Your SlideShare is downloading. ×
Cimap Assessment Talk - Issue 6 - August 2012
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.


Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Cimap Assessment Talk - Issue 6 - August 2012


Published on

The Chartered Institute for the Management of Assessment Practice (CIMAP) is a professional body and registered Non Profit Organisation. CIMAP is focused on creating a voice for stakeholders in …

The Chartered Institute for the Management of Assessment Practice (CIMAP) is a professional body and registered Non Profit Organisation. CIMAP is focused on creating a voice for stakeholders in education, training, and development in South Africa. CIMAP is dedicated to supporting the needs of practitioners involved in assessment, moderation, facilitation, and ETD Practice.

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. ASSESSMENT TALK August 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 Newsle^er  Editor:   Regional  Conveners: Republic  Rd Bordeaux H.  D.  Edwards       EC   L.  Findlay     Limpopo     T.  Tshabalala Randburg  -­‐  2125       GA   H.  Van  Twisk     KZN     J.  Topping       CPT   S.  Louw         FreeState   S.  Lala T  -­‐  011  329  9000       Ethics   H.  D.  Edwards F  -­‐  086  218  4466 W  -­‐ REGION  KZN     1st  Floor  Cowey  House  Morningside  Durban  -­‐  4001 M  -­‐ REGION  WC     CIMAP  Suite  West  Block  Tannery  Park  23  Belmont  Road  Rondebosch  -­‐  7700 Message from the CIMAP Board Dear  CIMAP  Members, (Grade   12)   is   sufficient   to  gain  entry   into   an   CIMAP   is   the   only   organisation   that   In  this  Women’s  month  of  August  we   reflect   R P L   p r o g r a m m e   o r   a   L e a r n e r s h i p   recognises  all  ETD  Practitioners  -­‐  Facilitators   on   nine   months   of   hard   work   and   we   programme. ( t r a i n e r s ) ;   A s s e s s o r s ;   M o d e r a t o r s ;   recognise   all   the   effort   that   YOU,   our   CIMAP   has   established   an   alliance   with   a   Learnership   Project   Managers;  Coaches   and   Members  have   made.     The   Board   Members   number   of   professional   bodies   which   Materials   Developers.     The   recognition   of   are   cognisant   that   the   life   of   a   Practitioner   includes   a   strong   relationship   with   SABPP   Facilitators   is   long   overdue   in   South   Africa   fluctuates   between   being   wading   through   (South   African   Board   of   People   Practices),   and   we   welcome   the  contribution  they  make   bureaucracy,   guiding   Learners   to   achieve   the   South   African   Payroll   Association   and   to  the  upliftment  of  individuals. excellence  and  finding  new  business. PRISA   (Public   Relations   Institute   of   South   This   month   will   also   see   the   unveiling   of   Practitioners   all   over   the   country   who   are   Africa).                   additional   CPD   programmes   allowing   proud  Members  of  CIMAP   continue   to  assist   That   notwithstanding,  we  continue  our  quest     Practitioners  the  means  to  add   an  additional   Board   Members   in   creating   a   framework   to   provide   a   framework   that   demands   layer   of   quality   to   everything   they   do.     It   is   within   which   Practitioners   can   excel   and   quality   practices   from   quality   conscious   incumbent   on   every   Practitioner   in   South   show-­‐case   their   ethical   and   professional   Practitioners.   A f r i c a   t o   c o n t i n u o u s l y   s t r i v e   f o r   conduct  and  their  pride  in   the  quality  of  work   improvement   -­‐   even  when   it   seems   as  if   all   they  produce. the   odds  are   stacked   against   you.    With  the   At   Board  level   the   Members   have   not   been   quality |ˈkwäləәtē| CIMAP  CPD  Programme   YOU  select   the  CPD   programmes   that   best   represent   your   flair;   resting   on   their   Laurels.     In   the   last   four   the  area   where   you  would  most  like  to  show-­‐ months   we   have   secured   representation   on   skill,  skilfulness,  virtuosity,   case  your  constituency. the  Western  Cape   Premier  Skills  Council   and   expertise,  brilliance,   we   have   obtained   a   directive   from   SAQA   in   The   Board   extends   its   gratitude   to   every   relation   to   RPL   and   Learnerships.     This   craftsmanship,  flair,  finish,   CIMAP   member   for   contributions   made   to   directive   has   clarified   Credit   Application   mastery. assessment  practice. Transfer   (CAT)   in   that   a   Matric   Certificate   Yours  in  assessment  excellence!1 ⇢
  • 2. CIMAP ASSESSMENT TALK AUGUST 2012 IS THERE VALUE IN ATTENDANCE THE ROLE OF WOMEN IN (NON-CREDIT BEARING) EDUCATION TRAINING & DEVELOPMENT PROGRAMMES? Dr.  Wilma  Guest-­‐Mouton We   are   silent   leaders.     We   care,   we   nurture,   we   love,   we   Currently  there  is  a   huge  focus  on  credit   bearing  courses  and   skills   encourage,   we   support,   we   empathise   and   we   treat   everybody   programmes   in   our   country.    Sometimes   non-­‐credit   bearing   or   equally.    Our   Learners  are   precious   and   we   guide   them   to  fulfil   attendance   courses   are   seen   as   a   waste   of   time   or   a   waste   of   goals   and   to   reach   aspirations,   yet   there   is   no   fanfare   that   money. precedes   our   entry   into   the   classroom.     Who   are   we?     We   are   However,   in   my   thirty   years  as  a   trainer   I   have   experienced  the   women   in   Education   Training   &   Development   (ETD)   in   South   value   of  attendance  courses.     If   you  walk   down  the   street  and  one   Africa. of  the   learners  who  attended  a  class  five  years  ago  walks  over   to   There   are   centres   for   women   in   education;   there   are   annual   you  and  say:   “Hi,   I  still  remember  what  you  taught  me:    behaviour   world-­‐wide   conferences   that   seek   to   expose   gender   inequalities   breeds   behaviour”   you   know   that   you   have   made   a   positive   in   education;   there   are   more   women   than   men   who   earn   their   difference   in   someone’s   life.     Experience  has   taught   me   PhDs;   there   are   female   Principals;   there   are   Practitioners   who   that  a    trainer   should  be   well  trained,  well  prepared,   make   a   real   difference   in   vocational   training;   there   are   women   who   hold   office   at   different   universities   AND   there   are   people   full   of   positive   energy,   caring   their   learners   and   he/ who  believe  women  are  better  suited  to  teaching  than  men. she  should  know  what  they  are    talking  about. The   tenor   of  this  article  is  not  whether  we   should  or  should   not  be   It   is   my   belief   that   we   train   principles,   thus   fundamental   educated,   nor   is  it   whether   man   prefers  an   educated   woman  (or   truths.    Once   we  know  the  fundamental  truth  of  a  topic  the  rest  is   not),   despite   Daniel   Defoe’s  opening   line   in   the   Harvard  Classics   really  application  thereof.    If  a   trainer  thus  conceptualise  the  topic   English  Essay   (1904-­‐1914)  –  “I   have   often  thought  of  it   as  one   of   and  knows  what  he/she  needs  to  transfer  the  rest  is  easy.   the   most   barbarous   customs   in   the   world,   considering   us   as   a   For   me   the   value   of   a   good   training   session   is   not   necessarily   civilized   and  a   Christian  country,  that  we  deny  the   advantages  of   whether   the   learner   will   be   assessed   or   not,   but   whether   the   learning  to  women.” learner   is  given   the   opportunity   to   participate   actively,   to  build   In  August   every   year   we   celebrate   the   contribution   that   women   confidence  and  to  understand  the  topic. make   to  society.    Why  not  celebrate  the   contribution  we  make  in   I   do   understand   that   credit   bearing   programmes   are   important   and  to  the  field  of  ETD? for  learners  who   need  to  obtain  qualifications,   but  it  should  not   be  seen  as  the  be  all  and  end  all  of  education. I   don’t   need  to  look   outside   my   circle   to  find  great   women   who   As   for   non   credit   bearing  courses  or   attendance   courses,   I   think   are   active   in   the   field  of     education   and   training.     Amongst   my   providers  and  trainers  should  be  selected  very   carefully.    Quality   peers   I   find   women   who   have   made   and   continue   to   make   a   checks   (not   only   head-­‐counts)   should   also   be   done   by   the   measurable   difference   in   the   lives   of   others.     Women   who   relevant  ETQA  to   ensure  that   value-­‐added  training  takes  place.    