CIMAP Talk issue 10  May 2013
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CIMAP Talk issue 10 May 2013

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Chartered Institute for the Management of Assessment Practice News Letter 2013

Chartered Institute for the Management of Assessment Practice News Letter 2013

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    CIMAP Talk issue 10  May 2013 CIMAP Talk issue 10 May 2013 Document Transcript

    • 1 www.cimap.co.za ⇢Message from the CIMAP BoardDear  CIMAP  Members,The   Chartered   Institute   for   the  Management   of   Assessment   Practice  (CIMAP)  is  actively   involved  in  the   shaping  of  the  skills  development  landscape.  CIMAP  is  actively   participating  in  QCTO  and  SAQA  task   Teams   and   are   represented   on     a  number  of  SETA  task  teams.  The  skills  development  landscape  has  seen  a   number   of   changes  geared   towards   the  advancement   of   Public   Further   Education  and  Training  provision.  Private  provision  will  see   a   remarkable   change   under   the   QCTO  as  the  proliferation  of  provision  is  curbed  to  a   coherent   integrated  structure   centred   in  professional  validation.  CIMAP   is   in   the   process   of   SAQA  Professional   body   and   QCTO   Assessment  Quality   Partner   registration.   The   board   is  confident   that   we   are   represented   by  seasoned  professionals  that  add  significant  value   to   the   assessment     community   of  expert  practitioners.   Change   is  never  easy,  and  changes  in  the  South  African  education  landscape   appears   to   be   on   a   perpetual  cycle   of   evolution   to   mirror   international  developments.   In   the   face   of   youth  unemployment   and   contracting   market  forces,   participants   in   the   education  landscape  are  able  to  contribute  uniquely  to  the   development   of   human   capital   and  talent  pipeline  development.  It   is  an  apt   time   to   reflect  on  the   words  of  South   Africas   greatest   leader   -­‐   Nelson  Mandela,   in   these   changing   times  "Education  is  the   great   engine   of  personal  development.   It   is   through  education   that  the   daughter   of   a   peasant   can   become   a  doctor,   that   the   son  of   a   mineworker   can  become  the   head  of   the   mine,   that  a   child  of  farm   workers  can  become   the   president  of  a  great  nation.  It  is  what  we  make  out  of  what  we  have,  not  what  we  are   given,  that  separates  one  person  from  another."As  CIMAP  grows  from  strength  to  strength,  the  journey  to  emergence  is  underway,  and  we   are   reminded   daily   that   we   are   truly  masters  of  our  own  destiny.      Yours  in  assessment  excellence!CIMAP  BoardASSESSMENT TALKThe  Chartered  Institute  for  the  Management  of  Assessment  Practice(CIMAP)BOARD  MEMBERSChairperson:    D.E.  Damons  MSc;  (FCIEA  U.K)    Dr.  L.  Meyer;  (FCIEA  U.K);  Dr.  K.  Deller;  Prof.  D.  S.  Matjila;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);T  -­‐  011  704  7956F  -­‐  086  687  0417W  -­‐  www.cimap.co.zaM  -­‐  admin@cimap.co.zaMay2013NewsleYer  Editor:   Regional  Conveners:H.  D.  Edwards       EC   L.  Findlay     Limpopo     T.  Tshabalala       GA   H.  Van  Twisk     KZN     J.  Topping       WC   S.  Louw         FreeState   P.  LalaREGION  KZN     1st  Floor  Cowey  House  Morningside  Durban  -­‐  4001REGION  WC     CIMAP  Suite  West  Block  Tannery  Park  23  Belmont  Road  Rondebosch  -­‐  7700INSIDE THISISSUEUpdate:  QCTO  RPL  Policy  -­‐  2Ethics  in  Education  -­‐  3  Study  on  work  readiness  -­‐  4A  day  in  the  life  of  -­‐  6Birthday  Greetings  -­‐  7SMME  Noticeboard  -­‐  8
    • 2 www.cimap.co.za ⇢Although   CIMAP   is   not   yet   a   registered   Assessment   Quality  Partner  (AQP)  we  were  invited  to  participate  in  a  QCTO  task  team  to  debate  the  concept  of  Recognition  of  Prior  Learning  (RPL)  and  how  it  might  be  implemented  under  the  QCTO  in  years  to  come.  The  CIMAP  board  asked  me  to  attend,  and  although  much  of  the  discussion   is   yet   to   be   approved,   I   can   share   a   few   personal  insights  with  you  all.Firstly,  it  has  long  been  a   concern  of  mine   that  the  current  QCTO  policies  are  not  going  to  make  RPL  easier  for  the   average   citizen.    