CIMAP Newsletter - June 2012
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June 2012 - CIMAP South Africa, Newsletter, Education & Assessment

June 2012 - CIMAP South Africa, Newsletter, Education & Assessment

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    CIMAP Newsletter - June 2012 CIMAP Newsletter - June 2012 Document Transcript

    • ASSESSMENT TALK June 2012 The   Chartered   Institute   for  the  Management  of   Assessment  Practice (CIMAP) Board  Members: Chairperson:    D.E  Damons   MSc;  (FCIEA  U.K)   Vice-­‐Chairperson:  Prof.  M.   Mehl,   Prof.  D  S.  Matjila;   Dr.  W.  Guest-­‐Mouton; Dr.  K.  Deller; Mr.  P.  Mathebula  (BEd   Hons) Mr.  T.  Tshabalala; Dr.  W.  Goosen,  (FCIEA  U.K); Mrs.  R.  Pillay  (M.Ed.); Dr.  M.  Serfontein,  (FCIEA   U.K); Dr.  L.  Meyer,  (FCIEA  U.K); HEADOFFICE CIMAP  Suite  16 Republic  Rd Bordeaux Randburg  -­‐  2125 Newsle^er  Editor:   L.  Meyer       Sub  Editors:     H.  D.  Edwards  &  H.  Van  Twisk Regional  Conveners:     GA:  H.  Van  Twisk     Limp:  T.  Tshabalala   KZN:  J.  Topping T  -­‐  011  329  9000       CPT:  S.  Louw       FS:  S.  Lala     Ethics:  H.  D.  Edwards F  -­‐  086  218  4466 W  -­‐  www.cimap.co.za REGION  KZN     1st  Floor  Cowey  House  Morningside  Durban  -­‐  4001 M  -­‐  admin@cimap.co.za REGION  WC     CIMAP  Suite  West  Block  Tannery  Park  23  Belmont  Road  Rondebosch  -­‐  7700 Message from the CIMAP Board Dear  CIMAP  Members, Representa=on   on   the   WC   Premier’s   Establishing   the   rela=onship   with   CIEA   Skills  Council; U.K; It  is  hard  to  believe  that  the  first  half  of  2012   Representa=on   on   regional   SETA   Submissions   e.g.   the   new   QCTO   system   is  behind   us.   The   second   part   of   2012  offers   structures; and   the   Green   Paper   on   post-­‐school   remarkable  opportuni=es  for  our  professional   Representa=on  on  the  Professional  Body   educa=on; body.   CIMAP   has   achieved   significant   Forum;     A   successful   membership   drive   that   milestones  in  our  first  year  of  opera=on.     The   formal   engagement   with  SAQA   and   yielded  a   475%  growth  in  membership  in   the   QCTO   on   a   number   of   issues   the  preceding  three  months; In   reflec=ng   on  the   preceding   year,   some   of   affe c = n g   m e m b e rs   a n d   m e m b e r   The   conceptualisa=on  and  development   the   CIMAP   achievements   that   are   worth   companies; of  a  student  membership  model. men=oning  include:   Engagement  with  various  ETQAs; Formalisa=on   and   appointment   of   the   CIMAP’s   founding   members   deliberated   the   T h e   e s t a b l i s h m e n t   o f   a   C I M A P   CIMAP  board; idea   of   the   forma=on  of   a   professional  body   Con=nuous   Professional   Development   Roll  out  of  CIMAP  CPD  ac=vi=es; in   the   preceding   years.   CIMAP  was  officially   (CPD)  framework; Commencement   of   the   process   to   established   in   2011.   It   takes   considerable   T h e   d e v e l o p m e n t   o f   a   C I M A P   register   with   SAQA   as   a   professional   pa=ence   and   determina=on   to   maintain  the   designa=on  framework; body; stamina   in  advancing   the   needs   of  a   specific   Formula=on   of   na=onal   and   regional   The   awarding   of  the   first   CIMAP   formal   profession.   structures; designa=ons; Establishment  of  a   social  media  presence   The   development   and   implementa=on   The   founding   members   are   confident   that,   and  progressed  strategy; of  a  formal  communica=on  strategy; notwithstanding   the   normal   cri*cs   that   do   Establishment   of   a   number   of   formal   Securing   sponsored   office   space   for   24   very   li^le   to   secure   their   fate,   the   rela=onships   with   various   professional   months;   professionaliza=on   of   the   assessment   bodies  including  PRISA,  SABPP,  SAPA; Appointment  of  full  =me  CIMAP  staff; prac=ce  industry  is  a  worthy  cause.            (Cont.)1 www.cimap.co.za ⇢
    • MESSAGE FROM THE BOARD Cont. CIMAP ASSESSMENT TALK JUNE 2012 Ethics  and   accountability   have   emerged   as  central   themes   in  the   What  should  we  be  doing  to  advance  a  creditable  body  of   CIMAP   growth   journey,   underpinned   by   our   core   values   of   assessment  prac:ce?   Integrity,  Credibility  and  Discipline.   It   is   common   cause   that   Umalusi   and   the   CHE   and   some   SETA   Educa=onal  Assessment  Prac=ce   is  wide   ranging   and  commences   ETQAs   (with   the   assistance   of   credible   professional   bodies)   are   with  Early   Childhood   Development  and  con=nues  to  the   highest   laudable.     It   is,   however,   problema=c  that  SAQA   guidelines  have   echelons  of  Post-­‐Doctoral  research.     been   applied   with   varying   personal   interpreta=ons   by   autocrats   CIMAP   understands   the   assessment   process   involves   that   and   bureaucrats  that   are   more   osen   than   not   unqualified  to  do   somewhere,   somehow,   someone   is   making   a   decision   about   so.   competence   or   the   lack   thereof   in   various   levels   of   society.   It   is  evident  that   global   assessment  systems  are   underpinned   by   Professor   Mehl   constantly   reminds   us   that   someone   has   to   standardisa=on,   peer   review   mechanisms,   communi=es  of   trust,   approve   the   nuclear   physicist   skills   set   prior   to   their   “solo   expert   prac==oners,   maturity   valida=on   and   uncompromising   endeavour’.   A   solo  endeavour  that  may  result  in  the   loss  of   large   quality.   numbers  of  life  if  poorly  executed! The  aforemen=oned  is  pivotal  in  pursuit  of   assessment  excellence.   We  may  engage   on   issues  such  as   competency  ra=ng  percentages     that  are  les  open  to  the  interpreta=on  and  cause  vigorous  debate. The   debate   around   the   assessment   paradox   is   instrumental   in   developing   a   coherent   examina=on   for   valid   assessment   principles.   Prac==oners   who   have   researched   and   reviewed   educa=onal  journals  or   other   seminal   research    are   faced  with  a   plethora  of  available  and  conflic=ng  informa=on. Dr.   Doug   Orzolek  from  the  University  of  St  Thomas  (USA),  reminds   us   that   the   defini=on   of   the   word   “assessment”   is   a   paradox.   The  no:on  of  educa:onal  assessment  is  complex  and  involves   (NCWIT ES; 2012) Forma=ve  and  summa=ve  assessment  constructs; Objec=ve  and  subjec=ve  assessment  processes;   Referencing   (criterion-­‐referenced,   norm-­‐referenced,   and   standardised  assessments, Informal  and  formal  assessment  processes Why   do   we   assess  competence   and  compe==veness  in   the   first   place?   South   Africa   advanced   two   places   to   50th   in   the   2012   World   Compe==veness   Yearbook   (SA   –info   2012).   Why   is   this   Assessment   includes   the   evalua=on   of   performance   (as   in   determina=on  important  to  us? learning),   or  value  (as  in   property)  or   it  can  simply  be   a  judgment   It   is   natural   that   all   human   beings   understand   how   they   are   about   something.   Orzolek   further   argues   that   from   the   performing   at   various   levels   in   their   personal   and   professional   lives.   etymologist  review  of  the  origin  and  root  of  an  assessment  we  can   learn  something  more.   Individuals  and  collec=ves  are  constantly  assessed  to  validate  their  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY levels   of   competence.   