I   tirelessly   work   to   teach   values   and   personal   effectiveness,   who   also   think   that   numbers   of   learners   (especially   in   the   voucher   teach   healthcare,  women  who  train  young   people   the   rudiments   project)   should   be   limited   to   16,  by   doing  that  a  facilitator  will   be   and   secrets   of   leadership,   women   who   guide   school   leavers   able  to  interact  with  all  learners. through   the   maze   that   is   entrepreneurship.    These   are   women   Training  of  trainers  should  also  receive  priority.     who  navigate   the  convoluted  EDT  system  to   ensure   that  Learners   succeed   despite   overwhelming  odds.     Women   who   convey   the   message   through   their   flair   and   enthusiasm   for   all   things   If  we   educational.     All   these   women   are   tireless   in   their   efforts   to   send  quality  trainers  into   inculcate  a  love  of  learning. the  field  we  will  get  quality   We   are   unsung   heroes  –   not   stage   performers.  To  all   women   in   learners  in  the  field,  and  we  will  get   ETD:  -­‐   results  whether  the  training  is  credit   Thank   you   -­‐  Siyakubonga   –   Merci  -­‐   Siyakubonga   ntomb   entle   –   bearing  or  non-­‐credit  bearing. ons   ondersteun   jou   –   Siyakukhahlela   –   Obrigado   –   Diolch   -­‐   Dankon.INTEGRITY ;; DISCIPLINE ;; CREDIBILITY Heidi  D  Edwards  is  an  independent  (female)  ETD  Practitioner   and  Convener:  Ethics  &  Accountability  at  CIMAP. E D C   T U A    E 2 ⇢
  • 3. CIMAP ASSESSMENT TALK AUGUST 2012 CONTRACTING CONSTITUENT ASSESSORS AND MODERATORS IN THE OCCUPATIONS AREA Selecting   an   outsourced   contracted   constituent   Assessor   and   report   from  the   ETQA,   listing   the   qualifications  they   may  assess   Moderator  is  by  no   means   an  easy  feat.   Well   before   you  engage   against,  and  that  identity  numbers  correspond.   their   services;  make   sure   you   know   more   about  the  professional   Do   not   rush.   Do   a   proper   background   investigation.   Resist   than   just   their   name   and   e-­‐mail   address.   Many   providers   have   constituent  Assessor  and  Moderator  that  want  monthly  retainers,   found   themselves   in   very   difficult   situations   i.e.   Portfolios   of   and  have  no  record  of  accomplishment.   Evidence   being  misplaced,  Assessor  and  Moderator  disappearing   with  learner  portfolios  etc.   code   of   conduct   and   Make   sure   you   complete   a   Make  sure  you  engage   the   services  of   a  legal  professional  to  draft   professional   work   ethic   confirmation   with   your   your   contracts   and   that   you   protect   yourself,   your   clients     and   contracted  constituent  Assessor  and  Moderator. learners   when   you   make   use   of   outsourced   Assessors   and   Make  sure  that  the  constituent  Assessor  and  Moderator  and  their   Moderators.   companies   are   properly   registered   with   SARS   and   if   you   are   engaging  with  an  organisation  that  the  organisation   is   registered   There   is  a   wide   distinction  in   the   range   of  products  and  services   with  CIPC  (old  CIPRO).   offered  by   assessment   and   moderation   professionals.   Make   sure   Conduct   an   internet  search  on   the   individuals  or   companies   you   you   understand   what   the   SAQA   &   ETQA   requirements   are   for   have   shortlisted.   You   will  obtain  valuable   information   about   the   Assessment  and  Moderation  Practices. individuals  concerned. Many   professional   bodies   are   active   in   regulating   standards   in   Make   sure   your   Assessors  and   Moderators  are   properly   qualified   their   industries,   and   work   closely   with   ETQAs.   It   is   also   hoped   and  have   valid  qualifications.  Foreign   qualifications  should  have  a   that   the   QCTO   will   bring   greater   certainty   with   respect   to   SAQA  evaluation   report   attached.   Contact   academic   institutions   if   you  are  in  doubt.  It  has   to  happen  that  institutions  do  not  offer   administrative  requirements.       the  specified  qualification  claimed  by  individuals  or  that  they  only   The   value   of  professional  references  is   essential.   Make   sure   you   started   offering   the   qualifications   later   than   the   qualification   request   ETQA  External   Moderation  reports  where   you  Assessor   award. and   Moderator   were   involved,   (make   sure   that   their   names   are   A   constituent   Assessor/Moderator’s   status   must   be   current   and   reflected  in  the   reports).    Ask   for  several  references  if  you  receive   up-­‐to-­‐date.   a  name  of  an  Assessor  and   Moderator  from   an  individual   or  group   Fees  for  Assessors  and  Moderators that  you  do  not  know. Our   research   has  shown   there   is  a   plethora   of  fee   structures  on   Talk   with   several   Assessors  and  Moderators.   Meet   them   face-­‐to-­‐ offer,  ranging  from:  -­‐   face.   An  hourly  fee  to Enquire  about  their: A  flat  fee  per  PoE  to   Areas  of  speciality; A  flat  fee  per  credit  OR Professional  designations; A  flat  fee  per  qualification Registrations  or  licenses; There   are  no  prescribed  fees  for   Assessment,  nor  for  Moderation   Education; and   Practitioners   will   take   into   account   many   factors   when   calculating  their  fees.    Factors  such  as:  -­‐   Work  history; The  number  of  Portfolios  being  assessed.moderated Assessment  experience; Whether  this  is  a  once-­‐off  contract  or  recurring  business Moderation  experience; Urgency  of  the  requirement Disciplinary  history; Whether  this  is  a  first,  second  or  third  assessment Professional  awards  and  recognition; Whether   it   is  a   Skills  Programme,   full  qualification  or  a   short  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY References  who   can  be  contacted  (make   sure   you  speak   to   course  that  is  being  assessed/moderated more  than  one  person  in  an  organisation). Confirm   a   Practitioner’s   professional   designation   by   contacting   Many   the   professional   body   to   determine   whether   the   Practitioner   is   professional  bodies  are  active  in   authorized   to   use   the   designation  and  whether   the   Practitioner   regulating  standards  in  their  industries,   has   been   meticulous.   Make   sure   you   understand   the   and  work  closely  with  ETQAs.  It  is  also  hoped   requirements   for   a   professional   designation,   including   that  the  QCTO  will  bring  greater  certainty   examinations  and  continuing  professional  development  etc.   with  respect  to  administrative   requirements.       Make   sure   you   address   issues   such   as   re-­‐assessments,   appeals   and   the  consequences  of  the  contractual  relationship  and  liability   in  the   event  the  external  moderation  process  does  not  uphold  the   INSIST  ON  ETHICAL  PRACTICE assessment  and  moderation  activities.   ADVERTISING  IN  THE  CIMAP   VERIFY  CREDENTIALS NEWSLETTER Constituency   and   registration   must   be   confirmed   by   the    LOOK  FOR  QUALITY respective   ETQAs.   Make   sure   the  Assessor  and  Moderator   has  a   Contact  khanyi@cimap/  to  showcase   your  ETD  services  in  our  newsletter 3 ⇢
  • 4. CIMAP ASSESSMENT TALK AUGUST 2012 THE IMPLEMENTATION OF THE NEW DHET LEARNING PROGRAMME REGULATIONS, JULY 2012 AND THE REPEAL OF THE LEARNERSHIP REGULATIONS 2007 Article  by  Dr.  Linda  Meyer Excessive   delays  in   securing   external   moderation   The   new   regulations  state   that   NAMB   must   recommend  to   the  Quality  Council  for  Trades  and  Occupations  (QCTO)  within   and   programme   evaluation   dates   have   resulted   in   10  working  days   after  the   verification   to  issue   a   learners   with   providers   being   unable   to   exit   learners.   The   net   effect   is   that   certificates. learners   cannot   prove   they   have   obtained   prerequisite   qualifications   to   secure   employment,   in   some   reported   cases   in   For  other   learning  programmes,  quality   partners  must  advise   excess   of   36   months.   Lengthy   delays   are   in   breach   of   the   the   QCTO  and  SETA  of  the   learner  results   within  21   days.  The   Administrative   Justice   Act,   20853   of   2000.   One   of   the   most   QCTO  then  has  10  days  to  issue  learner  certificates. underutilized   pieces  of   legislation,   the   Administrative   Justice   Act   Parties   that   wish  to   raise   a   dispute   with  the   SETA   or  QCTO   supports  the  Constitutional   security   of  fair  administrative  justice   must   do   so  first   with   the   SETA/NAMB   and   then   the   QCTO.   from   all  organs  of  state.  