My  rationale  has  been:The   QCTO   policies   describe   a   curriculum   model   that  “recognises   that   expert   practice   requires   a   complex  interplay   of   knowledge   and   skills   in   a   range   of   working  environments;   however   the   pathway   to  that   end   requires  the  disaggregation  of  the  different  component  parts...”2  –  in  other  words  the  QCTO  recognises  that  expert  practitioners  have  already  integrated  the  knowledge,  skill  and  workplace  components  but   the   same   draft   policy   proposes  that  they  be  RPL-­‐ed  in  a  disaggregated  way;This  means  that  RPL  candidates  who  are   operating  at   the  level  of  an  expert  (Benner,  1984)  have  to  disaggregate   their  already   integrated  ability  into  the   knowledge  components,  the   practical   components   and   the   workplace   practice   in  order   to   be   RPL-­‐ed.     This   sounds   a   bit   like   trying   to  unscramble   an  egg  and   I   long  held  the  opinion  that   this  is  going  to  be  quite  difficult  to  do.    (Consider  any  occupation  that  you  are  expert  in  –  could  you  be   assessed   competent   in   all   of   the   knowledge   that  underpins   that   occupation   in   isolation   to   any   practical  context,   using   the   language   and   academia   that   will   be  taught   to   novices?    The   working   world  often   has   its  own  terminology   and   jargon;   and   theoretical   concepts   have  evolved  from  generic  theory  to  situated  workplace  practice  –  if  your  only  reference  is  the  contextual  workplace  practice  it  will  be  quite  difficult  to  be  found  competent  at  the  theory  currently  being  taught  to  new  entrants.);There   are  three  learning  components  (knowledge,  practical  and   workplace)   –   each   of   which   could   potentially   be  delivered  by  a  different  Skills  Development  Provider  (SDP).    There   is  also  the  Fundamental  Learning  Component,  which  the   learner   or   RPL   candidate   must   complete   before   they  write   the   External  Integrated   Summative  Assessment   (the  EISA)  with  the  AQP.    This  FLC  could  potentially  add  a  fourth  provider  to  the  mix;Each  of  the  three  or  four  providers  will  have:Different  RPL  methodologies;Diferrent  RPL  assessors  and  advisers;Different  RPL  formatsThis  will  make   it   difficult   for  an  RPL  candidate   to  navigate  an  already  tricky  process  (not  to  mention  costly  –  and  all  the  components   may   not   be   available   with   the   different  providers  when  you  want  them);The  External  Integrated  Summative   Assessment  (the   EISA)  with  the  AQP   is  also  a  potential   hurdle  for   RPL  candidates  who   often   prefer   to   go   the   RPL   route   because   they   are  afraid  of  writing  exams  and  tests;RPL   assessment   is   very   different   from   summative  assessment   and   I   have   long   felt   that   RPL   assessors   and  moderators   have   a   different   skills   set   to   summative  assessors  and  moderators.It  was  with  these   personal  concerns  that  I  went  along  to  the  QCTO  RPL  task   team   chaired   by   Dr   Julia   Motaung.    The  meeting   was   attended   by   already   appointed   AQPs,   with  CIMAP   being   the   only   one   not   yet   appointed.     It   was  immediately   evident   that   there   was   a   great   deal   of  experience   in  the  task   team   and  everyone   was  confident  to  express   their   views   and   opinions.     Dr   Motaung   is  knowledgeable   and  inviting  and  she  debated  the   comments  made  by  the   task  team  with  interest.    I  have  a  good  feeling  that   many   of  the   suggestions  we   made   will  go  a   long  way  towards   making   the   RPL   journey   a   more   simple   one   to  navigate   in   future   by   both   candidates   and   providers.    Another  meeting  is  scheduled  in  a  few   weeks  to  discuss  the  changes  accepted  and  from   there   the   draft  document  may  well  be  circulated  for  public  comment.    CIMAP  will,  of  course,  make  sure  all  members  are  sent  a  copy  when  this  happens.Cont.  on  next  pageINTEGRITY;;DISCIPLINE;;CREDIBILITYCIMAPASSESSMENTTALKMAY2013DS   Matjila   is   an   Associate   Professor   in   the   Department   of  African   Languages   and   head   of   Centre   for   Pan   African  Languages   and   Cultural   Develpment.   He   is   a   fellow   of   the  University   of   Michigan.   His   area   of   research   includes   literacy,  applied   linguistics,   psycho-­‐linguistics,   literature   and   cultural  history.   Professor   Matjila   has   presented   scientific   papers  nationally  and  internationally.  He  has  published  scientific  articles  on  language,  culture  and  literature  in  various  journals.  He  is  also  an   accomplished  author  of  Setswana   short   stories,   novels  and  readers.In   2006   Matjila   was   invited   by   University   of   Pennsylvania   to  study  a  short  course  in  Creative  Writing.  