Assessment   Prac=ce   review   mechanisms   According   to   the   American   Heritage   Dic=onary   of   the   English   are   cri=cally   important   to   monitor   the   success   of   learning   and   Language,   assessment,   which   is   derived   from   “assess,”   actually   assessment   interven=ons   and   Return   on   Investment   (ROI)   comes  from   the   La=n  word  “assidere”   meaning  “to   sit   beside   as   ini=a=ves. an  assistant  judge.”   Moving   from   denial   to   acceptance   that   prac==oners   are   osen   This  could  indeed  mean  many  things.     Orzolek’s  interpreta=on   is   disadvantaged  in  rela=on  to   their  available   knowledge   repository   innova=ve   as  he  explores  the  role  of  the  educator  (assistant  judge)   allows  us  to  progress   and  seek   solu=ons.   It  is  important  that  the   as   merely   parallel  to  that   of  the   learner,   in  the   role   of   educator   best  possible   assessment  constructs   are   applied   in  a   given  set  of   (assistant  judge)  and  proposing  advice  or  ideas  as  they   reflect  and   circumstances.   In   the   quest   for   quality   advancements   in   assessment  prac=ce,  we  evolve  in  our  quest  for  future  excellence. assess  themselves.   The   dimensions   involved   in   assessment   are   vast   and   offer   an   South   Africa   has   not   been   opera=ng   in   a   vacuum.   The   CHE,   exci=ng   field   for   professional   prac=ce   engagement.   CIMAP   has   Umalusi  and   SAQA  have   established  clear   assessment  guidelines.   embarked   on   a   journey   of   professionalizing   the   credibility   of   Inconsistent   quality   levels  in   the   implementa=on   of   assessment   prac==oners  and  facilita=ng  debate  in  assessment  prac=ce.   prac=ce   have   unfortunately   compromised   a   credible   system   in   CIMAP   members   are   pioneers  and  visionaries   who   embrace   the   some   instances.   Learners   /   Students   from   these   compromised   ethos   of   credibility,   responsibility   and   accountability   on   our   ins=tu=ons   face   ill-­‐fated   discrimina=on   through   no  fault   of  their   evolu=onary  journey.   own. Yours  in  assessment  excellence!   2 www.cimap.co.za ⇢
    • REREGISTRATION OF NQF CIMAP ASSESSMENT TALK JUNE 2012 ETHICS IN THE ETD LANDSCAPE By Heidi D Edwards (CIMAP  Convener  Ethics) QUALIFICATIONS The  Education,   Training  &   Development   landscape   in  South  Africa   The   South   African   Qualification  Authority   Board  announced  their   is   widespread   and   peopled   by   a   variety   of   practitioners;   from   decision  to  re-­‐register  all  the   qualifications  and  unit  standards  that   Trainers   to   Assessors   and   Moderators,   to   Coaches   and   Mentors   reach   the   end   of   their   registration   period   on   30   June   2012  for   a   and  Learning  Material  Developers.     further   three   years   to   30   June   2015.  The   SAQA   board   confirmed   this  decision   on  application  of   the   Quality   Council   for  Trades  and   That   means   thousands   of   people   who   practice   with   varying   Occupations  (QCTO)  and  the  Council  on  Higher  Education  (CHE).   degrees   of   success  yet   there   is  a   small  group  of  Practitioners  who   have  made  a  name  for  themselves.     Within   the   current   qualification   registration   period,   it   is   anticipated  that  the   last   date  for   enrolment   and   achievement  will   How   do  they   manage   it?    Each  one   has  a   strong  moral   compass   be  applied,   as  is  currently  the   case.   The  normal  conditions  vis-­‐à-­‐vis   from   which   they  do  not   waver.    Each  one  believes  in   the  success  of   the   teach  out  period  will  apply  to  all   qualifications  that  are  not  re-­‐ the  Learner  and  in  life-­‐long  learning.    Each  one   considers   ‘success’   registered. to   be   synonymous   with   ‘quality’   and   ‘quality’   to   be   synonymous   with  a  deep  seated  belief  in  ethical  practice.     SAQA   further   confirms   their   decision   that   the   following   types   of   qualifications  and  unit  standards  would  not  be  re-­‐registered: That   notwithstanding  -­‐  there   are   some   Practitioners  who  confuse   success   with   ‘quantity’;   some   Practitioners   who   delight   in   Qualifications   that   have,   to   date,   not   been   offered   to   circumventing   the   system   by  engaging  in  corrupt  practices;  some   learners; Practitioners   who   treat   the   fine   art   of   Assessment   as   a   ticking   Qualifications  for   which   no  provider  of  education  and  training   exercise   and   some   Practitioners   who   have   no   respect   for   the   has,  to  date,  applied  to  the  relevant  ETQA  for  accreditation; profession. Qualifications  that  were   submitted  for  registration   by  private   providers,   but   which   are   not   being   quality   assured   by   an   Corruption  –   a   word   that   has  been  much  bandied  about  of   late.    A   ETQA strong   word,   the   meaning   of  which  can   be   (depending  on   which   dictionary   you   reference)  ‘morally   depraved   or   the   state   of   being   Qualifications   that   do   not   meet   the   requirements   of   the   so’.    Wow;   surely   this  does  not  happen  in  the   world  of  Education  &   HEQF  and  for  which  the  CHE  has  not   given  approval   for   their   Training?    Surely  no  ETD  Practitioner  would  stoop  so  low? continued  offering Unit   standards   that   have   been   replaced.   Replaced   unit   REALITY  CHECK  1:  There   are   Developers   who   assert   that   their   standards   remain   valid   for   the   purpose   of   offering   the   material   is  aligned  and  approved.    The   material  is  then  found  to  be   qualification(s)   of   which  they  form   part,   but   may  not  be   used   so  sub-­‐standard  that  we  would  be   setting   Learners  up  for  failure   if   for  credit  purposes  in  skills  programmes  or  short  courses; any  Learner  tried  to  use  it. Unit   standards   that   have,   to   date,   not   been   offered   to   learners; REALITY  CHECK  2:  ‘For   R1,   000   I   can   make   sure   you   get   your   Certificate  of  Competence’.     Unit   standards   that   are   not   linked   to   a   qualification   and   consequently  are  not  quality  assured  by  an  ETQA; REALITY  CHECK  3:  M aking   fraudulent   claims   about   one’s   Letters  will   be   sent   by   SAQA  to  all   Higher   Education   and  Training   accomplishments  (in  a  CV  or  in  an  email  to  a  prospective  client).     providers   with   an   Annexure   indicating   which   qualifications   are   registered  on  the  NQF.   REALITY  CHECK  4:  ‘If  you  want  to  use  me   as   an  Assessor   then  pay   me  R5,000  and  I’ll  send  you  my  SETA  registration  papers’. Providers  must   return  the   Annexure  to  SAQA  giving  an   indication   of   which   qualifications   should   be   re-­‐registered.   Failure   to   return   Have  you  comes  across  any   of   the   aforementioned   reality   checks?   the  Annexure   will  be   regarded   by   SAQA  as   an  indication  that  the     Do   I   hear   a   resounding  YES?     What   have   you   done   about   it?   provider   does   not   wish   to   have   any   of   the   qualifications   re-­‐   ‘Nothing’  I  hear  you  say.    What  can  we  do  to   eradicate  this  scourge   registered. from   the  ETD  landscape?     Do  we   want  to  blow   the   whistle   on  illicit  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY activities?     Providers  that  have  voiced  tremendous  uncertainty  on  their   future   ability   to   operate   in   the   occupationally   directed   education   and   Well,   I   agree   it   is   difficult   (and   sometimes   scary)   to   blow   the   training   fields   are   able   to   plan   for  the  duration  of   the  re-­‐registered   proverbial   whistle   yet  we   owe   it  to  our   Learners,   to  ourselves  and   qualifications.  