role

SAQA: registration and accreditation of private providers offering qulaification

Joint Communique 1 of 2012: Interim Guidelines on the registration and accreditation of private providers offering qulaifications and part qualifications in the Trade and Occupation sector

[b]Download the full policy from the SAQA website here.[/b]
http://saqa.org.za/docs/pol/2012/private_prov_registration.pdf

higher education

& training

Department:

Higher Education and Training

REPUBLIC OF SOUTH AFRICA

DEPARTMENT OF HIGHER EDUCATION AND TRAINING (DHET) SOUTH AFRICAN QUALIFICATIONS AUTHORITY (SAQA) QUALITY COUNCIL FOR TRADES AND OCCUPATIONS (QCTO)

COUNCIL ON QUALITY ASSURANCE IN GENERAL AND FURTHER EDUCATION AND

TRAINING (UMALUSI)

COUNCIL ON HIGHER EDUCATION (CHE)

Joint Communique 1of 2012

INTERIM GUIDELINES ON THE REGISTRATION AND ACCREDITATION OF PRIVATE PROVIDERS OFFERING QUALIFICATIONS  AND PART-QUALIFICATIONS IN THE TRADE AND OCCUPATIONAL SECTOR

AUGUST 2012

SAQA

QCTO

U MALUSI                Council for Quality Assura nce I n

INTRODUCTION AND BACKGROUND

The legal situation relating to the registration of independent education institutions, including private skills providers, is as follows.

The NQF and sub-frameworks

The National Qualifications Framework Act, 2008 (Act 67 of 2008) (NQFA) provides for the National Qualifications Framework (NQF) which comprises three sub­ frameworks, each of which is quality assured by a Quality Council (QC):

  • The Occupational Qualifications Framework (OQF), quality assured by the

Quality Council for Trades and Occupations (QCTO);

  • The General and  Further  Education  and  Training  sub-framework,  quality assured by Umalusi; and
  • The  Higher   Education  sub-framework,   quality   assured   by   the   Higher Education Quality Comm.ittee (HEQC) of the Council on Higher  Education (CHE)

SAQA is placing all qualifications or part-qualifications currently on the NQF on the appropriate sub-framework. Such placement will determine which QC is responsible for the quality assurance of each qualification or part-qualification. Any uncertainty about such matters will be resolved by SAQA.

Registration  of  independent  educational  institutions and  private skills providers

The Constitution of the Republic of South Africa, 1996 (Act 108 of 1996) requires that an independent educational institution must be registered with the state (see Section

29(3)(b)). “Education” as used in Section 29 includes “training”.

As a result of this provision, the Higher Education Act, 1997 (Act 101 of 1997) (HEA) and the Further Education and Training Colleges Act, 2006 (Act 16 of 2006) (FETCA) require private higher education institutions and FET colleges respectively to register with the Department of Higher Education and Training (DHET).

The Skills Development  Act, 1998 (Act 97 of 1998) (SDA) in its current form, does not  make  provision  for  the  registration,  as  contemplated   in  section  29  of  the Constitution, of private skills development  (SD) providers  who offer qualifications  or part-qualifications  on the OOF. Such providers  are at present only required  by the SDA to be accredited by the OCTO and to seek accreditation for their qualifications and part-qualifications from the QCTO (or a suitable body to whom the OCTO has delegated the quality assurance function). Only the QCTO has the authority to quality assure SD providers who offer qualifications  or part-qualifications  on the OOF. No other QC has such authority.

Nevertheless,  some SD providers offering qualifications or part-qualifications  on the OOF have applied for accreditation by Umalusi or the CHE in order to be registered by DHET. This is not currently required by law and the practice will be discontinued until the law is changed.

The SDA was managed under the authority of the Minister of Labour until 2009 when it was transferred to the portfolio of the Minister of Higher Education and Training. As part of the policy development  process for the South African post school system and to  comply  with section  29 of  the Constitution  the SDA  is being  reviewed.  In due course it will be amended in order to require SD providers to register with the DHET. As indicated above, at present there is no such requirement.

INTERIM GUIDELINES ON THE REGISTRATION AND ACCREDITATION OF PRIVATE PROVIDERS OFFERING QUALIFICATIONS AND PART­ QUALIFICATIONSIN THE TRADE AND OCCUPATIONAL SECTOR

To clarify the situation and ensure consistency in the application of the relevant laws, the following guidelines will apply to private SD providers that offer qualifications  or part-qualifications on the OOF. The guidelines will apply from the date of issue of this communique and will remain in operation until replaced by long-term arrangements.

  • Private SO providers who are not yet registered  with the DHET and who wish to offer only OQF qualifications and part-qualifications on Levels 1 -10 are currently not required  to register with the DHET. They must apply  to the OCTO  or the delegated  body for accreditation  to offer these qualifications  or part-qualifications as an accredited SD provider.
  • Private SO providers  who are already registered with the OHET for OQF qualifications  or part-qualifications  may continue with their current offerings, but  do  not  need  to  apply  for   re-registration   with  the   DHET  when  their registration period ends.
  • Private SO providers who are currently registered with the DHET and wish to extend their scope of provision to offer additional qualifications or part­ qualifications  that   are   registered   on  the   OQF   need   only   to   apply   for accreditation with the QCTO or the delegated body.

It remains  a requirement  that all private  SO providers  offering  full qualifications  or part-qualifications  on the OQF in terms of the SDA must be accredited by the QCTO or its delegated quality assurer, and such qualification or part-qualification must be registered by SAQA on the OQF.

These guidelines do not apply to the following:

  • Independent education institutions or private providers that offer qualifications or  part-qualifications   on  the  other  two  NQF  sub-frameworks,   namely  the Higher  Education  Qualifications  Framework  (HEQF)  Levels  5 – 10  and the General  and Further Education and Training Qualifications  Framework (GFETQF)  Levels  1 – 4. Such private providers  or institutions  must register with the DHET after accreditation by the HEQC or Umalusi respectively; and
  • Independent schools,  which  must  be  registered  as  provided  in  the  South

African Schools Act, 1996 (Act 84 of 1996) or relevant provincial laws.

LONG TERM ARRANGEMENTS FOR ACCREDITATION AND REGISTRATION

These guidelines will be reviewed by the DHET, SAQA, the QCTO, Umalusi and the CHE during 2012-2013 and a long-term solution will be implemented as from a date to be announced.

Mr Gwebinkundla Qonde

Director-General: D ET

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Chief Executive Officer: QCTO

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Dr Mafu Rakometsi

Mr Ahmed Essop

Chief Executive Officer: CHE

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Mr Joe Samuels

Chief Executive Officer: SAQA Date: …?.-P.!…… :?!..-:-:……………….

National Policy for the Implementation of the Recognition of Prior Learning

National Policy for the Implementation of the Recognition of Prior Learning

Download a copy of this policy from the SAQA website here:
http://saqa.org.za/docs/pol/2013/natpol_irpl.pdf

THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY

National Policy for the Implementation of the Recognition of Prior Learning

Compiled and produced by: The South African Quali?cations Authority (SAQA).

Copyright

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of SAQA.

Publication date: March 2013

ISBN: 978-1-920649-04-3

Postnet Suite 248

Private Bag X06

Waterkloof

0145

Helpdesk: +27 (0) 86 010 3188

Facsimile: +27 (0) 12 431 5039

Website: www.saqa.org.za

E-mail:

Contents

Foreword …………………………………………………………………………………………………………………………..2

National Policy for the Implementation of the Recognition of Prior Learning …….3

Purpose …………………………………………………………………………………………………………………………..3

Preamble …………………………………………………………………………………………………………………………3

Objectives ………………………………………………………………………………………………………………………..3

Scope………………………………………………………………………………………………………………………………4

Glossary of terms………………………………………………………………………………………………………………4

Understanding of the Recognition of Prior Learning in South Africa …………………………………………5

Recognition of Prior Learning in the context of the National Qualifications

Framework in South Africa …………………………………………………………………………………………………6

Policy priorities for RPL ……………………………………………………………………………………………………..8

Responsibilities for the implementation of RPL ……………………………………………………………………..9

Transitional arrangements ………………………………………………………………………………………………..11

List of acronyms ……………………………………………………………………………………………………………12

Members of the SAQA RPL Reference Group ………………………………………………………….12

Foreword

The National Qualifications Framework (NQF) Act 67 of 2008 mandates the South African Qualifications Authority (SAQA) to develop, after consultation with the Quality Councils, a national policy for the recognition of prior learning (RPL).

This revised RPL policy is grounded in extensive stakeholder consultation. SAQA initially developed the policy for RPL in 2002, and criteria and guidelines for RPL in 2003. Both of these documents have been used widely and remain in use, but need to be updated to align the policies with the NQF Act 67 of 2008 that replaced the SAQA Act 58 of 1995.

This revised RPL policy has been developed with support from the SAQA RPL Reference Group, which includes staff representatives from the Quality Councils (a full list of members of the Reference Group is provided at the end of the policy). Broader consultation with all nominees for the SAQA RPL Reference Group and organised labour also took place in the form of a workshop on 6 July 2012. The policy was made available for public comment between 1  October and 15

November 2012 during which period substantial comments were received from all sectors of the education and training system. After considering the advice of the RPL Reference Group, and after consultation with the QCs, the policy was approved by the SAQA Board on 15 March 2013.

We trust that through this policy it will be possible to work collectively towards demonstrably changing the lives of RPL candidates, including workers and learners of all ages, unemployed people and other marginalised groups, as important beneficiaries of RPL services.

Joe Samuels

Chief Executive Officer

National Policy for the Implementation of the

Recognition of Prior Learning

Purpose

  1. 1. This revised National Policy for the Implementation of Recognition of Prior Learning (RPL) provides for the implementation of RPL within the context of the National Qualifications Framework (NQF) Act 67 of

Preamble

  1. This RPL Policy replaces the policy document Recognition of Prior Learning in the context of the South African NQF developed in 2002 by the South African Qualifications Authority (SAQA) within the Context of the SAQA Act (Act 58 of 1995).
  1. 3. The Policy is located within the broader context of the Human Resource Development Strategy and the

National Skills Development Strategy, as well as a consideration of the National Development Plan 2030.

  1. The Policy builds on the strengths of the Recognition of Prior Learning in the Context of the South African NQF developed by SAQA in 2002, as well as on new insights gained from on-going practice and research. It establishes the basic core principles and priorities for RPL as part of the further development and implementation of the NQF in South Africa.
  1. This policy seeks to position RPL in relation to the overarching principles and priorities of the NQF in

South Africa.

  1. The implementation of this National RPL Policy will be achieved by:
  1. Advancing a comprehensive, quality-assured and resource-driven approach to optimise the delivery of RPL services and programmes, including RPL assessments
  2. b. Ensuring quality assurance and benchmarking of RPL overseen by SAQA and the three Quality Councils: the Council on Higher Education (CHE), Umalusi: Council for Quality Assurance in General and Further Education and Training, and the Quality Council for Trades and Occupations (QCTO)
  3. Recognising that barriers to implementation, such as: limited incentives; lack of resources to develop and sustain services at affordable prices; lack of trained RPL personnel; inadequate supporting systems such as administrative systems that are unable to grant credits for part qualifications and admission systems without robust alternative access routes; and institutional resistance and lack of capacity must be addressed
  4. Recognising different kinds of RPL and purposes for RPL in relation to different contexts and classifications of knowledge, skills, competencies, qualifications and part qualifications in the national learning system
  5. e. Providing for national co-ordination to assist the Quality Councils, institutions of learning, and RPL practitioners to deal with barriers, accessing funding, building capacity, advocacy and marketing, and expanding RPL provisioning in a comprehensive RPL

Objectives

  1. The objectives of this National Policy for the implementation of RPL are to:
  1. Provide for further development and implementation of RPL, including its resourcing, effective delivery and quality assurance
  1. Develop shared understanding of RPL within a broader lifelong learning context c. Provide an expanded scope for a holistic model and approach to RPL
  2. d. Set and enable the formulation of sector criteria and institutional RPL policies in line with this

National Policy

  1. Provide the basis for national guidelines and priorities for implementing RPL, and for effective monitoring and evaluation of the practices against these priorities
  2. f. Enable potential candidates to attain recognition of the appropriate knowledge and skills required for personal development and the employment market
  3. Recognise the roles and functions of employers, public and private providers, and RPL

practitioners in the provision of RPL across the education and training system

  1. Enable the national coordination of RPL by SAQA that will focus on research, support, advocacy and the mainstreaming of RPL.

Scope

  1. 8. This revised RPL Policy provides for the role of SAQA in co-ordinating the development of RPL policies and practices across all sub-frameworks of the NQF, in co-operation with the three Quality Councils, education institutions and skills development providers, workplaces and other assessment sites, recognised professional bodies, and RPL
  1. This Policy applies to:
  1. Quality Councils, education institutions and skills development providers, work places, recognised professional bodies, RPL practitioners and RPL candidates
  2. b. All qualifications, part qualifications and professional designations registered on the NQF and offered in South Africa
  3. The specific context of each Quality Council and its sub-framework must be considered in the interpretation of this Policy.

Glossary of terms

  1. “Advanced standing” means the status granted to a learner for admission to studies at a higher level than the learner’s prior formal studies would have allowed, including exemption where applicable.
  1. “Credit accumulation” means the totalling of credits required to complete a qualification or a part qualification.
  1. “Credit transfer” means the vertical, horizontal or diagonal relocation of credits towards a qualification or part qualification on the same or different level, usually between different programmes, departments or institutions.
  1. 13. “Credit accumulation and transfer (CAT) system” means an arrangement whereby the diverse features of both credit accumulation and credit transfer are combined to facilitate lifelong learning and access to the
  1. “Formal learning” means learning that occurs in an organised and structured education and training environment and that is explicitly designated as such. Formal learning leads to the awarding of a qualification or part qualification registered on the NQF.
  1. “Informal learning” means learning that results from daily activities related to paid or unpaid work, family or community life, or leisure, including incidental learning.
  1. “Learning programme” means a purposeful and structured set of learning experiences that leads to a qualification.
  1. “Lifelong learning” means learning that takes place in all contexts in life from a life-wide, life-deep and lifelong perspective. It includes learning behaviours and obtaining knowledge, understanding, attitudes, values and competences for personal growth, social and economic well-being, democratic citizenship, cultural identity and employability.
  1. “National Qualifications Framework (NQF)” means a comprehensive system approved by the Minister of Higher Education and Training for the classification, registration, publication and articulation of quality-assured national qualifications.
  1. “NQF Act” means the South African National Qualifications Framework (NQF) Act No. 67 of 2008.
  1. “Non-formal learning” means planned educational interventions that are not intended to lead to awarding of qualifications or part qualifications.
  1. “Part qualification” means an assessed unit of learning that is registered as part of a qualification.
  1. 22. “Provider” means an entity that offers any learning programme that leads to a qualification or part qualification registered on the NQF.
  1. “Professional body” means any body of expert practitioners in an occupational field, and includes an occupational body.
  1. “Professional designation” means a title or status conferred by a professional body in recognition of a person’s expertise and/or right to practice in an occupational field.
  1. “Qualification” means a registered national qualification.
  1. “Recognition of Prior Learning (RPL)” means the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development.
  1. “Resourcing of RPL” means the direct and indirect physical, infrastructural, human and financial capacity needed to build and maintain a mainstream and sustainable national RPL system.
  1. “RPL practitioner” means a person that functions in one or more aspects of RPL provision, including policy development, advising, portfolio course design and facilitation, assessment and moderation, administration, monitoring and evaluation, research and development.

Understandings of the Recognition of Prior Learning in South Africa

  1. The idea of RPL is aligned to main elements of South African national policy discourse since 1994:

transformation; accreditation; lifelong learning; and the NQF.

  1. The RPL process is a multi-dimensional one. It is a process through which non-formal learning and informal learning are measured, mediated for recognition across different contexts and certified against the requirements for credit, access, inclusion or advancement in the formal education and training system, or workplace. RPL processes can include guidance and counselling, and extended preparation for assessment.
  1. Assessment, an integral feature of all forms of RPL, does not exist in isolation from a range of other strategies that allow for different sources of knowledge and forms of learning to be compared and judged.
  1. RPL is multi-contextual. How it takes place differs from one context to another. RPL may be developed and implemented differently for the purposes of personal development, further learning and advancement in the workplace, and recognition within the three Sub-frameworks of the NQF. Furthermore, it may be conducted by a variety of methods using a combination of teaching-learning, mentoring and/or assessment approaches, as appropriate. The purposes and contexts determine the practices and outcomes of RPL in each case.
  1. RPL may be carried out at any level of learning and at any NQF level.
  1. 34. There are two main forms of RPL which reflect the different purposes and the different processes within which RPL takes place:
  1. RPL for access: To provide an alternative access route into a programme of learning for those who do not meet the formal entry requirements for admission. RPL for access applies to learning programmes offered by an accredited institution of further learning (including a post-school institution and an adult learning centre) or workplace-based training provider
  2. RPL for credits: To provide for the awarding of credits for, or towards, a qualification or part qualification registered on the NQF
  3. In both cases, RPL processes may take place at a diagnostic, formative or summative point, or in-curriculum to create opportunities for advanced standing or recognition in the workplace.
  1. The following principles are important elements of a holistic approach to RPL:
  1. The focus is on what has been learned and not on the status of the institution, organisation or place where the learning was obtained
  2. Credit is awarded for knowledge and skills acquired through experience and not for experience alone
  3. Prior learning is made explicit through assessment and/or other methods that engage the intrinsic development of knowledge, skills and competencies acquired
  4. Candidate guidance and support, the preparation of evidence and the development of an appropriate combination of further teaching and learning, mentoring and assessment approaches are core to RPL practice.

Recognition of Prior Learning in the context of the National Qualifications

Framework in South Africa

  1. 36. The NQF in South Africa is a comprehensive system approved by the Minister of Higher Education and Training for the classification, co-ordination, registration, and publication of articulated and quality- assured national qualifications and part It was established under the SAQA Act (Act 58 of 1995). It continues under the NQF Act (Act 67 of 2008), which came into effect on 1 June 2009.
  1. The objectives of the NQF are to:
  1. Create a single integrated national framework for learning achievements
  1. Facilitate access to, and mobility and progression within, education, training and career paths
  1. Enhance the quality of education and training
  1. Accelerate the redress of past unfair discrimination in education, training and employment opportunities.
  1. The objectives of the NQF are designed to contribute to the full personal development of each learner and the social and economic development of the nation at large.
  1. SAQA and the QCs must seek to achieve the objectives of the NQF by:
  1. Developing, fostering and maintaining an integrated and transparent national framework for the recognition of learning achievements
  2. b. Ensuring that South African qualifications meet appropriate criteria, determined by the Minister as contemplated in Section 8 of the NQF Act (Act 67 of 2008), and are internationally comparable
  3. Ensuring that South African Qualifications are of an acceptable quality.
  1. SAQA is mandated to oversee the further development and implementation of the NQF. In advancing the NQF objectives, SAQA embraces inclusivity and social justice, diversity, and environmental sustainability. The NQF Act (Act 67 of 2008) gives SAQA a specific mandate for RPL in realising the NQF objectives. SAQA will coordinate RPL on a national basis in accordance with this Policy which has been developed after consultation with the Quality Councils.
  1. The NQF, as an integrated framework overseen by SAQA is made up of three co-ordinated sub- frameworks, each overseen by a Quality Council that needs to provide for RPL:
  1. Higher Education Qualifications Sub-Framework(HEQSF) overseen by the Council on Higher

Education

  1. General and Further Education and Training Qualifications Sub-Framework(GFETQSF) overseen by Umalusi
  2. Occupational Qualifications Sub-Framework (OQSF) overseen by the Quality Council for Trades and Occupations.
  1. In terms of Section 13[h] of the NQF Act (Act 67 of 2008) SAQA is required, after consultation with the Quality Councils, to develop and implement Policy and Criteria for Assessment, RPL and Credit Accumulation and Transfer.
  1. Qualifications and part qualifications registered on the NQF may be awarded in whole or in part through RPL. Processes followed must be credible, quality assured and consistent with accepted and approved principles, criteria and regulations of SAQA, the relevant Quality Council and the institution concerned. In this connection, qualifications and part qualifications registered on the NQF must include provision for alternative entry-level requirements so that candidates can be admitted to study towards the qualification, or part qualification, through RPL.
  1. No distinction, other than that required for data analysis, must be made between records of learner credits and achievements for qualifications and/or part qualifications awarded as a result of RPL processes and those obtained via conventional means.
  1. Providers must record data relating to RPL achievements and submit it to SAQA through the relevant Quality Council. This is currently required for the purposes of monitoring access and redress indicators over time. This data must be maintained under strict conditions of confidentiality, and may not be shared with any individuals not directly involved in the recording of the data.