In  August  2009  he  was  invited  by  Temple   University  to  present  lectures  at  the  Institute  of  African  and  African  American  Studies.Prof   Matjila   is   one   of   the   commissioners   of   the   Academy   of  African   Languages,   serving   on   the   Setswana   Cross   Border  Committee.   He   is  also  a   member   of  Association  Internationale  De   Linguistica   Appliquee   (AILA)   and   Scientific   Convener   of  Education  in  Multilingual  and  Multicultural  Setting.DS   Matjila   has   collected   Plaatje-­‐Molema   papers   in   USA   and  Europe.  He  has  been  working  with  communities  in  Moruleng  on  validation  of  Sol  Plaatjes  "Other  Proverbs".    The  manuscript  was  found  at  the  University  of  London  in  2008.    Recently   Matjila   and   Karen   Haire   have   translated  a   Setswana  manuscript  titled  Morata  Wabo  into  English,  a  biography  of  Sol  Plaatje  written  by  Dr  S.M.  Molema.BOARD MEMBER UNDER THE SPOTLIGHTUPDATE: QCTO RPL DRAFT POLICYProfessor  Matjila  serves  on  the  CIMAP  Board
    • 3 www.cimap.co.za ⇢INTEGRITY;;DISCIPLINE;;CREDIBILITYCIMAPASSESSMENTTALKMAY2013Cont.  from  previous  pageOn  another  note,  these  are  a  few  things  I  learnt  at  the  meeting:There  are  six  QCTO-­‐appointed  AQPs  to  date;SAQA  has  approved  the  new  national  RPL  policy  and  that  this  will  be  circulated  soon  for  public  comment;The  QCTO  is  moving  away  from  the  term  “unit  standard”.    The  new  terms  is  “component”;RPL  activities  will  also  be  quality  assured  by  the  AQP;The  term  External  Integrated  Summative  Assessment  (the  EISA)    has  replaced  the  Final  Summative  Assessment  (FSA).With  this  in  mind,  don’t  forget  that  CIMAP  is  offering  BANKSETA  sponsored  two  day  “how  to  implement  RPL”  training  sessions  to  members  in  May  and  June.    Details  to  follow  soon.Dr  Karen  DellerUPDATE: QCTO RPL DRAFT POLICYETHICS IN EDUCATIONThe  not  insignificant  matter  of  ‘Ethics  in  Education’  continues  to  raise  its  head  on  a  daily  basis.    The  lack  of  value-­‐driven  behaviour  amongst  Educators  and  Practitioners  is  constantly  bemoaned  by  many  an  ethical  ETD  Practitioner.    We  must  continue  to  debate  the   matter   -­‐   we   must   report   unethical   behaviour  -­‐   we   must   take   to  task   those   Practitioners   who  continue   to   denigrate   our  profession.CIMAP  has  a  Code  of  Conduct  that  is  signed  by   all  new  Members-­‐  unethical  behaviour  on  the  part  of  a   CIMAP  Member  can  be  reported  (anonymously)  on  Fax  086  687  0417’.QUOTABLE  QUOTES  from  leaders  on  this  moot  point:  -­‐  “Nothing  influences   children’s  behaviour  more   powerfully  than  adult  behaviour.    What  do  children  learn  when  they  see  that  teachers  are  late,  when  the  principle  is  absent?    What  do  children  learn  when  the  classroom  is  overcrowded?    What  does  a  child  learn  when  teachers  have  sexual  realtions  with  students?”Extract  from  a  presentation  by  Professor  Jonathan  Jansen.“When  we  speak  of  ethics  we  have  to  understand  the  importance  of  education  as  it  begins  at  home  and  in  the  communities.    What  values  do  you  pass  onto  your  children  before   he  or  she  goes  to  school?    What  kind  of  tolerance  and  what  kind  of  decency  as  well  as  what  kind  of  behaviour  and  contact  do  you  demonstrate  to  your  children  as  he  or  she  is  growing  up?    What  role  do  the  teachers  play  in  their  conduct  and  behaviour?”Extract  from  a  presentation  by  Mr  E  Surty:  (the  then)  Deputy  Minister  of  Education.Both  of  the  abovementioned  extracts  are  from  a  report  on  proceedings  of  the  third  anti-­‐corruption  summit  -­‐  survey  conducted  by  the  Ethics  Institute  of  South  Africa.    There  is  data  in  the   report   on  FET  colleges  having  to  cope   with  Learnrs  who  emerge  from  school   with   a   low   value   system   -­‐   read   the   report   on   http://www.nacf.org.za/anti-­‐corruption-­‐summits/third_summit/UnitedNationsReport_summit3_Chapter8.pdfFORMEMBERSHIPRENEWALSorNEW MEMBERSHIPcontactadmin@cimap.co.zaorT 011 704 7956Collaboration: CIMAP and APPETDThe   Chartered   Institute   for   the   Management   of   Assessment  Practice  (CIMAP)   is   pleased   to   announce  that   it   has  signed   a  reciprocity   agreement   with   the   Association   for   Private  Providers  of  Education  and  Training  (APPETD).The  collaborative  partnership  commenced   on  2   May  2013  and  both  parties  expressed  a  pleasurable  anticipation  at  supporting  each   other   in   the  interest   of  augmenting   quality  standards  in  the  field  of  education,  training  and  development.CIMAP  anticipates  a  fruitful  relationship  with  the  APPETD.QUALITY  -­‐  QUALITé  -­‐  QUALITÄT  -­‐  CALIDAD  -­‐  QUALITATIVO  -­‐  KWALITEITWhatever  the  language  -­‐  quality  =  quality
