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CIMAP Assessment Talk - June 2012


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CIMAP Assessment Talk - June 2012

  1. 1. ASSESSMENT TALK June 2012 The   Chartered   Institute   for  the  Management  of   Assessment  Practice (CIMAP) Board  Members: Chairperson:    D.E  Damons   MSc;  (FCIEA  U.K)   Vice-­‐Chairperson:  Prof.  M.   Mehl,   Prof.  D  S.  Matjila;   Dr.  W.  Guest-­‐Mouton; Dr.  K.  Deller; Mr.  P.  Mathebula  (BEd   Hons) Mr.  T.  Tshabalala; Dr.  W.  Goosen,  (FCIEA  U.K); Mrs.  R.  Pillay  (M.Ed.); Dr.  M.  Serfontein,  (FCIEA   U.K); Dr.  L.  Meyer,  (FCIEA  U.K); HEADOFFICE CIMAP  Suite  16 Republic  Rd Bordeaux Randburg  -­‐  2125 Newsle^er  Editor:   L.  Meyer       Sub  Editors:     H.  D.  Edwards  &  H.  Van  Twisk Regional  Conveners:     GA:  H.  Van  Twisk     Limp:  T.  Tshabalala   KZN:  J.  Topping T  -­‐  011  329  9000       CPT:  S.  Louw       FS:  S.  Lala     Ethics:  H.  D.  Edwards F  -­‐  086  218  4466 W  -­‐ 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, Representa=on   on   the   WC   Premier’s   Establishing   the   rela=onship   with   CIEA   Skills  Council; U.K; It  is  hard  to  believe  that  the  first  half  of  2012   Representa=on   on   regional   SETA   Submissions   e.g.   the   new   QCTO   system   is  behind   us.   The   second   part   of   2012  offers   structures; and   the   Green   Paper   on   post-­‐school   remarkable  opportuni=es  for  our  professional   Representa=on  on  the  Professional  Body   educa=on; body.   CIMAP   has   achieved   significant   Forum;     A   successful   membership   drive   that   milestones  in  our  first  year  of  opera=on.     The   formal   engagement   with  SAQA   and   yielded  a   475%  growth  in  membership  in   the   QCTO   on   a   number   of   issues   the  preceding  three  months; In   reflec=ng   on  the   preceding   year,   some   of   affe c = n g   m e m b e rs   a n d   m e m b e r   The   conceptualisa=on  and  development   the   CIMAP   achievements   that   are   worth   companies; of  a  student  membership  model. men=oning  include:   Engagement  with  various  ETQAs; Formalisa=on   and   appointment   of   the   CIMAP’s   founding   members   deliberated   the   T h e   e s t a b l i s h m e n t   o f   a   C I M A P   CIMAP  board; idea   of   the   forma=on  of   a   professional  body   Con=nuous   Professional   Development   Roll  out  of  CIMAP  CPD  ac=vi=es; in   the   preceding   years.   CIMAP  was  officially   (CPD)  framework; Commencement   of   the   process   to   established   in   2011.   It   takes   considerable   T h e   d e v e l o p m e n t   o f   a   C I M A P   register   with   SAQA   as   a   professional   pa=ence   and   determina=on   to   maintain  the   designa=on  framework; body; stamina   in  advancing   the   needs   of  a   specific   Formula=on   of   na=onal   and   regional   The   awarding   of  the   first   CIMAP   formal   profession.   structures; designa=ons; Establishment  of  a   social  media  presence   The   development   and   implementa=on   The   founding   members   are   confident   that,   and  progressed  strategy; of  a  formal  communica=on  strategy; notwithstanding   the   normal   cri*cs   that   do   Establishment   of   a   number   of   formal   Securing   sponsored   office   space   for   24   very   li^le   to   secure   their   fate,   the   rela=onships   with   various   professional   months;   professionaliza=on   of   the   assessment   bodies  including  PRISA,  SABPP,  SAPA; Appointment  of  full  =me  CIMAP  staff; prac=ce  industry  is  a  worthy  cause.            (Cont.)1 ⇢