Policy priorities for RPL

  1. Resourcing of RPL:
  1. a. Resourcing of RPL denotes the direct and indirect physical, infrastructural, human and financial capacity needed to build and sustain RPL programmes and services within the national learning system
  2. Resources and opportunities must be provided for equitable access to RPL programmes and services in a manner that is consistent with government’s commitment to redress imbalances that still exist in our greatly unequal society and specifically in the labour market
  3. c. Government and other forms of subsidisation must be identified by SAQA to ensure the provision of RPL programmes and services, for the development of context-specific RPL instruments, and for bursaries to support RPL candidates
  4. Given the considerable extent and importance of work being done in the private provision of RPL

in the country, RPL provision in the private sector needs to be further encouraged

  1. e. SAQA should develop guidelines for consistent and fair costing of RPL programmes and services in both the private and public sectors
  2. f. SAQA should investigate and promote ways to incentivise the sharing of facilities, staff and expertise across the RPL system and education and training institutions through a mix of
  1. Effective delivery of RPL:
  1. Delivery of RPL should take cognisance of lessons learned to date, in research and practice
  1. b. A focus on RPL for returning-to-learning youth and adults needs to be encouraged and resourced in collaboration with all relevant stakeholders in the labour market and the national learning system
  2. RPL in the workplace and in educational institutions needs to be expanded with targets set
  1. RPL as a tool for transformation should benefit all languages, not only the dominant languages.

Mechanisms should be put in place to accommodate such individuals to ensure effective delivery.

  1. Quality assurance of RPL:
  1. Quality assurance of RPL is manifested by the establishment of, and adherence to, policies, standards, processes, and associated practices
  2. b. Standardised practices must grow within sectors, as a single approach does not necessarily work across different contexts
  3. The concept of quality in RPL must adhere to generally agreed quality assurance principles, including qualified personnel, fitness for purpose, transparency, and fair outcomes
  4. Quality assurance of RPL must be undertaken with the explicit intention to protect the integrity of the processes and outcomes concerned.
  1. National co-ordination of RPL:
  1. a. National co-ordination of RPL in South Africa involves a collaborative state- and stakeholder- driven approach to RPL through which the interests and RPL needs of workers, as well as of industry, public and private providers, civil society, organised labour, the unemployed and the State are considered
  2. In the absence of a dedicated body to perform the national coordination of RPL, SAQA will undertake this function, provided it is adequately resourced for this purpose
  3. National coordination of RPL must take place in the following areas:
  1. Research: Conduct, co-ordinate and disseminate RPL-related research and information across all sectors and levels in the system
  2. Professionalisation: Initiate and encourage the  training and  continuing professional development of RPL practices and practitioners, and guide and support the professionalisation of RPL practices within the education and training system

iii.    Strategic projects: Identify and initiate strategic RPL projects the focus areas of which will include a major industrial sector, the public sector, sector-specific centres, and community education and training that effect systemic shifts and address systemic barriers in order to enable artisan development, career development and capacity-building projects in general

  1. iv. Support and advice: Oversee and ensure the dissemination of best local and international

RPL practice, including successful models, toolkits and guidelines

  1. v. Monitoring and evaluation: Conduct formative, ongoing, and summative monitoring and evaluation of the implementation of RPL policy
  2. Advocacy and marketing: Conduct and facilitate activities that promote the public perception of RPL, including a biennial conference on RPL, inclusive of a full range of RPL practitioners and researchers, and learner representation.
  3. d. SAQA will coordinate a Sub-committee on RPL to advise the SAQA Board and contribute to improved national coordination of RPL activities and practices indicated in clauses (b) and (c) above
  4. The Sub-committee on RPL will report to the Chief Executive Officers’ Committee comprising of the CEOs of SAQA, the Quality Councils and the members the Interdepartmental NQF Steering Committee
  5. The Sub-committee on RPL could consist of representatives from the Department of Higher Education and Training, SAQA, the Quality Councils, the National Artisan Moderating Body (NAMB), the National Economic Development and Labour Council (NEDLAC), RPL practitioners and researchers, public and private providers, professional bodies, organised labour and other stakeholders.

Responsibilities for the implementation of RPL

  1. Responsibilities of SAQA:
  1. Develop national policy and criteria, after consultation with the Quality Councils, for RPL
  1. Co-ordinate the Sub-frameworks of the NQF, including the alignment of Sub-framework policies on RPL, and articulation across the system
  2. Recognise professional bodies and register professional designations that meet the SAQA Policy and Criteria for the Recognition of Professional Bodies and the Registration of Professional Designations (2012), including the specification of an RPL route as an integral requirement for attainment of the professional body’s professional designations
  3. Oversee the national coordination of RPL, including RPL-related research as required for the further implementation and development of the NQF, professionalisation of RPL practices and practitioners, strategic RPL projects, support and advice, monitoring and evaluation, and advocacy and marketing of RPL.
  1. Responsibilities of the Quality Councils:
  1. a. Develop a policy on RPL for their sectors, taking into account the relevant national SAQA policies, and the broader context of their specific Sub-frameworks and related policies
  1. b. Monitor and evaluate the implementation of RPL within the specific Sub-framework they oversee, including the development and implementation of standardised approaches where appropriate
  2. c. Collaborate with SAQA, NAMB, the Sector Education and Training Authorities, and other role players to advance the development of RPL in their sectors
  3. Foster close working relationships with professional bodies in and across the sub-frameworks where appropriate, to facilitate RPL
  4. Facilitate and monitor enabling agreements to increase RPL provisioning in their sectors
  1. Support and monitor the training of RPL advisors, facilitators, assessors, moderators, and administrators in their sectors
  2. Monitor providers that offer RPL in their sectors, in accordance with criteria established for this purpose
  3. Ensure consistency in the application of RPL policies by providers and delegated bodies in their sectors (where relevant)
  4. Support the co-ordinated development of generic RPL toolkits and instruments relevant to the particular context for their sectors, wherever appropriate and possible
  5. Monitor the RPL admission rates of providers and make this information public in an appropriate format, while maintaining the strictest confidentiality with respect to individual candidates and individual institutions
  6. Ensure that no distinction, other than for data analysis, is made between qualifications awarded through conventional and RPL routes
  7. Develop and maintain an information management system that is compatible with the National Learners Records Database (NLRD) and other relevant government information management systems, and submit the relevant data to SAQA
  8. m. Conduct and oversee RPL-related research in the Sub-framework sector in collaboration with
  1. Responsibilities of education institutions and skills development providers:
  1. Seek accreditation by the relevant Quality Council(s)
  1. In the case of private education providers that offer qualifications and part qualifications located in the Higher Education and General and Further Education and Training Sub-frameworks, registration with either the Department of Higher Education and Training or the Department of Basic Education, respectively, is also required 1
  2. Progressively develop and enhance capacity to implement RPL in accordance with this policy and the specific RPL policy of the Sub-framework(s) within which their qualifications are offered
  3. Collaborate with SAQA, NAMB and the Quality Councils to advance the implementation, monitoring and evaluation of RPL
  4. e. Ensure that they have the necessary staff capacity to deliver quality RPL services and programmes Ensure effective planning and funding for RPL administrative and logistical systems to support all

programmes and services

  1. Put systems and procedures in place to incentivise and support the registration and continuing professional development of RPL practitioners

1 At the time of the finalisation of this policy, private skills development providers that offer qualifications and part qualifications in the trade and occupational sector must be accredited by the Quality Council for Trades and Occupations, but are not required to be registered (see the Joint Communiqué issued by the Department of Higher Education and Training, SAQA and the Quality Councils in August 2012). This interim registration measure will be reviewed.

  1. Provide advice, counseling and support services to assist RPL candidates prior to, during, and after RPL processes
  2. Establish an appeal process for RPL candidates to engage with RPL-related judgements
  1. Ensure an equitable fee structure for all RPL programmes and services including those programmes and services that involve the assessment of experiential learning for credit against existing formal qualifications or part qualifications
  2. Develop an information management system that meets the requirements of the relevant Quality

Council, the NLRD, and other relevant government information management systems.

  1. Responsibilities of recognised professional bodies:
  1. Comply with the national SAQA Policy and Criteria for the Recognition of Professional Bodies and the Registration of Professional Designations (2012)
  2. Include an RPL route as an integral requirement for attainments of its professional designations as stipulated in the SAQA Policy and Criteria for the Recognition of Professional Bodies and the Registration of Professional Designations (2012)
  3. Collaborate with SAQA, the Quality Councils and the relevant providers to incentivise and advance quality RPL provisioning in the sector
  4. Progressively  develop and enhance its capacity to initiate and support RPL provision in accordance with this policy.
  1. Responsibilities of RPL practitioners:
  1. a. Adhere to the requirements as set out in this policy and as determined by the relevant bodies and governance structures, which may include a Quality Council, a workplace and a professional body
  2. Meet professional requirements, including the participation in continuing professional development activities, to be developed and agreed with the community of RPL practitioners, relevant bodies and governance structures through the national coordination of RPL as set out in this policy.
  1. Responsibilities of RPL candidates:
  1. Accept co-responsibility as an equal partner in the RPL process b. Expect to be treated without unfair discrimination
  2. Respect the processes and procedures of institutions and workplaces.

Transitional arrangements

  1. 56. The Criteria and guidelines for the implementation of RPL developed in 2004 by SAQA will be replaced by new guidelines as soon as these have been
  1. This Policy comes into effect on the date of its publication in the Government Gazette. It replaces the policy document The Recognition of Prior Learning in the Context of the South African NQF developed in 2002 by SAQA.

List of acronyms

CAT                                   Credit Accumulation and Transfer

CHE                                   Council on Higher Education

GFETQSF                         General and Further Education and Training Qualifications Sub-framework

HEQSF                              Higher Education Qualifications Sub-framework

NAMB                                National Artisan Moderation Body

NEDLAC                           National Economic Development and Labour Council

NLRD                                National Learners’ Records Database

NQF                                   National Qualifications Framework

OECD                                Organisation for Economic Co-operation and Development

OQSF                               Occupational Qualifications Sub-framework QCTO                               Quality Council for Trades and Occupations RPL                                  Recognition of Prior Learning

SAQA                                South African Qualifications Authority

Members of the SAQA RPL Reference Group

Prof Ben Anderson            Da Vinci Institute

Dr Ronel Blom                   Higher Education South Africa

Ms Deonita Damons          Knowledge Quest

Mr David Dodge                 Electricity Supply Commission

Mr Abie Dunn                    Sandown Motor Holdings

Mr Varish Ganpath             Prodigy Business Services

Prof Nqabomzi Gawe         Durban University of Technology

Ms Inger Marrian               Wholesale and Retail Sector Education and Training Authority

Mr Isaac Masita                 Congress of South African Trade Unions

Dr Luke Mlilo                      Council on Higher Education

Ms Malebo Mogopodi        National Union of Mineworkers

Dr Julia Motaung                Quality Council for Trades and Occupations

Mr Vijayen Naidoo             Umalusi

Mr Nigel Prinsloo               Further Education and Training Institute

Mr Alan Ralphs                  University of the Western Cape

Prof Rob Sieborger            University of Cape Town Dr Elizabeth Smith                  University of South Africa Dr John van der Merwe          North West University

Telephone: 012 431 5000

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Helpdesk: 086 010 3188

Website: www.saqa.org.za

SAQA: Policy and Criteria for the Registration of Qualifications

Download a copy of this policy form the SAQA website here:

http://saqa.org.za/docs/pol/2013/polcri_qualpart_nqf.pdf

Policy and Criteria for the Registration of Qualifications and Part Qualifications on the National Qualifications Framework (NQF)

THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY

Policy and Criteria for the Registration of Qualifications and Part Qualifications on the National Qualifications Framework

Compiled and produced by: The South African Quali?cations Authority (SAQA).

Copyright

All rights reserved.No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of SAQA.

Publication date: March 2013

ISBN: 978-1-920649-03-6

Postnet Suite 248

Private Bag X06

Waterkloof

0145

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Facsimile: +27 (0) 12 431 5039

Website: www.saqa.org.za

E-mail:

Contents

Foreword …………………………………………………………………………………………………………………………..2

Policy and Criteria for the Registration of Qualifications and Part

Qualifications on the National Qualifications Framework (NQF)……………………………3

Preamble …………………………………………………………………………………………………………………………3

Purpose …………………………………………………………………………………………………………………………..4

Definitions ………………………………………………………………………………………………………………………..4

Scope………………………………………………………………………………………………………………………………5

Objectives ………………………………………………………………………………………………………………………..5

Policy for the Registration of Qualifications and Part Qualifications on the NQF ………………………..6

Criteria for the Registration of Qualifications and Part Qualifications on the NQF ………………………6

Foreword

The National Qualifications Framework (NQF) is the principal instrument through which national education and training qualifications are recognised and quality-assured.

SAQA developed the Policy and Criteria for the Registration of Qualifications   and   Part   Qualifications  on   the   National Qualifications Framework as part of its mandate to “further develop and implement the NQF”. Section  13(1)(h)(i) of the NQF Act, Act 67 of 2008, requires SAQA to:

develop and implement policy and criteria, after consultation with the QCs, for the development, registration and publication of qualifications and part qualifications, …

SAQA developed the Policy jointly with senior managers from the Quality Councils [Council on Higher Education (CHE), General and Further Education and Training Council (Umalusi) and the Quality Council for Trades and Occupations (QCTO)]. The process furthermore included a call for public comment through a Government Gazette and the SAQA website.

Implementing the policy will contribute to the NQF objective to “facilitate access to, and mobility and progression within, education, training and career paths”.

Inherent to the policy is the goal to strengthen accountability within our education, training and development system and to make visible the quality and parity of all qualifications  registered on the NQF.

SAQA continues to work with the Quality Councils and other NQF partners to make sure that all South Africans benefit from quality qualifications.

Joe Samuels

Chief Executive Officer

Policy and Criteria for the Registration of Qualifications and Part Qualifications on the National Qualifications Framework

Preamble

  1. The South African National Qualifications Framework  (NQF) is a comprehensive system approved by the Minister of Higher Education and Training for the classification, registration, publication and articulation of quality-assured national qualifications and part qualifications. The NQF was established under the SAQA Act, Act 58 of 19951, and continues under the NQF Act, Act 67 of 2008, which came into effect on 1 June 2009.
  1. The objectives of the NQF are designed to contribute to the full personal development of each learner and the social and economic development of the nation at large. The objectives of the NQF are to:
  1. Create a single integrated national framework for learning achievements
  1. Facilitate access to, and mobility and progression within, education, training and career paths c. Enhance the quality of education and training
  2. Accelerate the redress of past unfair discrimination in education, training and employment opportunities.
  1. SAQA is charged with overseeing the further development and implementation of the NQF and understands it as a system of communication, coordination, and collaboration across education, training, development and work. In advancing the NQF objectives, SAQA embraces diversity, environmental sustainability and social justice.
  1. The NQF is a single integrated system which comprises of three co-ordinated qualifications Sub- frameworks, for:
  1. General and Further Education and Training, contemplated in the GENFETQA Act b. Higher Education, contemplated in the Higher Education Act
  2. Trades and Occupations, contemplated in the Skills Development Act.
  1. In terms of Sections 5(3), 13(1)(h)(i) and 27(h)(i) and (iv) of the NQF Act (2008), SAQA and the Quality

Councils must:

  1. Develop, foster and maintain an integrated and transparent national framework for the recognition of learning achievements
  2. Ensure that South African qualifications are internationally comparable and meet appropriate criteria as determined by the Minister
  3. Ensure that South African qualifications are of an acceptable quality
  1. Develop and implement policy and criteria for the registration of qualifications and part qualifications on the NQF
  2. The Quality Councils must recommend qualifications for registration on the NQF to SAQA.

1 The SAQA Act, Act 58 of 1995 was repealed in 2008 and replaced by the NQF Act, Act 67 of 2008. The NQF Act (2008), in section 36, makes allowance for transitional arrangements between the SAQA Act (1995) and the NQF Act (2008).

  1. The quality of qualifications and part qualifications resides in the:
  1. Advancement of the objectives of the NQF
  1. Fitness and suitability of the qualification or part qualification for its intended purpose c. Outcomes of the learning that took place
  2. Comparability with similar international qualifications, best practices and standards
  1. The relationship between the learning components (modules, courses, subjects) of the qualification
  2. Delivery of the qualification/part qualification and assessment of learner achievement.
  1. Following the approval of this Policy and these Criteria, Quality Councils will have to develop and implement sector-specific policy and criteria, taking into account this policy and these criteria as per section 27 (h)(i) of the NQF Act, Act 67 of 2008.

Purpose

  1. This Policy and Criteria document sets out the requirements that SAQA will apply when it registers qualifications and part qualifications on the NQF.

Definitions

  1. “Articulation” means facilitating the progress and mobility of learners within and across each of the three Sub-frameworks and to the world of work, which is achieved by the intentional design of structure and content of qualifications.
  1. “Assessment criteria” means the standards used to guide learning and assess learner achievement and/or to evaluate and certify competence.
  1. “Credits” means the amount of learning contained in a qualification or part qualification whereby one

(1) credit is equal to ten (10) notional learning hours.

  1. “Entry requirements” means the academic and/or practical, and/or work experience that a learner must have completed to be able to be admitted for a qualification. This may include recognition of other forms of prior learning such as non-formal and informal learning and work experience deemed as comparable for entry. In the South African context, entry requirements also take into account the broad socio-political issue of access.
  1. 13. “Exit Level Outcomes” refer to the outcomes which define the level of performance according to which a candidate completing the qualification is
  1. “International Comparability” means an analysis of how a qualification compares with and relates to similar international qualifications, best practices and standards.
  1. “Learning” means  the  acquisition of  knowledge,  understanding, values, skill,  competence or experience.
  1. “Learning programme” means a purposeful and structured set of learning experiences that leads to a qualification.
  1. “Level” means one of the series of levels of learning achievement arranged in ascending order from one to ten according to which the NQF is organised.
  1. “Level Descriptor” means that statement describing learning achievement at a particular level of the NQF that provides a broad indication of the types of learning outcomes and assessment criteria that are appropriate to a qualification at that level.
  1. “National Qualifications Framework” is a comprehensive system approved by the Minister for the classification, registration, publication and articulation of quality-assured national qualifications.
  1. “Notional hours of learning” comprise the total amount of time it would take an average learner to meet the outcomes defined in a learning experience and include, inter alia, face-to face contact time, time spent in structured learning in the workplace, time for completing assignments and research, and time spent in assessment processes.
  1. “Outcomes” means the contextually demonstrated end-products of specific learning processes, which include knowledge, skills and values. Outcomes could be generic in that they apply across many fields of learning (generic outcomes include aspects such as “ability to problem-solve” or “understanding the world as a set of inter-related systems”).
  1. “Part qualification” means an assessed unit of learning that is registered as part of a qualification.
  1. “Qualification” means a registered national qualification.
  1. “Qualification type” means the classification of a qualification within a Sub-framework of the NQF.
  1. “Recognition of Prior Learning” means principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development.
  1. 26. “Sub-framework” means one of three qualifications Sub-frameworks which make up the NQF as a single integrated system: The Higher Education Qualifications Sub-framework, the General and Further Education and Training Qualifications Sub-framework and the Occupational Qualifications Sub-framework.

Scope

  1. This Policy and these Criteria apply to the development, registration and publication of qualifications and part qualifications on the South African NQF taking into account the requirements of the NQF Act and the relevant Sub-frameworks.

Objectives

  1. To advance the objectives of the NQF, this Policy and these Criteria are designed to:
  1. Facilitate the registration of qualifications and part qualifications on the NQF, which have been recommended to SAQA by the Quality Councils, where they meet the criteria set out in this policy
  2. Ensure that registered qualifications and part qualifications are relevant to the world of work and promote responsible citizenship in a democratic society and advance knowledge and innovation for a prosperous South Africa
  3. Establish and maintain coherence between the three Sub-frameworks in order to clarify and strengthen articulation between qualifications within each Sub-framework and between the Sub-frameworks
  4. Promote public understanding of, and trust in, the NQF through the registration of high quality, nationally relevant, and internationally comparable qualifications and part qualifications
  1. Support the coherence of purpose between education, training and development nationally f. Create a basis for and promote lifelong learning
  2. Support the development of a national career development system.