Clients  will  also  be   in   a   position   to  plan  strategically   to   our   noble   profession   to   be   brave.     Should   a   whistle   blowing   in   relation   their   qualification   skills   offering   for   reregistered   facility  be  available  to  us  as  ETD  Practitioners?     qualifications.   Consider  this   Who  benefits  from  illicit  and  corrupt  activities? Providers  that  have  programme  approval  to   offer  qualifications  are       How   does   unethical   practice   aid   your   able   to  firmly  continue  their  programme   offering,  whilst  the  QCTO       credibility? transitional   arrangements  are  in  place,  and  whilst  the  appointment   of  professional  bodies  as  quality  partners  continues.   Heidi   is  an   independent   ETD   Whilst  we   celebrate   the   continued   qualification  offering,   we   look   Practitioner.     forward  to   the   timely   planning,   communication   and   consultation   She   pays  her  dues   to  CIMAP   of  the  future  quality  partner  processes.   &   the   Ethics   Institute   of   Queries  regarding  re-­‐registration  should  be  directed  to  the  following  e-­‐ mail: South  Africa.    Heidi  writes  in    Rereg2012@saqa.org.za. her  personal  capacity. Eddie  Brown:  (012)  431  5073  Carina  Oelofsen:  (012)  431  5112 http://www.saqa.org.za/show.asp?id=2779 3 www.cimap.co.za ⇢
    • SAQA LEVEL DESCRIPTOR ROADSHOW CIMAP ASSESSMENT TALK JUNE 2012 SAQA   recently   completed  a   road   show   to  discuss  the   SAQA   level   Reflec:on   descriptors.   Please   see   some   important   extracts   in   summary   of   viii. Iden=fy  &  Address  Level  8 the  presenta:on.   ix. Autonomous  Decisions  (Masters)    -­‐  Level  9 Levels  are  indicators  of  rela=ve   demand   made  on  the   learner,  the   x. Advance  Processes  (PhD)  -­‐  Level  10 complexity   and/or   depth   of   achievement,   and   the   learner   ‟autonomy  in  demonstra=ng  that  an  achievement. Level  descriptors  are  used: Level   descriptors   are  statements  describing   learning   achievement   When  designing  new  programmes  of  study; at   a   specific   level   on   the   NQF   that   provide   a   general,   shared   When  wri=ng  learning  outcomes understand   of   learning   and   achievement   at   each  of   the   ten   NQF   When  wri=ng  assessment  criteria levels.   When  assessing  prior  learning Level   descriptors  are   applicable   to  Learners,   Providers,  Curriculum   When  incorpora=ng  non-­‐tradi=onal  learning   (e.g.   work-­‐based   designers  &  Employers  etc. learning)  into  award-­‐bearing  courses Level   descriptors   offer   coherence   in   learning   achievement,   When   modules   or   short   courses   need   to   be   related   to   for   facilitate   evalua=on   for   comparability,   advance   objec=ves   of   the   accredita=on  purposes NQF   and   General,   shared   understanding   of   learning   &   When  learning  at  different  levels  needs  to  be  compared achievement. apply the establish the Applied  competence  includes: principle of centre of gravity of Founda=onal  competence  (academic/intellectual  skills) ‘best fit’ the qualification Prac=cal  competence  (opera=onal  context) SOME  MYTHS  DISPELLED:   Reflexive  competence  (learner  autonomy) Equivalence  –   Professional   exper=se   is  required  to  apply   the   level  descriptors   to   Is   the   NCV  at  NQF   level   4  the   same   as  the   NSC,  also  at   NQF  level   one’s  own  subject  or  context. 4? Principles  of  Level  descriptors   The  NQF  acts  as  a  neutral   reference   point  for   all   different   sorts  of   Applica=on   qualifications.     An  important  underlying  principle  of  the   NQF  is  the   promo=on   of  parity   of  esteem   between  academic,   voca=onal   and   One  common  set higher   educa=on  routes  or  pathways  as  well  as   between  basic  and   Ten  Competencies post-­‐school  educa=on  and  training. Academic  and  Occupa=onal  Qualifica=ons Specialisation  – Correla=on  between  qualifica=on  &  occupa=onal  levels The   descriptors   reflect   its   utility   for   both   specialisations   and   Cri=cal  Cross  Fields  are  embedded generalisations.   Moving   from   a   lower   to   a   higher   level,   in  some   Cumula=ve   study   or   work   contexts,   can   also   mean   becoming   more   of   a   RPL   generalist Descrip=ve  not  prescrip=ve Sequencing Nomenclature  for  Qualifica=ons Indicating   NQF   levels   for   qualifications   does   not   mean   that   Scope  of  Knowledge: qualifications   necessarily   have   to   be   acquired   in   the   same   i. General  Knowledge    -­‐  Level  1   sequence  as  the  NQF  levels ii. Opera=onal  Knowledge    -­‐  Level  2 In  summary: iii. Basic  Understanding-­‐  Level  3 Level  descriptors: iv. Fundamental  Knowledge  (Grade  12)  -­‐  Level  4 i. Are  helpful  guides  rather  than  dictates v. Informed  Understanding  -­‐  Level  5INTEGRITY ;; DISCIPLINE ;; CREDIBILITY ii. Are  generic  and  not  programme-­‐specific vi. Detailed  Knowledge  -­‐  Level  6 iii. Do  not  cover  all  possible  learning  elevation  programme   vii. Integrated  Knowledge-­‐  Level  7 of  study viii. Applied  Knowledge  -­‐  Level  8 iv. Work  better  when  viewed  in  the  context  of  progression   ix. Specialist  Knowledge(Masters)    -­‐  Level  9 look  at  the  same  descriptors  for  the  previous  and  the   x. Cri=cal  Knowledge  (PhD)  -­‐  Level  10 next  level ETHICS  AND  PROFESSIONAL  PRACTICE   v. Can  be  understood  interims  of  the  relationship  between   descriptors  at  the  same  level Own  and  specific  environment   vi. Provide  an  appropriate  vocabulary  to  describe  learning i. Iden=fy  and  develop  -­‐    Level  1  leveldescriptors@saqa.org.za ii. Apply-­‐  Level  2 Organisa:onal   iii. Comply  Level  3 iv. Adhere  Level  4 v. Take  Account  Of  Level  5 vi. Ethical  Implica=ons  Level  6 vii. Take  Decisions  &  Act  Level  7 4 www.cimap.co.za ⇢
    • CIMAP ASSESSMENT TALK JUNE 2012 capital.   The   proposed   educa=onal   growth   CIMAP NEWS AND EVENTS SOUTH AFRICA MUST path   should   include   the   improved   EDUCATE FOR CIMAP  -­‐  SABPP performance   of   occupa=onally   directed   CIMAP   par=cipated   in   the   SABPP  Learning   EMPLOYMENT educa=on   and   training   provision,   which   in   and   Quality   Assurance   Department   of   South  Africa   is  presently  facing  fundamental   turn  should  result  in  economic  growth.   SABPP   first   workshop   on   23   May   2012   at   economic   and   transforma=ve   growth   Educa=onal   throughput   will   have   a   limited   the  University  of  Johannesburg. challenges,   compounded   by   an   educa=onal   impact  on  skills  advancement,   and  the  focus   system   that   prepares   large   numbers   of   South  African  ci=zens  for  lifelong   under  and   must   transcend   to   informed   learning   unemployment.   Economic   growth   must   be   outcomes   that   are   grounded   in   innova*ve   informed   by   intelligent   accountability   and   prac*ces,   cri*cal  and  cogni*ve   thinking  and   social   transforma=on   that   reflects   a   capitalise   on   new   technology   in   a   coherent  educa=on  system.   heterogeneous  global  context.   In   this   context,   South   Africa   requires   EXTRACT  FROM:  -­‐   sustained   high   impact   human   capital   John  Arnesen  (Project  Director:  NQF   development   systems   and   a   na=on   of   Ph.D.  Thesis  of  Dr.  L.  Meyer Advocacy)  SAQA conscious   individuals   who   could   facilitate   DISCUSSIONS  IN  EDUCATION:  A   Marius  Meyer:  CEO  –  SABPP   the   journey   of   transforma=on   to   a   POSTMODERN  APPROACH   Deonita  Damons  Chairperson  –  CIMAP knowledge  economy.   