  2. 2. MESSAGE FROM THE BOARD Cont. CIMAP ASSESSMENT TALK JUNE 2012 Ethics  and   accountability   have   emerged   as  central   themes   in  the   What  should  we  be  doing  to  advance  a  creditable  body  of   CIMAP   growth   journey,   underpinned   by   our   core   values   of   assessment  prac:ce?   Integrity,  Credibility  and  Discipline.   It   is   common   cause   that   Umalusi   and   the   CHE   and   some   SETA   Educa=onal  Assessment  Prac=ce   is  wide   ranging   and  commences   ETQAs   (with   the   assistance   of   credible   professional   bodies)   are   with  Early   Childhood   Development  and  con=nues  to  the   highest   laudable.     It   is,   however,   problema=c  that  SAQA   guidelines  have   echelons  of  Post-­‐Doctoral  research.     been   applied   with   varying   personal   interpreta=ons   by   autocrats   CIMAP   understands   the   assessment   process   involves   that   and   bureaucrats  that   are   more   osen   than   not   unqualified  to  do   somewhere,   somehow,   someone   is   making   a   decision   about   so.   competence   or   the   lack   thereof   in   various   levels   of   society.   It   is  evident  that   global   assessment  systems  are   underpinned   by   Professor   Mehl   constantly   reminds   us   that   someone   has   to   standardisa=on,   peer   review   mechanisms,   communi=es  of   trust,   approve   the   nuclear   physicist   skills   set   prior   to   their   “solo   expert   prac==oners,   maturity   valida=on   and   uncompromising   endeavour’.   A   solo  endeavour  that  may  result  in  the   loss  of   large   quality.   numbers  of  life  if  poorly  executed! The  aforemen=oned  is  pivotal  in  pursuit  of   assessment  excellence.   We  may  engage   on   issues  such  as   competency  ra=ng  percentages     that  are  les  open  to  the  interpreta=on  and  cause  vigorous  debate. The   debate   around   the   assessment   paradox   is   instrumental   in   developing   a   coherent   examina=on   for   valid   assessment   principles.   Prac==oners   who   have   researched   and   reviewed   educa=onal  journals  or   other   seminal   research    are   faced  with  a   plethora  of  available  and  conflic=ng  informa=on. Dr.   Doug   Orzolek  from  the  University  of  St  Thomas  (USA),  reminds   us   that   the   defini=on   of   the   word   “assessment”   is   a   paradox.   The  no:on  of  educa:onal  assessment  is  complex  and  involves   (NCWIT ES; 2012) Forma=ve  and  summa=ve  assessment  constructs; Objec=ve  and  subjec=ve  assessment  processes;   Referencing   (criterion-­‐referenced,   norm-­‐referenced,   and   standardised  assessments, Informal  and  formal  assessment  processes Why   do   we   assess  competence   and  compe==veness  in   the   first   place?   South   Africa   advanced   two   places   to   50th   in   the   2012   World   Compe==veness   Yearbook   (SA   –info   2012).   Why   is   this   Assessment   includes   the   evalua=on   of   performance   (as   in   determina=on  important  to  us? learning),   or  value  (as  in   property)  or   it  can  simply  be   a  judgment   It   is   natural   that   all   human   beings   understand   how   they   are   about   something.   Orzolek   further   argues   that   from   the   performing   at   various   levels   in   their   personal   and   professional   lives.   etymologist  review  of  the  origin  and  root  of  an  assessment  we  can   learn  something  more.   Individuals  and  collec=ves  are  constantly  assessed  to  validate  their  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY levels   of   competence.   Assessment   Prac=ce   review   mechanisms   According   to   the   American   Heritage   Dic=onary   of   the   English   are   cri=cally   important   to   monitor   the   success   of   learning   and   Language,   assessment,   which   is   derived   from   “assess,”   actually   assessment   interven=ons   and   Return   on   Investment   (ROI)   comes  from   the   La=n  word  “assidere”   meaning  “to   sit   beside   as   ini=a=ves. an  assistant  judge.”   Moving   from   denial   to   acceptance   that   prac==oners   are   osen   This  could  indeed  mean  many  things.     Orzolek’s  interpreta=on   is   disadvantaged  in  rela=on  to   their  available   knowledge   repository   innova=ve   as  he  explores  the  role  of  the  educator  (assistant  judge)   allows  us  to  progress   and  seek   solu=ons.   It  is  important  that  the   as   merely   parallel  to  that   of  the   learner,   in  the   role   of   educator   best  possible   assessment  constructs   are   applied   in  a   given  set  of   (assistant  judge)  and  proposing  advice  or  ideas  as  they   reflect  and   circumstances.   