Policy for the Registration of Qualifications and Part Qualifications on the NQF

  1. SAQA will register a qualification or part qualification on the NQF on the recommendation of a Quality Council provided that the criteria for registration on the NQF as set out in sections 37 and 38 are fulfilled.
  1. Qualifications and part qualifications for registration on the NQF must:
  1. Include clear specifications of outcomes, using the level descriptors b. State the minimum requirements to obtain the qualification
  2. Identify the relevant Sub-framework on which it is recommended for registration on the NQF.
  1. Part qualifications registered on the NQF should indicate the registered qualification(s) of which they are part, or will form part.
  1. Qualifications and part qualifications submitted to SAQA for registration, but which do not meet the registration criteria, will be returned to the relevant Quality Council for amendment.
  1. The SAQA Board is the final authority that registers qualifications and part qualifications on the NQF.
  1. Quality Councils will advise SAQA, in writing, of qualifications and part qualifications that will no longer be offered. These qualifications, even though no longer offered, still form part of the NQF.
  1. All qualifications and part qualifications registered on the NQF will be on the SAQA website.
  1. Foreign qualifications being offered by providers in South Africa must meet these criteria for registration on the South African NQF.

Criteria for the Registration of Qualifications and Part Qualifications on the NQF

  1. Qualifications and part qualifications for registration on the NQF must:
  1. Be recommended and submitted to SAQA for registration by a Quality Council b. Comply with the Criteria for registration
  2. Be written in English
  1. Meet the criteria as laid down by the Sub-framework for the qualification/part qualification type.
  1. Qualifications and part qualifications for registration must be submitted in the following format:
  1. Title

The qualification title must comply with the qualification type description provided for in the relevant Sub-framework of the NQF

  1. Sub-framework

The Sub-framework on which the qualification is to be registered must be provided

  1. Field and Sub-Field [this may include, where applicable, the Classification of Educational Subject

Matter (CESM) category and/or Organising Framework for Occupations (OFO) code]

  1. Level of the Qualification

The published level descriptors must be used to help determine the level of the qualification. The level of a part qualification may be at the same level as the parent qualification or at a level within the range allowed for in the qualification type

  1. Credits

The credits must be calculated on the basis of one (1) credit is equal to ten (10) notional hours of learning. The minimum credit allocation for a qualification must comply with the requirements for the qualification type as determined within the relevant Sub-framework of the NQF

  1. Rationale

The rationale should:

  1. Provide details of the reasoning that led to identifying the need for the qualification
  1. Indicate how the qualification meets specific needs in the sector for which it is developed.

Details of consultation with a recognised professional body or industry body must be provided in respect of the need

iii.    Identify the range of typical learners and indicate the occupations, jobs or areas of activity in which the qualifying learners will operate

  1. iv. Indicate the learning pathway where the qualification resides
  1. v. Indicate how the qualification will provide benefits to the learner, society and the economy. g. Purpose
  2. The purpose should describe the context of the qualification or part qualification and what it is intended to achieve in the national, professional and/or career context
  3. ii. The purpose statement should capture what the qualifying learner will know and be able to do on achievement of the qualification or part qualification. The Exit Level Outcomes must be linked to the purpose of the qualification. Graduate attributes may be used where appr
  4. Rules of Combination

There must be coherence between the constituent parts of the qualification i.        Entry Requirements

The minimum entry requirements to the qualification must be stated. The entry requirements should be aligned to the approved institutional/provider admissions policies

  1. Exit Level Outcomes and Associated Assessment Criteria
  1. The exit level outcomes, which are framed against the level descriptors, should indicate what the learner will be able to do and know as a result of completing the qualification or part qualification. These competencies relate directly to the competencies required for the further learning and/or the work for which the qualification or part qualification was designed
  2. Associated assessment criteria are written for the qualification or part qualification to indicate the nature and level of the assessment associated with the qualification or part qualification and how the exit level outcomes could be assessed in an integrated way. The criteria can be given as a comprehensive set derived from the level descriptors.
  3. International Comparability

A statement on how the qualification compares with or relates to similar qualifications or best practices or standards offered in other parts of the world must be given. The Quality Councils will apply this in a manner appropriate to their relevant sector and Sub-framework. Qualifications that are internationally comparable could assist in determining the articulation possibilities of the qualification with qualifications in other national and regional qualification frameworks

  1. Integrated Assessment

The assessment undertaken to determine the learners’ applied competence and successful completion of learning in the qualification must be stated. This could include reference to formative and summative assessment; ratio of assignment work to academic examinations; the role of work integrated learning; other forms of integrated learning; and its assessment

  1. Recognition of Prior Learning (RPL)

Institutional RPL policies must clearly state how RPL will be applied to gain entry to or achieve the qualification. The RPL policies of the Quality Councils and/or providers must be made available to SAQA upon such request. The RPL policies of education, training and development providers must be aligned to the national SAQA RPL Policy

  1. Articulation

A statement describing the horizontal, vertical and diagonal articulation possibilities within the relevant Sub-framework and between Sub-frameworks, must be provided, where appropriate.

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SAQA: Policy for Credit Accumulation and Transfer within the National Qualificat

Download a copy of this policy here from the SAQA website:
http://saqa.org.za/docs/pol/2015/Policy%20for%20CAT%20within%20the%20NQF.pdf

THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY Policy  for  Credit  Accumulation  and  Transfer  within  the National Qualifications Framework

Foreword ……………………………………………………………………………………………………. 2

Glossary of terms ……………………………………………………………………………………….. 3

Policy for Credit Accumulation and Transfer within the National

Qualifications Framework……………………………………………………………………………. 5

Preamble …………………………………………………………………………………………………………………………… 5

Scope ……………………………………………………………………………………………………………………………….. 6

Purpose …………………………………………………………………………………………………………………………….. 6

Principles for CAT ……………………………………………………………………………………………………………….. 7

Credit Accumulation and Transfer in the context of the National Qualifications Framework …………… 8

Responsibilities for the implementation of Credit Accumulation and Transfer………………………………. 9

Effective Implementation Date…………………………………………………………………………………………….. 11

List of acronyms……………………………………………………………………………………….. 12

Members of the SAQA CAT Reference Group …………………………………………….. 12

Foreword

The  National  Qualifications  Framework  (NQF)  Act  (Act

67 of 2008) requires that the South African Qualifications Authority (SAQA) develops Policy for Credit Accumulation and Transfer (CAT) after consultation with the three Quality Councils (QCs). This is the first time a National Policy on CAT has been developed in South Africa. The introduction of CAT has been given a high priority in South Africa as one of the tools that will positively contribute to the facilitation of lifelong learning.

SAQA envisages that this Policy will have a positive impact on the education and training system as it puts in place nationally agreed principles which have the potential to ensure that opportunities for individuals to progress, from qualification to qualification in the NQF, are increased.

This  CAT  Policy  draws  on  existing  good  practice,  while also providing a strong impetus for change. It promotes articulation  between  qualifications  within  and  across  the three Sub-Frameworks of the NQF and has the potential to improve access to the world of work. As well as setting out the principles on which the CAT system is based, this Policy explains aspects of the operation of the system and sets out the specific roles of SAQA, the QCs, education institutions, skills  development  providers,  recognised  professional bodies, and workplaces. The Policy recognises that the context across the three Sub-Frameworks of the NQF differs substantially and this fact was therefore carefully considered in the drafting process.

SAQA recognises the valuable contribution made by the CAT Reference Group (see the end of this Policy document for the list of members), as well as the organisations and individuals, both local and international, that commented on earlier drafts of this Policy.

SAQA  looks  forward  to  working  with  all  NQF  partners and stakeholders in implementing this Policy and further developing the CAT system in South Africa to the benefit of all lifelong learners and towards the implementation of an articulated, quality-assured NQF.

This Policy for Credit Accumulation and Transfer within the National Qualifications Framework comes into effect on the date of its publication in the Government Gazette.

Joe Samuels

Chief Executive Officer

“Advanced standing” means the status granted to a learner for admission to studies at a higher level

than the learner’s prior formal learning would have allowed, and includes exemption where applicable.

“Articulation” means facilitating the progress and mobility of learners within and across each of the three Sub-Frameworks and to the world of work, which is achieved by the intentional design of structure and content of qualifications.

“Comparability” means the degree of similarity between two qualifications in terms of purpose, level, credits and learning outcomes in order to determine the extent of credit accumulation and/ or transfer within or between institutions. The matching of curricular properties should also be considered when comparability is determined.

“Credit accumulation and transfer (CAT) system” means an arrangement whereby the diverse features of both credit accumulation and credit transfer are combined to facilitate lifelong learning and access to the workplace.

“Credit accumulation” means the totalling of relevant credits required to complete a qualification or a part-qualification.

“Credit matrix” means a system in which learning outcomes can be arranged and compared in levels of increased complexity based on agreed groupings of credits, such as in modules or part-qualifications.

“Credit transfer” means the vertical, horizontal or diagonal relocation of credits towards a qualification or part-qualification on the same or different level, usually between different programmes, departments or institutions.

“Credits” means the amount of learning contained in a qualification or part-qualification whereby one

(1) credit is equated to ten (10) notional hours of learning.

“Curriculum” in the context of this Policy means the requirements for learner achievement of a qualification or part-qualification in terms of knowledge, skills, and where relevant, also work experience.

“Exclusionary practices” means systems and processes that are designed to limit fairly the opportunities of specific individuals or groupings of individuals to gain access to further learning or professional recognition when they do not meet legitimate criteria for admission or professional registration. Unfair exclusionary practices limit opportunities based on illegitimate criteria, such as race, gender and affordability and may be contested.

“Formal learning” means learning that occurs in an organised and structured education and training environment and that is explicitly designated as such. Formal learning leads to the awarding of a qualification or part-qualification registered on the NQF.

“Learning programme” means a purposeful and structured set of learning experiences that leads to a

qualification.

“Level descriptor” means a statement describing learning achievement at a particular level of the NQF that provides a broad indication of the types of learning outcomes and assessment criteria that are appropriate to a qualification at that level.

“Lifelong learning” means learning that takes place in all contexts in life from a life-wide, life-deep and lifelong perspective. It includes learning behaviours and obtaining knowledge, understanding, attitudes, values and competencies for personal growth, social and economic well-being, democratic citizenship, cultural identity and employability.

“National Qualifications Framework (NQF)” is a comprehensive system approved by the Minister of Higher Education and Training for the classification, registration, publication and articulation of quality- assured national qualifications.

“Notional hours of learning” comprises the total amount of time it would take an average learner to meet the outcomes defined in a learning experience and include, inter alia, face-to face contact time, time spent in structured learning in the workplace, time for completing assignments and research, and time spent in assessment processes.

“NQF Act” means the South African National Qualifications Framework (NQF) Act No. 67 of 2008. “Part-qualification” means an assessed unit of learning that is registered as part of a qualification.

“Professional body” means any body of expert practitioners in an occupational field, and includes an

occupational body.

“Professional designation” means a title or status conferred by a professional body in recognition of a

person’s expertise and/ or right to practise in an occupational field.

“Provider” means a body that offers any education programme or trade and occupational learning

programme that leads to a qualification or part-qualification registered on the NQF. “Qualification” means a registered national qualification.

“Recognition of Prior Learning (RPL)” means the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development.

“Residency clause” means the rule that emanates from the Joint Statutes (Section 18, 1955) that sets a limit to the number of credits that may be transferred towards a qualification by a higher education institution, or between higher education institutions, in order to comply with certification requirements and/or with funding implications.

“Workplace-based learning” means the exposure and interactions required to practise the integration of knowledge, skills and attitudes required in the workplace.

Policy for Credit Accumulation and Transfer within

the National Qualifications Framework

Preamble

  1. This Policy for Credit Accumulation and Transfer (CAT) provides for the implementation of CAT within the context of the National Qualifications Framework (NQF) Act 67 of 2008 within South Africa.
  1. This Policy for CAT is an enabling policy that is closely related to the revised South African Qualifications Authority (SAQA) National Policy for the Implementation of the Recognition of Prior Learning (RPL) (2013) and the revised SAQA National Policy for Designing and Implementing Assessment for NQF Qualifications, Part-qualifications and Professional Designations.
  1. The national RPL, CAT, and Assessment policies have been developed in an integrated manner to draw on a common conceptual basis and strengthen the interrelationships between Assessment, RPL and CAT:
  1. a) Assessment refers to the process used to identify, gather and interpret information and evidence against the required competencies in a qualification, part-qualification, or professional designation in order to make a judgement about a learner’s achievement. Assessment in respect of formal, informal and non-formal learning is transparent and includes CAT and RPL where feasible.
  1. b) RPL refers to the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and RPL can be undertaken for the awarding of credits, or for access. Assessment is an integral feature of all forms of RPL, but does not exist in isolation from a range of other strategies that allow for different sources of knowledge and forms of learning to be compared and judged.
  1. c) CAT refers to an arrangement whereby the diverse features of both credit accumulation and credit transfer are combined to facilitate lifelong learning and access to the Credits previously obtained may be recognised as meeting the requirements for a different qualification, and, subject to identified limits, the credits achieved towards one qualification may be recognised as meeting part of the requirements for another qualification. Decisions regarding the transfer of credit are made by the Quality Council(s) responsible for the qualifications in question, once the necessary evaluations have been completed.
  1. The objectives of the NQF are to:
  1. a) Create a single integrated national framework for learning achievements;
  1. b) Facilitate access to, and mobility and progression within, education, training and career paths;
  1. c) Enhance the quality of education and training; and
  1. d) Accelerate the redress of past unfair discrimination in education, training and employment

opportunities.

The objectives of the NQF are designed to contribute to the full personal development of each

  1. SAQA and the QCs must seek to achieve the objectives of the NQF by:
  1. a) Developing, fostering and maintaining an integrated and transparent national framework for the recognition of learning achievements;
  1. b) Ensuring that South African qualifications meet appropriate criteria, determined by the Minister as contemplated in Section 8 of the NQF Act (Act 67 of 2008), and are internationally comparable; and
  1. c) Ensuring that South African qualifications are of an acceptable quality.
  1. The Policy  is  located  within  the  broader  context  of  the  government’s  Human  Resource

Development Strategy, the National Skills Development Strategy, and other national strategies.

  1. The NQF in South Africa is a comprehensive system approved by the Minister of Higher Education and Training for the classification, registration, publication and articulation of quality-assured national qualifications and part-qualifications. It was established under the SAQA Act (Act 58 of

1995). It continues under the NQF Act (Act 67 of 2008), which came into effect on 1 June 2009.

  1. The NQF, as an integrated framework overseen by SAQA is made up of three co-ordinated Sub- Frameworks, each overseen by a QC:
  1. a) Higher Education Qualifications Sub-Framework (HEQSF) overseen by the Council on

Higher Education,

  1. b) General and Further Education and Training Qualifications Sub-Framework (GFETQSF)

overseen by Umalusi, and

  1. c) Occupational Qualifications Sub-Framework (OQSF) overseen by the Quality Council for

Trades and Occupations.

Scope

  1. This Policy applies to:
  1. a) SAQA, QCs, public and private education institutions and skills development providers, assessment bodies, recognised professional bodies, and workplaces.
  1. b) All qualifications, part-qualifications and professional designations registered on the NQF

and offered in South Africa.

  1. The specific context of each QC and its Sub-Framework must be considered in the interpretation

of this Policy.

Purpose

  1. 1 This Policy facilitates the development of credible, efficient and transparent processes both for the accumulation of credit within qualifications and for the transfer of credit between qualifications both within and between the Sub-Frameworks of the NQF.
  1. This Policy provides for the development and implementation of CAT as an integral component

of qualification design within the NQF and its Sub-Frameworks.

  1. This Policy intends to benefit individuals seeking to progress between qualifications or part- qualifications on the NQF, and between these qualifications and the world of work.
  1. The Policy brings arrangements for the accumulation of credit and arrangements for the transfer of credit into a single differentiated system. It has implications for a range of practices related to the completion of qualifications on the NQF and progression between qualifications in the NQF. The development of qualifications needs to provide for CAT. The Policy also has implications for admission committees in higher education, the allocation of credits through RPL, the use of advanced standing, and agreements on recognition of qualifications by recognised professional bodies.

Principles for CAT

  1. This Policy for CAT is based on the following principles which will guide the work of all organisations and institutions responsible for developing, quality assuring and/or offering qualifications in the NQF:
  1. Access for success

Institutions and providers facilitate the bridging of theory and/or practice components that are identified as weaknesses during admission and/or RPL processes in order to promote CAT. Steps are taken to support individuals starting on courses in new sectors or more advanced courses by identifying gaps in knowledge and/or skills and making arrangements to supply these gaps through bridging courses or other supplementary work.

  1. Articulation by design

Possibilities for articulation pathways, including within and between the Sub-Frameworks of the NQF and the world of work, are included in the design and purposes of new qualifications and part-qualifications in order to promote CAT.

  1. Comparison based on credible methods

In promoting CAT, qualifications are compared based on credible methods that determine the extent to which their curricular properties, as well as their content and outcomes match, as guided by the NQF level descriptors. The comparison of qualifications takes into account the purpose of each qualification as well as the broader application of the qualifications within the context for which they were designed. The degree of similarity between qualifications ensures that students have the necessary knowledge and background to be successful in more advanced courses. The decisions of receiving departments or institutions on the transfer of credit may be appealed by providers or learners using processes agreed by the QCs.

  1. Supplementarity

Where there are differences in prerequisites, the rigour of the curriculum, or the topics covered,  the  relevant  authority  may  require  the  learner  to  do  supplementary  work before credits are awarded. This supplementary work is determined in a fair, consistent and transparent manner, using credible methods, and in consultation between the two institutions. The amount of credit awarded for transfer may be set by a pre-existing agreement, or may be decided by the authority responsible for the programme into which credit is being transferred. The amount of credits will vary according to the comparability of the outcomes gained to the outcomes required.

  1. Transparency

Rules, regulations and any register of precedents which inform, influence or govern decisions taken in respect to CAT are valid, fair, reliable and transparent. They must be publicly available and drawn to the attention of intending students prior to enrolment. This should include clear information about fees for CAT where they are charged.

Credit Accumulation and Transfer in the context of the National Qualifications

Framework

  1. Credit within the context of the NQF is a measure of the volume of learning required for a qualification or part-qualification, quantified as the number of notional study hours required for achieving the learning outcomes specified for the qualification or part-qualification at a specific level of the NQF as described in the level descriptors. One credit is equated to ten (10) notional hours of learning.
  1. The development of possible pathways for articulation during the design of new qualifications and part-qualifications contributes to effective CAT.
  1. Articulation within the NQF is both systemic and specific:
  1. Systemic articulation is based on legislation, national policy and formal requirements, including within and between the Sub-Frameworks of the NQF, and the steering mechanisms available to the State such as funding and planning within the education and training system; and /or
  1. Specific articulation is based on formal and informal agreements within the education and training system, mostly between two or more education and training sub-systems, between specific institutional types, and guided by guidelines, policies, and accreditation principles.
  1. Systemic and/or specific articulation may apply to qualifications, part-qualifications and

professional designations.

  1. Credit accumulation can take place in the following forms:
  1. In the case of systemic articulation:

(i)      National – the recognition and accumulation of credits across all institutions within

South Africa.

b. In th

(i)

e case of specific articulation:

Intra-institutional – the totalling of credits within a specific institution, or department

within an institution;
(ii) Inter-institutional – the recognition and accumulation of credits between two or more institutions. In these instances, the purpose of the qualification, the associated learning outcomes, the nature of the curriculum, and the value of the credits are taken into account.
  1. Credit transfer is the process whereby credits awarded in one learning programme can count towards:
  1. a) the same learning programme in another institution;
  1. b) another learning programme on the same or a different level of the NQF, the same or a different Sub-Framework of the NQF, a different department in the same institution, or in a different institution.

by specific Sub-Frameworks or sectors as a means to further promote CAT.

Responsibilities for the implementation of Credit Accumulation and Transfer

  1. The development and implementation of CAT is the joint responsibility of the Department of Higher Education and Training, the Department of Basic Education, SAQA, the QCs, education institutions and skills development providers, assessment bodies, recognised professional bodies and workplaces. Specific responsibilities of each contributor are outlined below.
  1. Responsibilities of SAQA:
  1. a) Develop national policy for CAT, after consultation with the QCs.
  1. b) Develop national CAT guidelines for institutional practice, inter-institutional collaboration and cross-sector qualifications linkages, after consultation with the QCs and other stakeholders.
  1. c) Adhere to the principles and responsibilities as outlined in this CAT Policy.
  1. d) Co-ordinate the Sub-Frameworks of the NQF, including the alignment of Sub-Framework

policies on CAT, to enable articulation across the system.