The  Da  Vinci  Ins=tute  for  Technology   Human  capital   development  is  at  the  axis  of   Management  –  2012   Continuous social   cohesion,   affluence,   and   sustainable   Professional employment  crea=on,  as  the   emphasis  and   Study development - CPD focus  on   broader   aspects   of   value   crea=on   without desire spoils the and  skills  base   reforms  prepare   South  Africa   memory and it retains nothing PLANNED  CPD  ACTIVITIES  FOR  2012 for   par=cipa=on   and   posi=oning   as   a   that it takes in i. Effec=ng  Recogni=on  of  Prior  Learning   leading  global  compe=tor. - Leonardo Da Vinci in  the  workplace; Regulatory  policies  have  formed  an  enabling   ii. Bridging   the   gap   between   Assessor   and  a  restric=ve  environment  where  limited   and  Moderator  training  and  becoming   innova=on  was  evident.  In  a   world  where  it   an  effec=ve  prac==oner;   is  impossible   to   contribute   to  a   knowledge   UNESCO AND GLOBAL iii. Ethics  in  Assessment;   economy   without   informa=on,   many   learners   are  s=ll   deprived  of  access  to  basic   EDUCATION iv. D e ve l o p i n g   a   m e a n i n g f u l   a n d   informa=on   technology   and   meaningful   adaptable  QMS; learning  prac=ces.   The   interna=onal   academic  community   will   v. Preparing  providers  for  the  QCTO; come   together   to   announce   a   new   Higher   vi. Preparing  workplaces  for  the  QCTO; Post-­‐modern   enquiry,   based   on   the   ideas   Educa=on   Ini=a=ve   for   Sustainable   vii. Preparing   for   the   2012   Labour   Law   and   theories   posi=oned   by   famous   Development.   An   umbrella   of   United   amendments. philosophers   such   as   Plato,   Socrates,   and   Na=ons  partner   organiza=ons  will   facilitate   Osho   and   advances   par=cular   proposi=ons   In   the   coming   months   members   will   be   the  ini=a=ve. c o n c e r n i n g   t h e   s t r u c t u r a l   a n d   requested   to   ac=vely  invest   in  their   in  their   Since   higher  educa=on  ins=tu=ons  educate   methodological  pedagogy   of  occupa=onally   own   CPD  development   and   skills   passport   and   train  decision   makers,   they   play   a   key   directed   educa=on   and   training   providers’   confirma=on.   role   in   building   more   sustainable   socie=es   accredita=on   and   external   modera=on   and   crea=ng   new   paradigms.   The   ini=a=ve   CIMAP  welcomes  your  input   in  developing   prac=ces.   calls   upon   leaders   of   the   academic   meaningful   topics  as   CPD   ac=vi=es.   Please   Data   analysis   suggests   that   the   current   community   around   the   globe   to   commit   e-­‐mail   the   CPD   convener   Dr.   Karen   Deller   occupa=onal   accredita=on   and   external   themselves   to   fostering   research   and   with  your  sugges=ons  and  queries. modera=on   frameworks   in   South   Africa   teaching   on   sustainable   development   karen@learnsys.co.za   require   a   significant  interven=on  to  redress   issues,   greening   their   campuses   and  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY bureaucra=c   and   puni=ve   processes   that   engaging   with   interna=onal   frameworks   CIMAP   presented  the  first   CPD   Ethics   significantly   inhibit   innova=ve   educa=on   such   as   the   UN   Decade   of   Educa=on   for   in  Prac=ce   workshop   on  Friday   8  June   and   training   delivery,   which   could   support   Sustainable   Development   for   which   2012.   Guest  Resource  Services  Training   social  and  educa=onal  transforma=on.   UNESCO  is  the  lead  agency. C e nt re   i n   P reto r i a   h o ste d   t h e   South   Africa   must   develop   and   implement   workshop.   CIMAP   Ethics   convener   alterna=ve  learning  and  assessment  themes   h^p://www.unesco.org/new/en/unesco/ Heidi   D   Edwards   facilitated   this   as   well   as   innova=ve   frameworks   for   events/educa=onevents/? successful  CPD  ac=vity. accredita=on   and   external   modera=on   tx_browser_pi1%5BshowUid (verifica=on)   ac=vi=es   in   the   realm   of   %5D=6307&cHash=2c1ab7f308 s u s t a i n a b l e   e d u c a = o n   t h a t   o ff e r s   measurable   Return   of   Investment   (ROI)   opportuni=es.   CIMAP   South   Africa   should   prepare   a   cohesive   ETHICS  IN  ASSESSMENT   integrated   economic   and   transforma=on   CPD  ACTIVITY strategy   that   confirms   specific   social   outcomes,   acknowledging   the   inter-­‐ rela=onship  of  economic,  human  and  social   5 www.cimap.co.za ⇢
    • CIMAP ASSESSMENT TALK JUNE 2012 PRAGMATISM IN CONFRONTING SOUTH AFRICAN EDUCATION, IN THE CONTEXT OF THE MILLENNIUM DEVELOPMENT GOALS By Dr. L. Meyer & Mr. Tsidiso Tshabalala - CIMAP Board Members The   composi=on   of   the   South   African   x. Create   a   beHer   South   Africa   and   opportuni=es  are   realis=c  when   business   is   popula=on   is   78.5%   Black   Africa,   2.5   %   contribute  to  a   beKer  and  safer  Africa   able  to  create   wealth  and  jobs  and  have  the   Indian,   9   %   coloured   and   9%   White   and  world; prerequisite   skills  sets  available   for   them   to   (Sta:s:cs  SA;  2012). xi. A n   e ffi c i e n t ,   e ff e c = v e   a n d   create  sustainable  opportuni=es.   Transforma=on   has   been   achieved   in   the   development   oriented   public   service   South   Africa   is   prosperous   and   we   osen   public   service   with   demographically   and  an  empowered,  fair  and  inclusive   have   to   shoulder   refugees   and   immigrants   representa:ve   numbers   of   employees.   ci=zenship.   from   myriad  countries  that  are   far  worse   off   Private   sector   transforma=on   is   however   Some   of   the   factors   to   consider   whilst   than  we  are.     lagging  behind  and  causing  much  frustra=on   dealing  with   poverty  eradica=on  include  the   C o n s i d e r i n g   t h e   i m p o r t a n c e   o f   and   vigorous   debate   rela=ng   to   economic   Gini   coefficient,   employment,   per   capita,   founda:onal  educa:on,   it   is  not   surprising   transforma=on  in  South  Africa. available   social   services,   and   the   breadline   that   a   recent   Africa   Educa:on   report   in   South   Africa   has   has   agreed   to   a   The   poverty  measure.   2012  highlighted  important  sta:s:cs:   Millennium   Development   Goals,   (MDGs)   as   Structural   unemployment,   poor   levels   of   Primary   school   enrolment   in   Africa   has   a   member   state   of  the   United  Na=ons:   The   educa=onal   quality   and   forced   throughput   increased   from   an   average   of   73%.   M i l l e n n i u m   D e v e l o p m e n t   G o a l s ,   rates   offer   li^le   hope   when   faced   with  the   Challenges   are   being   addressed   especially   (MDGs).contains   eight   development   structural   unemployment   rate   as   opposed   around  girl  child  enrolments.   priori=es: to   the   official   unemployment   rate   of   32   million   primary-­‐school   children   i. To   eradicate   extreme   poverty   and   individual’s  ac=vely  seeking   employment.  As   equalling   45%   of   the   global   out-­‐of   hunger; South  Africa   embraces   a   newfound  poli=cal   school   popula=on   resides   in   the   sub-­‐ ii. To   a c h i e v e   u n i v e rs a l   p r i m a r y   will   to   address   the   youth   educa=on   and   Sahara.   educa=on; employment   wastelands,   no   responsible   ci=zen   can   sit   idly   by   in   the   face   an   In   sub-­‐Saharan   Africa,   almost   12   iii. To   promote   gender   equality   and   inevitable   educa=onal   revolu=on   (Meyer;   million  girls  may  never  enrol  in  school.   