| 1.1 |
|
Research has indicated that literacy and numeracy are essential for success in further learning. |
| 1.2 |
|
It is, therefore, imperative that ABET levels 1 and 2 focus on the teaching of literacy and numeracy. This will ensure a good grounding prior to introducing the adult learner to new learning areas. |
| 1.3 |
|
The core learning areas should, therefore, only be introduced in ABET levels 3 and 4, and the electives (specialisation) in ABET level 4. |
| 2. |
ABET LEARNING PATHWAYS |
| 2.1 |
|
The ABET learning pathway of ABET levels 1, 2 and 3 leads to a qualification at ABET Level 4 or NQF 1. |
| 2.2 |
|
Although there may be learners who want only a basic education and training, a large proportion of ABET learners in various learning contexts will progress through ABET levels 1, 2 and 3 with the aim of achieving a GETC in order to access Further Education and Training. |
| 2.3 |
|
The curriculum offered at ABET levels 1, 2 and 3, therefore, should be flexible enough to provide opportunities for the varying needs of the adult learner and to facilitate progression through ABET levels 1, 2 and 3. |
| 3. |
CATEGORIES OF LEARNING IN ABET LEVELS 1, 2 AND 3 |
| 3.1 |
|
Within ABET levels 1, 2 and 3, the categories of learning are as follows: |
| 3.1.1 |
|
Fundamental Learning
“Fundamental learning means that learning which forms the grounding or basis needed to undertake the education, training or further learning required in obtaining of a qualification.” (SAQA Regulations, Act 58 of 1995)
In ABET levels 1, 2 and 3 the fundamentals include Language, Literacy and Communication (LLC) and Numeracy.
|
| 3.1.2 |
|
Core Learning
“Core learning means that compulsory learning required in situations contextually relevant to the particular qualification.” (SAQA Regulations, Act 58 of 1995)
The core category refers to unit standards from any of the six learning areas which have been identified as covering foundational general education. These six learning areas are listed in the table below.
|
| 3.2 |
|
SUMMARY OF THE DIFFERENT LEARNING AREAS AVAILABLE TO ABET LEVELS 1, 2 AND 3 AT COMMUNITY LEARNING CENTRES
ABET
LEVEL | Fundamental Category | Core Category |
| 1 |
*Language, Literacy and Communication
Numeracy
|
No core learning areas
introduced |
| 2 |
*Language, Literacy and Communication
Numeracy
|
No core learning areas
introduced |
| 3 |
*Language, Literacy and Communication
Numeracy
|
Arts and Culture
Economic and Management
Science
Human and Social Science
Life Orientation
Natural Science
Technology
|
Please Note
* Language, Literacy and Communication may be mother tongue and/or additional language, depending on the needs of the learner and/or community.
|
| 4 |
|
UNIT STANDARD TITLES AND SPECIFIC OUTCOMES FOR ABET LEVELS 1, 2 AND 3 |
| 4.1 |
|
The outcomes-based approach means that national standards are written as outcomes in the unit standards. |
| 4.2 |
|
A unit standard organises and describes what the learner will know and be able to do as a result of learning. |
| 4.3 |
|
A unit standard also states the level and range of competence, and what evidence can be used for assessment. |
| 4.4 |
|
Annexure A contains the interim registered unit standard titles and specific outcomes for ABET levels 1 and 2. |
| 4.6 |
|
It is important to note that the ABET level 1, 2 and 3 unit standards are currently under review and the revised standards will be implemented in 2004. |
| 5 |
|
THE CRITICAL AND DEVELOPMENTAL OUTCOMES |
| 5.1 |
|
The critical and developmental outcomes have been set by SAQA as the outcomes for all education in South Africa. When planning for any learning experiences in ABET levels 1,2 and 3, it is crucial to cater for both critical and evelopmental outcomes. |
| 5.2 |
|
Annexure C contains the list of critical and developmental outcomes. |
| 6.1 |
|
The ABET curriculum advisors in the EMDCs are available to provide advice to centre managers and educators should it be required. |
| 6.2 |
|
The ABET curriculum advisor will call on the relevant curriculum specialist or the SCP: ABET Curriculum when necessary for further support. |
SIGNED: D.R. SHEPHERD
HEAD: EDUCATION
DATE: 2003:01:23
|