  1. e) Support the development of collaborative partnerships across the Sub-Frameworks of the NQF to develop an enabling environment for CAT and the progression of lifelong learners in general.
  1. f) In collaboration with the QCs, establish and manage a monitoring and mediation process to advise and alert institutions regarding potential and actual transgressions relating to national SAQA and QC CAT This process must take appeal mechanisms located at the level of the education and training provider, as well as those of the relevant QC, into account, and may involve publishing unfair or contested exclusionary practices relating to CAT.
  1. g) Support the Sub-Committee on RPL1 to act as an advisory forum for SAQA and the QCs as part of the monitoring and mediation process outlined above, and to identify issues and good practice relating to articulation and CAT.
  1. h) Oversee research to improve CAT in collaboration with the Specific focus should be placed on existing partnerships and models of good practice relating to CAT, and national studies to improve outcomes in CAT within and between the Sub-Frameworks of the NQF.
  1. Responsibilities of the QCs:
  1. a) Adhere to the principles and responsibilities as outlined in this Policy.
  1. b) Collaborate with the other QCs to ensure that effective CAT takes place within and across the three Sub-Frameworks of the NQF.
  2. c) Develop a Policy on CAT for their Sub-Frameworks, taking into account the relevant national SAQA policies, and the broader context of their specific Sub-Frameworks and related policies.

1     The Sub-Committee on RPL refers to a committee proposed in the National Policy for the Implementation of RPL (SAQA, 2013, clause

49d) that will report to the CEO Committee comprising the CEOs of SAQA and the QCs, as well as members of the Interdepartmental NQF Steering Committee. The Sub-Committee on RPL could consist of representatives from the Department of Higher Education and Training, SAQA, the QCs, the National Artisan Moderation Body (NAMB), the National Economic Development and Labour Council (NED- LAC), RPL practitioners and researchers, public and private providers, professional bodies, and organised labour and other stakeholders.

  1. d) Formalise principles and conditions for CAT that guide and encourage the development of articulation agreements within their specific Sub-Frameworks.
  1. e) Undertake systematic work on the development of credit schemes within their specific Sub- Frameworks.
  1. f) Initiate and  oversee  projects  within  their  specific  Sub-Frameworks  to  strengthen  the conceptual understanding of CAT, build capacity in the use of credit, and promote good practices.
  1. g) As and where applicable, develop linkages for articulation and progression to promote CAT within and across their Sub-Frameworks through facilitating and encouraging formal articulation agreements among institutions, co-ordinated quality assurance systems, bridging programmes and the formation of regional groupings of linked institutions as required.
  1. h) Promote the collaborative development of curriculum and qualification pathways between

different types of provisioning to promote and enable successful CAT.

  1. i) Provide a mechanism in QC policy to deal with unfair CAT
  1. j) Collaborate in  the  national  monitoring  and  mediation  processes  to  advise  and  alert institutions within their Sub-Frameworks regarding potential and actual transgressions, relating to national SAQA and QC CAT
  1. k) Actively promote the recognition of workplace-based learning for CAT in collaboration with workplaces.
  1. Responsibilities of education institutions, skills development providers and assessment bodies

as applicable:

  1. a) Adhere to the principles and responsibilities as outlined in this Policy.
  1. b) Develop and implement an institutional policy on CAT in accordance with the principles and responsibilities as outlined in this Policy to ensure equity and inclusiveness in access to learning opportunities.
  1. c) Demonstrate through regular internal and external quality reviews, including those done by the QCs, that their policies and practices for CAT support the principles as listed in this Policy.
  1. d) Seek accreditation by the relevant QC(s) where applicable2.
  1. e) In the case of private education providers that offer qualifications and part-qualifications located in the Higher Education and General and Further Education and Training Sub- Frameworks, registration with either the Department of Higher Education and Training or the Department of Basic Education, respectively, is also required.3
  1. f) Provide career advice services on career pathways and articulation routes. g) Put in place appropriate appeal mechanisms.
  2. h) Avoid unfair exclusionary practices related to CAT.

2     Provincial departments of education that reside with the Department of Basic Education are deemed to be accredited as providers.

3       At the time of the finalisation of this Policy, private skills development providers that offer qualifications and part-qualifications in the trade and occupational sector must be accredited by the Quality Council for Trades and Occupations, but are not required to be registered (see the Joint Communiqué issued by the Department of Higher Education and Training, SAQA and the QCs in August 2012). This interim registration measure will be reviewed.

to expedite learner mobility and not to limit CAT.

  1. j) Collaborate to  offer  diverse  and  mutually  recognised  qualifications,  through  formal articulation agreements and in regional consortia where relevant.
  1. k) Set fair and transparent admission criteria that are consistent with national policy.
  1. l) Address the bridging of theory and/or practice components that are identified as weaknesses

during admission processes, including through RPL.

  1. m) Undertake collaborative approaches to curriculum development across different institutional types to advance CAT, including alignment of curricula in common fields, taking into account their purpose and the types of knowledge and competencies.
  1. n) Initiate and participate in partnerships with other education and training providers to

implement and promote CAT.

  1. o) Develop and maintain information management systems that are compatible with the National Learners’ Records Database (NLRD) and other relevant government information management systems, and submit the relevant data to SAQA using effective existing systems.
  1. p) Participate in – and adhere to – the findings of the national adjudication process set up by

SAQA and the QCs to monitor unfair exclusionary practices related to CAT.

  1. q) Through representative organisations, participate in and contribute to the sub-committee

on RPL.

  1. Responsibilities of recognised professional bodies:
  1. a) Adhere to the principles and responsibilities as outlined in this Policy.
  1. b) Comply with the SAQA Policy and Criteria for Recognising a Professional Body and Registering a Professional Designation on the NQF, including not to apply unfair exclusionary practices in membership admission to the body or when recognising education and training providers.
  1. c) Initiate and participate in partnerships with education and training providers and workplaces

to recognise and promote CAT.

  1. d) Provide career advice services on career pathways and articulation routes.
  1. e) Participate in and adhere to the findings of the national adjudication process set up by

SAQA and the QCs to monitor unfair exclusionary practices related to CAT.

  1. f) Through representative organisations, participate in and contribute to the work of the Sub-

Committee on RPL.

Effective Implementation Date

  1. This Policy comes into effect on the date of its publication in the Government Gazette.

List of acronyms

CAT                               Credit Accumulation and Transfer

CHE                              Council on Higher Education

GFETQSF                    General and Further Education and Training Qualifications Sub-Framework

HEQSF                         Higher Education Qualifications Sub-Framework

MerSETA                      Manufacturing, Engineering and Relates Services Sector Education and

Training Authority

NLRD                            National Learners’ Records Database

NQF                              National Qualifications Framework

OQSF                           Occupational Qualifications Sub-Framework

QC                                Quality Council

QCTO                           Quality Council for Trades and Occupations

RPL                               Recognition of Prior Learning

SAQA                           South African Qualifications Authority

Members of the SAQA CAT Reference Group

Mark Abrahams            University of the Western Cape

Elizabeth Burroughs     Umalusi Karen Deller                            LearnSys Muavia Gallie                Consultant Ansa Liebenberg                    MerSETA

David Mabusela            National Artisan Moderation Body

Abbey Mathekga          Higher Education South Africa Jay Moodley                Mining Qualifications Authority Kessie Moodley           Workers’ College

Julia Motaung                Quality Council for Trades and Occupations

Tholsia Naicker             Association for Private Providers of Education Training and Development

Heather Nel                  Nelson Mandela Metropolitan University

Martin Oosthuizen        University of the North-West

Linda Van Ryneveld     University of Pretoria/Tshwane University of Technology

Helpdesk: 086 010 3188

Facsimile: 012 431 5147

Website: www.saqa.org.za

SAQA: SAQA Level Descriptors Booklet 01 June 2014

Download a copy of this policy here:

http://saqa.org.za/docs/pol/2014/level_descriptors.pdf

THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY

Level Descriptors for the South African

National Qualifications Framework

November 2012

Copyright

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the South African Qualifications Authority (SAQA).

Compiled by Directorate: Registration and Recognition and distributed by the Directorate: Strategic Support, SAQA.

Publication date: November 2012

ISBN: 978-0-9869808-9-3

Postnet Suite 248

Private Bag X06

Waterkloof

0145

Helpdesk: +27 (0) 86 010 3188

Facsimile: +27 (0) 12 431 5039

Website: www.saqa.org.za

E-mail:

Contents

List of abbreviations ……………………………………………………………………………………………………. 1

Foreword ………………………………………………………………………………………………………………………… 2

Level Descriptors for the South African National Qualifications Framework ……. 3

Purpose and philosophical  underpinning  ………………………………………………………………………… 3

Definitions  ……………………………………………………………………………………………………………………. 3

Contextual application of the level descriptors  ………………………………………………………………… 4

Level descriptors …………………………………………………………………………………………………………… 5

NQF Level One …………………………………………………………………………………………………………. 5

NQF Level Two …………………………………………………………………………………………………………. 6

NQF Level Three ………………………………………………………………………………………………………. 6

NQF Level Four …………………………………………………………………………………………………………. 7

NQF Level Five …………………………………………………………………………………………………………. 8

NQF Level Six …………………………………………………………………………………………………………… 9

NQF Level Seven …………………………………………………………………………………………………….. 10

NQF Level Eight ……………………………………………………………………………………………………… 10

NQF Level Nine ………………………………………………………………………………………………………. 11

NQF Level Ten ………………………………………………………………………………………………………… 12

Review period ……………………………………………………………………………………………………………… 13

Short title ……………………………………………………………………………………………………………………. 13

List of abbreviations

NQF      National Qualifications Framework

RPL       Recognition of Prior Learning

SAQA   South African Qualifications Authority

Foreword

The Level Descriptors were developed by SAQA and agreed to by the Quality Councils (Council on Higher Education; General and Further Education and Training Quality Council (Umalusi) and the Quality Council for Trades and Occupations). They were published in the government gazette in November 2011. Their primary focus is qualifications experts who are involved in developing and implementing the South African NQF. Others who will benefit from the Level Descriptors are the users including learners and skills development practitioners. The Level Descriptors focus on the challenges involved in taking the objectives of the NQF forward at national level.

The NQF Act, No 67 of 2008, makes provision for a ten-level framework where levels of learning achievement are arranged in ascending order from one to ten. One of the ways through which SAQA aims to advance the objectives of the NQF, in establishing a single integrated national framework for learning achievement, is the Level Descriptors.

An important purpose of the Level Descriptors is to support the design and implementation of qualifications  and par t qualifications within the NQF. They have been designed to contribute to coherence in learning achievement and facilitate evaluation criteria for comparability and thus articulation within the NQF.

Quality Councils, who recommend qualifications for registration on the NQF, must use the NQF Level Descriptors as a key reference in a transparent manner.

The Level Descriptors  reflect a broad  agreement on the potential benefits of the South African NQF for promoting lifelong learning.

Joe Samuels

Chief Executive Officer

SAQA

Level Descriptors for the South African

National Qualifications Framework

Purpose and philosophical underpinning

  1. 1. The purpose of level descriptors for Levels One to Ten of the National Qualifications Framework is to ensure coherence in learning achievement in the allocation of qualifications and part qualifications to particular levels, and to facilitate the assessment of the national and international comparability of qualifications and part qualifications.
  1. 2. In order to advance the objectives of the NQF, the South African Qualifications Authority is responsible for the development of the content of the level descriptors for each level of the NQF in agreement with the three Quality Councils: The Council on Higher Education, Umalusi and the Council for Trades and Occupations.
  1. The philosophical underpinning of the National Qualifications Framework and the level descriptors is applied competence, which is in line with the outcomes-based theoretical framework adopted in the South African context.
  1. Ten categories are used in the level descriptors to describe applied competencies across each of the ten levels of the National Qualifications Framework:
  • Scope of knowledge
  • Knowledge literacy
  • Method and procedure
  • Problem solving
  • Ethics and professional practice
  • Accessing, processing and managing information
  • Producing and communicating of information
  • Context and systems
  • Management of learning
  • Accountability.

Definitions

  1. In these level descriptors any word or expression to which a meaning has been assigned in the National Qualifications Framework Act (Act 67 of 2008) shall have such meaning unless the context indicates otherwise. A basic set of definitions is given below, while further definitions and help in the interpretation of particular words or phrases used in the level descriptors are given in separate guidelines which will be developed by each of the Quality Councils.
  1. “Applied competence” has three constituent elements: foundational competence embraces the intellectual/academic skills of knowledge together with analysis, synthesis and evaluation, which includes information processing and problem solving; practical competence includes the concept of operational context; and reflexive competence incorporates learner autonomy.
  1. “Field” means a particular area of learning used as an organising mechanism for the NQF.
  1. 8. “Level” means one of the series of levels of learning achievement arranged in ascending order from one to ten according to which the NQF is organised and to which qualification types are peg
  1. 9. “Level descriptor” means that statement describing learning achievement at a particular level of the NQF that provides a broad indication of the types of learning outcomes and assessment criteria that are appropriate to a qualification at that lev
  1. “National Qualifications Framework” is a comprehensive system approved by the Minister for the classification, registration, publication and articulation of quality assured national qualifications.
  1. “Sub-framework” means one of three coordinated qualifications sub-frameworks which make up the NQF as a single integrated system: The Higher Education Qualifications Sub-Framework, the General and Further Education and Training Sub-Framework and the Occupational Qualifications Sub-Framework.

Contextual application of the level descriptors

  1. The following principles underpin the application of the level descriptors across the three sub- frameworks of the NQF:
  • There is one common set of level descriptors for the NQF to be used in different contexts
  • The level descriptors incorporate ten competencies
  • The level descriptors are designed to meet the needs of academic as well as occupational qualifications
  • There must be correlation between qualification levels and occupational levels in the world of work
  • The Critical Cross-Field Outcomes of SAQA are embedded in the level descriptors
  • Level descriptors are cumulative i.e. there is progression in the competencies from one level to the next
  • Level descriptors are applicable to the Recognition of Prior Learning (RPL)
  • Level descriptors are descriptive and not prescriptive
  • The nomenclature for qualifications is dealt with in the sub-frameworks of the NQF.
  1. 13. Level descriptors embrace learning in a wide variety of contexts (vocational, occupational, academic and professional) and environments (classroom, laboratory, field, clinic, community, etc.). Contextual interpretation of the level descriptors within each of the three sub-frameworks across academic, professional and occupational contexts is In this regard, separate guidelines will be developed for each sub-framework.
  1. Level descriptors provide a scaffold from which more specific descriptors can be developed by a variety of different sectors and practitioners, for example discipline- or profession-based. It is also recognised that in the processes of curriculum design and development, the interpretation of these generic level descriptors will be influenced by, for example, field-, discipline- and context- specific nuances.
  1. The nomenclature for qualifications is dealt with in the sub-frameworks of the NQF.
  1. Level descriptors are designed to act as a guide and a starting point for, inter alia:
  • Writing learning outcomes and associated assessment criteria for qualifications and par t qualifications
  • Pegging a qualification at an appropriate level on the NQF, used together with purpose statements, outcomes and assessment criteria
  • Assisting learners to gain admission through RPL at an appropriate level on the NQF
  • Making comparisons across qualifications in a variety of fields and disciplines pegged at the same level of the NQF
  • Programme quality management, used together with purpose statements, outcomes and assessment criteria.
  1. 17. Level descriptors provide a broad indication of learning achievements or outcomes that are appropriate to a qualification at that lev
  1. 18. The competencies listed at a par ticular level in the framework broadly describe the learning achieved at that level, but an individual learning programme may not necessarily meet each and every criterion
  1. Level descriptors do not describe years of study.
  1. In the level descriptors, the accessing, analysing and managing of information and communication in terms of reading, listening and speaking will, where applicable, include Braille and sign language to accommodate learners with special needs. In the case of sign language, listening and speaking refer to receptive and productive language use.