empower  women; 2012). Approximately  28  million   pupils  in  sub-­‐ iv. To  reduce  child  mortality; Government   must   create   an   environment   Saharan  Africa  drop  out  each  year. v. To  improve  maternal  health; that   is   conducive   to  business  development   Only  one   in  three   youths  (34%)  a^ends   and   fiscal   policy   constraint.   The   educa=on   secondary   school   –the   lowest   vi. To   combat   HIV/AIDS,   malaria   and   system   in   South   Africa   is   struggling   to   globally  level. other  diseases; produce   func=onal   learners.  Universi=es  are   vii. T o   e n s u r e   e n v i r o n m e n t a l   being  bombarded  with  learners  that   are  not   153   million   adults   (38%)   of   the   adult   sustainability; ready  for  higher  educa=on.   popula=on   in   sub-­‐Saharan   Africa   viii. To   develop   a   global   partnership   for   The   ques=on   is  however   broader   than  the   cannot   read   or   write,   with   60%   of   development. these  individuals  being  women. obvious.  Where   do   these   students  go   once   The   South   African   Government   developed   they   complete   grade   12   or   graduate   from   1.2   milion   Addi=onal   teachers   are   12   outcomes   that   will   drive   the   MDGs.   ins=tu=ons   of   further   and   higher   learning?   required   in   the   region   to   reach   the   These  include: How   did  these   students  end  up  being   set  up   interna=onally   agreed   goal   of   ge{ng   for   inevitable   failure   by   being   structurally   all   children   into   primary   school   by   i. Improved  quality  of  basic  educa*on; 2015. disadvantaged   by   substandard   educa=on   ii. A   long   and   healthy   life   for   all   South   support  structures?   I n   N i g e r i a ,   a   c h i l d   s p e n d s   Africans; approximately   6.5   years   in   school   on   The   Deputy   Minister   of   Higher   Educa=on   iii. All   people   in  South  Africa  are  and  feel   and  Training   Professor   Mkize   confirms,   “the   average.   A   wealthy   urban   child   safe; new   mandate   was   born   out   of   a   crisis,   averages  around   10  years,   while   poor   rural   Hausa   girls   average   less  than   six   iv. Decent  employment   through  inclusive   emana=ng   from   the  perceived  failure  of   our   system   to   produce   employable   graduates,   months  in  school. economic  growth;INTEGRITY ;; DISCIPLINE ;; CREDIBILITY manifested   through   the   inability   of   our   Aid   levels   to   basic   educa=on   in   sub-­‐ v. A   skilled   and   capable   workforce   to   graduates   to   meet   the   needs   of   labour   Saharan  Africa  have  dropped  –  from  US   support  and  inclusive  growth  path; markets.   Of   even   more   serious   concern,   is   $1.72  billion  in  2007   to  $1.65  billion  in   vi. A n   e ffi c i e n t ,   c o m p e H H v e   a n d   the   failure   of   our  system   to   absorb   the   2.8   2008.   Taking   into   account   rising   responsive   economic   infrastructure   million   youth   between  the   ages  of   18   and   enrolment   in   primar y   schools,   network; 24   who   are   neither   at   school   nor   at   spending  per  pupil  has  dropped  by  7%. vii. Vibrant,   equitable   and   sustainable   work”  (Mkhize;  2011). In  confron=ng  the  aforemen=oned  topics,  it   rural   communiHes  with   food   security   The   official   unemployment   rate   in   South   will   not   help   us   to   entomb   reality   at   the   for  all; Africa   is  quan=fied  at  25,  3  %   for  the   second   expense   of   pragma=sms.   It   is   not   viii. Sustainable   human   seKlements   and   quarter   of  2010  and  confirmed  as  47  %   for   government’s  job  to  create   wealth  –   this   is   improved  quality  of  household  life; youth  (Sta=s=cs  South  Africa,   2010).   It  must   the  role  of  business  and  entrepreneurs.   be  considered  that   only  individuals  who  are   i. A   responsive,   accountable,   effecHve   ac=vely  seeking   employment  are  included  in   Government   must   create   an   environment   and   efficient   local   government   the  percentage. that   is   conducive   to  business  development   system; and   fiscal   policy   constraint   that   is   able   to   Educa=on   is   one   of   the   key   elements   in   support  the  achievement  of  the  MDGs. ix. Environmental   assets   and   natural   addressing   unemployment   coherently.   It   resources  that   are   well  protected  and   m a k e s   s e n s e   t h a t   e m p l o y m e n t   con*nually  enhanced; (Cont.) 6 www.cimap.co.za ⇢
    • CIMAP ASSESSMENT TALK JUNE 2012 PRAGMATISM Cont. QUALITY COUNCIL FOR TRADES AND Laying   the   blame   for   our   ques=onable   OCCUPATIONS (QCTO) educa=on   system   solely   at   the   door   of   government   is   however   naïve   and   A  recent  presenta:on  made  by  Mrs  Heidi   of  working  contexts  in  both   the  formal   disingenuous.   Businesses,   government,   Pieters  from  the  QCTO  shared  some   and   informal   economy   as   well   as   in   labour   and   civil   society,   regulators   and   valuable  informa:on: the  public  and  private  sectors.   professional   bodies   and   associa=ons   are   in   Pre  QCTO  Legisla:on: All   occupa=onal   qualifica=ons   are   this  together.   Pre-­‐1922  Company  specific   linked   to   the   Organising   Framework   The   global   economic   crisis   has   raised   a   set   appren=ceship  contracts   for  Occupa=ons  (OFO)  and  must: of   profound   ques=ons   about   ma^ers   of   1922  Appren=ceship  Act be  ‘fit-­‐for-­‐purpose’, trust,  influence  and  accountability.   1930,  1944,  1950  …  Amendments  –   reflect   workplace   requirements,   There   is   a   widespread   sense,   that   the   ONLY  appren=ceships i.e.  be   demand   or  opportunity  led   t ra d i = o n a l   c h a l l e n g e s   o f   av o i d i n g   Appren=ceship  Commi^ees  by  trade  /   and  not  supply  driven, accountability   will   be   redefined   in   the   industry  /  area T h e   p u r p o s e   o f   a n   o c c u p a = o n a l   context   of   new   scien=fic,   legal   and   viable   1981  Manpower  Training  Act qualifica=on  is trials  in  suppor=ng  the  MDGs.   Black  workers  could  enter   to   qualify   a   learner   to   prac:ce   an   Educa=on  must   be   treated  with  the   support   appren=ceships o c c u p a : o n ,   r e fl e c t e d   o n   t h e   and   respect   it   deserves.   The   quality   and   Appren=ceship  focus  but  permi{ng   O r g a n i s i n g   F r a m e w o r k   f o r   standing  of  prac==oners  must  be  confirmed   other  skills  too Occupa=ons  (OFO)  or  an  occupa=onal   for   those   wishing  to  operate   in   the   field  of   Industry  Training  Boards  –  voluntary,   s p e c i a l i s a = o n   r e l a t e d   t o   a n   educa=on.   with  voluntary  levies occupa=on   that   is   reflected   on   the   No  one   would  willingly  allow  our  children   to   1995  South  African  Qualifica=ons   O r g a n i s i n g   F r a m e w o r k   f o r   be  taught   by  unqualified  and   inexperienced   Authority  Act  -­‐  NQF Occupa=ons  (OFO).   educators.   1998  Skills  Development  Act  &  1999   The  QCTO  has  two  types  of  qualifica:ons: Equally,   organisa=ons   cannot   afford   to   Levies  Act I. Na=onal   Occupa=onal   Qualifica=on   engage   the   services   of   individuals  that   are   Sector  Educa=on  and  Training   (more  than  120  credits) unqualified   and   ill   equipped   to   train   or   Authori=es  (SETAs)  with  focus  on   II. Na=onal   Occupa=onal   Award   (less   assess   their   employees  -­‐   if   we   are   serious   whole  workforce  (not  only  ar=sans),   than  120  and  more  than  25  credits) about  achieving  the  MDGs. mandatory  levy Title  of  qualifica=on In   achieving   the   Millennium   Development   2008    Amendment  to  SDA Goals,   meritocracy   and   compromised   Quality  Council  for  Trades  and   Linked   to   occupa=on   on   OFO   and   quality   can   no   longer   be   part   of   our   Occupa=ons  (na=onal  not  sectoral   reflec=ng   occupa=onal   specialisa=on   vocabulary.     