The   Act  was   instituted  “To  give   effect   to   Only   once   this   avenue   has   been   exhausted   should   parties   the   right   to   administrative   action  that  is  lawful,     reasonable    and   pursue   legislative  dispute   resolution  processes   provided  for  in   procedurally   fair   and   to   the   right   to   written   for   administrative   the  CCMA  and  jurisdictional  courts. action   as  contemplated   in   section   33   of   the   Constitution     of  the   Transitional   arrangements  have   been  made   for   the   teach  out   Republic     of   South   Africa,   1996;   and   to   provide   for   matters   period   of   historic   programmes   and   affected   provider   incidental  thereto”. accreditation. The   Learnership   Regulations,   2007   are   being   repealed   and   The   new   regulations   do   not   provide   for   an   independent   replaced   by   the   Learning   Programme   Regulations,     2012.  The   monitoring   and   complaints   mechanism,   but   rather   seeks  to   Proposed   Learning   Programme   Regulations,   2012  aims   to   place   resolve   disputes   within   the   structures   responsible   for   its   greater  accountability  and  firmer  turnaround   times  on  SETAs.  It  is   implementation.     however  unclear  how  in  the   absence   of  current  capacity  to  deliver   in  more   lenient  timeframes,  SETAs  will   be   in  an   improved  position   Prior  to  lodging  a  dispute,  it  is  important  that  providers: to   comply   with   the   new   regulation   timelines.   It   is   however   1. Keep   a   detailed   record   of   engagement   with   the   relevant   important   that   clear  policy   directives,  systems  improvements  and   SETA. accountability  underpin  the  new  regulations. 2. Reduce   everything   to   writing.   i.e.   send   an   e-­‐mail   in   confirmation  of  a  discussion. 3. Write  to  the  ETQA  Manager  and  lodge  a  formal  complaint. 4. Lodge   a   call   with  the  Hotline   if   one   is  available,   and   obtain   a   reference  number. 5.  Lodging  a  dispute  with  the  QCTO. 6. Pursue   other   avenues   to   seek   administrative   justice   and   statutory  remedies  If  no  resolution  is  confirmed. The  Business   Day  (JULY  25  2012),  reported  that  SETAs   have  come   in   for   heavy   criticism   for   failing   to   provide   some   students   with   We   look   forward   to   the   new   regulations,   and   are   cautiously   certificates   after   completed   training.   It   was   reported   that   the   optimistic   that   learners   will   be   in   a   position   to   receive   their   Democratic  Alliance   received   a   number   of   requests  for   assistance   certificates  within  the  specified  timeframes. from   students   and   service   providers   who   had   not   received   certificates,   which   was  keeping  young  people   out   of   jobs.  In  some   cases  students  had  been  waiting  for   up   to  three   years.   The   article   further   highlighted   the   Department   of   Higher   Education   and   Training   confirming   that   one   reason   for   the   delay   in   issuing  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY certificates  was   that  some  Setas  had  not   kept   proper  records.  The   departments  director   general,   Gwebinkundla  Qonde,   said   that  the   department   was  "working  very   hard"   with  the  Setas  to   make   sure   the  affected  students  would  receive  their  certificates. Of  particular  interest  are  the  following  Learning  Programme   Regulations,    2012  amendments: Learners   will   be   conditionally   registered   for   30   days   on   a   learning  programmes,   in  which  time  the   learning  programme   must  be  registered  with  the  SETA. SETAs   then   have   7   working   days   in   which   to   register   Learnership  Agreements.  The   regulations  state  that   the  SETA   must,  within  the   same   seven  days,  decide   if  they  will  fund   the   CIMAP learnership  or   not.  SETAs   must   further  advise   parties   if   they   IS PROUDLY decide  not  to  register  the  learnership  agreement. ASSOCIATED WITH SABPP;   The   new   regulations  state   that  the   learnership   employment   PRISA & SA PAYROLL contract   comes   into   effect   once   the   agreement   has   been   ASSOCIATION “conditionally  registered”. 4 ⇢
  • 5. CIMAP ASSESSMENT TALK AUGUST 2012 2012 LABOUR LAW AMENDMENTS -  EMPLOYMENT CREATION OR A VEHICLE TO CREATE FURTHER UNEMPLOYMENT, YOU BE THE JUDGE... The   hotly   debated   labour   law   amendments   are   in   the   The   Labour   Court   can   determine   whether   the   employee’s   process   of   being   enacted.   A   number   of   changes   were   made   contract  complies  with  the  obligations  of  the  law. through   the   engagement   process   at   NEDLAC.   It   is   clear,   judging   Aim   to  ensure  that   employees  can  only  be  employed  by  a  TES   from   recent   media   reports   and   public   statements,   that   a   true   if  they  are   performing   a   temporary   service,  for  six   months  or   consensus  has  not   been   reached.   SA’s   jobless  rate   remained  high   less; at  24.9%,  meaning  that  4.47-­‐million  people  are  without  jobs. Is   employed  to  replace  somebody  who  is  temporarily   absent;   In   a   recent   submission   to   the   parliamentary   labour   portfolio   or   is   employed   to   do   work   for   a   period   determined   by   a   committee,   Business   Unity   SA   described   the   amendments   as   collective  agreement; being   deeply   problematic,   and   added   that   their   calculations   If   none   of   these   circumstances  apply,   then  the   TES   employee   is   suggested  that  at  least  215,150  jobs  would  be  lost   as  a  direct  result   deemed  to  be  an  employee   of   the   client  of  the  TES  and  is  entitled   of   the   amendment   dealing   with   equalising   conditions   of   service   to  be   treated  “no   less  favourably”  than  an   employee   of  the   client   between  temporary  and  full-­‐time  staff. performing  the  same  or  similar  work. Some   insightful   quotes   have   come   from   all   sectors   of   the   There   are   a   number  of   “justifiable   reasons”  that   will   be   accepted   business  and  labour  community: for  different  treatment. “LABOUR   market   regulations   in   SA   are   not   to   Terminating   someone’s   employment   before   the   end   of   the   blame   for   the   country’s  high   unemployment”  International   six-­‐month  period   in   order   to  avoid   having  to  treat   them   the   Labour  Organisation  (ILO)  SA  Director  -­‐  Vic  van  Vuuren. same  as  a  full-­‐time  employee  will  be  regarded  as  a  dismissal. “The  World  Economic  Forum   ranks  SA   in  the  worst   Arbitrary   limit   of   6   months   to   temporary   employment   four   or   five   countries   in   the   world   in   terms   of   our   contracts, labour  laws  and  regulations,"  Leoni  Sharp  -­‐  Adcorp. Equal  treatment  of   temporary   and   permanent   workers  after   African   Development   Bank   recently   identified   the  6  month  term, "excessively   rigid"   labour   market   regulation,   The   provision   that   temporary   workers   may   able   to   sue   for   especially  in  the  "best-­‐off"  African  countries,   as  one  of  the   unfair   dismissal  due   to   an  expectation   of   contract   renewal   or   permanent  employment. main  stumbling  blocks  to  youth  employment. On  Organisational  rights: As   we   had   to   give   a   report   on   the   agreements   from   the   bilateral   process   with   the   ANC,   we   did  indicate   that   in   that   Organizational   rights   could   result   in   a   “proliferation   of   unions”.   process  we  had  not  managed  to   get   an   agreement   to  our  call   The   legislation  —   at   present   before  Parliament   —   aims  to   for   a   ban,   and  that  nevertheless  we   maintained  our   call   for   a   total   ban.   Patrick   Craven,   COSATU   national   spokesperson,   facilitate  the  granting  of  organizational   rights   August  2  2012 to  unions  that  are   "sufficiently  representative"   as   so   deemed   by   the   CCMA,   with   the   result   that   they   would   be   The  public  hearings  are  now  complete,  and  the  amendments  to   afforded   all   the   rights   of   majority   unions   in   the   absence   of   a   the   2009   ANC   election   manifesto   that   promised   amended   majority  union. legislation  to: Current   legislation   allows   for   organizational   rights   to   majority   Avoid  the  exploitation  of  workers; unions,   with   representation   of   50%   plus  1,   and   entitles   them   to   Ensure  decent  work  for  all  workers; access,   subscriptions,   leave   for   trade   union   work,   shop   stewards   Protect  the  employment  relationship; and  disclosure  of  information. Introduce  laws  to  regulate  contract  work; Regulate  subcontracting  and  out-­‐  sourcing; CRITERION Address   the   problem   of   labour   broking   and   prohibit   certain   orINTEGRITY ;; DISCIPLINE ;; CREDIBILITY abusive  practices; Facilitate   unionisation   of  workers   and   conclusion  of   sectoral   NORM? collective  agreements  ; Cover   vulnerable   workers   in   these   different   legal   relationships; Ensure   the   right   to   permanent   employment   for   affected   workers; Procurement   policies   and   public   incentives   will   include   requirements  to  promote  decent  work. Some   general   amendments   include:   Labour   brokers   or   temporary  employment  service  providers  (TESs) The  TES,  not  the  client,  would  remain  the  employer; The  employee   would  have   additional   protection   including  the   ability   to  institute   proceedings  against  either  the   TES  or   the   client; 5 ⇢