In   the   quest   for   quality   advancements   in   assessment  prac=ce,  we  evolve  in  our  quest  for  future  excellence. assess  themselves.   The   dimensions   involved   in   assessment   are   vast   and   offer   an   South   Africa   has   not   been   opera=ng   in   a   vacuum.   The   CHE,   exci=ng   field   for   professional   prac=ce   engagement.   CIMAP   has   Umalusi  and   SAQA  have   established  clear   assessment  guidelines.   embarked   on   a   journey   of   professionalizing   the   credibility   of   Inconsistent   quality   levels  in   the   implementa=on   of   assessment   prac==oners  and  facilita=ng  debate  in  assessment  prac=ce.   prac=ce   have   unfortunately   compromised   a   credible   system   in   CIMAP   members   are   pioneers  and  visionaries   who   embrace   the   some   instances.   Learners   /   Students   from   these   compromised   ethos   of   credibility,   responsibility   and   accountability   on   our   ins=tu=ons   face   ill-­‐fated   discrimina=on   through   no  fault   of  their   evolu=onary  journey.   own. Yours  in  assessment  excellence!   2 ⇢
  3. 3. REREGISTRATION OF NQF CIMAP ASSESSMENT TALK JUNE 2012 ETHICS IN THE ETD LANDSCAPE By Heidi D Edwards (CIMAP  Convener  Ethics) QUALIFICATIONS The  Education,   Training  &   Development   landscape   in  South  Africa   The   South   African   Qualification  Authority   Board  announced  their   is   widespread   and   peopled   by   a   variety   of   practitioners;   from   decision  to  re-­‐register  all  the   qualifications  and  unit  standards  that   Trainers   to   Assessors   and   Moderators,   to   Coaches   and   Mentors   reach   the   end   of   their   registration   period   on   30   June   2012  for   a   and  Learning  Material  Developers.     further   three   years   to   30   June   2015.  The   SAQA   board   confirmed   this  decision   on  application  of   the   Quality   Council   for  Trades  and   That   means   thousands   of   people   who   practice   with   varying   Occupations  (QCTO)  and  the  Council  on  Higher  Education  (CHE).   degrees   of   success  yet   there   is  a   small  group  of  Practitioners  who   have  made  a  name  for  themselves.     Within   the   current   qualification   registration   period,   it   is   anticipated  that  the   last   date  for   enrolment   and   achievement  will   How   do  they   manage   it?    Each  one   has  a   strong  moral   compass   be  applied,   as  is  currently  the   case.   The  normal  conditions  vis-­‐à-­‐vis   from   which   they  do  not   waver.    Each  one  believes  in   the  success  of   the   teach  out  period  will  apply  to  all   qualifications  that  are  not  re-­‐ the  Learner  and  in  life-­‐long  learning.    Each  one   considers   ‘success’   registered. to   be   synonymous   with   ‘quality’   and   ‘quality’   to   be   synonymous   with  a  deep  seated  belief  in  ethical  practice.     SAQA   further   confirms   their   decision   that   the   following   types   of   qualifications  and  unit  standards  would  not  be  re-­‐registered: That   notwithstanding  -­‐  there   are   some   Practitioners  who  confuse   success   with   ‘quantity’;   some   Practitioners   who   delight   in   Qualifications   that   have,   to   date,   not   been   offered   to   circumventing   the   system   by  engaging  in  corrupt  practices;  some   learners; Practitioners   who   treat   the   fine   art   of   Assessment   as   a   ticking   Qualifications  for   which   no  provider  of  education  and  training   exercise   and   some   Practitioners   who   have   no   respect   for   the   has,  to  date,  applied  to  the  relevant  ETQA  for  accreditation; profession. Qualifications  that  were   submitted  for  registration   by  private   providers,   but   which   are   not   being   quality   assured   by   an   Corruption  –   a   word   that   has  been  much  bandied  about  of   late.    