standards  for  ‘trades  and  occupa*ons in  brackets  (where  applicable) As  we  stand  in  the  face   of  defending   quality,   The  NQF  pre  2008: Not  reflec=ng  learning  field we   will   osen   stand   alone.   Educa=on   in  the   Three  types  of  standards context   of   achieving   the   MDGs   must   be   Knowledge  /  Theory  (minimum  20%) considered   cri=cally   in   the   perspec=ve   of   quality   processes   including   available   Prac=cal  Skills  (minimum  20%) r e s o u r c e s ,   l e c t u r e r   /   e d u c a t o r   Work  Experience  (minimum  20  %) competencies,   ongoing   CPD,   language   All   occupa:onal   qualifica:ons   will   be   proficiencies  etc.   assessed  externally   through   an  appropriate   The   value   of   quality   educa=on  in  achieving   na:onally   standardised   integrated   the   MDGs   is   best   outlined   in   the   words  of   summa:ve  assessment.   President   Nelson   Mandela,   “Educa*on   is   Characteris:cs  of  occupa:onal  curricula  – The   QCTO   is   responsible   for   (SDA,   2008,   the   great   engine   of   personal   development.   Section  26H,  3):   Not   the   same   as   an   “educaHonal”   It  is  through  educa*on   that  the  daughter  of  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY curriculum a  peasant  can  become   a   doctor,   that  a  son   E s t a b l i s h i n g   a n d   m a i n t a i n i n g   A  curriculum  will  cover  the  following: of   a   mineworker   can   become   the   head   of   o c c u p a = o n a l   s t a n d a r d s   a n d   the   mine,   that   a   child  of   farm   workers   can   O c c u p a : o n a l   p r o fi l e   -­‐   b a s e d   o n   qualifica=ons’ become   the   president   of   a   of   a   great   occupa=onal  tasks.     Specifica=ons  for   three   na*on”. ‘The   quality  assurance   of  occupa=onal   learning   components   (subjects,   prac=cal   standards   and   qualifica=ons   and   skills  &  work  experience) learning  in  and  for  the  workplace’ Internal  assessment  criteria   per  subject  and   D e s i g n i n g   a n d   d e v e l o p i n g   prac=cal  skills  module   and  work  experience   Education o c c u p a = o n a l   s t a n d a r d s   a n d   record  per  work  experience  module is the most powerful qualifica=ons  and  submi{ng   them   to   Skills   Development   Provider   accredita=on   weapon which you can the  SAQA  for  registra=on  on  the  NQF requirements  per  subject  and   prac=cal  skills   use to change the world Ensuring   the   quality   of   occupa=onal   m o d u l e   a n d   w o r k p l a c e   a p p r o v a l   - Nelson Mandela standards   and   qualifica=ons   and   requirement  per  work  experience  module learning  in  and  for  the  workplace; Focus  is  on   external  summa:ve  assessment     An  occupa=onal  qualifica=on   defines   to   determine   occupa=onal   competence   the   learning  required  to  be  competent   using   na=onally   standardised   assessment   to   prac=ce   an   occupa=on   or   an   processes  and  instruments.                                  (Cont.) occupa=onal   specialisa=on  in  a   range   7 www.cimap.co.za ⇢
    • QCTO  Cont. CIMAP ASSESSMENT TALK JUNE 2012 Assessment  specifica:ons  will  cover: P u r p o s e   o f   t h e   o c c u p a = o n a l   qualifica=on External  assessment  model Qualifica=on  outcomes  to  be   assessed   (in  each  Phase) Assessment  criteria  for  each  outcome Eligibility   requirements   to   qualify   for   the  external  assessment The  QCTO  has  two  types  of  qualifica:ons: I. Na=onal   Occupa=onal   Qualifica=on   (more  than  120  credits) II. Na=onal   Occupa=onal   Award   (less   than  120  and  more  than  25  credits) Title  of  qualifica=on Linked   to   occupa=on   on   OFO   and   reflec=ng   occupa=onal   specialisa=on   Overview  of  the  occupaQonal  qualificaQon  development  process in  brackets  (where  applicable) Not  reflec=ng  learning  field Eligibility   requirements   to   qualify   for   registered   qualifica=ons   development   Three  types  of  standards the  external  assessment facilitators. Knowledge  /  Theory  (minimum  20%) NATIONAL  OCCUPATIONAL   The   QCTO   will   monitor   and   evaluate   the   performance   of   the   Partners   through   a   Prac=cal  Skills  (minimum  20%) PATHWAYS  FRAMEWORK   signed  SLA.(Service  Level  Agreement) Work  Experience  (minimum  20  %) (NOPF) Func:ons  of  the  AQP: All   occupa:onal   qualifica:ons   will   be   Develop  assessment  instruments assessed  externally   through   an  appropriate   na:onally   standardised   integrated   1. B u s i n e s s   A d m i n i s t r a = o n ,   Manage  external  summa=ve   summa:ve  assessment.   Informa=on   Services,   Human   assessments Characteris:cs  of  occupa:onal  curricula  – Resources   and   Teaching   Related   Report  on  external  summa=ve   Occupa=ons assessments Not   the   same   as   an   “educa:onal”   curriculum 2. F i n a n c e ,   I n s u r a n c e ,   S a l e s ,   AQP  must  be  iden=fied  prior  to  the   Marke=ng,   Retail   and   Logis=cs   verifica=on  of  the  occupa=onal  profile A  curriculum  will  cover  the  following: Related  Occupa=ons Heidi  Peters O c c u p a : o n a l   p r o fi l e   -­‐   b a s e d   o n   3. A c c o m m o d a = o n ,   F o o d   occupa=onal  tasks peters.h@dhet.gov.za Prepara=on  and  Cleaning   Services   S p e c i fi c a = o n s   f o r   t h r e e   l e a r n i n g   Related  Occupa=ons components   (subjects,   prac=cal   skills   &   4. F a r m i n g ,   F o r e s t r y,   N a t u r e   work  experience) Conserva=on,   Environment   and   Internal  assessment  criteria   per  subject  and   Related  Science  Occupa=ons prac=cal  skills  module   and  work  experience  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY 5. Medical,   Social   &   Welfare,   Sports   record  per  work  experience  module and   Personal   Care   Related   Skills   Development   Provider   accredita=on   Occupa=ons   requirements  per  subject  and   prac=cal  skills   6. S e c u r i t y   a n d   L a w   R e l a t e d   m o d u l e   a n d   w o r k p l a c e   a p p r o v a l   Occupa=ons requirement  per  work  experience  module 7. Visual   Arts,   Design,   Installa=on,   Focus  is  on   external  summa:ve  assessment   Maintenance,   Extrac=on   and   to   determine   occupa=onal   competence   Construc=on  Related  Occupa=ons using   na=onally   standardised   assessment   processes  and  instruments 8. Produc=on  Related  Occupa=ons Anyone Assessment  specifica:ons  will  cover: 9. Transporta=on,   Materials   Moving   who stops learning is and   Mobile   Plant   Opera=ng   P u r p o s e   o f   t h e   o c c u p a = o n a l   old - whether at twenty or Related  Occupa=ons. qualifica=on eighty. Anyone who keeps External  assessment  model learning stays young. QCTO  Assessment  Partners: Qualifica=on  outcomes  to  be   assessed   - Henry Ford (in  each  Phase) In   order   to   promote   quality   the   QCTO   a s s i g n s   s t a n d a r d i s e d   f u n c = o n s   t o   Assessment  criteria  for  each  outcome development   and  assessment   partners   and   8 www.cimap.co.za ⇢