    • 4 www.cimap.co.za ⇢INTEGRITY;;DISCIPLINE;;CREDIBILITYCIMAPASSESSMENTTALKMAY2013Study Confirms that Work Readiness Programmes Add ValueFirst published on www.skillsportal.co.za onFri, 26 Apr 2013 11:25Fasset’s  Tracer  Study  confirms  that  Work   Readiness  Programmes  add   value   “As   custodians   of   public   funds   it   is   incumbent   upon  Fasset’s  Board  to  ensure   that   our  stakeholders  are   getting  good  value  for  money.Fasset’s  funding  decisions  need  to  be  strategic,  rational,  and  as  far  as   humanly   possible,   scientific.   Using   these   imperatives   as   the  yardstick,  the  Fasset  Board  commissioned  a  Tracer  Study  to  assess  the   impact   that   the   Fasset-­‐funded  Thusanani   and   Bonani   Work  Readiness  Programmes  have  had  over  the  past  ten  years.I   am   delighted   to   report   that   the   research  confirms   that   these  programmes  are  playing  an  important  role  in  creating  sustainable  employment  for  unemployed  graduates  and  diplomates,  while   at  the   same   time   meeting  real   skills  needs  within  the   sector,”  says  Fasset  CEO,  Cheryl  James.The   Tracer   Study:   “The   value   of   Fasset-­‐funded  Work   Readiness  Programmes,”   had   four   broad   objectives:   obtain   project  employers’  and  project   beneficiaries  views  regarding  the  value   of  these   programmes   in   terms   of   preparing   candidates   for   work;  gauge   the   project   beneficiaries   workplace   progress;   ascertain  whether  beneficiaries’  earnings  have  improved;  and  ascertain  how  many  project  beneficiaries  had  furthered  their  qualifications  since  completing  the  programme.Interviews  were  conducted  with  1  508Thusanani  and  Bonani  Work  Readiness  Programme   beneficiaries  and   148  of  their   employers.  Of   the   790   beneficiaries   who   work   in   the   sector,   57.5%   are  employed   in   the   Accounting,   Bookkeeping,   Auditing   and   Tax  Services  field;  11.4%  work  for  SARS  and  10%  work  in  banking.The   lion’s   share   of   employers   (74.3%)   were   based   in   Gauteng;  11.5%  in  KwaZulu-­‐  Natal;  5.4%  in  the  Western  Cape;  2.7%  in  North  West;  2%  in  Mpumalanga;  2%  in  Free  State;  1.4%  in  Limpopo;  and  0.7%  in  the  Eastern  Cape.  In  terms  of  employer  profile,   73.6%   of  employers  were   in  the   Finance,  Real  Estate  and  Business  Services  sector;   9.5%   were   in   general   government;   5.4%   in   Personal  Services;   4,7%   in  manufacturing,   3.4%   in  transport   storage   and  communication,  2,7%  in  the  wholesale  and  retail  trade,  hotels  and  restaurants  and  0.7%  in  mining  and  quarrying.The   research  revealed  that   89.7%   of   project   beneficiaries  (1   353  individuals)  are   currently  employed.  The   majority  of  beneficiaries  (88.7%)  placed  on  an  internship  or  learnership  found  employment  on   completion   of   the   internship   or   learnership   either   at   the  company   where  they   were   placed,   or  elsewhere.  Of  the  11.3%   of  project   beneficiaries,   who   were   not   placed,   85.4%   found  employment  using  the  skills  gained  from  the  programme.Most   employers   (90.5%)   indicated   that   they   prefer   employing  beneficiaries   of   Fasset-­‐funded   programmes   because   candidates  are   equipped  with   the   soft   skills  required  for   workplace   success.  Preparing  employees  for  the  workplace  is  a  costly  exercise:  having  access   to   work-­‐ready   unemployed   graduates   saves   employers  time   and  money.   Employers   were   also   swayed   by   the   fact   that  Fasset   has   a   good   track   record   in   terms   of   skills   development  initiatives.The   research   revealed   that   employers   are   eager   to   help   build  capacity   in   the   sector;   hiring   unemployed   work-­‐ready   graduates  and   diplomats   to   reduce   unemployment,   is  regarded  as   part   of  their   social  responsibility.   The   fact   that   candidates   have   already  been  screened,  serves  as  an  additional  incentive.While  93.2%  of  employers  believe  Fasset-­‐funded  Work  Readiness  Programmes   provide   beneficiaries   with   most   of   the   soft   and  technical   skills   needed   in   the   workplace;   89.2%   expressed   the  same  view  for  technical  skills.  