A   ETQA strong   word,   the   meaning   of  which  can   be   (depending  on   which   dictionary   you   reference)  ‘morally   depraved   or   the   state   of   being   Qualifications   that   do   not   meet   the   requirements   of   the   so’.    Wow;   surely   this  does  not  happen  in  the   world  of  Education  &   HEQF  and  for  which  the  CHE  has  not   given  approval   for   their   Training?    Surely  no  ETD  Practitioner  would  stoop  so  low? continued  offering Unit   standards   that   have   been   replaced.   Replaced   unit   REALITY  CHECK  1:  There   are   Developers   who   assert   that   their   standards   remain   valid   for   the   purpose   of   offering   the   material   is  aligned  and  approved.    The   material  is  then  found  to  be   qualification(s)   of   which  they  form   part,   but   may  not  be   used   so  sub-­‐standard  that  we  would  be   setting   Learners  up  for  failure   if   for  credit  purposes  in  skills  programmes  or  short  courses; any  Learner  tried  to  use  it. Unit   standards   that   have,   to   date,   not   been   offered   to   learners; REALITY  CHECK  2:  ‘For   R1,   000   I   can   make   sure   you   get   your   Certificate  of  Competence’.     Unit   standards   that   are   not   linked   to   a   qualification   and   consequently  are  not  quality  assured  by  an  ETQA; REALITY  CHECK  3:  M aking   fraudulent   claims   about   one’s   Letters  will   be   sent   by   SAQA  to  all   Higher   Education   and  Training   accomplishments  (in  a  CV  or  in  an  email  to  a  prospective  client).     providers   with   an   Annexure   indicating   which   qualifications   are   registered  on  the  NQF.   REALITY  CHECK  4:  ‘If  you  want  to  use  me   as   an  Assessor   then  pay   me  R5,000  and  I’ll  send  you  my  SETA  registration  papers’. Providers  must   return  the   Annexure  to  SAQA  giving  an   indication   of   which   qualifications   should   be   re-­‐registered.   Failure   to   return   Have  you  comes  across  any   of   the   aforementioned   reality   checks?   the  Annexure   will  be   regarded   by   SAQA  as   an  indication  that  the     Do   I   hear   a   resounding  YES?     What   have   you   done   about   it?   provider   does   not   wish   to   have   any   of   the   qualifications   re-­‐   ‘Nothing’  I  hear  you  say.    What  can  we  do  to   eradicate  this  scourge   registered. from   the  ETD  landscape?     Do  we   want  to  blow   the   whistle   on  illicit  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY activities?     Providers  that  have  voiced  tremendous  uncertainty  on  their   future   ability   to   operate   in   the   occupationally   directed   education   and   Well,   I   agree   it   is   difficult   (and   sometimes   scary)   to   blow   the   training   fields   are   able   to   plan   for  the  duration  of   the  re-­‐registered   proverbial   whistle   yet  we   owe   it  to  our   Learners,   to  ourselves  and   qualifications.  Clients  will  also  be   in   a   position   to  plan  strategically   to   our   noble   profession   to   be   brave.     Should   a   whistle   blowing   in   relation   their   qualification   skills   offering   for   reregistered   facility  be  available  to  us  as  ETD  Practitioners?     qualifications.   Consider  this   Who  benefits  from  illicit  and  corrupt  activities? Providers  that  have  programme  approval  to   offer  qualifications  are       How   does   unethical   practice   aid   your   able   to  firmly  continue  their  programme   offering,  whilst  the  QCTO       credibility? transitional   arrangements  are  in  place,  and  whilst  the  appointment   of  professional  bodies  as  quality  partners  continues.   Heidi   is  an   independent   ETD   Whilst  we   celebrate   the   continued   qualification  offering,   we   look   Practitioner.     forward  to   the   timely   planning,   communication   and   consultation   She   pays  her  dues   to  CIMAP   of  the  future  quality  partner  processes.   &   the   Ethics   Institute   of   Queries  regarding  re-­‐registration  should  be  directed  to  the  following  e-­‐ mail: South  Africa.    Heidi  writes  in her  personal  capacity. Eddie  Brown:  (012)  431  5073  Carina  Oelofsen:  (012)  431  5112 3 ⇢