    • CIMAP ASSESSMENT TALK JUNE 2012 THE MEANING OF CIMAP   has   a   close   rela=onship   with   the   C h a rtered   I n s = t u te   o f   Ed u ca = o n a l   All   members  in  good  standing   who  seek   to   register   with   the   Chartered   Ins=tute   for   CHARTERED Assessment   (CIEA)   U.K.   South   Africa   has   Educa=onal   Assessment   (U.K)   will   be   in   a   PROFESSION also   produced   5   Chartered   Assessors   posi=on   to   do   so   from   01   June   2012   at   Response  to  the  meaning  of  Chartered   (CEAs),   that   completed   their   designa=on   CIMAP   nego=ate   discounted   rates   for   all   Professional  by  Marie-­‐Therese   programmes   with   the   CIEA   (chartered   membership   grades.   Please   note   that   CIEA   Portolan.  Posted  on  Skills  Universe  –   status   highest   pinnacle   of   assessment   Training   will   be   conducted  in  South   Africa.   17  May  2012 prac=ce  in  the  U.K).   Certain   membership   grades   will   require   Entry   requirements   for   the   programme   CPD  training  at  nego=ated  rates.   Thank  you  for  the   opportunity  to  clarify  this   requires   a   Masters   degree   and   extensive   Members  that  seek   to  a^end   the  training  in   common  misunderstanding. validated   assessment   and   modera=on   the   U.K   will   be   in   a   posi=on   to   do   so   if   sufficient   delegates   from   South   Africa   are   Chartered  is  a   reference   to   a   professional   available   at   normal   U.K   rates.   The   South   creden=al   that   may   be   awarded   to   any   African  CPD  Ac=vi=es  will  be  communicated   profession.   shortly.   In   South   Africa,   we   have   a   number   of   Chartered   Corporate   Membership   is   chartered   professions:   i.e.   Chartered   available   to   providers   registered   with   the   Accountant,   Chartered   Shipbrokers,   Department   of   Higher   Educa=on   and   Chartered   Secretaries,   Chartered   Ins=tute   Training   as   an   FET   or   HET   Provider.   of  Purchasing  &  Supply  etc.   Chartered   Corporate   Members   par=cipate   The   first   recorded   body   from   my   cursory   in   the   annual   CIMAP   provider   quality   research  was   in   the   accoun=ng   profession   awards   and   may   be   awarded   a   series   of   in   1886   (SAICA   website)   where   the   experience  at  a   strategic  level.  CIMAP  looks   quality  grading  confirma=ons.   Chartered   Accountants   of   England   and   forward   to  playing   an  ac=ve  role  in  the  ETD   Providers  that  are   not  registered   with  DHET   Wales   set   up   their   first   chapter   in   South   Prac=ce  landscape. are   only   eligible   for   Affiliate   Corporate   Africa   (h^ps://www.saica.co.za/About/ Membership.   SAICAHistory/tabid/70/language/en-­‐ZA/).   CIMAP MEMBERSHIP The   Chartered   Secretaries   (h^p:// GRADES CIMAP AWARDS FIRST w w w.icsa.co. za/index.php? op=on=com_content&view=ar=cle)   was   MEMBERSHIP GRADES Please   note   that   all   members   in   good   established   in   South   Africa   in   1909.   The   standing   who   have   received   their   CIMAP  is  proud  to  announce   the   awarding   Chartered  Ins=tute   of   Purchasing   &   Supply   membership   cer=ficates   are   now   able   to   of  our  first  designa=ons.   www.cips.org/en-­‐ZA/   is   also   extremely   use   the   following   acronyms   behind   their   It   is   within   the   context   of   awarding   ac=ve  in  South  Africa. names.     All  affiliate   members  may   indicate   r e c o g n i = o n   t o   o u r   m e m b e r s   a n d   A   Chartered   Professional   is   a   level   of   their   status   as   follows:   Ms.   K.   Khumalo   assessment   prac==oners   that   industry   is   competence   in   a   par=cular   field   of   work   (CIMAP).   offered  a  differen=a=ng  alterna=ve.   and   as   such   has   been   awarded   through   Membership  upgrades  must  be   done   online   predefined   criteria   and   in   recogni=on   of   academic  and  experien=al  competence.   It   is   a n d   a r e   s u b j e c t   t o   p r o f e s s i o n a l   We   requirements  -­‐  www.cimap.co.za therefore   a   status   of   professional   congratulate  all   c o m p e t e n c y   a w a r d e d   m a i n l y   b y   Professional  Designa:on  Applica:on:   members  on  their   professional  bodies. Student  Member  -­‐  Open  to  anyone   designa=on  awards   Although   many   chartered   organisa=ons   with  an  interest  in  assessment.   exist   globally,  the  U.K  has  the  most  evolved   Affiliate  Assessor  (No  status  awarded); Chartered   Framework.   Within   the   U.K,   Affiliate  Membership  -­‐  is  open  to   As  we  progress  with  our   formal  professional   there   are   no   less   than   30-­‐chartered   anyone  with  an  interest  in  assessment   body   status   with   SAQA,   we   are   confident   designa=ons  including   Chartered  Librarians,  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY on  confirma=on  of  achievement  of  the   that   only   that   verified   prac==oner   will   Chartered   Bankers,   Managers   ect.   in   na=onal  assessor  standard  and  is   demonstrate   the   value   of   the   CIMAP   addi=on,  this  is  endorsed  by  Royal  Charter.   registered  with  at  least  one  ETQA  -­‐   designa=on  framework.   Most  South  African  Chartered  organisa=ons   (ACIMAP); SAQA  /  The  QCTO  has  commenced  with  the   have   affilia=ons   with   their   U.K   and   Prac::oner  Assessor  -­‐  1-­‐3  years   process   to   professionalise   professions   that   European   counterparts   to   ensure   that   a   experience  in  educa=onal  assessment   have  not  had  formal   recogni=on  historically.   vibrant   community   of   expert   prac=ce   and   and  must  have  achieved  a  Na=onal   South  Africa   has  embarked   on  a  process  of   peer   review   is   embraced.   In   the   U.K   for   Diploma  (NQF  5)  (PCIMAP);   recognizing   Professional   Bodies   and   example   an   “A   Royal   Charter   does   not   Fellow  Assessor  -­‐  Fellowship  is   registering   their   Professional   Designa=ons   confer  a   material  value,   but  may  be  seen   to   available  to  the  most  experienced  and   on   the   Na=onal   Qualifica=on   Framework   signify  eminence  and  stability.   expert  prac==oners  in  educa=onal   (NQF).   Royal   Charter   is   a   form   of   incorpora=on.   assessment  (at  least  5  years)  and  a   T h e   S A Q A   c r i t e r i a   fo r   p r e s c r i b e d   The   chartered   body   is  a   single   legal   en=ty   NQF  6  level  qualifica=on  (FCIMAP).   professional   body   recogni=on   embraces   rather   than  a   collec=on   of  individuals,   and   Chartered  Assessor  (CCIMAP).   Con=nuing  Professional  Development  (CPD)   has  the   powers  of   a   natural   person.   There   Master’s  degree  and  five  years  of   for   members   and   the   requirement   for   a   are   other,  more  common  ways   of  achieving   educa=onal  assessment  experience.   code  of  ethics  and  a  proper  process  in  place   incorpora=on,  for  example   though  company   registra=on”  -­‐  www.thecqi.org/.   Master  Assessor  (MCIMAP).  Doctoral   to  protect  both  members  and  the  public. degree  and  extensive  assessment  and   modera=on  experience. 9 www.cimap.co.za ⇢
