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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	
  5
INTEGRITY ;; 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	
   n	
   their	
   own	
  
                                                                                                                  Since	
   higher	
  educa=on	
  ins=tu=ons	
  educate	
  
                                         methodological	
  pedagogy	
   of	
  occupa=onally	
                                                                                                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
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CIMAP Assessment Talk  - June 2012
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CIMAP Assessment Talk - June 2012

  • 1. 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 ⇢
  • 2. 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 ⇢
  • 3. 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 ⇢
  • 4. 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  5 INTEGRITY ;; 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 ⇢
  • 5. 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   n   their   own   Since   higher  educa=on  ins=tu=ons  educate   methodological  pedagogy   of  occupa=onally   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 ⇢
  • 6. 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 ⇢