1. BACKGROUND
1.1 Circular 0016/2003 on the adult basic education and training (ABET) curriculum framework for ABET Levels 1-3 refers.
1.2 ABET Levels 1-3 provide the foundation for adult learners wishing to gain access to a packaged and structured ABET Level 4 curriculum (refer to Circular 0015/2003) and a first qualification on the National Qualifications Framework (NQF).
1.3 For a strong foundation to be laid, it is important that the ABET curriculum address both the social and economic realities of the adult learner.
1.4 The three ABET levels below NQF 1 currently serve as a barrier to the adult learner who is seeking access to an accelerated, contextualised learning pathway.
1.5 The curriculum framework, which is based on unit standards, also makes it difficult for community learning centres (CLCs) to integrate skills-based training into their programmes in a constructive way.
2. A MODULARISED CURRICULUM
2.1 The term module, as used here, refers to a single unit, complete in itself, which serves as building blocks to further units. The modular system aims to support the ABET learners in achieving both their long-term and short-term educational, social and economic goals.
2.2 The purpose of modules is to support recognition of prior learning (RPL) practices and to ensure that that the learner is provided with opportunities to enter and/or exit ABET Level 1-3 programmes at various points. Learners (depending on their experience) do not, therefore, have to start at the 1st module of each level.
2.3 The benefit of using a modular structure lies in its immediacy, i.e. that each module sets clear, immediate, short-term outcomes that the learner can achieve. Feedback is also more direct, as each module will inform learners

    • if they have acquired the necessary skills and knowledge that the module aims to develop,

    • if they have met the criteria they will be assessed against,

    • if they require more time to meet the requirements of the set outcomes, and

    • if they have provided sufficient evidence of competency.
2.4 The advantage to CLCs of using a modularised curriculum which is correctly managed and monitored is that it facilitates the plotting and tracking of learning paths. It is, therefore, crucial that CLCs have a clear picture of where their learners are on the learning continuum after the placement procedure has been completed. Management tools to do this are currently being developed.
3. THE MODULAR FRAMEWORK
3.1 The key feature of the modular framework is that it reformulates the three ABET levels as a phase that provides educators with a picture of

    • where the adult learner is on the learning continuum, and

    • the type of intervention or additional opportunities a learner needs so as to take the next steps in the learning process.
3.2 The phases within ABET levels 1-3, each with its own objectives, can be summarised as follows:

    • ABET Level 1: Learning to read, write and calculate

    • ABET Level 2: Reading, writing and calculating to learn

    • ABET Level 3: Learning to learn and preparing to specialise
3.3 The modular framework recognises the variations of learners entering a particular ABET level, and allows for different learners to re-enter the learning continuum at different places. Taking this into consideration, each of the ABET levels consists of 5 modules and three different learning stages (emergent, intermediate and advanced).
3.4 Annexure A provides a diagram depicting the modular framework.
4. THE MODULAR STRUCTURE
4.1 Each module contains two sections, literacy and numeracy, each with its distinct outcomes, integrated through the learning context.
4.2 In ABET Level 3 an additional learning section is introduced to prepare learners for the introduction of the core and elective learning areas in ABET Level 4.
4.3 The additional section contains the following:

    • Science and Technology, which integrates the unit standards of Natural Science and Technology

    • Life and Social Skills, which integrates the unit standards of Human and Social Sciences and Life Orientation

    • Economic and Entrepreneurship skills, which integrates the unit standards of Economic and Management Science, Human and Social Sciences and Arts and Culture.
4.4 Exemplars of the different modules have been developed in order to guide educators. The exemplars will be distributed to all CLCs early in 2006. Each exemplar will provide information on the following:
4.4.1 The specific outcomes (SOs) and assessment criteria(AC)
The SOs and AC that will be addressed in the module
4.4.2 Baseline assessment
Prior learning that the learners need to have when entering the module, their learning needs and different barriers to learning
4.4.3 Context
Providing educators with the opportunity to develop their lessons plans taking the various contexts and needs of the learners into consideration
4.4.4 Skills, knowledge, attitudes and values (SKAVs)
The SKAVs that are to be promoted in the module
4.4.5 Teaching methods
Suggested strategies for the teaching of adults
4.4.6 Learning and assessment strategies
Suggested classroom and assessment strategies
4.4.7 Expanded opportunities
Suggested additional opportunities for learners to deepen and widen their understanding and to improve their skills
4.4.8 Resources
Suggested resources to support the module
4.4.9 Capability task
Suggested assessment activities that will provide evidence of the learner’s overall competency in the module (The capability task needs to be included in the learner portfolio.)
4.5 Annexure B provides the educators with the suggested modular template.
5. THE INTRODUCTION IN 2006
5.1 The structured, modular ABET Levels 1-3 package will be introduced in 2006 at all centres offering ABET Levels 1-3.
5.2 The relevant educators and centre managers will be trained as from January 2006 on the new modular framework. A curriculum minute will be sent to all centres informing them of the dates and training venues.
6. SUPPORT
6.1 The ABET curriculum advisers in the EMDCs will be available to provide advice to centre managers and educators.
6.2 For additional support, the ABET curriculum adviser will call on either the relevant curriculum specialist or the Senior Curriculum Planner: ABET Curriculum, when necessary.
6.3 Centres may also access more information on the ABET curriculum website at http://curriculum.wcape.school.za/site/24/page/view/


SIGNED: JP RAULT-SMITH
HEAD: EDUCATION
DATE: 2005:10:27

Annexures A and B  (size: 20 KB)