  • 6. CIMAP ASSESSMENT TALK AUGUST 2012 APPETD CLARIFIES RIGHTS OF PRIVATE PROVIDERS IN CONSTITUTION AND HIGHER EDUCATION LAW Posted  by  Sylvia  Hammond  on  July  11,  2012  at  16:14 HR  Future   in  April   2011.     Private  training  providers  have  to  register   http://www.skills-­‐­‐clarifies-­‐ with   the   DHET,   but   also   be   accredited   by   the   SETA   ETQA   r i g h t s -­‐ o f -­‐ p r i v a t e -­‐ p r o v i d e r s -­‐ i n -­‐ c o n s t i t u t i o n -­‐ a n d -­‐ ? departments,   who   are   not   recognised   by   the   DHET   for   the   xg_source=activity accreditation   of   private   providers   at   those   levels.   (SETA   ETQA   departments   do   accredit   workplace   and   occupationally   directed   The   Constitution,   Section   29,   entrenches   the   right   to  education.   training  providers.       Currently  section  29  reads  as  follows: The   responsibility   now   falls   under   the   QCTO   but   has   been   29  Education provisionally   delegated  back   to  the  SETA  ETQAs.)      Consequently,   (1) Everyone  has  the  right-­‐ they  have   to  accredit  with  UMALUSI  and  CHE.    In  practice,  Training   (a) to  a  basic  education,  including  adult  basic  education;  and Providers   are   on   the   one   hand   warned   that   they   will   be   investigated  and  closed   down  if  they  are  not   correctly  registered  at   (b) to   further   education,   which   the   state,   through   the   correct   department,   but   on   the   other   hand,   the   very   same   reasonable   measures,  must  make   progressively  available   departments   are   sending   providers   from   pillar   to   post   in   the   and  accessible. process  of  requesting  accreditation  and  registration.   (2) Everyone   has   the   right   to   receive   education   in   the   official   SAQA  has  promised  that  a  letter   will  be  issued  soon  to  address  this   language   or   languages   of   their   choice   in   public   educational   issue.     APPETD’s  CEO  will   be   meeting  with  SAQA  on  12  July  2012   institutions  where   that  education  is  reasonably   practicable.  In   and  we  hope  that  the  promised  letter  will  be  provided  then. order   to   ensure   the   effective   access   to,   and   implementation   Another   instance   is   that   the   Higher   Education   Act   requires   in   of,   this   right,   the   state   must   consider   all   reasonable   section   51   that   no   person   may   provide   higher   education   unless   educational   alternatives,   including   single   medium   that   person  is   registered  as  a   private   higher   education   institution   institutions,  taking  into  account-­‐ and   also   registered   or  recognised  as  a   juristic   person   in  terms  of   the  Companies  Act  of  1973.     (c) equity; The   second   requirement   is   apparently   being   interpreted   as   that   (d) practicability;  and the   juristic   person   must   be   able   to   write   “(Pty.)   Ltd   “behind   its   (e) the   need   to   redress   the   results   of   past   racially   name.     Requiring   the   “(Pty.)  Ltd”  means   that  the   company   must   discriminatory  laws  and  practices. have   shareholding   and   paying   out   of   dividends   etc.     This   is   (3) Everyone   has  the  right  to  establish  and  maintain,   at   their  own   certainly  not  what  is  required  by  either  the  Higher  Education  Act   or   expense,  independent  educational  institutions  that-­‐ section  29  of  the  Constitution.     Should   this  be   a   requirement,   then  no  company,   duly   registered,   (a) do  not  discriminate  on  the  basis  of  race; but   registered  in  terms  of  section  21   of  the  Companies  Act  of  1973   (b) are  registered  with  the  state;  and will   be   able   to   register   as   a   private   higher   education   institution.     (c) maintain   standards  that  are   not   inferior   to  standards  at   This  will   have  disastrous  effects.    One   can  only   hope   that   this  is  a   comparable  public  educational  institutions. case   of   one   departmental   official   who   needs   to   learn   that   the   Companies  Act   also   provides  for   other   juristic   persons.     We   also   (4) Subsection   (3)   does   not   preclude   state   subsidies   for   hope   that   the   officials,   who   work   with   the   application   of   these   independent  educational  institutions. sections,   also   have   taken   note   of   the   new   Companies   Act   that   Private   providers   are   mostly   concerned   with   their   entrenched   came  into  operation  in  2011. rights  in  terms  of  subsections  3  and  4  above.    At  the   moment  a   lot   Another   point   of   conflicting   interpretations  is  that   currently   it   is   of  public   debate   is  being  given  to  the  first  subsection,   the   right   to   not  allowed  for   private   providers  of   tertiary   education   to   request   free  higher  education.    I  am  not  going  to  refer  to  this  debate  here.   state   subsidies   for   its   students.     However,   section   29(4)   clearly   provides  that  subsection  (3)  does  not   preclude   state   subsidies  for   “Entrenched   rights”   mean   that   none   of   the   constitutionally   independent   educational   institutions.     This   is   obviously   an   guaranteed  rights   can  be   lightly   disregarded  by   the   state   unless  it   unconstitutional  interpretation.     Nowhere   in  the   legislation  has  it   is  reasonable   and   justifiable   to   do  so,   in  an  open   and   democratic   appeared  yet  that  this  is  absolutely  precluded.     society,   and   only   through  laws   of  general   application,   in  terms  of   This   matter   will   be   taken   up   with   the   relevant   officials   as   the  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY section  36  of  the  Constitution.     requests  arise.    One   question  that   arises  in   one’s  mind  is  whether   The  rights   entrenched   in   the  Constitution  are   written  very   broadly   any   strings  will  be  attached  to  the  granting  of  state  subsidies,   e.g.   and  vague  in  a  sense   but  with  the   express  instruction  that  national   a  requirement  of  linking  private  providers  to  public  FET  Colleges.   and  provincial   legislation  must  be  formulated  to  give  effect  to  the   APPETD’s   members   are   urged   to   bring   further   instances   of   confusing   interpretation   to   the   attention   of   its  CEO   in   order   to   rights.     assist   APPETD   to   act   as   mouthpiece   for   the   private   providers  of   This   was  also   indeed  the   route   followed   regarding  section   29.     In   education,   training   and   development.    Once   this  is  taken   up   on   order   to   give   content   to   the   Constitution,   Parliament   adopted   behalf   of   the   private   providers,   it   is   to   be   hoped   that   future   national   legislation   regarding   National   Education   Policy;   Adult   confusions  will  be  avoided.   Basic   Education  and  Training;   Basic  Education;   Higher   Education;   The   next   article   will   deal   with   decision-­‐making   by   state   Further  Education  and  Training  Colleges;  and  Skills  Development. departments  and  asking  for  reasons. List  of  acronyms The   legislation  is,   however,   overlapping  and   often   the   manner   in   CEO:     Chief  Executive  Officer which   the   officials   from   the   state   departments   interpret   the   CHE:     Council  on  Higher  Education legislation  tend   to   be   confusing.     One   example,   which  has  been   DHET:     Department  of  Higher  Education  and  Training with   us   for   a   long   time   is   the   question   of   accreditation   and   ETQA:     Education  and  Training  Quality  Assurance  body registration  of  private   providers  offering  courses   with  exit  levels  5   FET:     Further  Education  and  Training and  6.     QCTO:     Quality  Council  for  Trades  and  Occupations Ms   Marietta   van   Rooyen  set   out   the   problem   quite   clearly   in   her   SAQA:     South  African  Qualifications  Authority open  letter  to  the  Minister  of  Education  which  was  published  in  the   6 ⇢