Level descriptors

  1. The following level descriptors describe the learning achievement at a particular level of the NQF that provides a broad indication of the learning achievements or outcomes that are appropriate to a qualification at that level.
  1. NQF Level One
  1. Scope of knowledge, in respect of which a learner is able to demonstrate a general knowledge of one or more areas or fields of study, in addition to the fundamental areas of study.
  2. b. Knowledge literacy, in respect of which a learner is able to demonstrate an understanding that knowledge in a particular field develops over a period of time through the efforts of a number of people, and often through the synthesis of information from a variety of related sources and fields.
  3. c. Method and procedure, in respect of which a learner is able to demonstrate the ability to use key common tools and instruments, and a capacity to apply him/herself to a well-defined task under direct super
  4. Problem solving, in respect of which a learner is able to demonstrate the ability to recognise and solve problems within a familiar, well-defined context.
  5. e. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to identify and develop own personal values and ethics, and the ability to identify ethics applicable in a specific en
  6. f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate the ability to recall, collect and organise given information clearly and accurately, sound listening and speaking (receptive and productive language use), reading and writing skills, and basic numeracy skills including an understanding of symbolic systems.
  1. g. Producing and communicating information, in respect of which a learner is able to demonstrate the ability to report information clearly and accurately in spoken/signed and written for
  2. Context and systems, in respect of which a learner is able to demonstrate an understanding of the context within which he/she operates.
  3. Management of learning, in respect of which a learner is able to demonstrate the ability to sequence and schedule learning tasks, and the ability to access and use a range of learning resources.
  4. Accountability, in respect of which a learner is able to demonstrate the ability to work as part of a group.
  1. NQF Level Two
  1. Scope of knowledge, in respect of which a learner is able to demonstrate a basic operational knowledge of one or more areas or fields of study, in addition to the fundamental areas of study.
  2. b. Knowledge literacy, in respect of which a learner is able to demonstrate an understanding that one’s own knowledge of a particular field or system develops through active participation in relevant activities.
  3. c. Method and procedure, in respect of which a learner is able to demonstrate the ability to use a variety of common tools and instruments, and a capacity to work in a disciplined manner in a well-structured and supervised en
  4. Problem solving, in respect of which a learner is able to demonstrate the ability to use own knowledge to select and apply known solutions to well-defined routine problems.
  5. e. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to apply personal values and ethics in a specific en
  6. f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate the ability to apply literacy and numeracy skills to a range of different but familiar contexts.
  7. g. Producing and communicating information, in respect of which a learner is able to demonstrate the basic ability to collect, organise and report information clearly and accurately, and the ability to express an opinion on given information clearly in spoken/signed and written for
  8. Context and systems, in respect of which a learner is able to demonstrate an understanding of the environment within which he/she operates in a wider context.
  9. Management of learning, in respect of which a learner is able to demonstrate the capacity to learn in a disciplined manner in a well-structured and supervised environment.
  10. Accountability, in respect of which a learner is able to demonstrate the ability to manage own time effectively, the ability to develop sound working relationships, and the ability to work effectively as part of a group.
  1. NQF Level Three
  1. a. Scope of knowledge, in respect of which a learner is able to demonstrate a basic understanding of the key concepts and knowledge of one or more fields or disciplines, in addition to the fundamental areas of study.
  2. b. Knowledge literacy, in respect of which a learner is able to demonstrate an understanding that knowledge in a field can only be applied if the knowledge, as well as its relationship to other relevant information in related fields, is under
  1. c. Method and procedure, in respect of which a learner is able to demonstrate operational literacy, the capacity to operate within clearly defined contexts, and the ability to work within a managed en
  2. Problem solving, in respect of which a learner is able to demonstrate the ability to use own knowledge to select appropriate procedures to solve problems within given parameters.
  3. e. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to comply with organisational ethics.
  4. f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate the basic ability to summarise and interpret information relevant to the context from a range of sources, and the ability to take a position on available information, discuss the issues and reach a resolution.
  5. g. Producing and communicating information, in respect of which a learner is able to produce a coherent presentation and report, providing explanations for positions tak
  6. Context and systems, in respect of which a learner is able to demonstrate an understanding of the organisation or operating environment as a system, and application of skills in measuring the environment using key instruments and equipment.
  7. Management of learning, in respect of which a learner is able to demonstrate the ability to learn within a managed environment.
  8. Accountability, in respect of which a learner is able to demonstrate the capacity to actively contribute to team effectiveness.
  1. NQF Level Four
  1. Scope of knowledge, in respect of which a learner is able to demonstrate a fundamental knowledge base of the most important areas of one or more fields or disciplines, in addition to the fundamental areas of study, and a fundamental understanding of the key terms, rules, concepts, established principles and theories in one or more fields or disciplines.
  2. b. Knowledge literacy, in respect of which a learner is able to demonstrate an understanding that knowledge in one field can be applied to related fields.
  3. c. Method and procedure, in respect of which a learner is able to demonstrate the ability to apply essential methods, procedures and techniques of the field or discipline to a given familiar context, and the ability to motivate a change using relevant evidence.
  4. Problem solving, in respect of which a learner is able to demonstrate the ability to use own knowledge to solve common problems within a familiar context, and the ability to adjust an application of a common solution within relevant parameters to meet the needs of small changes in the problem or operating context with an understanding of the consequences of related actions.
  5. e. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to adhere to organisational ethics and a code of conduct, and the ability to understand societal values and ethics.
  6. f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate a basic ability in gathering relevant information, analysis and evaluation skills, and the ability to apply and carry out actions by interpreting information from text and operational symbols or representations.
  1. Context and systems, in respect of which a learner is able to demonstrate an understanding of the organisation or operating environment as a system within a wider context.
  2. Management of learning, in respect of which a learner is able to demonstrate the capacity to take responsibility for own learning within a supervised environment, and the capacity to evaluate own performance against given criteria.
  3. Accountability,  in respect of which a learner is able to demonstrate the capacity  to take decisions about and responsibility for actions, and the capacity to take the initiative to address any shortcomings found.
  1. NQF Level Five
  1. a. Scope of knowledge, in respect of which a learner is able to demonstrate an informed understanding of the core areas of one or more fields, disciplines or practices, and an informed understanding of the key terms, concepts, facts, general principles, rules and theories of that field, discipline or practice.
  2. b. Knowledge literacy, in respect of which a learner is able to demonstrate the awareness of how knowledge or a knowledge system develops and evolves within the area of study or opera
  3. c. Method and procedure, in respect of which a learner is able to demonstrate the ability to select and apply standard methods, procedures or techniques within the field, discipline or practice, and to plan and manage an implementation process within a well-defined, familiar and supported en
  4. Problem solving, in respect of which a learner is able to demonstrate the ability to identify, evaluate and solve defined, routine and new problems within a familiar context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to the field, discipline or practice, demonstrating an understanding of the consequences.
  5. e. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to take account of, and act in accordance  with, prescribed organisational and professional ethical codes of conduct, values and practices and to seek guidance on ethical and professional issues where necessary.
  6. f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate the ability to gather information from a range of sources, including oral, written or symbolic texts, to select information appropriate to the task, and to apply basic processes of analysis, synthesis and evaluation on that informa
  7. g. Producing and communicating information, in respect of which a learner is able to demonstrate the ability to communicate information reliably, accurately and coherently, using conventions appropriate to the context, in written and oral or signed form or in practical demonstration, including an understanding of and respect for conventions around intellectual property, copyright and plagiarism, including the associated legal implications.
  8. Context and systems, in respect of which a learner is able to demonstrate the ability to operate in a range of familiar and new contexts, demonstrating an understanding of different kinds of systems, their constituent parts and the relationships between these parts, and to understand how actions in one area impact on other areas within the same system.
  9. Management of learning, in respect of which a learner is able to demonstrate the ability to evaluate his or her performance or the performance of others, and to take appropriate action where necessary; to take responsibility for his or her learning within a structured learning process; and to promote the learning of others.
  1. Accountability, in respect of which a learner is able to demonstrate the ability to account for his or her actions, to work effectively with and respect others, and, in a defined context, to take supervisory responsibility for others and for the responsible use of resources, where appropriate.
  1. NQF Level Six
  1. Scope of knowledge, in respect of which a learner is able to demonstrate: detailed knowledge of the main areas of one or more fields, disciplines or practices, including an understanding of and the ability to apply the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice  to unfamiliar but relevant contexts; and knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices.
  2. b. Knowledge literacy, in respect of which a learner is able to demonstrate an understanding of different forms of knowledge, schools of thought and forms of explanation within an area of study, operation or practice, and awareness of knowledge production processes.
  3. c. Method and procedure, in respect of which a learner is able to demonstrate the ability to evaluate, select and apply appropriate methods, procedures or techniques in investigation or application processes within a defined conte
  4. Problem solving, in respect of which a learner is able to demonstrate the ability to identify, analyse and solve problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and procedures appropriate to the field, discipline or practice.
  5. e. Ethics and professional practice, in respect of which a learner is able to demonstrate an understanding of the ethical implications of decisions and actions within an organisational or professional context, based on an awareness of the complexity of ethical dilemmas.
  6. f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate the ability to evaluate different sources of information, to select information appropriate to the task, and to apply well-developed processes of analysis, synthesis and evaluation to that informa
  7. g. Producing and communicating information, in respect of which a learner is able to demonstrate the ability to present and communicate complex information reliably and coherently using appropriate academic and professional or occupational conventions, formats and technologies for a given conte
  8. Context and systems, in respect of which a learner is able to demonstrate the ability to make decisions and act appropriately in familiar and new contexts, demonstrating an understanding of the relationships between systems, and of how actions, ideas or developments in one system impact on other systems.
  9. Management of learning, in respect of which a learner is able to demonstrate the ability to evaluate performance against given criteria, and accurately identify and address his or her task-specific learning needs in a given context, and to provide support to the learning needs of others where appropriate.
  10. Accountability, in respect of which a learner is able to demonstrate the ability to work effectively in a team or group, and to take responsibility for his or her decisions and actions and the decisions and actions of others within well-defined contexts, including the responsibility for the use of resources where appropriate.
  1. NQF Level Seven
  1. a. Scope of knowledge, in respect of which a learner is able to demonstrate integrated knowledge of the central areas of one or more fields, disciplines or practices, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice; and detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices.
  2. b. Knowledge literacy, in respect of which a learner is able to demonstrate an understanding of knowledge as contested and the ability to evaluate types of knowledge and explanations typical within the area of study or practice.
  3. c. Method and procedure, in respect of which a learner is able to demonstrate an understanding of a range of methods of enquiry in a field, discipline or practice, and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within a practice.
  4. Problem solving, in respect of which a learner is able to demonstrate the ability to identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.
  5. e. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to take decisions and act ethically and professionally, and the ability to justify those decisions and actions drawing on appropriate  ethical values and approaches  within a suppor ted en
  6. f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate the ability to develop appropriate processes of information gathering for a given context or use; and the ability to independently validate the sources of information and evaluate and manage the informa
  7. g. Producing and communicating information, in respect of which a learner is able to demonstrate the ability to develop and communicate his or her ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse.
  8. Context and systems, in respect of which a learner is able to demonstrate the ability to manage processes in unfamiliar and variable contexts, recognising that problem solving is context and system bound, and does not occur in isolation.
  9. Management of learning, in respect of which a learner is able to demonstrate the ability to identify, evaluate and address his or her learning needs in a self-directed manner, and to facilitate collaborative learning processes.
  10. Accountability, in respect of which a learner is able to demonstrate the ability to take full responsibility for his or her work, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts.
  1. NQF Level Eight
  1. Scope of knowledge, in respect of which a learner is able to demonstrate knowledge of and engagement in an area at the forefront of a field, discipline or practice; an understanding of the theories, research methodologies, methods and techniques relevant to the field, discipline or practice; and an understanding of how to apply such knowledge in a particular context.
  2. b. Knowledge literacy, in respect of which a learner is able to demonstrate the ability to interrogate multiple sources of knowledge in an area of specialisation and to evaluate knowledge and processes of knowledge
  1. c. Method and procedure, in respect of which a learner is able to demonstrate an understanding of the complexities and uncertainties of selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in a specialised field, discipline or practice.
  2. Problem solving, in respect of which a learner is able to demonstrate the ability to use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on the body of knowledge and methods appropriate to a field, discipline or practice.
  3. e. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts.
  4. f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate the ability to critically review information gathering, synthesis of data, evaluation and management processes in specialised contexts in order to develop creative responses to problems and issues.
  5. g. Producing and communicating information, in respect of which a learner is able to demonstrate the ability to present and communicate academic, professional or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the conte
  6. Context and systems, in respect of which a learner is able to demonstrate the ability to operate effectively within a system, or manage a system based on an understanding of the roles and relationships between elements within the system.
  7. Management of learning, in respect of which a learner is able to demonstrate the ability to apply, in a self-critical manner, learning strategies which effectively address his or her professional and ongoing learning needs and the professional and ongoing learning needs of others.
  8. Accountability, in respect of which a learner is able to demonstrate the ability to take full responsibility for his or her work, decision-making and use of resources, and full accountability for the decisions and actions of others where appropriate.
  1. NQF Level Nine
  1. a. Scope of knowledge, in respect of which a learner is able to demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in a particular field, discipline or practice.
  2. b. Knowledge literacy, in respect of which a learner is able to demonstrate the ability to evaluate current processes of knowledge production, and to choose an appropriate process of enquiry for the area of study or practice.
  3. c. Method and procedure, in respect of which a learner is able to demonstrate a command of and the ability to design, select and apply appropriate and creative methods, techniques, processes or technologies to complex practical and theoretical problems.
  4. Problem solving, in respect of which a learner is able to demonstrate: the ability to use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within a field, discipline or practice; and an understanding of the consequences of any solutions or insights generated
  1. e. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to make autonomous ethical decisions which affect knowledge production, or complex organisational or professional issues, and the ability to critically contribute to the development of ethical standards in a specific conte
  2. f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate the ability to design and implement a strategy for the processing and management of information, in order to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
  3. g. Producing and communicating information, in respect of which a learner is able to demonstrate the ability to use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a range of audiences with different levels of knowledge or expertise.
  4. Context and systems, in respect of which a learner is able to demonstrate the ability to make interventions at an appropriate level within a system, based on an understanding of hierarchical relations within the system, and the ability to address the intended and unintended consequences of interventions.
  5. Management of learning, in respect of which a learner is able to demonstrate the ability to develop his or her own learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the learning or professional group as a means of enhancing learning.
  6. Accountability, in respect of which a learner is able to demonstrate the ability to operate independently and take full responsibility for his or her own work, and, where appropriate, to account for leading and initiating processes and implementing systems, ensuring good resource management and governance practices.
  1. NQF Level Ten
  1. a. Scope of knowledge, in respect of which a learner is able to demonstrate expertise and critical knowledge in an area at the forefront of a field, discipline or practice; and the ability to conceptualise new research initiatives and create new knowledge or practice.
  2. b. Knowledge literacy, in respect of which a learner is able to demonstrate the ability to contribute to scholarly debates around theories of knowledge and processes of knowledge production in an area of study or practice.
  3. c. Method and procedure, in respect of which a learner is able to demonstrate the ability to develop new methods, techniques, processes, systems or technologies in original, creative and innovative ways appropriate to specialised and complex contexts.
  4. d. Problem solving, in respect of which a learner is able to demonstrate the ability to apply specialist knowledge and theory in critically reflexive, creative and novel ways to address complex practical and theoretical problems.
  5. e. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to identify, address and manage emerging ethical issues, and to advance processes of ethical decision-making, including monitoring and evaluation of the consequences of these decisions where appropriate.
  1. f. Accessing, processing and managing information, in respect of which a learner is able to demonstrate the ability to make independent  judgements about managing incomplete or inconsistent information or data in an iterative process of analysis and synthesis, for the development of significant original insights into new, complex and abstract ideas, information or issues.
  2. g. Producing and communicating information, in respect of which a learner is able to demonstrate the ability to produce substantial, independent, in-depth and publishable work which meets international standards, is considered to be new or innovative by peers, and makes a significant contribution to the discipline, field, or practice; and the ability to develop a communication strategy to disseminate and defend research, strategic and policy initiatives and their implementation to specialist and non-specialist audiences using the full resources of an academic and professional or occupational discourse.
  3. Context and systems, in respect of which a learner is able to demonstrate an understanding of theoretical underpinnings in the management of complex systems to achieve systemic change; and the ability to independently design, sustain and manage change within a system or systems.
  4. Management of learning, in respect of which a learner is able to demonstrate the ability to demonstrate intellectual independence, research leadership and management of research and research development in a discipline, field or practice.
  5. Accountability, in respect of which a learner is able to demonstrate the ability to operate independently and take full responsibility for his or her work, and, where appropriate, lead, oversee and be held ultimately accountable  for the overall governance of processes and systems.

Review period

  1. The level descriptors will be reviewed at least every five years by SAQA, in consultation with the three Quality Councils.

Short title

  1. 33. This document must be referred to as the Level Descriptors for the National Qualifications Framewor

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SAQA National Policy and Criteria for Designing and Implementing Assessment

National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa.

Download a copy here:
http://saqa.org.za/docs/pol/2015/National%20Policy%20for%20Assessment.pdf
THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa
Contents
Foreword ……………………………………………………………………………………………………. 2
Glossary of Terms ………………………………………………………………………………………. 4
National Policy and Criteria for Designing and Implementing Assessment
for NQF Qualifications and Part-Qualifications and Professional
Designations in South Africa …………………………………………………………………….. 10
Context……………………………………………………………………………………………………………………….10

Purpose and Objectives ……………………………………………………………………………………………….. 11

Scope and Application ………………………………………………………………………………………………….12

Core Assumptions and Principles of Assessment ……………………………………………………………..12

Content of Assessment …………………………………………………………………………………………………13

Criteria and Guidelines for Implementation………………………………………………………………………14

Assessment Requirements and Responsibilities ………………………………………………………………18

Effective Implementation Date ……………………………………………………………………………………….20
List of Acronyms ………………………………………………………………………………………. 25
Members of SAQA’s Assessment Reference Group ……………………………………. 25

Foreword
The National Qualifications Framework (NQF) Act (Act 67 of
2008) mandates the South African Qualifications Authority (SAQA) to develop policy and criteria, after consultation with the Quality Councils (QCs), for assessment. The attached Policy and Criteria have been developed by SAQA after consultation with all the QCs and in collaboration with an Assessment Reference Group (please see a list of Reference Group members at the end of the document), and it took into account comments made by a wide range of stakeholders obtained in the extended period during which the document was available in gazette form for public comment.

There are a number of national assessment policies in existence1. The present Policy and Criteria speak to all existing national assessment policies, and all future assessment policies relating to NQF qualifications and part- qualifications, and professional designations in South Africa. The purpose of the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (hereafter referred to as the National Policy for Designing and Implementing Assessment or the Policy) is to set minimum criteria and provide guidance for effective, valid, reliable and consistent, fair and transparent, and appropriate assessment in the context of the NQF. The specific context of each QC and its Sub-Framework must be considered in the interpretation of this Policy.

SAQA initially developed policy, criteria and guidelines for assessment in 2001 and 2005. These documents have been used widely but a need arose for them to be updated for alignment with the NQF Act 67 of 2008 that replaced the SAQA Act 58 of 1995. The Policy achieves the revision needed and takes into account the roles of the Department of Higher Education and Training, the Department of Basic Education, SAQA, the QCs, recognised professional bodies, providers at all levels in the system, and learners.
It is the intention of this Policy to contribute to the quality of learning and assessment for all learners and educators. The Policy has been developed in line with the principles of lifelong learning which involve development of the whole learner, and an approach in which assessment is seen as a dynamic part
1 National assessment policies include all assessment-related policies and re- lated documents issued by the Department of Higher Education and Training (DHET), the Department of Basic Education (DBE), the Council on Higher Edu- cation (CHE), the Quality Council for Trades and Occupations (QCTO), Umalusi, and others.

of learning. Assessment is sought which enables learning and which can measure changes in learning.

We trust that through this Policy it will be possible for the key NQF organisations and stakeholders in the system to work collectively and demonstrably better the lives of learners of all ages and in all fields of learning.

SAQA looks forward to working with the QCs and a broad range of stakeholders to implement this
Policy.

This National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa comes into effect on the date of its publication in the Government Gazette.

Joe Samuels,

Chief Executive Officer

Glossary of Terms
The following list of terms is elaborated in an attempt to clarify concepts used in this document, towards wide implementation of the Policy.

“Accountability” means that all relevant role-players must be able to provide evidence of the develop- ment and moderation of assessment tasks and processes, and that these tasks and processes are aligned with National Policy for Designing and Implementing Assessment as well as sectoral policies derived from the National Policy.

“Assessment body” means a department of education or an entity accredited/ delegated by a Quality Council to conduct external summative assessment and moderate site-based assessment for specified qualifications, part-qualifications, professional designations, or prior learning.

“Assessment criteria” means the standards used to guide learning and assess learner achievement and/ or evaluate and certify competence.

“Assessment” means the process used to identify, gather and interpret information and evidence against the required competencies in a qualification, part-qualification, or professional designation in order to make a judgement about a learner’s achievement. Assessment can be formal, non-formal or informal; assessment can be of learning already done, or towards learning to inform and shape teach- ing and learning still to be done.

“Assessor” means a person able to conduct high-quality internal and external assessment for specific qualifications, part-qualifications, or professional designations. Appropriately qualified lecturers, teach- ers, educators, trainers, examiners, moderators, chief markers, markers, Recognition of Prior Learning (RPL) specialists, and Credit Accumulation and Transfer (CAT) officials are all examples of assessors.

“Bias” means assessment practices that hinder or advantage particular learners or groups of learners. An absence of bias is sought, where all learners and educators are treated with equal respect and consideration regardless of social, economic, cultural, faith-based, ethnic, gender or other differences, and where disabled learners and educators are given appropriate support.

“Blended learning” means learning and assessment based on a variety of modes, types, sites, outputs, contexts, platforms and other aspects including contact and technology-mediated learning.

“Credibility” means a respected process or product which results from a fair, valid, and reliable val- idation process designed to enhance the quality of a qualification, part-qualification, or professional designation.

“Credit accumulation and transfer (CAT) system” means an arrangement whereby the diverse features of both credit accumulation and credit transfer are combined to facilitate lifelong learning and access to the workplace.

“Credit accumulation” means the totalling of credits required to complete a qualification or part-qualifi-
cation.

“Credit transfer” means the vertical, horizontal or diagonal relocation of credits towards a qualification or part-qualification on the same or different level, usually between different programmes, departments or institutions.

“Credits” means the amount of learning contained in a qualification or part-qualification whereby one credit is equal to ten (10) notional learning hours.

“Curriculum” for the purposes of this Policy means requirements for learner achievement of a qualifica- tion or part-qualification in terms of knowledge, skills, and where relevant, work experience.

“Diagnostic assessment” means assessment conducted before teaching or training starts, for the pur- poses of identifying learners’ strengths and weaknesses, in order to use the associated information for the purposes of creating suitable learning environments.

“Dynamic assessment” means assessment practices in which mediation, learning, testing, frequent feedback to learners and systematic monitoring of changes in learning are explicit parts of the learning context. The goal of dynamic assessment is to see whether, by how much and in what ways those be- ing assessed change as a result of being presented with opportunities to learn.

“Educator” is an inclusive term referring to teachers, lecturers, facilitators, assessors, moderators, and others teaching, educating, training, facilitating, assessing, or enabling learning in learning contexts across the board.

“e-learning” means a mode of teaching and learning that makes use of technology-mediated features.

“Evaluation of learning” means a process involving gathering evidence and making informed judge- ments about a learning programme, or module or component of a learning programme; or its curricu- lum, learning materials or assessment; or its impact on learners or society. Evaluation involves making a judgement about the worth, merit or impact of learning or a programme of learning.

“Examiner” means a qualified and competent person appointed to develop, administer, and oversee a formal assessment, including a person appointed to develop assessment instruments (such as exam papers, marking guidelines, and others). An examiner may be an educator.

“External assessment” means assessment developed by a qualified and competent person or body not directly involved in the development and/or delivery of the learning being assessed.

“Fairness” in assessment means that learners are assessed on what they know and have been taught; where questions are set in relation to the cognitive and affective curriculum covered in the teaching and learning; in the case of Recognition of Prior Learning (RPL), there has been preparation for the com- petent mediation of the required knowledge and other competencies; and that there is no bias towards any learners on the basis of social class, ethnicity, gender, or disability.

“Feedback” means specific reporting from the teacher to the learner or between learners, on how they have performed in an assessment activity, regardless of the level of formality of the assessment ac- tivity. Feedback specifies what was done well, and why, and provides clear guidance regarding what is missing or still needs development in learners’ texts, performances or demonstrations, in order to enhance learning.

“Formal assessment” means assessment for which assessment processes, tools, and results are re- corded towards achievement of a qualification, part-qualification or professional designation.