Bonani  and  Thusanani  learners  were  perceived  to  have  a  very  positive  attitude  to  work:  this  is  arguably  one  of  the  programmes  most  value-­‐adding  elements.While  Bonani  and  Thusanani  learners  impressed,  there   were  skills  gaps,   nevertheless:   employers   said   training   provision   could   be  improved   in   areas   such   as   English,   business  and   report   writing  skills;   telephone   communication   skills;   decision-­‐   making   skills;  analytical   thinking   skills,   problem   solving   skills   and   creating  awareness   that   that   time   is   money;   Powerpoint   skills;   and  advanced  Excel  skills.Project   beneficiaries   concurred   that   these   Work   Readiness  Programmes   have   made   an   indelible   difference   in   their   lives:  95.6%  of  candidates  would  recommend  the  programme  to  family  and   friends.   The   Bonani   and   Thusanani   Programmes   have  enhanced  both  their  soft  skills  and  their  technical  skills  to  a   ‘large  extent.’The  most  useful  soft  skills  imparted  include   communication  skills  (personal   and   business);   time   management;   team   work;   job  search   strategies;   networking;   career   development   (the  management   of   one’s   own   career);   critical   thinking;   problem  solving   and   decision-­‐making.   Several   beneficiaries   mentioned  training   related   to   customer   care   and   dictionary   skills   as  particularly  useful.Valuable   technical  skills  imparted   include:   numeracy   proficiency;  use   of  MS  Excel;   basic  bookkeeping/accounting  skills;  use   of  MS  Word;  use  of  Pastel;  Internet  use  in  general;  use  of  MS  Powerpoint  and  email   use.  Training  relating  to  project   management  and  in  a  Virtual  Office  (simulation)  were  also  cited  as  very  useful.The  Tracer  Study  confirmed  that  the   Bonani  and  Thusanani  Work  Readiness   Programmes   have   enhanced   career   prospects   by  teaching  beneficiaries  how  to  take   responsibility  for  their  lifelong  learning   and   work.   Programme   beneficiaries   have   been   taught  how  to  plan,   how  to  make  informed  decisions,  how  to  search  for  employment   opportunities,   how   to   conduct   themselves   in  interviews  and  how  to  conduct  themselves  in  the  workplace.  There  was  evidence  that  these  programmes  enabled  candidates  to  plan  and  manage  their  own  careers.Since   being   placed   in   employment   48.6%   of   programme  beneficiaries  have  progressed  to  a  higher  position;   30.5%  are  still  in   the   same   position   and   13.4%   have   been   placed   as   trainee  accountants   and   are   still   busy   with   their   training.   If   all   trainee  accountants  complete,  the  progression  figure  will  increase  to  62%.Only   766   of   the   1   082   learners   placed   in   employment   or   an  internship  or  a  learnership  divulged  salary  information.  Only  2.1%  of  candidates  earned  R10  000  or  more  per  month  when  they  were  placed  in  employment;   32.0%  revealed  that  they  are   earning  R10  000   per   month   or   more.   This   represents   a   29.9%   increase   in  earnings.   It   is   interesting   to   note   that   58.1%   of   project  beneficiaries   earned   less   than   R5   000   per   month   when   they  started  working;  currently   only   19.8%  learn  less  than  R5  000  per  month.Particularly  gratifying,   was  the  fact  that   165  project  beneficiaries  have   since   obtained   a   further   qualification;   155   of   these  qualifications   are   at   a   higher   level.   Four   beneficiaries   held  certificates:  3  have  since  attained  diplomas;  1  has  attained  another  certificate.  Of  the  840  beneficiaries,  who  held  diplomas,  106  have  since   obtained  a  first  degree  or  higher  diploma;   11  have  attained  an  Honours  degree;  and  one  has  attained  a  certificate.Continued  on  next  pageQUALITY in Assessment Practice