  • 7. CIMAP ASSESSMENT TALK AUGUST 2012 SYSTEMS THINKING IN THE ETD LANDSCAPE Article   by   Henriette   van   Twisk   –   CIMAP:   Regional   Can   an   entire   segment   of   a   government   –   a   non-­‐business     Convener  Gauteng   enterprise   –   apply   systems   thinking?     If   Vincent   Barabba,   the     General   Manager   of   Corporate   Strategy   and   Knowledge     Development   at   General   Motors  Corporation   is   to   be   believed,   it   Professional   bodies   will   soon   play   an   important   role   in   can. implementing   both   the   Skills   Development   and   National   Qualifications  Framework  Acts.   The   following   points  highlight  the   In  his  address  at  Ackoff’s   80th   birthday  in  1999,  he   recalled  the   rise   role  of  professional  bodies  as  derived  from  the  legislation: and   fall   of   the   US   Army   during   World   War   II.   Barabba   explained   how  in  1943  the   Germans  at   the  Kasserine   Pass   in  western  Tunisia   Professional  bodies  are   responsible  for  establishing  standards   humiliated  the  United  States  Army. and   qualifications   as   well   as   for   their   quality   assurance   [Section   26  H.   (3)(g)  of   the   Skills  Development  Amendment   General   Dwight   Eisenhower,   commander-­‐in-­‐chief   of   the   Allied     Act,  2008]. Forces,   subsequently   authorised  General   George   Patton  to  shake     up   the   American   field   command.    The   first   commander   Patton   Professional  bodies  must   co-­‐operate  with  the   relevant   quality   relieved  was  the  general   who   had  been  in  charge  at  the   Kasserine   councils   in   respect   of   qualifications  and  quality   assurance   in   Pass.  He   also  happened   to   be  the  general   whom  Eisenhower   rated   their   occupational     fields   [Section   14.(1)(c)   of   the   National   as  his  best  commander  after  Patton! Qualifications  Framework  Act,  2008]. Less   than   two   years   after   the   Kasserine   debacle,   the   American   Professional   bodies   serve   as   members   on   the   SA   army   was   respected   as   one   of   the   most   powerful   military   Qualifications  Authority  board  [Section  28  of  the organisations  ever   amassed.   Experienced  against  an   approved  set   National  Qualifications  Framework  Act,  2008]. of   criteria   for   registration.     The   current   system   is   riddled   with   More   importantly,   they  must  facilitate   development  of   key   skills   in   inconsistencies   and   subjective   decision-­‐making,   none   of   which   a  skills-­‐hungry  South  Africa. encourages  QA.     How   will   these   bodies   (Section   21   organisations)   achieve   what   These  practitioners,  in  the   words  of  SAQA,   need  to  have   credibility   they   set   out   to  do   within  a   vast   range   of   sectors   and   industries?   amongst  the   assessors,  moderators  and  providers  with  whom  they   Will  they  be  cost-­‐effective? are   working.    How   can  one  have  credibility  if  you  are   less  qualified   than  the  people  you  are   dealing  with  and  have   less  knowledge   of   Parallels   can   be   drawn  to  2001   when  the   learnership   system   was   the  field  in  which  they  are  operating?     put   into   place   and   educators   were   required   to   live   in   the   house   they   were   trying   to   build.   The   system   has   been   fraught   with   While   professional   registration   is   not   a   perfect   system   of   problems   and   the   goals   of   the   National   Skills   Strategy   have   not   establishing   credibility,   it   is   certainly   preferable   to   the   current   been  achieved. individualistic   and   frankly,   random   environment   that   desperately   lacks  any  form  of  consistency.     The  main  problem   appeared  to  be   that  the  learnership  system   ran   in   isolation   from   other   post-­‐school   learning   initiatives.     Also,   I   recall   a   SAQA   statement   many   years   ago,   regarding   the     although  a   national   skills   strategy   had   been   put   in   place,   SETAs   accreditation   and  related  processes  that  did  not   envisage   these   as     (sector   education   and   training   authorities)   operated   largely   “gate   keeping”  functions.    This  is  exactly   what   we   have   right   now   independently   from   one   another    –   as   did   the   many   standards   -­‐ and   it   can   be   directly   attributed   to   amateurs   trying   to   present   generating   bodies   which   developed   thousands   of   unit   standards   themselves  as  professionals   and   qualifications.   There   was   no   shared   vision   and   thinking   was   Barabba   points   out   that,   20   years   later,   that   same   army   was   linear. suffering  from   what  has  been  called  “the  disease  of  victory”.  Junior   This  poses  two  questions: officers  who   began  their  careers  under  Eisenhower  and  Patton  had   become   so   accustomed   to   victory   that   they   felt   little   need   to   How   can  systems  thinking  help  to  ensure  that  the   root  causes   question   the   enterprise’s   view   of   either   the   world   or   its   own   of  the  skills  scarcity  are  addressed? doctrine,  structure  or  culture. How   can   learning   systems   be   streamlined   to   ensure   The   US   Army’s   operational   model   was   often   referred   to   as   the   professional   bodies   an   d   the   training  providers  that   support   “three  M’s”  –  men,  money,  and  material their   efforts  are   cost-­‐effective   and  reach   as  many   learners  as   possible? –   and   it   was  assumed  the  Army  would  never  lack   for   any   of  them.   Yet,   a   mere   10  years  later,   that   army   suffered  criticism   and   self-­‐ Dr.  Russell  Ackoff   met  W.  Edwards   Deming   during  his    pioneering   doubt  as  the  world  witnessed  its  defeat  in  Vietnam.INTEGRITY ;; DISCIPLINE ;; CREDIBILITY work  on   operations  research.     In  Volume   21  of  The  Deming  Library,   Dr.  Ackoff   discusses   with   Dr.   Deming  the   practical  importance   of   Fast-­‐forward   to   the   90’s   and   the   US   army   has   turned   full   circle.     viewing  educational  facilities  a  social  systems  (Video:  A  Theory   of  a   “The     US   Army   went    into  Operation  Desert   Storm  [the   liberation   System  for  Educators  and  Managers). of   Kuwait   and,   later,   invasion   of   Iraq  –   Editor]   a   far   wiser,   more   flexible,  and  more   open-­‐minded  enterprise  than  it  had  been  when   “There’s   a   very  basic  distinction  between  the   various  forms  of  the   it  entered  Vietnam  ,”  said  Barabba. content   of   the   human   mind,”   says   Ackoff.     “There’s   data,   information,   knowledge,   understanding   and   wisdom.   The   He   draws   a   parallel   between   the   US   Army   and   businesses,     educational   system   never  makes  a   distinction  between  them  and,   pointing  out  that  all  organisations    go  through  cycles.                              Cont. as   a  result,   children     come  through  the   system  with  a  great  deal  of   information,   very   little  knowledge,  no  understanding  and  virtually   zero  wisdom.   “How   do   we   design   a   system   which   distributes   its   effort   more   evenly   across   these   types   of   content   of   the   human   mind?   Information  is  contained  in  descriptions,   know  ledge  in  instruction,   understanding   in   explanation   ...   and   we   don’t   explain   reality   to   children.” “Yes,”   responds   Deming,   “you   pass   the   course   by   acquiring   information.” 7 ⇢
