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The ADP learning programme will initially offer educators a, two-year part-time North West University, Mafikeng Campus ACE (Advanced Certificates in Education - Mathematics and Science Education) qualification. This will necessitate acquiring 120 credits from the programme offerings, detailed in the diagram below.
The qualification is based on the critical outcomes of the role of the educator.
These roles have been defined as followsthe educator as:
learning mediator
interpreter and designer of learning programmes and materials
leader, administrator and manager
scholar, researcher and lifelong learner
Learning Area/subject/discipline/phase specialist
assessor
community member, citizen and holder of a pastoral role.
The ADP training programme intends to support the educator in fulfilling these roles. This is why the programme, for example:
gives background information on how content is planned and developed and how it links to policy (interpreter and designer of learning programmes and materials)
offers suggestions for where the learner can find additional information (scholar, researcher and lifelong learner; learning area/subject/phase specialist; community, citizenship and pastoral)
suggests how the learner might organise his/her class and manage resources (leader, administrator and manager)
offers guidelines on how to implement activities in their own classroom in their own learning area or subject, the way to sequence work, and aspects where their learners might need help (mediator of learning)
provides careful guidance on how to assess learning, how to give feedback to learners and how to record the assessment (assessor).
The material also models the Outcomes Based methodology, making the following explicit:
exactly which outcomes will be focussed on for assessment of each activity
what evidence the students will provide to show that they have achieved the intended outcomes (for example, participation in group discussion; answers on a worksheet; a drawing; answers in class discussion, etc.)
the criteria for assessing students performance; by whom and how the evidence is assessed (this should include information on: who is doing the assessment peer, selves, facilitator, a combination of these; and how it is being done reading answers, observing group processes, looking at drawing, marking a worksheet, and so on)
how assessment information can be used in planning the next learning intervention or in intervening if problems are apparent.
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