    • 5 www.cimap.co.za ⇢INTEGRITY;;DISCIPLINE;;CREDIBILITYCIMAPASSESSMENTTALKMAY2013Study Confirms that WorkReadiness Programmes Add ValueContinued  from  previous  pageOf   the   634   beneficiaries,   who   held   a   first   degree   or   higher  diploma,   28   have   obtained   honours   degrees;   5   have   attained  Master’s   degree;   7   have   obtained   national   diplomas   and   1   has  attained   a   certificate.  Of   the   30   beneficiaries  who  held   Honours  degrees,  2  have  since  completed  a  Master’s  degree.  “The  results  of  the  Fasset  Tracer  study  confirm  that  Fasset-­‐funded  work-­‐  readiness  interventions  have  had  a  very   positive  impact  on  learners’   lives.   The   Bonani   and   Thusanani   Work   Readiness  Programmes  have   enhanced  employability,  provide  better  skilled  entrants   to   the   workplace,   have   facilitated   gainful,   sustainable  employment,  and  are  welcomed  by  employers.It   is   not   surprising   therefore,   that   the   researchers   have  recommended   that   Fasset   continues   to   fund   Work   Readiness  Programmes.   If  rolled  out  across  Setas,  and  across  the   economy  as  a  whole,  Work  Readiness  Programmes  could  undoubtedly  make  a   very   positive   impact   on   graduate   unemployment   in   South  Africa,”  James  concludes.CIMAP Speaks at SABPP EventDr  Wilma  Guest-­‐Mouton  flies  the  flag  for  CIMAP.On  11  April  CIMAP  presented  at  an  SABPP  event  at  the  Northwest  University   in  Potchefstroom  and  at   the   University   of  Limpopo   in  Turfloop  on  15  April.The  topic  in  both  cases  was  ‘Challenges  for  Assessment  in  the  21st  Century’.Dr  Wilma  addressed  approximately   one  hundred  and  fifty  people  and   spoke   with   knowledge   and   experience   about   the   different  (21st  century)  approach  that  Assessors  and  Moderators  must  take  to   assist   our   aspiring   Candidate   Assessors   and   Candidate  Moderators   on   their   journey   to   achieving   quality   standards   in  assessment  proactice.Dr  Wilma  Guest-­‐Mouton  (CIMAP  Member  and  CEO  of  Guest  Resource  Services)  with  Dr  Julia  Motaung    (QCTO  Deputy  Director:  Occupational  Qualification  Assessment)  at  the  SABPP  EventREMINDERDon’t let your Assessor orModerator registration lapseCheck your SETA registration documentIt  is  the  mark  of  an  educated  mind  to  be  able  to  entertain  a  thought  without  accepting  it.                        (Aristotle)DID YOU KNOW?Mosibudi  Mangena  received   the  Order  of   Luthuli  on   27   April   2013   for   improving   education,   particularly   in  Science  and  Mathematics.Nontsikelelo  Qwelane  received  the  Order  of  the  Baobab  (Bronze)  for  her  contribution  to  education.    She  is  also  the  olders  teacher  in  South  Africa  at  the  age  of  92.ARE YOUEQUIPPED TOOFFER CPD?Contact us on 011704 7956 orinfo@cimap.co.za ifyou think you canoffer CPDprogrammes forCIMAP Members!
    • 6 www.cimap.co.za ⇢Cynthia   was   interviewed   at   the   office   of   APPETD   in   Randpark  Ridge   -­‐   Johannesburg   on  Monday   22   April   2013.     Interview   by  Heidi  D  Edwards                            CIMAP  Assessment  Talk  EditorThe   interview   commenced   at   the   beginning   ...........   with   this  question.Q  -­‐  Where   and  how   did  Cynthias   life   in   Education  Training  and  Development  (ETD)  start?A  -­‐  I  wanted  to  study   to  become   an  astronomer.    In  those   days  that   passage   was   not   really   open   to   young   ladies.     I   studied  microbiology  and  then  changed  to  analytical  chemistry.    At  WITS  Technikon   I   had   a   part-­‐time   job   in   the   physics  lab   and   that   is  where  my  interest  in  ETD  started.    I  started  to  lecture  and  to  assist  with  the   practical   components  of  physics  by   assisting  in  writing  programmes  to  evaluate  students’  practical  results  using  QBasic*.*   Ed.   note   -­‐   Both   Cynthia   and   the   Editor   are   old   enough   to  remember  life  before  MS  Windows.  Q   -­‐   How   many   years   did   you   spend   in   the   hallowed   halls   of  academia?A  -­‐  I  was  at  WITS  Tech  for  16  years!Cynthias  professional   life   before   becoming  CEO  of  APPETD   has  stood  her  in  good  stead  for  the  rigours  of  ETD.    She  has  lectured  in  science  and  mathematics;  she   has  been  in  charge   of  a  computer  laboratory   where   she   developed   programmes   that   allowed  students  to   see   (insert  eye  emoticon   to   replace   the   word   see)  the  virtual  classroom   and  she   has  implemented  full  qualifications  for  thousands  of   Learners.    The   virtual   classroom  in  which  she  was  involved  helped  students  to  know   how   everything  that   they  were  learning  would  fit  together.    Cynthia  has  implemented  many  such   systems   that   bring   a   decidedly   practical   aspect   to   the  manner  in  which  Learners  approach  their  studies.Prior  to  taking  on  the  mantle  of  CEO  Cynthia  had  prepared  herself  for  the  APPETD  arena  by   sitting  on  APPETDs  Board  for  several  years.    