  • 8. CIMAP ASSESSMENT TALK AUGUST 2012 The   lesson   from   this   parable   for   the   observes   that   “ill-­‐conceived   government     B y   t racing   t he   flo ws   o f   influence,   National   Skills   Development   Strategy   is   interventions  are   not   just   ineffective,   they   repeating   patterns   em erge,   m aking   that   “success   breeds   failure   unless   the   are   ‘addictive’   in   the   sense   of   fostering   situations   better   or  w orse. organisation   is   willing   and   able   to   increased   dependency   and   lessened   How   adult   dev elopm ent   effort s   are   anticipate  and  adapt  to  change”. abilities  of   local   people   to   solve   their   ow   n   presented   influences   the   development   of   Another   lesson  for   decision-­‐makers   within       problems.” unit   standards,   professional   qualifications   the   South   African  skills  development   arena   To   say   government’s   intervention   in   the   and   curriculum   frameworks   as   well   as   is   that   anticipating  change   and  adapting   to   skills  crisis   has  been   ill-­‐conceived   ma   y   b  e   other   factors   that   influence   training.  The   it   are   important   parts   of   the   mindset   of   unfair.     However,   taking   a   sectorally     way   t rai ni ng   i s   present ed   i n   t urn   market-­‐based  enterprises.  Key    elements  of   blinkered,   non   -­‐systemic   approach   to     influences   how   competence   is   assessed   this   mindset,   feels   Barabba,     are   systems   address   a   complex   set   of   problems   has   and   certified. thinking   and   the   continuous   application   resulted   exactly   as   Senge   predicted:   the   It   can   be   said   that   government  is  causing   (rather   than   gathering   and   storage)   of   country   is   even   more   dependent   on   skills   levels   to   rise   by   implementing   a   useful  knowledge. government     trying   to   find   solutions   and   new   system.   This   only   describes   half   of       “If   the   mindset   is   focused   on   systems   -­‐ role-­‐players   are   looking   to   the   new   the     situation  because  e  it   can  also  be   said     thinking   and   knowledge-­‐use,   the   heart   of     National   Skills   Development   Strategy   to   t hat   sk i l l s   sho rt ag es   di ct at e   what   the   market-­‐based   enterprise   is   an   open   -­‐ solve  the  problems. gov ernm ent   does   to   prov ide   skills   decision   support-­‐system   that   pumps   a   free   With   regards   to   the   Quality   Council   for   development.   From   Senge’s   view   point,   flow  of  knowledge   –   not   just   data   –   among   Trades   and   Occupations   (QCTO)   and   both   statements  are   incomplete.     A   more   employees   and   across   functions   in   the   professional   bodies,   it   needs   to   be   complete   statement   of   causality   would   support   of   a   full   range   of   decision   remembered   that   systems   thinking   is   a   be   that   “government’s   intent   to   improve   processes.” discipline   for   seeing   the   bigger   picture.     skills   in   South   Africa   creates   a   s  system   To   contemplate   the   future   of   the   South   Senge   confirms   that   it   provides   a     that   requires   a   needs   analysis,   resulting   African   skills   development   system,   one   framework   for   seeing   relationships   rather     in   development   and   training   activities   must   step   back   and   consider   what   went   than  objects  and  patterns  of  change   rather   that   form   a   ‘pipeline’   of   continuous   wrong  with  learnerships  in  the  first  place. than   snapshots:   “Systems   thinking   is   a   activity.   If  one   element   in  the   ‘pipeline’   is   s e n s i b i l i t y   –   f o r   t h e   s u b t l e   flawed,   it  will  influence   all   other   elements   As   mentioned   earlier,   South   African   interconnectedness   that   gives   living   in  the   system.” educators  in   the   1990’s  and  first  decade   of   systems  their  unique  character”. the   21st   century   lived   in   the   house   they     ce   Barabba   (1 99 9 )   says   the   ideal   were  building.    The  purpose   of  the   National   Can  we  become  a  “Learning  Nation”? market-­‐based   enterprise   is   defined   not   Qualifications   Framework   and   the   Senge   refers   to   systems   thinking   as   the   by   it s   st ruct ure   but   by   a   set   of   learnership   system   was   to   redress   past   “conceptual   corner   stone”   of   five   learning   characteristics   created   by   the   decision-­‐ i m b a l a n c e s ,   c r e a t e   e q u a l   w o r k   disciplines:   systems   thinking,   personal   m akers’   c o n t i n u o u s   pursui t   o f   opportunities   and   make   South   Africa   mastery,   mental   models,   shared  vision  and   dynamic   balance   between   all   the   parts   globally  competitive.  This  did  not  happen. team  learning   of   the   enterprise   as   it   explores   ways   to   Using  systems  thinking  in  the   skills  arena   in   He   states  that   all   entail   a   mind   shift   from   create  v alue.  The   c haracteristics  are: South  Africa seeing   part   (e.g.   key   stakeholder   s   in   the   An   unambiguous   sense   of   direction   “The   educational   system   is   not   dedicated   skills  development   system   working  in  silos)   permeates   the   o rganisation to   produce   learning   by   students   but   to  seeing   w  holes  (an   integrated   production   Strategic   and   operational   plans   teaching   by   teachers.   Teaching   is   a   major   and  flow   of  knowledge   that   has   considered   reinforce   each  other obstruction   to   learning:   witness   the   all   factors   influencing   the   system).     The   Decision-­‐makers   understand   how   difference  between  the   ease  with  which  w  e   result   would   be  a  move  away   from  reacting   their   roles   contribute   to   the   total   l   earned  our  first   language,   without   having     to   circumstances   to   shaping   the   future.   enterprise   and   their   accountability   is   it   taught   to  us,   and  the   difficulty  with  which   While   Senge   believes   belief   that   systems   clear we   did   not   learn   a   second   language   in   thinking   is   the   basis   of   how   a   learning     school. organisation  (in  this  case,  the   country)  sees   There   are   no   simplistic   ideas   about  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY its   world,   he   also  maintains   that   “reality   is   how   customers   or   competitors   will   “Most  of   what    we   use  as  adults  we  l  earned   made   up   of   circles   but   we   see   straight   respond   to   the   actions   of   the   once   out    of  school,   not    in  it,   and  what   we   lines”. enterprise   learned   in   school   we   forget   rapidly   —     fortunately.   Most   of   it   is   either   wrong   or   If   the   core   of  systems  thinking   is   an  ability   There   is   empowerment   throughout   obsolete  within  a  short  time.” to   see   relationships   rather   than   linear,   the   enterprise cause-­‐effect   chains  and  to   see    change  as  a   –  Russell  Ackoff process   rather   than   a   snap   shot,   then   we   Conflict   and   differences   of   opinion   are   not  suppressed  but   are   channelled   Ackoff’s   profound   statement   is  backed   by   have   already   started   to   create   limitations   i nt o   a   p ro cess   t ha t   se ek s   a   Peter   Senge   (The   Fifth   Discipline:   The   Art   w i t h   t h e   e n v i s a g e d   p r o f e s s i o n a l   consensus  decision. and   Practice   of   the   Learning  Organization,   designation  scenario:   2006)   who   said   “today’s   problems   come   Cont. Skill  required       from   yesterday’s   ‘solutions’”.     Is   the   new   skills   development   strategy   an   d   system   Develop  (new)  curriculum     going   to   create   problems  because   they   are   Training     “When last  year’s  solutions? Exam   you take your eye off the Senge   also   warns   that   cure   can   be   worse   ball, you forget that the most Certification   is   linear   and   will   change   important people around you are than   the   disease   and   that   the   most     nothing  because   it  is  still  not  addressing  the   insidious   long-­‐term   consequence   of   the ones in your own home” problem   i.e.   truly   being   able   to   do   a   job.   - Zulu Proverb applying  non-­‐systemic  solutions   is  creating   However,   if   a   systems   diagram   is   used,   increased   need   for   a   solution.   He   further   the   picture  changes    significantly 8 ⇢