“Formal learning” means learning that occurs in an organised and structured education and training environment and that is explicitly designated as such. Formal learning leads to the awarding of a qual- ification or part-qualification registered on the NQF.

“Formative assessment” means a range of formal, non-formal, and informal ongoing assessment pro- cedures used to focus teaching and learning activities to improve learner attainment.

“Guidance” for the purposes of this Policy means information provided to steer sectoral, organisational and individual assessment policy and practice, towards alignment of these policies and practices with the National Policy.

“Informal assessment” for the purposes of this Policy means any judgements made or feedback given in the course of teaching and learning activities. Informal assessments may be in written form but are not usually recorded.

“Informal learning” means learning that results from daily activities related to paid or unpaid work, family or community life, or leisure, including incidental learning.

“Integrated assessment” means assessment which involves all the differing types of assessment tasks required for a particular qualification, part-qualification, or professional designation, such as written assessment of theory and practical demonstration of competence.

“Integrity” for the purposes of this Policy means honesty and transparency in every part of the assessment process, including that assessment questions must be based on work actually covered; learners must at all times be honest about what they offer to be assessed; markers must strive to understand what is offered by learners for assessment, and to grade it fairly at all times; and moderators must moderate a fair sample of examples against a fair range of cases.

“Internal assessment” means any assessment conducted internally by a provider of learning. It is assessment conducted by a person, institution or body directly involved in the development and/or delivery of the learning being assessed2.

“Learner” is an inclusive term referring to anyone learning, including pupils, students, apprentices, interns, learners in learnerships, people doing training, and people learning non-formally and informally as well as people enrolled for particular qualifications or part-qualifications, and people learning in contact, distance, and self-study contexts at all levels in the system.

“Learning outcomes” mean the contextually demonstrated end-products of specific learning processes, which include knowledge, skills and values.

“Learning pathway” means sequencing of qualifications that allows learners to move vertically, diagonally, and in some cases horizontally, through NQF levels giving learners recognition for full or partially completed qualifications or part-qualifications. Learning pathways can also lead to professional designations, when learning pathways include periods of structured work experience over and above qualifications.

“Learning programme” means a purposeful and structured set of learning experiences that leads to a qualification.

“Lifelong learning” means learning that takes place in all contexts in life from a life-wide, life-deep and lifelong perspective. It includes learning behaviours and obtaining knowledge, understanding, attitudes, values and competencies for personal growth, social and economic well-being, democratic citizenship, cultural identity and employability.
“Mixed-mode or multi-modal learning” means learning that makes use of different learning sites and different forms of delivery including but not limited to face-to-face, distance and e-learning, and full- time, part-time, and block-release study.

2 Assessment can be internal within public and private Higher Education Institutions; public and private Further Education and Training (FET) Colleges and other institutions offering education and/or training at FET level; public and private schools, and Community Educa- tion and Training Colleges (CETCS) of all kinds.

“Moderation” in assessment means internal and external verification that an assessment system is credible and that assessors and learners behave in an ethical way; and that assessments are fair, valid, reliable and practicable.

“National assessment policy” for the purposes of this Policy means all policies that are addressed to all organisations of a particular type in South Africa.

“National Learners’ Records Database (NLRD)” means the electronic management information system of the NQF under the authority of SAQA, which contains records of qualifications, part-qualifications, learner achievements, recognised professional bodies, professional designations, and all related information such as registrations and accreditations.

“National Qualifications Framework (NQF)” is a comprehensive system approved by the Minister of Higher Education and Training for the classification, registration, publication and articulation of quality- assured national qualifications.

“Non-formal learning” means planned educational interventions that are not intended to lead to the awarding of qualifications or part-qualifications.

“Notional hours of learning” comprise the total amount of time it would take the average learner to meet the outcomes defined in a learning experience and include inter alia, face to face contact time, time spent in structured learning in the workplace, time for completing assignments and research, and time spent in assessment processes.

“NQF Act” means the South African National Qualifications Framework (NQF) Act No. 67 of 2008.

“Occupational qualification” means a qualification associated with a trade, occupation or profession, resulting in learning in and for the workplace.

“Outcomes” means the contextually demonstrated end-products of specific learning processes which include knowledge, skills and values. Outcomes could be generic in that they could apply across many fields of learning (generic outcomes include aspects such as “ability to problem solve” or “understanding the world as a set of inter-related systems”).

“Part-qualification” means an assessed unit of learning that is registered as part of a qualification.

“Portfolio development” means an accumulation of the collection of multiple forms of evidence that is seen to represent a candidate’s learning. This collection is often referred to as a Portfolio of Evidence.

“Professional Body” means any body of expert practitioners in an occupational field, and includes an occupational body.

“Professional designation” means a title or status conferred by a professional body in recognition of a person’s expertise and/ or right to practise in an occupational field.

“Progression” is the means by which individuals are permitted to move through NQF levels by accumulating appropriate combinations of credit.

“Provider” means a body that offers any education programme or trade and occupational learning programme that leads to a qualification or part-qualification registered on the NQF.

“Qualification” means a registered national qualification.

“Quality Council” means one of the three councils tasked with developing and managing the Sub- Frameworks of the NQF in order to ensure that agreed quality standards are met, namely the Council on Higher Education (CHE) for the Higher Education Qualifications Sub-Framework (HEQSF); Umalusi for the General and Further Education and Training Qualifications Sub-Framework (GFETQSF); and

the Quality Council for Trades and Occupations (QCTO) for the Occupational Qualifications Sub- Framework (OQSF).

“Quality” means meeting the requirements of nationally agreed outcomes and performance/ assessment criteria, thus facilitating both provision and monitoring.

“Recognition of Prior Learning (RPL)” means the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development.

“Recognition of Professional Bodies” means the status assigned by SAQA to a statutory or non-statutory professional body for the purposes of the NQF Act 67 of 2008 when it fulfils set criteria, including the registration of its professional designations on the NQF.

“Registered assessment centre” or “registered examinations centre” means a site recognised as having the capacity in terms of human and physical resources and systems to conduct assessments after having gone through a registration process undertaken by a recognised assessment body.

“Registered professional designation” means a professional designation linked to the relevant professional body and underlying qualification, and approved by SAQA for inclusion on the NQF.

“Registration of a qualification or part-qualification” means formal inclusion of a qualification or part- qualification on the NQF, with an identification of the relevant Sub-Framework, when a qualification or part-qualification meets the set criteria as recommended by the Quality Council concerned.

“Reliability” is the overall consistency of a measure. A measure is said to have high reliability if it produces similar results under consistent conditions. In assessment, reliability refers to the extent to which, in similar contexts, the same assessment-related judgements can be made.

“Replicability” means the extent to which assessment can be repeated and lead to comparable results in comparable settings.

“Site-based assessment” means assessment tasks developed and administered on-site by educators at the place at which tuition is offered.

“Statistical moderation” is a process of ensuring that the same assessment standards are applied to all learners doing particular studies. It includes the processes used to reduce sources of measurement error in assessment.

“Sub-Framework” means one of three qualifications Sub-Frameworks which make up the NQF as a single integrated system: the Higher Education Qualifications Sub-Framework (HEQSF); the General and Further Education and Training Qualifications Sub-Framework (GFETQSF); and the Occupational Qualifications Sub-Framework (OQSF).

“Summative assessment of learning” means assessment conducted at the end of sections of learning or at the end of a whole learning programme, to evaluate learning achievements related to a particular qualification, part-qualification, or professional designation.

“Transparency” in assessment means the extent to which the assessment criteria and processes are known, visible to, and understood by learners and the various role-players in the assessment process.

“Validation” in assessment means any assessment-related activity or practice which relates to the credibility of the assessment by confirming that the assessment is assessing what it is meant to assess.

“Validity” means the extent to which the assessment measures what it has been developed to measure. Validity is about the appropriateness, usefulness and meaningfulness of assessment procedures, methods, instruments, and materials. Assessment is valid when assessment tasks actually test the knowledge and skills required for defined competencies and learning outcomes.

National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa
Context

1. The National Qualifications Framework (NQF) in South Africa is a comprehensive system approved by the Minister of Higher Education and Training for the classification, registration, publication and articulation of quality-assured national qualifications and part-qualifications. The South African NQF is a single integrated system comprising three co-ordinated qualifications Sub-Frameworks3.

2. The objectives of the NQF are to:

a) Create a single integrated national framework for learning achievements;

b) Facilitate access to, and mobility and progression within, education, training and career
paths;

c) Enhance the quality of education and training; and

d) Accelerate the redress of past unfair discrimination in education, training and employment
opportunities.

The objectives of the NQF are designed to contribute to the full personal development of each learner and the social and economic development of the nation at large.

3. The South African Qualifications Authority (SAQA) and the Quality Councils (QCs) must seek to achieve the objectives of the NQF by:

a) Developing, fostering and maintaining an integrated and transparent national framework for the recognition of learning achievements;

b) Ensuring that South African qualifications meet appropriate criteria, determined by the Minister as contemplated in Section 8 of the NQF Act (Act 67 of 2008), and are internationally comparable; and

c) Ensuring that South African qualifications are of an acceptable quality.

4. Assessment is integral to curriculum; curriculum together with assessment is integral to the quality of qualifications and the extent to which qualifications articulate with each other. The NQF Act 67 of 2008 mandates the SAQA to develop, after consultation with the QCs, national policy for Assessment, Recognition of Prior Learning (RPL), and Credit Accumulation and Transfer (CAT).
5. The National Policy for Designing and Implementing Assessment for NQF Qualifications, Part- Qualifications and Professional Designations in South Africa (hereafter referred to as National Policy for Designing and Implementing Assessment) replaces and builds on the strengths of the policy document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications developed in 2001; and Guidelines for Integrated Assessment developed in 2005 by SAQA within the context of the SAQA Act 58 of 1995. It also builds on new insights gained from ongoing research and practice. It establishes the core principles for – and understandings of

3 The three co-ordinated Sub-Frameworks of the South African NQF are the General and Further Education and Training Qualifica- tions Sub-Framework (GFETQSF), the Higher Education Qualifications Sub-Framework (HEQSF), and the Occupational Qualifications Sub-Framework (OQSF).

– assessment as part of the further development and implementation of the NQF in South Africa in accordance with NQF Act, Act 67 of 2008.

6. This Policy has been developed in a context in which there are already multiple assessment policies catering at national level for sub-sectors of the education and training system, where these policies vary in scope, clarity, comprehensiveness, fairness, and in the amount of guidance they provide.

7. The following policies are aligned to and need to be read in conjunction with the National Policy for Designing and Implementing Assessment:

a) National Qualifications Framework (NQF) Level Descriptors developed by the South African
Qualifications Authority (SAQA, 2012);

b) National Policy for the Implementation of the Recognition of Prior Learning (RPL) developed by SAQA (2013);

c) National Policy for Credit Accumulation and Transfer (CAT) within the National Qualifications
Framework (NQF) developed by SAQA (2014);

d) Assessment policies developed by the Department of Higher Education and Training; the Department of Basic Education; the Council on Higher Education; the Quality Council for Trades and Occupations; and Umalusi.

8. The national RPL, CAT and Assessment policies have been developed in an integrated manner to draw on a common conceptual basis and strengthen the inter-relationships between Assessment, RPL and CAT.

Purpose and Objectives

9. The purpose of the National Policy for Designing and Implementing Assessment is to set minimum standards and provide guidance for effective, valid, reliable, fair and transparent, and appropriate assessment that has integrity and is aligned with the NQF Act, Act 67 of 2008. The over- arching goal of Lifelong Learning is for holistic personal development as well as for successful participation in society and in the economy. An approach which focuses on assessment for learning, competencies gained by learners, and clear learning outcomes are key parts of this context.

10. The National Policy for Designing and Implementing Assessment seeks to:

a) be enabling, to provide sufficient information, guidance and clarity that makes possible its
implementation in the spirit intended; and

b) facilitate differing sectoral approaches in a way that is not restricting of innovation but that is aligned with NQF principles and international best practice.

11. The objectives of the National Policy for Designing and Implementing Assessment are to:

a) stipulate assessment policy requirements for the three Sub-Frameworks of the NQF, ensuring that the specific context of each QC and its Sub-Framework is considered in the interpretation of the policy and criteria;

b) develop shared understanding of best practice principles to which assessment relating to NQF qualifications and part-qualifications, and all registered professional designations adhere;

c) provide the dimensions of a holistic approach to assessment for learning, and all key aspects of assessment to make visible the requirements;

d) clarify the assessment-related roles and functions of assessment bodies, the SAQA, the QCs, assessment bodies and assessment quality partners, education and training providers, recognised professional bodies, and all role-players involved in assessment, with respect to NQF qualifications and part-qualifications, and all registered professional designations; and

e) ensure alignment regarding the systemic monitoring, evaluation, and quality assurance of assessment while taking the specific context of each QC and its Sub-Framework into account.

Scope and Application

12. The National Policy for Designing and Implementing Assessment provides for assessment relating to all NQF qualifications and part-qualifications, and all registered professional designations.

13. The National Policy for Designing and Implementing Assessment applies to:

a) assessment bodies and their providers; the three QCs and Sub-Frameworks of the NQF with their providers; statutory and non-statutory recognised professional bodies with their registered professional designations; employers, and all role-players involved in assessment across the board including learners;

b) all qualifications and part-qualifications registered on the South African NQF; and c) all teaching and learning that leads to registered professional designations.
14. The specific context of each QC and its Sub-Framework must be considered in the interpretation of this Policy.

Core Assumptions and Principles of Assessment

15. The form taken by any given assessment is related to its purpose and to the qualification of which it is part: assessment is also integral to the curriculum of which it is part.

16. The assumptions underlying any assessment, how assessment is going to be used as part of learning, and assessment criteria are established and documented before learning starts.

17. Adherence to the following assessment principles is key:

a) validity, where assessment measures what it sets out to measure; where procedures, methods, instruments and materials are appropriate, useful and meaningful; and where there is validation – activities to ensure validity. There must be a match between content to be assessed, learning outcomes, and purpose of assessment, where the assessment relates to its stated purpose, learning outcomes, and assessment criteria (content and construct validity);

b) reliability, where measures produce similar results under consistent conditions; where to a great extent, similar assessment-related judgements are made across similar contexts in consistent ways;

c) integrity, where there is honesty in every part of the assessment process;

d) transparency, where learners and educators have clear understanding of the relevant
processes;

e) accountability, where all role-players in assessment processes acknowledge and account for their areas of responsibility;

f) fairness, where learners are assessed on what they know and have been taught, and the purpose of assessment is to enhance learning;

g) absence of bias, where assessment practices do not in any way advantage or disadvantage particular learners or groups of learners;

h) sensitivity to language, where care is taken to ensure that language does not become a barrier to learning;

i) credibility in the form of supportive administration procedures, where physical and other conditions under which assessment is conducted do not unfairly prejudice assessment activities and outcomes; and

j) assessment range, where the full range of relevant competencies needed for a qualification, part-qualification or professional designation is assessed.

Content of Assessment

18. The content of assessment is informed by its purpose, as a systematic method of gathering information regarding the desired knowledge, skills, and values. When deciding the content of assessment, the following aspects need to be taken into account:

a) in deciding the scope of any assessment, the following aspects have been covered in the curriculum: relevant knowledge, skills and values; relevant levels of cognitive challenge and complexity – and the curriculum has been benchmarked in appropriate ways;

b) distinctions are made between quantity (volume of learning) and quality (type of learning) achieved – and the goal of assessment is to focus on both how much learning has taken place, and what kind of learning has occurred – and the extent to which all of this learning is successful;

c) assessment requires a range of competencies such as the following, all of which are considered over time:

(i) the reproduction of knowledge, skills and values;

(ii) application of knowledge, skill and values in known settings;

(iii) application of knowledge, skills and values in new contexts; and

(iv) new ways of doing based on application and development of knowledge and skills, and evidence of deep analysis, synthesis and understanding that enables making new connections;

d) distinctions are made between capabilities that learners actually demonstrate in relation to curriculum, and the potential that learners have, to develop latent (hidden) capabilities in relation to curriculum – should suitable opportunities exist. Where possible and appropriate, efforts are made to assess learners’ latent abilities;

e) assessment takes into account learners’ prior learning and experience; and

f) assessment is used to facilitate learning. This kind of assessment – assessment with instruction, engagement and feedback – is adopted wherever feasible and appropriate.

Criteria and Guidelines for Implementation

General Implementation Criteria

19. Implementation of the National Policy for Designing and Implementing Assessment includes:

a) adopting and facilitating the principles, content, and implementation criteria in this Policy
document;

b) where articulation has been agreed within and between Sub-Frameworks, and where agreement is being sought towards articulation, actively seeking to use assessment to enable articulation; and

c) an orientation to assessing demonstrated learning outcomes and where appropriate, learners’ potential; and wherever appropriate, assessment with learner engagement and feedback, Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT).

Criteria and Guidelines for Assessment Relating to Formal, Non-formal and Informal Learning,
and the Implementation of CAT and RPL

20. As part of a fair and accountable system for teaching and learning, assessment in respect of formal, informal and non-formal learning is transparent and includes CAT and RPL where feasible.

21. Formal learning is learning that occurs in an organised and structured education or training environment and is described as such. What is to be assessed and assessment criteria in relation to this formal learning is made clear to learners in applicable ways – through discussion, visual [seen] ways, aural [heard] ways, or enacted demonstration, or other appropriate means.

22. In order to be registered on the NQF, the design of qualifications and part-qualifications includes consideration of CAT possibilities. Assessment for CAT usually takes place once comparability has been established at curriculum level. Assessment that is part of CAT takes the following into account:

a) Credit accumulation

Each qualification and part-qualification registered on the NQF is based on learning outcomes and is assigned a credit value. Each credit represents 10 notional hours of learning and is allocated at a specific level of the NQF. Credits can be accumulated over time and counted towards a qualification or part-qualification if the learning is current.

b) Credit transfer

Credits can be relocated upwards, downwards, or sideways in the NQF, towards another qualification or part-qualification registered on the same or different Sub-Framework of the NQF. Steps are taken to support individuals starting on new or more advanced courses by identifying gaps in knowledge and/or skills, and taking steps to address these gaps.

c) Credit Accumulation and Transfer (CAT)

The diverse features of credit accumulation and credit transfer are combined to facilitate lifelong learning and access to the workplace. Evidence of articulation possibilities, including within and between the Sub-Frameworks of the NQF and the world of work, are included in the design of new qualifications and part-qualifications in order to promote CAT. These possibilities are publicised widely. In promoting CAT, qualifications are compared using

valid, fair, reliable, and transparent. Further guidance for CAT can be found in the National
Policy and Criteria for Credit Accumulation and Transfer (SAQA, 2014).

23. Assessment is integral to RPL processes where informal and non-formal learning are recognised.
The following forms and features of RPL are key. Further guidance is provided in the National
Policy for the Implementation of the Recognition of Prior Learning (SAQA, 2013).

a) RPL is multi-contextual, and how it takes place differs between contexts. There are two main forms of RPL which reflect differing RPL purposes and practices:

RPL for access which provides alternative access routes into programmes of learning; and

RPL for credit which involves obtaining credit towards a qualification, part-qualification or professional designation, for learning/ experience obtained informally or non-formally.

b) Assessment in RPL occurs not in isolation but as part of the RPL process which includes:

• candidate support before, during and after the RPL process;

• preparation for an RPL process or sub-process;

• mediation of knowledge obtained informally or non-formally, and that required formally;

• assessment of competence; and

• certification.

c) RPL can be carried out at any NQF level (see National Policy for the Implementation of RPL [SAQA, 2013], for more detail).