  4. 4. SAQA LEVEL DESCRIPTOR ROADSHOW CIMAP ASSESSMENT TALK JUNE 2012 SAQA   recently   completed  a   road   show   to  discuss  the   SAQA   level   Reflec:on   descriptors.   Please   see   some   important   extracts   in   summary   of   viii. Iden=fy  &  Address  Level  8 the  presenta:on.   ix. Autonomous  Decisions  (Masters)    -­‐  Level  9 Levels  are  indicators  of  rela=ve   demand   made  on  the   learner,  the   x. Advance  Processes  (PhD)  -­‐  Level  10 complexity   and/or   depth   of   achievement,   and   the   learner   ‟autonomy  in  demonstra=ng  that  an  achievement. Level  descriptors  are  used: Level   descriptors   are  statements  describing   learning   achievement   When  designing  new  programmes  of  study; at   a   specific   level   on   the   NQF   that   provide   a   general,   shared   When  wri=ng  learning  outcomes understand   of   learning   and   achievement   at   each  of   the   ten   NQF   When  wri=ng  assessment  criteria levels.   When  assessing  prior  learning Level   descriptors  are   applicable   to  Learners,   Providers,  Curriculum   When  incorpora=ng  non-­‐tradi=onal  learning   (e.g.   work-­‐based   designers  &  Employers  etc. learning)  into  award-­‐bearing  courses Level   descriptors   offer   coherence   in   learning   achievement,   When   modules   or   short   courses   need   to   be   related   to   for   facilitate   evalua=on   for   comparability,   advance   objec=ves   of   the   accredita=on  purposes NQF   and   General,   shared   understanding   of   learning   &   When  learning  at  different  levels  needs  to  be  compared achievement. apply the establish the Applied  competence  includes: principle of centre of gravity of Founda=onal  competence  (academic/intellectual  skills) ‘best fit’ the qualification Prac=cal  competence  (opera=onal  context) SOME  MYTHS  DISPELLED:   Reflexive  competence  (learner  autonomy) Equivalence  –   Professional   exper=se   is  required  to  apply   the   level  descriptors   to   Is   the   NCV  at  NQF   level   4  the   same   as  the   NSC,  also  at   NQF  level   one’s  own  subject  or  context. 4? Principles  of  Level  descriptors   The  NQF  acts  as  a  neutral   reference   point  for   all   different   sorts  of   Applica=on   qualifications.     An  important  underlying  principle  of  the   NQF  is  the   promo=on   of  parity   of  esteem   between  academic,   voca=onal   and   One  common  set higher   educa=on  routes  or  pathways  as  well  as   between  basic  and   Ten  Competencies post-­‐school  educa=on  and  training. Academic  and  Occupa=onal  Qualifica=ons Specialisation  – Correla=on  between  qualifica=on  &  occupa=onal  levels The   descriptors   reflect   its   utility   for   both   specialisations   and   Cri=cal  Cross  Fields  are  embedded generalisations.   Moving   from   a   lower   to   a   higher   level,   in  some   Cumula=ve   study   or   work   contexts,   can   also   mean   becoming   more   of   a   RPL   generalist Descrip=ve  not  prescrip=ve Sequencing Nomenclature  for  Qualifica=ons Indicating   NQF   levels   for   qualifications   does   not   mean   that   Scope  of  Knowledge: qualifications   necessarily   have   to   be   acquired   in   the   same   i. General  Knowledge    -­‐  Level  1   sequence  as  the  NQF  levels ii. Opera=onal  Knowledge    -­‐  Level  2 In  summary: iii. Basic  Understanding-­‐  Level  3 Level  descriptors: iv. Fundamental  Knowledge  (Grade  12)  -­‐  Level  4 i. Are  helpful  guides  rather  than  dictates v. Informed  Understanding  -­‐  Level  5INTEGRITY ;; DISCIPLINE ;; CREDIBILITY ii. Are  generic  and  not  programme-­‐specific vi. Detailed  Knowledge  -­‐  Level  6 iii. Do  not  cover  all  possible  learning  elevation  programme   vii. Integrated  Knowledge-­‐  Level  7 of  study viii. Applied  Knowledge  -­‐  Level  8 iv. Work  better  when  viewed  in  the  context  of  progression   ix. Specialist  Knowledge(Masters)    -­‐  Level  9 look  at  the  same  descriptors  for  the  previous  and  the   x. Cri=cal  Knowledge  (PhD)  -­‐  Level  10 next  level ETHICS  AND  PROFESSIONAL  PRACTICE   v. Can  be  understood  interims  of  the  relationship  between   descriptors  at  the  same  level Own  and  specific  environment   vi. Provide  an  appropriate  vocabulary  to  describe  learning i. Iden=fy  and  develop  -­‐    Level  1 ii. Apply-­‐  Level  2 Organisa:onal   iii. Comply  Level  3 iv. Adhere  Level  4 v. Take  Account  Of  Level  5 vi. Ethical  Implica=ons  Level  6 vii. Take  Decisions  &  Act  Level  7 4 ⇢
