CIMAP Newsletter - June 2012

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 Newsleêr 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%) aênds 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 maêrs 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 Commiêes 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 aênd 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 newsleêr. 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 buôn. 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 Leêrs – 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

CIMAP Newsletter - June 2012

by Linda Meyer on Jun 17, 2012

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CIMAP Newsletter - June 2012 Document Transcript