She  has  been  at  the  Association  during  the  early  years  and  had   the   honour   and   privilege   to   meet   and   be   mentored   by  Marietta   van   Rooyen,   with   the   support   of   Roxanna   Rajab   who  served  as  the  first  Chairperson  of  the  Association  many  years  ago.Q  -­‐  Tell  me  why  you  are  in  this  field?A  -­‐  I  am   from  a  family  of  Educators  yet  I  always  said  I  will  NEVER  be  an  Educator  because   I   firmly  believed  that  my  personality   did  not  allow  for  it  yet  I  have  come  to  love  facilitating  and  educating.Q  -­‐  Where  did  you  grow  up?A   -­‐   In   Roodepoort   (Gauteng)   -­‐   I   was   born   in   Kempton   Park,  educated   at   Gustav   Preller   Primary   School   and   Florida   High  School.    At  school  I  was  already  a  serious  academic  in  the  making  with   an   adoration   for   mathematics   and   an   equal   passion   for  tennis.Q  -­‐  Is  there  a  certain  mystery  for  you  about  ETD?    Was  there  ever  a  mystery?A  -­‐  Yes  -­‐  that  is  why   I  shifted  from  the  very  scientific  career  that  I  (thought)  I  wanted  to  my   current  position.    I   realised   with  time  that   I   want   to   know   how   the   human   brain   works   from   the  perspective   that   we   are   meant  to  ensure  positive   change   in  the  world.     A   question  in  my   mind   is  whether  mankinds   obsession  with  technology   is  truly   revolutionary   or   whether   this  obsession  will  mean  that  we  destroy  our  world.    We  as  humans  seem  to  have  lost   the   underlying   principle   of   an   holistic   approach   to   ensure  ultimate  success  in  all  that  we  do  -­‐  the  principle  of  COMPASSION.Q  -­‐  What  are  you  currently  studying?A  -­‐  I  am  busy  with  my  PhD  degree  in  Management  of  Technology  and  Technology   (MOTI)  at   the   Da  Vinci   Institute   and   yes,   it   is  a  private  institution.Q  -­‐  How  can  we  as  human  beings  and  Practitioners  in  ETD  make  a  difference?A   -­‐   We   need   to   understand   each   other   before   we   can   make   a  difference.Q   -­‐   How   does   Cynthia   Reynders   -­‐   CEO   of   APPETD   make   a  difference?A   -­‐   My   Members   know   I   am   there   as  a   leader.     They   see   me  regularly  at   the   workshops,   they  see   me   as  someone  who  takes  note  of  their  concerns.    Members  see  me  as  a  leader  to  take  them  forward.    Members  see   me  fighting  their   battles  with  them   (in  a  humble  manner)  and  I  give  them  business  guidance.    I  give  them  a  platform  (on  a  social/human  level)  to  interact  with  other  members  and  a  platform  to  solve  problems  on  a  non-­‐academic  level.    I  am  a  convener  -­‐  I  bring  people  together  to  share  thoughts  and  by  virtue  of  that  building  a  strong  network  of  thought  in  private  education.    I  believe  that  this  is  what  will   make   a   difference   in  taking  private  education  forward.    Not  only  fighting  battles,  but  also  on  a  human  level,   getting   people   together   to   understand   what   education  needs  -­‐  why  we  should  have  private  education.    Showing  how  we  can   contribute   to  economic   growth  but   also   that  we   all   have   a  future   together.     Private   education   is   not   just   a   theoretical  interpretation  -­‐  humans  are  humans  -­‐  we  can  interact  beyond  the  theory.    We  all  always  speak  but  do  we  always  listen?Cynthia  has  these  questions  for  her  members:  -­‐  Are  you  committed  to  positive  change?Do   you   feel   that   you  have   achieved   what   you  wanted  to  achieve  from  the  onset  (in  private  education)?What  did  you  set  out  to  do?What  do  you  want  to  achieve  in  private  education  by  virtue  of  your  institution?What  is  the  difference  you  want  to  make?What  is  your  philosophy  in  life?Q  -­‐  How  does  Cynthias  personal  philosophy  help  her  to  manage  APPETD  on  a  daily  basis  as  CEO?A   -­‐   I   want   to   remind   people   that  they   should   have   a   humble  approach.     My   personal   philosophy  drives   me   to   help   people   to  understand  the  context  in  which  they  operate.Ed.  note:  -­‐  Cynthia   is  self-­‐effacing,   gentle,  kind   and   quietly   enthusiastic   about   Private   Education   and  Training,   with   just   a   glint   of   steely   determination   visible   in   her  twinkling  eyes.Cynthia  can  be  reached  on  011  791  5463  at  APPETDINTEGRITY;;DISCIPLINE;;CREDIBILITYCIMAPASSESSMENTTALKMAY2013 A DAY IN THE LIFE OF .............CYNTHIA  REYNDERS  -­‐  CEO  -­‐  APPETD  (Association  for  Private  Providers  in  Eduation,  Training  &  Development)From  WITS  to  eDegree  -­‐  implementing  qualifications  on  an  FET  level  (2  -­‐  4),  eLearningBenoni  Technical  College  (Ekurhuleni  East  College  for  FET)  -­‐  ITC  Manager  &  lecturer  in  Engineering  studiesElectrical  Contractor’s  Association  of  South  Africa  -­‐  National  Training  ManagerMinerals  and  Energy  Education  and  Training  Institute  (CEO)  -­‐  then  APPETD"Understand  your  counterpart  before  you  try  and  lead".APPETD  Annual  General  Meeting  on  Friday  17  May  2013Misty  Hills  Conference  Centre  -­‐  0900  until  1500