Criteria and Guidelines for Implementing Assessment for Differing Purposes

24. Differing assessment purposes are recognised. a) Formative assessment
Formative assessment is assessment designed to feed into further learning, and is very important for the learning process. A range of formal, non-formal, and informal formative assessment procedures are used to focus teaching and learning to improve learner success. When formative assessment is formal, results are recorded and count towards promotion marks. Formative assessment includes, amongst other aspects:

• verbal educator-learner interaction with individual learners, groups of learners or whole classes – noting that in some contexts learners feel more comfortable interacting with educators when in small groups; in other contexts learners can handle one-on-one interaction with educators;

• demonstrations with or without commentary;

• feedback on partly or fully completed work;

• elaboration of assessment criteria through verbal, visual (seen), aural (heard) or demonstration/ simulation means; and

• dynamic assessment, the kind of assessment which consciously seeks to consolidate existing learning to build further learning. It can take the form of test-teach-test methods with the giving of feedback, and other forms. The giving of feedback based on learning

observed is central. Dynamic assessment seeks to assess change in amount or quality of learning after mediated instruction has taken place. It needs an intensive interactive relationship between educators and learners, and respectful educator-learner relationships.

b) Summative assessment

Summative assessment is conducted at the end of sections of learning or whole learning programmes, to evaluate learning related to a particular qualification, part-qualification, or professional designation. Summative assessment of learning usually has as its aim the evaluation and/or the certification of learning that has already taken place, and the extent to which this learning has been successful. Summative assessment is usually formal.

c) Integrated assessment

Integrated assessment is a holistic set of assessment tasks needed for a qualification, part- qualification or professional designation. Integrated assessment could consist of written assessment of theory together with a practical demonstration of competence – where a learner’s conceptual understanding of something is evaluated through the approach he/ she takes in applying it practically. The intention is to assess learners in the modes in which they are expected to display particular competencies.

d) Diagnostic assessment

Diagnostic assessment is usually conducted before teaching or training starts, for the purposes of identifying learners’ strengths and weaknesses, in order to use the associated information for the purposes of creating suitable learning environments.

Criteria and Guidelines for Implementing the Principles of Assessment

25. Enhancing the quality of assessment in line with best practice nationally is based on understanding the principles of assessment, for which guidelines are given here. It is expected that implementation of the principles of assessment will take different forms in each of the specific contexts of the three QCs with their Sub-Frameworks.

26. Checking for validity/validation includes:

a) validation of assessment tools, which involves ensuring the match between what is to be assessed and the suitability of the tools chosen to measure this aspect;

b) validation of assessment tasks, which involves ensuring the match between what is to be assessed and the suitability of the tasks to make this aspect visible/audible;

c) validation of assessment processes including developing assessment tools and tasks, marking, moderation, and providing feedback on assessment conducted – ensuring a match between the processes and goals of assessment; and

d) enhancing credibility or validation through a peer-review process where all aspects of the assessment process are documented and available for scrutiny.

27. Enhancing the reliability of assessment includes ensuring that similar judgements are made across similar contexts about:

a) assessment tools and tasks;

b) marking;

c) moderation;

d) recording and dissemination of results;

e) certification; and f) record keeping.
28. Building integrity into assessment processes and tools includes:

a) assessment questions based on work actually covered, or to enhance learning in a genuine way;

b) learners being honest about what they offer to be assessed;

c) markers striving to understand what is being offered by learners for assessment, and grading it fairly at all times;

d) moderators moderating a fair sample of cases; and

e) feedback being given to learners and educators after moderation.

29. Increasing transparency and accountability in assessment includes:

a) making assessment purposes, processes, criteria and consequences known and visible to all relevant stakeholders; and

b) providing evidence of the development and moderation of assessment tasks and instruments where appropriate.

30. Ensuring fairness in assessment involves:

a) an appropriate assessment range, where the full range of relevant competencies and levels of cognitive demand needed for a qualification, part-qualification or professional designation is assessed. This range includes types and levels of competence required at each NQF level (see Level Descriptors for the South African NQF [SAQA, 2012]);

b) equal assessment opportunities for all learners regardless of their ethnicity, age, gender, culture, disability, social class, language and other contextual features;

c) equitable costs where:

(i) the calculation of fees takes into consideration the actual costs involved as well as the affordability of the fees in the target markets in each instance;

(ii) there is a correct and proper evidence trail for invoicing and receipting; (iii) there is fair and transparent affordability means testing; and
(iv) there is access to a competent ombudsman in the event of confusion or dispute;

d) transparent communications around fees where the following kind of information is shared: (i) what fees are chargeable;
(ii) the basis on which fees are calculated; and

(iii) the type and level of services to be rendered;

e) sensitivity to language, where:

(i) an accessible language of learning and teaching is used, which is mediated for those learners for whom it is not their mother tongue;

(ii) care is taken to use appropriate language that is free of ambiguity and technical jargon; and

and the alternate forms comparable;

f) moderation to enhance consistency and reduce bias, which includes:

(i) documentation of internal moderation procedures and outcomes;

(ii) in the case of statistical moderation, procedures that at minimum present and explain the distribution of learner performance and the techniques used to moderate this performance;

(iii) documentation of processes for the appointment of external moderators with expertise
and experience;

(iv) documentation of external moderation procedures and outcomes; and

(v) documentation of processes by which internal or external grading irregularities or sources of error are or will be corrected;

g) supportive administrative procedures, which include: (i) clear and accessible information;
(ii) standardised conditions under which assessment is conducted; and

(iii) standardised appeals processes which are the same for all similar instances within
an institution;

h) in the case of RPL, mediation between knowledge and skill gained in informal and non- formal ways, and the formal knowledge and skill required;

i) in the case of CAT and learners transferring between institutions or departments, recognition that CAT is carried out on the basis of the qualification or part-qualification concerned, and that there is no discrimination on the basis of whether or not an institution is public or private, or on the basis of where qualifications, part-qualifications or credits were obtained, or any other aspect unrelated to the knowledge and skills concerned; and

j) the purpose of assessment being to evaluate and enhance learning.

31. A range of modes of teaching and learning, including assessment, such as face-to-face, distance, e-learning, full-time, part-time, portfolio, block release, mixed-mode and multi-modal approaches is attempted to facilitate lifelong learning and to maximise inclusivity.

32. The user-friendliness and availability of assessment-related documentation is ensured.

Assessment Requirements and Responsibilities

33. All national assessment-related policies are aligned with this National Policy for Designing and
Implementing Assessment.

34. Stakeholders responsible for the implementation and further development of the NQF demonstrate how they have taken account of this National Policy for Designing and Implementing Assessment and related advice provided by SAQA and the QCs.

35. Responsibilities of SAQA
a) Develop policy and criteria, after consultation with the QCs, for Assessment, RPL, and CAT. b) Oversee the implementation and further development of the NQF which includes overseeing
the implementation of policy for Assessment, RPL and CAT.

c) Advise the Minister of Higher Education and Training on matters relating to the NQF, including Assessment, RPL and CAT.

36. Responsibilities of the QCs

a) After taking into account first, this National Policy for Designing and Implementing Assessment, and then other relevant national assessment policies and the assessment policies and approaches of the other QCs, develop for use in their Sub-Frameworks:

(i) high level policy and criteria for assessment that are aligned with this National Policy for Designing and Implementing Assessment;

(ii) detailed assessment directives and guidelines where applicable; and

(iii) exemplars where feasible.

b) Take guidance from the assessment approaches of other QCs, and encourage partnerships in order to align or partly align learning and assessment across Sub-Frameworks wherever feasible. Where this feasibility exists, commence alignment.

c) Oversee, support, monitor and evaluate the assessment-related work in their Sub- Frameworks. Monitoring includes:

(i) assessing alignment with the principles, content, and implementation criteria in the
National Policy for Designing and Implementing Assessment; and

(ii) evaluating and disseminating the development and implementation of best practice within and across sectors in the Sub-Framework.

d) Develop and maintain an information management system for the recording of assessment results and trends, that is compatible with the National Learners’ Records Database (NLRD) and other relevant government information management systems.

e) Monitor the equitability of assessment fees and transparent communications around fees, in their Sub-Frameworks as feasible and appropriate in the interests of fairness to learners and encouraging access to learning.

f) Monitor and ensure the development of feedback mechanisms so that what emerges from assessment is fed into improving curriculum and teaching practices.

37. Responsibilities of assessment bodies for external and site-based assessment where applicable a) Take into account this National Policy for Designing and Implementing Assessment.
b) Take into account QC assessment policies.

38. Responsibilities of providers of education, training, and assessment a) Fulfil the relevant quality assurance requirements.
b) Progressively develop capacity to implement the assessment policies of their accrediting QC(s) in line with this National Policy for Designing and Implementing Assessment. In the case of Provincial Departments of Education, follow Department of Basic Education and Umalusi directives in line with this National Policy for Designing and Implementing Assessment.

c) Enter into partnerships to align or partly align curricula, learning and assessment in ways that facilitate systemic articulation and learning pathways where applicable.

the extent of adherence to the National Policy for Designing and Implementing Assessment in their institutions where applicable.

e) Develop and maintain an information management system for the recording of assessment results and trends in these results, and as directed by an assessment body and QC as applicable, that is compatible with the NLRD and other relevant government information management systems.

f) Ensure equitable fees and transparent communication around fees where applicable.

g) Ensure development of feedback mechanisms so that what emerges from assessment is fed into improving learning programmes and teaching practices.

39. Responsibilities of recognised professional bodies

a) Ensure alignment of processes for the implementation of progression pathways and awarding of registered professional designations, with this Policy for Designing and Implementing Assessment.

b) Collaborate with SAQA, the QCs and suitable providers to incentivise and advance quality
assessment practices in their constituencies.

c) Progressively research, develop and enhance capacity to initiate, support, monitor and evaluate quality assessment practices in accordance with this Policy.

d) Ensure development of feedback mechanisms so that what emerges from assessment is fed into curriculum strengthening processes.

40. Responsibilities of all those involved in assessment for NQF qualifications and part-qualifications, and registered professional designations

a) Be appropriately qualified and competent to conduct assessment in the specific context
concerned.

b) Adhere to requirements determined by the relevant legislation.

c) Conduct assessment in line with this National Policy for Designing and Implementing
Assessment.

d) Ensure development of feedback mechanisms so that what emerges from assessment is fed into curriculum strengthening processes.

41. Responsibilities of learners participating in assessment

a) Accept co-responsibility as a party involved in assessment processes, which means taking responsibility for all of the learner’s parts of the assessment process.

b) Participate in assessment processes in an honest manner displaying integrity at all times. c) When required, to follow the appeals procedures of the assessment providers concerned.
Effective Implementation Date

42. This Policy comes into effect on the date of its publication in the Government Gazette. It replaces the policy documents Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications developed in 2001; and Guidelines for Integrated Assessment developed in
2005 by the South African Qualifications Authority.

CAT Credit Accumulation and Transfer

CHE Council on Higher Education

DBE Department of Basic Education

DHET Department of Higher Education and Training

DoE Department of Education

FET Further Education and Training

GFET General and Further Education and Training

GFETQSF General and Further Education and Training Qualifications Sub-Framework

HEQSF Higher Education Qualifications Sub-Framework

NAMB National Artisan Moderation Body NLRD National Learners’ Records Database NQF National Qualifications Framework
OQSF Occupational Qualifications Sub-Framework

QC Quality Council

QCTO Quality Council for Trades and Occupations

RPL Recognition of Prior Learning

SAQA South African Qualifications Authority

SETA Sector Education and Training Authority

TVET Technical and Vocational Education and Training Members of SAQA’s Assessment Reference Group Sharmrita Bhikha National School of Government
Alan Cliff University of Cape Town

Adri Kleynhans South African Institute for Chartered Accountants

Nick Louw National Artisan Moderation Body

David Mabusela Indlela

Joyce Mashabela Quality Council for Trades and Occupations

Thabile Mtombeni Council on Higher Education

Vijayen Naidoo Umalusi: Council for Quality Assurance in General and Further Education and
Training

Napo Nthunya National Education Health and Allied Workers Union

Anne Oberholzer Independent Examinations Board

Meg Pahad Consultant

Joy Papier Further Education and Training Institute

Rufus Poliah Department of Basic Education

Nadine Pote Department of Higher Education and Training

Josie Singaram Education Training and Development Practices Sector Education and Training
Authority

Notes
Helpdesk: 086 010 3188

Facsimile: 012 431 5147

Website: www.saqa.org.za

Email: saqainfo@saqa.org.za

SAQA ID 15228 Quality Management System

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Advise on the establishment and implementation of a quality management system for skills development practices in an organisation
SAQA US ID UNIT STANDARD TITLE
15228 Advise on the establishment and implementation of a quality management system for skills development practices in an organisation
ORIGINATOR
SGB Human Resource Management and Practices
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Human Resources
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 10
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9948 Design a quality assurance system Level 5 Level TBA: Pre-2009 was L5 20 Complete

 

PURPOSE OF THE UNIT STANDARD

This Unit Standard will be useful to people who are involved in the development and implementation of training and development plans for organisations. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.

People credited with this Unit Standard are able to assist an organisation in:

  • the identification and interpretation of quality assurance requirements for skills development practices
  • the design of a quality management system for skills development practices
  • the development of effectiveness indicators for skills development practices
  • the implementation and improvement of a quality management system for skills development practices.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that people starting to learn towards this Unit Standard are competent in:

  • Communication at NQF Level 4
  • Mathematical Literacy at NQF Level 4
  • Unit Standards entitled:
    > “Use mathematics to investigate and monitor the financial aspects of personal, business and national issues” > “Supervise a project team of a development project to deliver project objectives”.

 

UNIT STANDARD RANGEN/A

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1Assist in the identification and interpretation of quality assurance.OUTCOME NOTESAssist in the identification and interpretation of quality assurance requirements for skills development practices.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. Current national, sectoral and organisational quality assurance requirements related to skills development are correctly identified from valid sources.ASSESSMENT CRITERION RANGEValid sources include but are not limited to relevant legislation and regulations, web-sites, policy documents, pamphlets, organisational policies and procedures.

 

ASSESSMENT CRITERION 22. Information is provided to management, with executive power, to allow for the design of an enabling policy environment in the organisation that is aligned with the objectives of the National Qualifications Framework and skills development legislation.

 

ASSESSMENT CRITERION 33. An appropriate quality standard is identified for the organisation’s quality management system for skills development.

 

ASSESSMENT CRITERION 44. Appropriate action is taken to obtain adoption of the identified quality standard by the organisation.

 

SPECIFIC OUTCOME 2Plan and prepare to assist in the design and establishment of a quality management system.OUTCOME NOTESPlan and prepare to assist in the design and establishment of a quality management system for skills development practices within the organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. A plan is drawn up according to best planning practices to design a quality management system for skills development practices appropriate to the size and nature of the organisation.

 

ASSESSMENT CRITERION 22. The plan is fit for purpose according to the size and nature of the organisation.

 

ASSESSMENT CRITERION 33. A quality team is established that has the authority and resources to design and establish a quality management system for skills development.

 

ASSESSMENT CRITERION 44. The size of the team is appropriate to the nature and size of the organisation.

 

SPECIFIC OUTCOME 3Assist in the design of a quality management system for skills development practices.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. Stakeholders are identified in the use of the quality management system and are given opportunities to contribute to the process to develop the quality management system.

 

ASSESSMENT CRITERION 22. The quality team is assisted to sufficiently identify and define the key processes in the organisation that critically influence quality related to the skills development interventions identified in the organisation’s skills development plan.ASSESSMENT CRITERION RANGE

Key processes include but are not limited to:

  • quality management system
  • planning, monitoring, evaluation and review of quality management system
  • procuring, managing and maintaining financial, administrative and physical resources for skills development interventions
  • selecting, appraising, developing and registering trainers, assessors and other key skills development personnel
  • contracting providers
  • establishing and maintaining systems for learner entry, guidance and support services
  • establishing and maintaining a system to manage information related to skills development interventions (including learner enrolment and achievements, registration of assessors, impact on organisational objectives)
  • managing off-site practical/work-site components where applicable
  • methods and processes of assessment, including recognition of previous learning
  • designing curricula for skills development interventions
  • developing and/or procuring materials for skills development interventions
  • delivering skills development interventions
  • monitoring, evaluating and improving skills development interventions
  • evaluating and improving the quality management system
  • reporting on skills development interventions

 

ASSESSMENT CRITERION 33. The quality management system clearly specifies the processes, procedures and measurements required to ensure skills development services are within the limits of acceptable quality.

 

ASSESSMENT CRITERION 44. The quality management system is capable of making sure that agreed customer requirements are consistently met.

 

ASSESSMENT CRITERION 55. The quality management system makes provision for the allocation of responsibilities and authority to achieve quality objectives at organisation, team and individual level.

 

ASSESSMENT CRITERION 66. The quality management system complies with the identified quality standard, and meets the requirements set by relevant Education and Training Quality Assurance Bodies and relevant legislation.

 

ASSESSMENT CRITERION 77. Explanations are provided of how the quality management system will contribute to national and organisational strategic objectives.

 

ASSESSMENT CRITERION 88. Explanations are provided of how the quality management system will promote the values described in the Bill of Rights and the principles underpinning relevant legislation.

 

ASSESSMENT CRITERION 99. The quality management system is validated for appropriateness and practicality with stakeholders before it is submitted for approval.

 

SPECIFIC OUTCOME 4Assist in the development of effectiveness indicators for skills development practices.OUTCOME NOTESAssist in the development of effectiveness indicators for skills development practices within the organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. Stakeholders to monitor and evaluate the effectiveness indicators are identified and given opportunities to contribute to the process of developing the indicators.

 

ASSESSMENT CRITERION 22. The quality team is assisted to develop observable and appropriate effectiveness indicators to measure the effectiveness and impact of the skills development practices.ASSESSMENT CRITERION RANGE

Effectiveness indicators include but are not limited to:

  • measures of effectiveness of learning interventions (e.g. actual vs. planned learner numbers, actual vs. planned expenditure, numbers of qualifications and/or Unit Standards actually achieved vs. planned numbers, etc.)
  • measures of the impact on knowledge, skills and attitudes in the organisation for each skills development intervention identified in the organisation’s skills plan
  • measures of productivity improvement
  • measures of improvement in process/product/service quality
  • measures of customer satisfaction..

 

ASSESSMENT CRITERION 33. The effectiveness indicators relate to the Standards (e.g. NQF Qualifications and/or Unit Standards) linked to each learning intervention.

 

ASSESSMENT CRITERION 44. The identified effectiveness indicators relate to the objectives set by the organisational skills plan at organisational, team and individual level for each learning intervention.

 

ASSESSMENT CRITERION 55. The identified effectiveness indicators cover reporting requirements set at national, sectoral and organisational levels by relevant legislation and organisational policies.

 

ASSESSMENT CRITERION 66. The proposed indicators are justified in terms of the values of actively affirming target groups of learners and avoiding unfair discrimination against any learners.

 

ASSESSMENT CRITERION 77. The proposed indicators and measurement procedures are validated for appropriateness and practicality with stakeholders before submitting them for approval.

 

SPECIFIC OUTCOME 5Assist in the establishment of a quality management system for skills development practices.OUTCOME NOTESAssist in the establishment of a quality management system for skills development practices within the organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. A plan is drawn up according to best planning practices to establish a quality management system for skills development practices appropriate to the size and nature of the organisation.

 

ASSESSMENT CRITERION 22. Clear policies and procedures required by the quality management system and to measure the identified effectiveness indicators are developed appropriate to the nature and size of the organisation in accordance with organisational policy and procedures, legislation and best practice.

 

ASSESSMENT CRITERION 33. Resources appropriate to the capacity, nature and size of the organisation to establish and implement the quality management system are identified.

 

ASSESSMENT CRITERION 44. Management with executive powers is advised to provide for the identified resources in the organisation’s business plan.

 

ASSESSMENT CRITERION 55. Management with executive powers is advised to take appropriate actions to communicate the aims, policies and procedures of the quality management system for skills development to relevant people in the organisation in a way that is clear and sufficiently detailed, and allows adequate time for preparation.

 

SPECIFIC OUTCOME 6Assist in the implementation and improvement of a quality management system for skills development.OUTCOME NOTESAssist in the implementation and improvement of a quality management system for skills development practices within an organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. Effectiveness indicators are accurately measured and recorded according to the requirements of the quality management system.

 

ASSESSMENT CRITERION 22. Skills development practices are evaluated and reviewed according to the requirements of the quality management system.

 

ASSESSMENT CRITERION 33. Appropriate actions to improve effectiveness and impact are identified, recommended and implemented according to the requirements of the quality management system.

 

ASSESSMENT CRITERION 44. Non-conformities are evaluated and clear and appropriate corrective and preventive actions are recommended according to the requirements of the quality management system.

 

ASSESSMENT CRITERION 55. Results and benefits of assuring quality are communicated at times most likely to gain the commitment of stakeholders in the quality management system.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS1. Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant the Education and Training Quality Assurance Body (ETQA), or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this Unit Standard or will assess this Unit Standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the accredited ETQA according to the moderation guidelines in the relevant qualification and the agreed relevant ETQA procedures.
4. Therefore, anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The entire Unit Standard addresses issues of knowledge related to the skills development system – thus all the outcomes and criteria define the knowledge explicitly. Particular aspects embedded are:

  • Legislation and regulations pertaining to the skills development acts and the National Qualifications Framework
  • Organisational mission, vision, goals, strategies and implementation plans
  • Organisational structure and decision-making dynamics
  • Key constituencies in the organisation and their relationship to people development policies and procedures
  • Quality management system standards
  • Models of quality assurance
  • Methods and techniques to design effectiveness indicators
  • Costing of monitoring processes and techniques
  • National and relevant sectoral quality assurance requirements
  • Requirements of the relevant Sector Education and Training Authority with regard to reporting on quality assurance
  • Forms of practice consistent with the strategic intent of relevant legislation and the Bill of Rights.

