Literacy and Communication, Mathematical Literacy or Mathematicsand Mathematical Science Learning Area Components as these are fi xed. However,there is a choice of either Mathematical Literacy or Mathematics and MathematicalScience depending on the choice of Vocational Learning Area. The Elective Specialisationareas are based more on curriculum topics whereas the GETC: ABET includes furtherAcademic and Vocational Learning Area options including Information andCommunication Technology (ICT), Human and Social Sciences, Ancillary Health Care but itwas lacking in areas of community, history and research topic areas.71
Finland:The objective of adult education in Finland is to support lifelong learning amongst its citizensas well as to develop and promote knowledge and skills relating to building coherence andequality in society. Furthermore, the focus is on ensuring that trade skills are developed inthe workforce in order to raise levels of employment as well as deal with defi cit in skillsbrought on by retirement.Adult education is provided in more than 2,000 educational institutions in Finland. Thereare only a few who specialise solely in adult education. Much of adult education isprovided outside formal educational institutions, including work places, or can be organisedby employers. However, not all adult education is directly connected to work oroccupational skills. There are, for instance, liberal adult education programmes whichprovide learners with instruction in civics or social studies.Adult education is provided in the following contexts including:• Universities polytechnics.• Vocational schools.• Vocational adult education centres.• National specialized institutions and specialized vocational institutions.• Adult education centres and workers` institutes.• Folk high schools.• Summer universities.• General upper secondary schools for adults.• Study centres.• Physical education centres.• Music institutes.There is basic and general upper secondary education available for adults. Adults cancomplete the basic (comprehensive school) or upper secondary education syllabus andtake part in the matriculation examination in general upper secondary schools for adultsor in adult study lines in regular upper secondary schools. The instruction mostly takes placein the evening and is course-based. Many people study individual subjects, mainlylanguages, as so-called subject students. A national core curriculum for adult educationhas been devised, taking account of the fact that students are grown-up in the number ofcompulsory courses and in the length of courses and lessons. There is also instruction gearedto foreign students` in general upper secondary schools.There are general upper secondary schools for adults in about 40 municipalities, mainly incities. Apart from two institutions, they are subordinate and fall under local authorities. Thereis a basic education line in about 30 folk high schools and a general upper secondary line insix. They, too, follow the curriculum drawn out for general upper secondary school for adults,but since folk high schools are essentially boarding schools, the studies take place indaytime. The majority of students in folk high schools are young people.The model of adult education in Finland differs from the South African context as it focusesmore on harnessing specifi c skills both in the workplace as well as developing responsiblecitizens through promoting lifelong learning.United Kingdom (UK):In the UK there is an entry level qualifi cation developed to encourage and recogniseachievement of learners in a variety of contexts. These entry level qualifi cations are calledCertifi cates.72
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INSPECTING THE FOUNDATIONSTowards a
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AcknowledgementsThis report is the
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AcronymsABEABETAETAHCDoEECDETDPETQA
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describe Public Adult Learning Cent
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literacy campaigns. They attribute
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determine learner competence. But w
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3. Methodology usedThis research co
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some offer FET subjects only. Numbe
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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 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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