    • 7 www.cimap.co.za ⇢INTEGRITY;;DISCIPLINE;;CREDIBILITYCIMAPASSESSMENTTALKMAY2013 EDITOR’S BOOK LISTThe  Richest  Man  in  BabylonPenguin  Putnam  Inc  (George  S  Clason  -­‐  2002)Public  Finance  Management  Act  Juta  (Juta’s  Statutes  Editors  -­‐       2012)Occupational  Health  &  Safety  Act  85  of  1995  &  RegulationsJuta  (Juta’s  Statutes  Editors  -­‐  2012)King  III  Report,  King  Code  &  Companies  Act  71  of  2008  IoDSA  Pocket  LibraryJuta  &  Company  Ltd    (Juta’s  Statutes  Editors  -­‐  2010)ADVERTISING  IN  THE  CIMAP  NEWSLETTERContact  admin@cimap.co.za  to  showcase  your  ETD  services  in  our  newsletter  .Half-­‐page,  quarter  page  and  classified  brand  space  is    available.Training  by  rote  OR  training  to  think?Umalusi  -­‐  effects  the  educational  quality  assurance  for  Grades  1  -­‐  12  and  N1-­‐3.QCTO  -­‐  effects  quality  assurance  for  institutions  accredited  to  offer  occupationally  directed  qualifications  (NQF  levels  1-­‐10  and  N4/5/6  certificates)  CHE  (Council  for  Higher  Education)  -­‐  effects  quality  assurance  for  Higher  Education  Institutions  that  offer  academic  programmes  (NQF  levels  5-­‐10)THE THREE QUALITY COUNCILSWELCOME  TO  ALL  OUR  NEW  MEMBERSCIMAP MEMBERBIRTHDAY GREETINGS   A  Colin  Douglas     7  May   O  Fredericks     8  May   T  Forrest     11  May   D  Damons     13  May   S  Theron     21  May   P  Ndaba       29  May   D  Roos       13  June   S  Roberts     18  June   A  Hadfield     20  June   S  Wylie       25  June     K  Bernbrook     28  JuneGLOSSARY OF NEWTERMINOLOGY IN ETDASDP   Accredited  Skills  Development  PartnerAQP   Assessment  Quality  PartnerCEP   Community  of  Expert  PractitionersQDF   Qualifications  Development  FacilitatorNOPF   National  Occupational  Pathway  FrameworkOQF   Occupational  Qualifications  FrameworkOFO   Organising  Framework  for  OccupationsQCTO   Quality  Council  for  Trades  &  OccupationsQMD   Quality  Management  Division  (prev  ETQA)SAQA   South  African  Qualifications  FrameworkSLA   Service  Level  AgreementAre we doing what is best forour students or are we doingwhat is most convenient for us?
    • 8 www.cimap.co.za NEGOTIATED MEMBER BENEFITSBEE  Exempfon  LeYers  –  R  860.00  (Ex  Vat).Full  BEE  compliance  audits  (dependent  on  size  of  organisafon).Full  accounfng  services  (including  invoice  preparafons,  SARS  compliance  etc.  requirements  from  R  1800.00  per  month.012  546  8622    dirk@mfd.co.za  /PREDEX LMSDEAR  TRAINING  PROVIDERS  Do  you  require  a  seamless  process  to  upload  to  SETAs,  with  no  delays  due  to  failure  to  adhere  to  SETA  specificafons?Do  you  require  a  simple,  effecfve  alternafve  to  tracking  learner  programme  informafon?Are  you  wasfng  your  valuable  fme  on  calculafng  learner  achievement  credit  values?Do  you  require  a  streamlined  searching,  assimilafng,  and  administrafng  accreditafons?  Design,  print,  and  administrate  your  own  cerfficates.Print  professional  learner  achievement  reports  with  the  click  of  a  buYon.Do  you  want  to  control  who  has  access  to  your  data  with  an  effecfve  security  system?  SMS  your  students  noffying  them  of  their  latest  assessment  results.Predex  LMS  offers  all  of  the  above-­‐menfoned  funcfonalifes  and  many  further  advantages  in  a  cost  effecfve  manner.Andrew  –  082  385  9047BUSINESS RISK SOLUTIONSAn  accredited  Supplier  for  OHSA  Training  and  Compliance  Assessments.Harry  Harris  011  867  5171  harrbrsrisksolufons.co.zaINTEGRITY;;DISCIPLINE;;CREDIBILITYSMME  NOTICEBOARDNews  and  events  of  interest  to  Prac<<oners  and  CIMAP  MembersCIMAPASSESSMENTTALKMAY2013A                                              FROM  OUR  SPONSORSETHICS  INVESTIGATION  WORKSHOP5  June  2013  -­‐  Leriba  Lodge,  CenturionGautengwww.ethicssa.org.zaSA  PAYROLL  ASSOCIATIONTAX  WORKSHOP7  May  2013  -­‐  JHB  Country  Clubwww.sapayroll.co.zaAFRICAN  EDUCATION  WEEK19  -­‐  22  June  2013Sandton  Convention  CentreJohannesburgwww.education  week.co.zaSOCIAL  &  ETHICS  COMMITTEES  WORKSHOP  Institute  of  Directors  SA20  May  2013Cape  Townwww.iodsa.co.zaW O R D EDUCATION  HUMOUR