 

UNIT STANDARD DEVELOPMENTAL OUTCOMEN/A

 

UNIT STANDARD LINKAGESN/A

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems by using critical and creative thinking by, e.g. proposing improvements according to assessment criteria:

  • The identified effectiveness indicators relate to the objectives set by the organisational skills plan at organisational, team and individual level for each learning intervention.
  • The proposed indicators are justified in terms of the values of actively affirming target groups of learners and avoiding unfair discrimination against any learners.

 

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams by, e.g. giving stakeholders opportunities to contribute according to assessment criteria:

  • The quality management system is capable of making sure that agreed customer requirements are consistently met.

 

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one`s activities responsibly and effectively by, e.g. designing plans according to assessment criterion:

  • A plan is drawn up according to best planning practices to design a quality management system for skills development practices appropriate to the size and nature of the organisation.

 

UNIT STANDARD CCFO COLLECTINGCollect, analyse, organise and critically evaluate information by, e.g.
identifying quality assurance requirements according to assessment criterion:

  • Current national, sectoral and organisational quality assurance requirements related to skills development are correctly identified from valid sources
    Range: Valid sources include but are not limited to relevant legislation and regulations, web-sites, policy documents, pamphlets, organisational policies and procedures,
    and monitoring effectiveness indicators according to assessment criteria:
  • The identified effectiveness indicators relate to the objectives set by the organisational skills plan at organisational, team and individual level for each learning intervention.
  • The proposed indicators are justified in terms of the values of actively affirming target groups of learners and avoiding unfair discrimination against any learners.

 

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills by, e.g. providing information on quality assurance requirements according to assessment criterion:

  • Information is provided to management, with executive power, to allow for the design of an enabling policy environment in the organisation that is aligned with the objectives of the National Qualifications Framework and skills development legislation.
    and advising top management according to assessment criteria:
  • Stakeholders to monitor and evaluate the effectiveness indicators are identified and given opportunities to contribute to the process of developing the indicators.

 

UNIT STANDARD CCFO DEMONSTRATING

Demonstrating an understanding of the world as a set of related systems by, e.g. assisting to design a quality management system according to the assessment criteria for specific outcome:

  • A plan is drawn up according to best planning practices to design a quality management system for skills development practices appropriate to the size and nature of the organisation.
  • The plan is fit for purpose according to the size and nature of the organisation.
  • A quality team is established that has the authority and resources to design and establish a quality management system for skills development.
  • The size of the team is appropriate to the nature and size of the organisation.

SAQA ID 14667 Management Functions

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Describe and apply the management functions of an organization
SAQA US ID UNIT STANDARD TITLE
14667 Describe and apply the management functions of an organization
ORIGINATOR
SGB Generic Management
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Generic Management
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular-Fundamental Level 4 NQF Level 04 10
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

PURPOSE OF THE UNIT STANDARD

This unit standard is intended for managers of small businesses and junior managers of business units in larger organisations. It provides the background necessary to understand the management function in an organisation. The term business unit in this unit standard implies a small business, cost center, section or department.

Junior managers include, but are not limited to team leaders, supervisors, first line managers and section heads. The position is term is used to describe the first level of management in an organisation at which an employee has other employees reporting to him/her.

The qualifying learner is capable of:

  • Describing the management activities involved in running a successful business.
  • Explaining the basic activities involved in the management process.
  • Identifying and explaining the main tasks required of managers.
  • Applying the decision making process to make a management decision.
  • Analysing the application of the general management functions in a selected organisation.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNINGThere is open access to this unit standard. Learners should be competent in Communication and Mathematical Literacy at NQF Level 3

 

UNIT STANDARD RANGE

  • Basic management activities are planning, organising, leading and controlling.
  • Management tasks include, but are not limited to, decision making, communicating, controlling, disciplining, motivating, coordinating, evaluating and delegating.
  • When the learner is already in a junior management role this unit standard should be read as referring to the learner`s own position in an organisation.
  • General management functions include Human Resources, Marketing, Public Relations, Production, Financial and Administration.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1Describe the management activities involved in running a successful business
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The business functions of an organisation are analysed and the main business functions are identified for a specific organisation.

 

ASSESSMENT CRITERION 22. The resources used in a business are analysed and the role of management in ensuring that resources of the business are used to best advantage is explained with examples from a specific organisation.

 

ASSESSMENT CRITERION 33. The responsibilities of employees in ensuring that resources are used to best advantage is explained with examples.

 

SPECIFIC OUTCOME 2Explain the basic activities involved in the management process
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The basic activities involved in the management process are named with examples.

 

ASSESSMENT CRITERION 22. The planning function in an organisation is identified and an indication is given of who in the organisation is responsible for the planning function.

 

ASSESSMENT CRITERION 33. An example of the planning required in the learner’s own situation is produced and an indication is given of how this fits into the organisation’s business plan.

 

ASSESSMENT CRITERION 44. The organising function in an organisation is identified and an indication is given of who in the organisation is responsible for the organising function.

 

ASSESSMENT CRITERION 55. The organising function in the learner’s own position is identified with examples.

 

ASSESSMENT CRITERION 66. The leading function in an organisation is identified and an indication is given of who in the organisation is responsible for the leading function.

 

ASSESSMENT CRITERION 77. The leading function applicable to the learner is identified and an indication is given of the learner`s own leadership style.

 

ASSESSMENT CRITERION 88. The control function in an organisation is identified and an indication is given of who in the organisation is responsible for the control function.

 

ASSESSMENT CRITERION 99. The control function in the learner`s own situation is identified and an indication is given of what the learner controls and how s/he exercises control

 

ASSESSMENT CRITERION 1010. The difference between responsibility and accountability is explained with reference to delegation.

 

SPECIFIC OUTCOME 3Identify and explain some of the tasks required of managers.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The decision making task of managers is explained with examples.

 

ASSESSMENT CRITERION 22. The communication task of managers is explained with examples and suggestions are made as to how cultural diversity can be accommodated in communications.

 

ASSESSMENT CRITERION 33. The importance of trust in an organisation is explained and an indication is given of how trust affects communication.

 

ASSESSMENT CRITERION 44. The coordinating task of managers is explained and an indication is given of how the learner is responsible for co-ordinating based on a position description.

 

ASSESSMENT CRITERION 55. The motivating task of managers is explained with examples.

 

ASSESSMENT CRITERION 66. The delegating task of managers is explained and an indication is given of what tasks can and may not be delegated in a specific organisation.

 

ASSESSMENT CRITERION 77. The disciplinary task of managers is explained and an indication is given of the role of the team leader/low level manager in the disciplinary process.

 

ASSESSMENT CRITERION 88. The evaluating task of managers is explained and an indication is given of the role of the junior manager in the assessing worker performance.

 

SPECIFIC OUTCOME 4Apply the decision making process to make a management decision
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The steps to be followed in making a decision are explained with reference to an authentic workplace situation.

 

ASSESSMENT CRITERION 22. The decision making process is used to make a management decision.

 

SPECIFIC OUTCOME 5Apply the general management functions to a selected organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The management functions in an organisation are listed and an indication is given of who in the organisation is responsible for each function.

 

ASSESSMENT CRITERION 22. The way in which each management function is addressed in a specific organisation is explained with reference to the organogram of a selected organisation.

 

ASSESSMENT CRITERION 33. The role of a team leader or low level manager in the management of an organisation is outlined with reference to the basic management functions and tasks.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of this Unit Standard should be contextual and practical.

  • Assessors must be registered as an assessor with the Services ETQA or an ETQA that represents the sectors in which the learner is employed.
  • Moderators must be registered as assessors with the Services ETQA, or with an ETQA that has a Memorandum of Understanding with the Services ETQA.
  • The mechanisms and requirements for moderation should be applied in accordance with the requirements of the relevant ETQA.
  • Assessment should include both formative and summative assessment.
  • Training providers must be accredited by the Services ETQA or with an ETQA that has a Memorandum of Understanding with the Services ETQA

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO ORGANISINGLearners can manage themselves and their activities responsibly and effectively in applying the management function to own situation.

 

UNIT STANDARD CCFO COLLECTINGLearners are able to collect, organise and evaluate information when identifying the fundamental processes and tasks of management.

 

UNIT STANDARD CCFO COMMUNICATINGLearners are able to communicate effectively and responsibly when explaining the basic management activities.

 

UNIT STANDARD CCFO DEMONSTRATINGLearners are able to demonstrate an understanding of the world as a set of related systems recognising how own position fits into the management of an organisation and how the management function contributes to the success of a business.

SAQA ID 252041

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Promote a learning culture in an organisation
SAQA US ID UNIT STANDARD TITLE
252041 Promote a learning culture in an organisation
ORIGINATOR
SGB Generic Management
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Generic Management
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 5
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
15222 Promote a learning culture in an organisation Level 5 Level TBA: Pre-2009 was L5 3 Complete

 

PURPOSE OF THE UNIT STANDARD

This Unit Standard will be useful to people who are involved in planning, managing and/or implementing training and development within organisations. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.

People credited with this Unit Standard are able to:

  • Investigate and analyse the status of the learning culture within the organisation.
  • Develop strategies for the promotion of a learning culture within the organisation.
  • Implement strategies to promote a learning culture.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNINGIt is assumed that people starting to learn towards this Unit Standard are competent in Communication at NQF Level 4.

 

UNIT STANDARD RANGE

A “learning culture” refers to an environment and attitude in which learning and assessment is encouraged and rewarded, learning and assessment opportunities are provided and supported across the organisation, participation is voluntary and at high levels, learning is clearly linked to organisational goals and individual aspirations and learning and assessment is supported by quality policies and procedures.

For the purposes of assessment against this Unit Standard, candidates may demonstrate the ability to apply the Specific Outcomes for a small to medium organisation, or a department within a large organisation.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1Investigate and analyse the status of the learning culture within the organisation.OUTCOME RANGEThe analysis to be based on information derived from training and development plans, reports, interviews and observation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1Information is gathered from relevant and representative sources. The range of sources utilised is sufficient to confirm the accuracy and validity of the information across the full spectrum of the organisation.

 

ASSESSMENT CRITERION 2The analysis defines the extent to which learning is needed within the organisation across levels of work and/or functional work areas.

 

ASSESSMENT CRITERION 3The analysis identifies the status of learning and the learning culture in terms of quantitative and qualitative indicators.ASSESSMENT CRITERION RANGE

  • Quantitative indicators include proportion of active learners to the total personnel, proportion of active learning in relation to identified needs, proportions of active learners across levels of work and/or functional areas.
  • Qualitative indicators include perceptions of different categories of personnel in terms of the value, relevance and effectiveness of learning in general and the learning opportunities provided.

 

ASSESSMENT CRITERION 4The analysis identifies possible explanations for the current status of the learning culture, whether positive or negative, in terms of historical trends, current influences and future prospects.

 

ASSESSMENT CRITERION 5The analysis identifies the potential contribution of learning and development to the attainment of organisational and individual goals.

 

SPECIFIC OUTCOME 2Develop strategies for the promotion of a learning culture within the organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1Objectives of the promotion strategies are defined in measurable and time bound terms.

 

ASSESSMENT CRITERION 2The strategies are sustainable and are defined in terms of key actions, methods, required resources, target audience, timing of actions and potential constraints.

 

ASSESSMENT CRITERION 3Strategies are relevant to the needs of the organisation and individuals, and address issues identified in the analysis.

 

ASSESSMENT CRITERION 4Strategies cater for various categories of people and learning needs.

 

ASSESSMENT CRITERION 5Details are provided of the costs associated with promotion activities. The costs are justified by the identified benefits.

 

ASSESSMENT CRITERION 6The strategies are put to stakeholders with supporting arguments for their adoption.

 

SPECIFIC OUTCOME 3Implement strategies to promote a learning culture.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1Learning and development opportunities are promoted throughout the organisation according to the planned strategies.

 

ASSESSMENT CRITERION 2Promotion activities emphasise the benefits of learning and development to individuals and the organisation.

 

ASSESSMENT CRITERION 3The promotion facilitates clear understanding of the learning and development needs of the organisation and individuals.

 

ASSESSMENT CRITERION 4Promotion of learning is aligned with current skills profiles of individuals, organisation and transformation needs.

 

ASSESSMENT CRITERION 5Promotion activities are sustained according to the planned strategies.

 

ASSESSMENT CRITERION 6The impact of promotional strategies is evaluated against pre-determined objectives and appropriate changes are implemented as needed.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant Education and Training Quality Assurance Body (ETQA), or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard or will assess this Unit Standard must be accredited as a provider with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed relevant ETQA procedures.
  • Therefore, anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the Specific outcomes in terms of the stipulated assessment criteria.

  • Methods of gathering, analysing and recording data.
  • Promotional mechanisms.

 

UNIT STANDARD DEVELOPMENTAL OUTCOMEN/A

 

UNIT STANDARD LINKAGESN/A

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems:

  • This outcome will be demonstrated during the planning stage as well as when conducting the analysis.

 

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams:

  • This outcome will be demonstrated when conducting the analysis using group processes.

 

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one`s activities responsibly and effectively:

  • This unit standard requires high levels of self-management and organisation.

 

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information:

  • This outcome will be addressed in analysis phase.

 

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills:

  • Communication will be demonstrated mainly during the promotion phase.

 

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system:

  • The inter-relatedness of a learning culture and the development of the organisation is central to this Unit Standard.

SAQA ID 15217

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Develop an organisational training and development plan
SAQA US ID UNIT STANDARD TITLE
15217 Develop an organisational training and development plan
ORIGINATOR
SGB Human Resource Management and Practices
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Human Resources
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 6
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9946 Develop workplace skills plan(s) Level 5 Level TBA: Pre-2009 was L5 20 Complete

 

PURPOSE OF THE UNIT STANDARD

This Unit Standard will be useful to people who are involved in the development and implementation of training and development plans for organisations. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.

People credited with this Unit Standard are able to:

  • analyse current and required skills
  • develop a skills profile and define a skills gap
  • establish skills priorities
  • develop a training and development plan.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNINGIt is assumed that people starting to learn towards this standard are competent in Communication at NQF Level 4.

 

UNIT STANDARD RANGEFor the purposes of this Unit Standard, it is sufficient for the candidate to produce a plan for a small to medium organisation, or for a department of a large organisation.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1Conduct an analysis to identify and define the skills requirements of the organisation.OUTCOME RANGEThe analysis is based on existing organisational plans, job designs, structures and strategies.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The method and scope of the analysis is planned thoroughly and ensures effective and efficient analysis.ASSESSMENT CRITERION RANGEThe plan covers sources, analysis techniques, time frames and recording techniques.

 

ASSESSMENT CRITERION 22. Information is gathered from relevant sources in accordance with the plan.ASSESSMENT CRITERION RANGESources can include but are not limited to the organisation’s business plan, equity plan, unions, management, training and equity committees and other employees.

 

ASSESSMENT CRITERION 33. The range of sources utilised is sufficient to confirm the accuracy and validity of the information.ASSESSMENT CRITERION RANGESources can include but are not limited to the organisation’s business plan, equity plan, unions, management, training and equity committees and other employees.

 

ASSESSMENT CRITERION 44. The described skills requirements cover all key performance areas or jobs needed to achieve the organisational objectives.

 

ASSESSMENT CRITERION 55. The skills requirements are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making.ASSESSMENT CRITERION RANGEAn “outcome” represents a significant, coherent, meaningful milestone of learning that is worth recognising as an individual achievement.

 

SPECIFIC OUTCOME 2Analyse current skills and develop skills profile of the organisation.OUTCOME RANGE“Current skills” refers to the complement of skills presently held by individuals relevant to the organisation’s needs.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The method and scope of the analysis is planned thoroughly and ensures effective and efficient analysis.ASSESSMENT CRITERION RANGEThe plan covers sources, analysis techniques, time frames and recording techniques.

 

ASSESSMENT CRITERION 22. Methods of analysis used are cost effective, appropriate to the context and required data and in accordance with the plan.ASSESSMENT CRITERION RANGEMethods include skills audits, interviews, questionnaires and results from assessments.

 

ASSESSMENT CRITERION 33. Analysis methods and results are recorded clearly and in sufficient detail to facilitate further interpretation and validation of the analysis.

 

ASSESSMENT CRITERION 44. The skills profile is an accurate reflection of the current skills in the organisation.

 

ASSESSMENT CRITERION 55. The current skills are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making.

 

SPECIFIC OUTCOME 3Define training and development needs and establish priorities.OUTCOME RANGETraining and development needs refer to the difference between the current skills and the present and future skill requirements.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The definition of the needs is consistent with the analysis of the current skills and skills requirements.

 

ASSESSMENT CRITERION 22. The needs are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making.

 

ASSESSMENT CRITERION 33. Established skills priorities are confirmed against organisational strategic objectives and equity plans.

 

ASSESSMENT CRITERION 44. The priorities are reported in terms of race and gender categories in line with organisational and legislative requirements.

 

ASSESSMENT CRITERION 55. Implications for addressing the needs are identified in terms of human, financial, and physical resources.

 

SPECIFIC OUTCOME 4Develop a training and development plan.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The plan is developed through and supported by participative structures involving key stakeholders, decision-makers and strategists.

 

ASSESSMENT CRITERION 22. The current capacity and capability of human and physical resources are evaluated in terms of their ability to meet priority training and development needs. Plans allocate human, physical and financial resources effectively.

 

ASSESSMENT CRITERION 33. Plans are sufficient to address the identified training and development needs according to established priorities.

 

ASSESSMENT CRITERION 44. Motivations are provided to demonstrate how learning provision will address the needs appropriately and effectively.ASSESSMENT CRITERION RANGEProvision could be through internal and/or external providers.

 

ASSESSMENT CRITERION 55. The plan addresses specified categories and is presented in a format as per organisational and/or legislative requirements.ASSESSMENT CRITERION RANGECategories include skill levels, jobs and occupations, race and gender

 

ASSESSMENT CRITERION 66. The completed plan accurately reflects the analysis of present and required skills, training and development needs, agreed priorities and the means to address the needs.ASSESSMENT CRITERION RANGE“Means” refers to preferred providers, learning interventions and available courses.

 

ASSESSMENT CRITERION 77. The plan is ready for submission within agreed time frames.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS1. Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant Education and Training Quality Assurance Body (ETQA) accredited for this Unit Standard or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this Unit Standard or will assess this Unit Standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed accredited ETQA procedures.
4. Therefore, anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria.

  • The essential concepts, principles, structures and terminology of an outcomes-based system.
  • Methods of facilitating group processes and the dynamics involved.
  • Methods of gathering, analysing and recording data
  • Key mechanisms for training and developing people.

 

UNIT STANDARD DEVELOPMENTAL OUTCOMEN/A

 

UNIT STANDARD LINKAGESN/A

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO IDENTIFYINGIdentify and solve problems:
This outcome will be demonstrated during the planning stage as well as when conducting the analysis

 

UNIT STANDARD CCFO WORKINGWork effectively with others and in teams
This outcome will be demonstrated when conducting the analysis using group processes.

 

UNIT STANDARD CCFO ORGANISINGOrganise and manage oneself and one`s activities responsibly and effectively
This Unit Standard requires high levels of self-management and organisation.

 

UNIT STANDARD CCFO COLLECTINGCollect, analyse, organise and critically evaluate information
The standard is primarily focused on this outcome, in particular specific outcomes:

  • Conduct an analysis to identify and define the skills requirements of the organisation.
    Range: The analysis is based on existing organisational plans, job designs, structures and strategies.
  • Analyse current skills and develop skills profile of the organisation
    Range: “current skills” refers to the complement of skills presently held by individuals relevant to the organisation`s needs.

 

UNIT STANDARD CCFO COMMUNICATINGCommunicate effectively using visual, mathematical and/or language skills
Communication will be demonstrated during the participative processes, the actual analysis and when recording the plan.

 

UNIT STANDARD CCFO DEMONSTRATINGUnderstand the world as a set of inter-related parts of a system
The inter-relatedness of roles, disciplines and outcomes will emerge throughout the analysis.