  • 9. CIMAP ASSESSMENT TALK AUGUST 2012 An   unambiguous   sense   of   direction   relevant  professions. dropped. permeates   the   o rganisation The  Ministers  of  Education   and  Labour  –   in   The   QCTO   will   only   require   an   approval   Strategic   and   operational   plans   carrying  the  political  responsibility  for  NQF   process  for   workplaces   providing   the   work   reinforce   each  other implementation   -­‐   issued   a   Joint   Policy   experience   curriculum   component   as   part   Decision-­‐makers   understand   how   Statement   on   the   Review   of   the   National   of  a  learning  programme. their   roles   contribute   to   the   total   Qualifications   Framework   (NQF)   during   enterprise   and   their   accountability   is   The   range,   scope   and   duration   of   August   2007   which   provides   for   the   experience   will   be   clearly   stipulated,   and   clear establishment   of   the   QCTO  in   conjunction   workplaces   which   have   the   specified   There   are   no   simplistic   ideas   about   with   the   other   Quality   Councils   (QCs)   for   human   and   physical   resources   and   health   how   customers   or   competitors   will   General  and  Further,  and  Higher  Education. and  safety  practices  will  be  approved. respond   to   the   actions   of   the   The  Joint  Policy  Statement  is  the  product  of   How  will  the  QCTO  quality   assure  learner   enterprise   an   exhaustive   review   process   that   was   achievements? There   is   empowerment   throughout   initiated   in  2001.   It  forms  the   basis  for  the   the   enterprise The   QCTO   will   seek   quality   partners   development   of   a   new   act,   the   National   Conflict   and   differences   of   opinion   (statutory   and   non-­‐statutory   professional   Qualifications   Framework   Act   which   will   are   not  suppressed  but  are   channelled   bo dies ,   o cc upat io n al   as s o c iat io n s ,   govern   the   revised   implementation.   In   i nt o   a   p ro cess   t ha t   se ek s   a   legislated   boards,   SETAs,   etc)   appropriate   accordance   with   these   changes   there   is   a   consensus  decision. to   each   group   of   related   occupational   simultaneous   revision   of   a   number   of   The  interaction  o f   m arket  knowledge     with   qualifications.   It   will   appoint   national   related  existing  acts  of  parliament  including   creative   product   and   marketing   ideas   the  Skills  Development  Act. moderating   bodies   in   this   context,   which   results   in   a   steady   stream   of   innovative,   will  be   delegated   certain   quality   assurance   What  is  the  scope  of  the  QCTO? responsibilities customer-­‐satisfying   products  and  services. The   scope   of   the   QCTO   will   be   the   What   will   the   QCTO   do   to   raise   the   According   to   Barabba:   “The   operating   development   and   quality   assurance   of   fit-­‐ quality  of  assessment? principles   of   this   idealised   market-­‐based   for-­‐   purpose   occupational   unit   standards   enterprise  are   called The   QCTO   will   introduce   an   external   and   qualifications   required   by   the   labour   The   little   Ls’  –  listen,   learn,  and  lead market   for   work   and   employment   nationally   standardised   assessment   for   each   of   its   occupational   awards   as   a   “In   the   vision   I   am   describing,   the   purposes. prerequisite  to  certification.  This  will  ensure   enterprise   does  all   three   consistently   and   The   requirement   for   ‘fundamental’   unit   that   learners   who   have   achieved   the   simultaneously   and   definitely   not   in   an  y   standards  is  a  barrier  to  learner  progress required   levels   of   competence   in   each   of   prescribed   sequence.   It   could   start   off   by   The   requirement   for   ‘fundamental’   unit   the   curriculum   components  are   required   to   listening   to   internal   and   external   voices;   standards   within   all   qualifications   at   NQF   integrate   their  learning  and  display  applied   learning   from   these  v oices   as  well   as  from   levels   1-­‐4   has   proved   to   be   a   barrier   to   occupational  competence  across  a  range  of   observing   and   analysing  the   impact   of  its   learner   progress   in   some   occupational   variable  contexts.  This  will  put  an  end  to  the   own  decisions  on   t he  marketplace   and   on   contexts.   How   will   the   QCTO   address   this   current   variations   in   the   interpretation   of   its  own  organisational   competencies;   and   issue? standards  across  sectors  and  sites. leading   by   making   decisions   that   are   at   There   will  be   three  kinds  of  unit   standards:   Does   the   design   process   for   design   of   the   forefront   of   its   industry   –   decisions   theory/knowledge,   practical   and   work   occupational   qualification   assist   in   their   that   force  the   competition  to  respond.” experience   standards.   All   of   these   will   be   credibility? There   is   a   lot   to   be   learned   from   the   core   of   the   qualification,   and   The   starting   point   for   the   design   of   Barabba’s   views   with   regard   to   the   compulsory   for   all   learners.   In   addition   occupational  qualifications  is  the  unpacking   education  system   in  South  A frica.  Is  it   not     there   will   be   specialisations.   There   will   be   of   the   occupational   profile   from   the   OFO.   time   for   us   to   listen,   learn   and   lead   to   no   common   requirement   across   all   T h e   p r o c e s s   i s   d r i v e n   b y   e x p e r t   get   our   skills   development   initiatives     qualifications   for   fundamental   unit   practitioners  from   the   relevant   community   right  t his   time  round? standards. of  practice. All   learners   will   have   to   achieve   a   The   result   is  a   qualification  which   matches  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY foundational   learning   requirement   in   the   profile   required   by   the   industry   language   and  mathematical   literacy,   which   concerned.   This   makes   the   qualification   represents   the   minimum   proficiency   relevant   and   credible,   assuming   that   required   to   engage   with   occupational   learners   are   assessed  in   a   fair,   reliable   and   learning  materials. valid  manner. The   Community   of   Expert   Practitioners   How   does   the   QCTO   address   low   /   (CEPs)   designing   the   qualification   will   add   d i m i n i s h i n g   c r e d i b i l i t y   o f   S A’ s   as   part   of   the   core   any   additional   qualifications? fundamental   requirements   that   are   QCTO FAQ necessary   in   the   context   of   the   specific   Industry   complains   that   individuals   often   do   not   have   the   competence   that   they   qualification.   Thus   requirements   for   each   qualification  are  fit-­‐  for  purpose. should  have  at  the  point   of  being  awarded  a   Why  is  the  QCTO  being  established? qualification. Does  QCTO   address   unnecessary   quality   The   Quality   Council   for   Trades   and   In   addition,   some   South   African   artisan   assurance  demands  for  workplaces? Occupations  (QCTO)   is  being  established   in   qualifications   are   no   longer   recognised   terms   of   a   revised   implementation   of   the   Some   ETQAs   have   insisted   on   workplaces   i n t e r n a t i o n a l l y,   a n d   s o m e   o f   t h e   National   Qualifications   Framework.   The   undergoing  the   full  accreditation  process  as   qualifications   have   titles   that   are   so   QCTO   will   focus   on   those   aspects   of   providers.  This  discourages  employers  from   divorced   from   the  occupational  designation   l e a r n i n g   w h i c h   a r e   r e q u i r e d   f o r   offering   to   place   learners   to   gain   work   that   they   are  not   even  understood  in  other   o c c u p a t i o n a l   c o m p e t e n c e .   T h o s e   experience.   International   trends   show   that   countries. occupations   include   trades   (artisan)   and   such   requirements   are   increasingly   being    Cont. 9 ⇢
  • 10. CIMAP ASSESSMENT TALK AUGUST 2012 This   calls  into  question   current   assessment   Community   of   Expert   Practitioners   (CEPs)   purposes   of   registration   or   occupational   and   quality   assurance   practices.  This  issue   may   also   play   a   role   in   the   assessment   of   recognition. poses   an   enormous   challenge   for   the   the   qualifications,   either   as   registered   How   does   the   QCTO   fit   in   with   the   system   as   it   not   only   devalues   the   assessors   or,   where   they   are   organised   as   Department  of  Labour,  SETAs,  etc.? education   and   training   that   individuals   associations  etc,   act  as  moderating  bodies   receive,  but   in  some   cases  the   certification   to  monitor   and  evaluate   the  credibility   and   The   amended   Skills   Development   Act   of   individuals   that   lack   the   requisite   consistency  of  the  assessment  process. enables   a   fully   integrated   demand   driven   competence   has   implications   not   only   for   occupational   learning   system   to   meet   the   Will   occupational   qualifications   compete   needs   of   industry.   The   Organising   the  productivity  of   the  workforce,  but  more   with  other  qualifications? importantly  for  health  and  safety.                 Framework   for   Occupations   is   a   skills   Occupational   qualifications  have   a   distinct   classification   system   which   lists   all   the   There  is  an  urgent   need  to  address  both  the   purpose   –   in   that   sense   they   do   not   occupations  in   the  South   African  economy.   problems   of   quality   as   well   as   the   compete   with   traditional   qualifications.   