1. 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 -‐ email@example.comMay2013NewsleYer 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. 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. 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. 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. 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 firstname.lastname@example.org ifyou think you canoffer CPDprogrammes forCIMAP Members!
6. 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. 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 email@example.com 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. 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 firstname.lastname@example.org /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