    • CIMAP ASSESSMENT TALK JUNE 2012 MEMBERSHIP The  Once  and  Future  King  -­‐  T.  H.  White: PREDEX LMS APPLICATION “The   best   thing   for   being   sad,"   replied   DEAR  TRAINING  PROVIDERS   PROCESS EXPLAINED Merlin,   beginning   to  puff   and   blow,   "is   to   learn  something.   Do  you  require  a  seamless  process  to   upload  to  SETAs,  with  no  delays  due  to   Thats  the  only  thing  that  never  fails.   failure  to  adhere  to  SETA   How  do  I  join  CIMAP? specifica=ons? You   will   have   received   the   membership   You   may   grow   old   and   trembling   in   your   Do  you  require  a  simple,  effec=ve   anatomies,   you   may   lie   awake   at   night   applica=on   form   with   your   newsle^er.     alterna=ve  to  tracking  learner   listening   to  the   disorder  of   your  veins,   you   Please   complete   it   providing   us   with   as   programme  informa=on? may   miss   your   only   love,   you  may   see   the   much  detail  as  possible  and   make   sure   you   Are  you  was=ng  your  valuable  =me  on   world   about   you   devastated   by   evil   ini=al  each  page  of  the  Code  of  Conduct.     calcula=ng  learner  achievement  credit   luna=cs,   or   know   your  honour  trampled   in   Provide   the   following   in   support   of   your   values? the  sewers  of  baser  minds.   applica=on: Do  you  require  a  streamlined   There   is   only   one   thing   for   it   then   —   to   searching,  assimila=ng,  and   A  cer=fied  copy  of  your  ID   learn.  Learn   why  the   world  wags  and  what   administra=ng  accredita=ons?   Cer=fied  copies   of  cer=ficates   of   your   wags   it.   That   is   the   only   thing,   which   the   Design,  print,  and  administrate  your   qualifica=ons mind   can   never   exhaust,   never   alienate,   own  cer=ficates. never  be  tortured  by,  never   fear  or  distrust,   An  abbreviated  CV  (résumé). Print  professional  learner  achievement   and   never  dream   of  regre{ng.   Learning   is   reports  with  the  click  of  a  bu^on. If  you  are   a   cons=tuent  assessor  proof   the   only   thing   for   you.   Look   what   a  lot   of   of  registra=on  from  the  relevant  SETA.     Do  you  want  to  control  who  has  access   things  there  are  to  learn.”   to  your  data  with  an  effec=ve  security   P l e a s e   e -­‐ m a i l   yo u r   a p p l i ca = o n   to   system?   admin@cimap.co.za.   CIEA : UK SMS  your  students  no=fying  them  of   A   pro-­‐forma  invoice   will  be  raised  and   sent   All   members  in  good  standing   who  seek   to   their  latest  assessment  results. to  you  for  payment.   register   with   the   Chartered   Ins=tute   for   Predex  LMS  offers  all  of  the  above-­‐ Once   your   applica=on  has   been  processed,   Educa=onal   Assessment   (U.K)   will   be   in   a   men=oned  func=onali=es  and  many   you  will  qualify  as  an  Affiliate  Member.     posi=on   to   do   so   from   01   June   2012   at   further  advantages  in  a  cost  effec=ve   CIMAP   nego=ated   discounted   rates   for   all   manner. Members   in   good   standing   may   apply   for   membership  grades. Andrew  –  082  385  9047 elevated   designa=ons   on   the   CIMAP   Please   let   us  know   if  we  can  assist   with  any   website.   addi=onal  informa=on.   We   look  forward   to   Members   will   receive   their   membership   your   ac=ve   par=cipa=on   as   a   CIMAP   CHILD’S PLAY - PARENT cer=ficate   and  will   be   added  to   the   mailing   member. INVOLVEMENT PROGRAM list   to   receive   regular   updates   and   correspondence.   INTERESTING SA Your  child’s  mind-­‐set  stems  from  her  beliefs   Membership  applica=on  form  available FACTS and   this   influence   her   thoughts.   Her    www.cimap.co.za thoughts   determine   her   ac=ons.   Her   Ask  for  it  on  admin@cimap.co.za Table   Mountain   alone   has   over   1,500   ac=ons  have  a  posi=ve  or  nega=ve  result. species  of  plants,  more   than   the  en=re   Beliefs  are   the   assump=ons   that   we   make   United  Kingdom. CIMAP MEMBERSHIP about  ourselves,   about  others  in  the   world   ADMINISTRATOR South   Africa   is   the   second   largest   and   about   how   we   expect   things   to   be.   exporter  of  fruit  in  the  world. Beliefs  are   about   how   we   perceive   things.   South   Africa   has   the   longest   wine   Our  values  stem  from  our  beliefs. route  in  the  world. Their   vision   and   mission   also   determine   a   South  Africa  is  rated  third  in  the  world   person’s   self-­‐esteem   and   confidence.   A  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY in  supplying  safe,  drinkable  tap  water. vision   is   a   statement   of   who   you   are   and   who   you   can   become.   It   is   the   framework   www.larktours.com/50-­‐interes=ng-­‐facts-­‐ for   the   process  of   crea=ng   your  life,   based   about-­‐south-­‐africa on  your  beliefs  and  values. Visit  our  web  site  to  find  out  more: CIMAP SPONSORS www.pip-­‐obe.com khanyi@cimap.co.za NEGOTIATED MEMBER Amanda  082  551  0497 Mrs  Khanyisile  Nkosi BENEFITS BEE  Exemp=on  Le^ers  –  R  860.00  (Ex   BUSINESS RISK Vat). SOLUTIONS CIMAP   Full  BEE  compliance  audits  (dependent   is  proudly  Associated   on  size  of  organisa=on). An  accredited  Supplier  for  OHSA   Full  accoun=ng  services  (including   with:   Training  and  Compliance  Assessments. invoice  prepara=ons,  SARS  compliance   SABPP, PRISA & SAPA etc.  requirements  from  R  1800.00  per   month. Harry  Harris  011  867  5171   012  546  8622    dirk@mfd.cc.za  / harrbrsrisksolu=ons.co.za 10 www.cimap.co.za ⇢
    • SMME  NOTICEBOARD CIMAP ASSESSMENT TALK JUNE 2012 Point  to  any  one  of  the  links  below  (in  this  PDF  document)  whilst  you  are  connected  to  the   internet  and  you  will  hyperlink  straight  to  the  website  where  the  ar=cle  appears. Nego:ate  estate  fees  while  you  s:ll  can SARS  focuses  on  tax  evasion Sowetos  new  lease  on  life h^p://www.smesouthafrica.co.za/ h^p://www.smesouthafrica.co.za/ h^p://www.smesouthafrica.co.za/ index.php/legisla=on/tax-­‐a-­‐legisla=on/ index.php/tax-­‐news/2281-­‐sars-­‐focuses-­‐on-­‐ index.php/south-­‐africa/2397-­‐sowetos-­‐new-­‐ legisla=on-­‐news/2402-­‐nego=ate-­‐estate-­‐ tax-­‐evasion-­‐ lease-­‐on-­‐life fees-­‐while-­‐you-­‐s=ll-­‐can Vehicle  sales  increase  by  10.5% Gautrain  final  leg  opera:onal  in  central   SA  small  business  sector  not  gloomy h^p://www.smesouthafrica.co.za/ Johannesburg h^p://www.smesouthafrica.co.za/ index.php/import-­‐and-­‐export/2261-­‐vehicle-­‐ h^p://www.smesouthafrica.co.za/ index.php/business-­‐legisla=on/2285-­‐sa-­‐ sales-­‐increase-­‐by-­‐105 index.php/south-­‐africa/3274-­‐gautrain-­‐final-­‐ small-­‐business-­‐sector-­‐not-­‐gloomy leg-­‐opera=onal-­‐in-­‐central-­‐johannesburg Is  SAs  labour  broking  facing  an  indirect   Zuma  reshuffles  Cabinet,  fires  police  chief Know  your  credit  rights  –  ombud ban? h^p://www.smesouthafrica.co.za/ h^p://www.smesouthafrica.co.za/ h^p://www.smesouthafrica.co.za/ index.php/south-­‐africa/3322-­‐zuma-­‐ index.php/south-­‐africa/3283-­‐know-­‐your-­‐ index.php/business-­‐legisla=on/2318-­‐is-­‐sas-­‐ reshuffles-­‐cabinet-­‐fires-­‐police-­‐chief credit-­‐rights-­‐ombud labour-­‐broking-­‐facing-­‐an-­‐indirect-­‐ban 4th  Unisa  Childrens  Reading  Conference Sunnyside  Campus,  University  of  South  Africa,  Pretoria 11-­‐12  September h^p://www.southafrica.info/news/conferences/calendar-­‐ conferences.htm#ixzz1wlZNzOD0 2  –  4  July  2012 Sandton  Convention  Centre Johannesburg  RSA h^p://www.educa=onweek.co.za/ 5th  Conference  on  South  African  Childrens  and  Youth  Literature North-­‐West  University,  Potchefstroom  Campus,  Potchefstroom 18-­‐20  September Interna=onal  Educa=on  Associa=on  of  South  Africa  29  August  2012  –   01  September  2012 h^p://www.southafrica.info/news/conferences/calendar-­‐ h^p://www.ieasa2012.cmc-­‐uct.co.za/ conferences.htm#ixzz1wlZrEYTF 49th  Interna=onal  Federa=on  of  Library  Associa=ons  World  Congress Landscapes  in  Transi=onINTEGRITY ;; DISCIPLINE ;; CREDIBILITY The  Townhouse  Hotel  and  City  Hall,  Cape  Town 3-­‐7  September: h^p://www.southafrica.info/news/conferences/calendar-­‐ conferences.htm#ixzz1wlYFYMBN The  first  UNISA  Open  Distance  Learning  Conference University  of  South  Africa,  Pretoria 5-­‐7  September  2012: h^p://www.southafrica.info/news/conferences/calendar-­‐ conferences.htm#ixzz1wlYn87ZE 11 www.cimap.co.za