Alamkara theory by Bhamaha Indian Poetics (1).pptx
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
⇢