The  importance   of  the  OFO  is  that  it  sets  a   perception   that   there   is   a   varied   quality   Where   universities   or   universities   of   base   for   linking   these   occupations   to   skills   across  the  system. technology   award  qualifications   recognised   development. The  QCTO  is  addressing  the  credibility   gap   by   professional   bodies   no   change   is   In   this  way   the   OFO  can   be   viewed  as  the   both  through  design  and  quality  assurance.   anticipated  and  this  practice  will  continue. golden   thread   that  links  all  elements  in  the   Will   the   curriculum   become   another   rod   W h e r e   p r o f e s s i o n a l   b o d i e s   a n d   system.   The   SETAs   reflect   labour   market   for  the  back  of  providers? occupational   associations   require   learning   needs  using   the   OFO.   The   Department   of   The  curriculum  is  developed  at  a  fairly  high   in  addition  to   traditional  qualifications  and   Labour   uses  the   OFO   as  the   basis   for   the   level   with   the   emphasis   on   guidance   and   a   final   external   assessment   they   can   ESSA   system   to,   amongst   other   uses,   not   on   conformance.   This   will   allow   some   develop  a  register  qualification  through  the   develop  the  National  Scarce  Skills  List. fl e x i b i l i t y ,   l e a v i n g   s p a c e   f o r   QCTO   to   allow   for   the   award   of   the   The   QCTO   uses   the   OFO   as   basis   for   contextualisation   and   specialisation   and   o cc u p a t i o n a l   t i t l e   o r   p r o f e s s i o n a l   developing   occupational   qualifications providing   opportunities   for   provider   designation. through   the   National   Occupational   initiative  and  development  of  best  practice. In   addition,  to  date  no   occupation  has  been   Pathways   Framework   (NOPF)   in   order   to   What  is  the  purpose  of  a  curriculum? identified   which   needs   a   doctorate   as   an   address  industry  needs. entry   requirement.   (A   professor   requires  a   Its  purpose   is  to  simplify   and  strengthen  the   Ph.D   but   internationally   a   professor   is   Why   would   professional   bodies   want   to   development   and   implementation   of   the   considered   to   be   a   specialisation   of   participate  within  the  QCTO? q u a l i fi c a t i o n   d e v e l o p m e n t   a n d   occupational  called  ‘university  lecturer’). The   NOPF   is   designed   to   act   as   a   implementation.   It   specifies   the   inputs   framework   for   labour   market   actors,   required   in   relation   to   the   occupational   Are   occupational   awards   on   NQF  level   6   including   professional   bodies   to   manage   profile   and   will   be   used   as   the   basis   for   or  7  called  a  diploma  or  a  degree? their   qualification   development   and   accreditation   of   providers   and   approval   of   If  there  is  an  occupational   award   registered   assessment   processes  to   suit  their  context.   workplaces  for  the  work  experience. on  the  NQF  at  level  6  or  7,   for  example,  will   In  the   first   implementation  of  the   NQF  and   It   will   also   ensure   that   commonalities   it  be  called  a  diploma  or  a  degree? the  SDA  such   bodies  were  often  not   able   to   across   qualifications   are   recognized   -­‐   No.   The   three   linked   frameworks   all   have   manage   and   control  their  affairs  effectively   therefore   providers  will   no   longer   have   to   their  own  specified  nomenclature.  The   OQF   and  efficiently. be   accredited   for   every   unit   standard   in   only   certificates   National   Occupational   Source:  -­‐ each  qualification  to  which  they  contribute. Awards   and   National   Occupational   Skills   The   curriculum   will   also   provide   guidance   Certificates.  So,   although  the  OQF  spans  all   to  the  various  role  players  on: 10   levels,   there   can   be   no   confusion   between   its   qualification  and,   for   example,   Access  requirements a  National  Senior  Certificate  or  a  Degree. Links  to  other  related  occupations On   what   NQF   levels   will   occupational   CONTINUOUS  IMPROVEMENT Articulation   with   other   learning   awards  be  pitched? p a t h w a y s   s u c h   a s   v o c a t i o n a l   Elementary   occupations,   generally   CIMAP MEMBERSHIPINTEGRITY ;; DISCIPLINE ;; CREDIBILITY qualifications   obtained   in   education   requiring   only   on-­‐the-­‐job   training,   will   be   institutions registered   at   NQF   level   1   and   will   be   ADMINISTRATOR Content  (scope  and  depth) registered  as  skills  certificates. Learning  activities Semi-­‐skills   and   skilled  occupations   such   as   artisan  will  be   registered   from   levels  2   to  5   Development   of   learning   materials   on  the  NQF. and  lesson  plans Technical,   professional   and   other   higher   Assessment  requirements level   occupations   will   be   registered   from   How   will   occupational   qualifications   be   level  6  to  9  on  the  NQF. developed? We   anticipate;   based  on   existing  examples Occupational   qualifications   will   be   of   professional   qualifications,   which,   developed   by   ‘communities   of   expert   because  of  the   range  of  knowledge  and  the   Mrs  Khanyisile  Nkosi practice’.   Such   communities   comprise   extensive   experience   required   will   be   ARCHIVED practitioners   who   are   active   in   a   particular   considered  at  level  10  of  the  NQF. occupation.   A   few   members   of   the   NEWSLETTERS Skills  certificates  can  be   registered  at   all  ten   Our   Administrator   (Khanyi)   can   provide   community  will  become   actively  involved   in   levels   of   the   NQF.   Skills   certificates   could   previous   editions   of   our   newsletter   if   you   the   development  of  the  qualification,   while   be   linked   to   any   other   education   or   did   not   receive   it   -­‐   send   an   email   to   the  broader  community   will  comment  on  or   university   qualification   on  the   NQF  for  the   ‘’  with  your  request. make  further  proposals  on  the  work. 10 ⇢
  • 11. SMME  NOTICEBOARD CIMAP ASSESSMENT TALK AUGUST 2012 News  and  events  of  interest  to  Prac<<oners  and  CIMAP  Members ETHICS  OFFICER  LEARNING  FORUM   6th  INTERNATIONAL  DEFSA  CONFERENCE 7  September  2012  Leriba  Lodge  -­‐  Centurion  7  –  8  SEPTEMBER  2011 SA  PAYROLL  ASSOCIATION  CONFERENCE PRISA  CPD  EVENT   5  -­‐  6  September  2012 27  –  28  August  2011 NATIONAL  ASSOCIATION  OF  DISTANCE  LEARNING  AND   ETHICS  OFFICER  CERTIFICATION  PROGRAMME OPEN  LEARNING  IN  SOUTH  AFRICA  CONFERENCE   17  -­‐  21  September  2012  -­‐  Kenya 29  –  30  AUGUST  2011 page=upcomingevents A                W      O          D            FROM  OUR  SPONSORS R   NEGOTIATED MEMBER BENEFITS CHILD’S PLAY - PARENT INVOLVEMENT BEE  Exempeon  Le^ers  –  R  860.00  (Ex  Vat). PROGRAM Full  BEE  compliance  audits  (dependent  on  size  of   organisaeon). Your   child’s  mind-­‐set  stems  from  her  beliefs  and  this  influence   her   Full  accouneng  services  (including  invoice  preparaeons,  SARS   compliance  etc.  requirements  from  R  1800.00  per  month. thoughts.   Her   thoughts  determine   her   aceons.   Her  aceons  have   a   posieve  or  negaeve  result. 012  546  8622  / Beliefs   are   the   assumpeons   that   we   make   about   ourselves,   about   PREDEX LMS others  in  the  world  and   about  how   we   expect   things  to  be.   Beliefs   DEAR  TRAINING  PROVIDERS   are   about   how   we   perceive   things.   Our   values   stem   from   our   beliefs. Do  you  require  a  seamless  process  to  upload  to  SETAs,  with  no   delays  due  to  failure  to  adhere  to  SETA  specificaeons? Their  vision  and  mission  also  determine   a   person’s  self-­‐esteem   and   confidence.  A  vision   is  a  statement  of  who  you  are  and  who  you  can   Do  you  require  a  simple,  effeceve  alternaeve  to  tracking   become.   It   is  the   framework   for   the   process  of  creaeng   your   life,   learner  programme  informaeon? based  on  your  beliefs  and  values. Are  you  waseng  your  valuable  eme  on  calculaeng  learner   achievement  credit  values? Visit  our  web  site  to  find  out  more: Do  you  require  a  streamlined  searching,  assimilaeng,  and   www.pip-­‐ administraeng  accreditaeons?   Amanda  082  551  0497 Design,  print,  and  administrate  your  own  cereficates. Print  professional  learner  achievement  reports  with  the  click  of  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY a  bu^on. Do  you  want  to  control  who  has  access  to  your  data  with  an   effeceve  security  system?   SMS  your  students  noefying  them  of  their  latest  assessment   results. Predex  LMS  offers  all  of  the  above-­‐meneoned  funceonaliees   and  many  further  advantages  in  a  cost  effeceve  manner. Andrew  –  082  385  9047 BUSINESS RISK SOLUTIONS An  accredited  Supplier  for  OHSA  Training  and  Compliance   Assessments. Harry  Harris  011  867  5171 11