  5. 5. CIMAP ASSESSMENT TALK JUNE 2012 capital.   The   proposed   educa=onal   growth   CIMAP NEWS AND EVENTS SOUTH AFRICA MUST path   should   include   the   improved   EDUCATE FOR CIMAP  -­‐  SABPP performance   of   occupa=onally   directed   CIMAP   par=cipated   in   the   SABPP  Learning   EMPLOYMENT educa=on   and   training   provision,   which   in   and   Quality   Assurance   Department   of   South  Africa   is  presently  facing  fundamental   turn  should  result  in  economic  growth.   SABPP   first   workshop   on   23   May   2012   at   economic   and   transforma=ve   growth   Educa=onal   throughput   will   have   a   limited   the  University  of  Johannesburg. challenges,   compounded   by   an   educa=onal   impact  on  skills  advancement,   and  the  focus   system   that   prepares   large   numbers   of   South  African  ci=zens  for  lifelong   under  and   must   transcend   to   informed   learning   unemployment.   Economic   growth   must   be   outcomes   that   are   grounded   in   innova*ve   informed   by   intelligent   accountability   and   prac*ces,   cri*cal  and  cogni*ve   thinking  and   social   transforma=on   that   reflects   a   capitalise   on   new   technology   in   a   coherent  educa=on  system.   heterogeneous  global  context.   In   this   context,   South   Africa   requires   EXTRACT  FROM:  -­‐   sustained   high   impact   human   capital   John  Arnesen  (Project  Director:  NQF   development   systems   and   a   na=on   of   Ph.D.  Thesis  of  Dr.  L.  Meyer Advocacy)  SAQA conscious   individuals   who   could   facilitate   DISCUSSIONS  IN  EDUCATION:  A   Marius  Meyer:  CEO  –  SABPP   the   journey   of   transforma=on   to   a   POSTMODERN  APPROACH   Deonita  Damons  Chairperson  –  CIMAP knowledge  economy.   The  Da  Vinci  Ins=tute  for  Technology   Human  capital   development  is  at  the  axis  of   Management  –  2012   Continuous social   cohesion,   affluence,   and   sustainable   Professional employment  crea=on,  as  the   emphasis  and   Study development - CPD focus  on   broader   aspects   of   value   crea=on   without desire spoils the and  skills  base   reforms  prepare   South  Africa   memory and it retains nothing PLANNED  CPD  ACTIVITIES  FOR  2012 for   par=cipa=on   and   posi=oning   as   a   that it takes in i. Effec=ng  Recogni=on  of  Prior  Learning   leading  global  compe=tor. - Leonardo Da Vinci in  the  workplace; Regulatory  policies  have  formed  an  enabling   ii. Bridging   the   gap   between   Assessor   and  a  restric=ve  environment  where  limited   and  Moderator  training  and  becoming   innova=on  was  evident.  In  a   world  where  it   an  effec=ve  prac==oner;   is  impossible   to   contribute   to  a   knowledge   UNESCO AND GLOBAL iii. Ethics  in  Assessment;   economy   without   informa=on,   many   learners   are  s=ll   deprived  of  access  to  basic   EDUCATION iv. D e ve l o p i n g   a   m e a n i n g f u l   a n d   informa=on   technology   and   meaningful   adaptable  QMS; learning  prac=ces.   The   interna=onal   academic  community   will   v. Preparing  providers  for  the  QCTO; come   together   to   announce   a   new   Higher   vi. Preparing  workplaces  for  the  QCTO; Post-­‐modern   enquiry,   based   on   the   ideas   Educa=on   Ini=a=ve   for   Sustainable   vii. Preparing   for   the   2012   Labour   Law   and   theories   posi=oned   by   famous   Development.   An   umbrella   of   United   amendments. philosophers   such   as   Plato,   Socrates,   and   Na=ons  partner   organiza=ons  will   facilitate   Osho   and   advances   par=cular   proposi=ons   In   the   coming   months   members   will   be   the  ini=a=ve. c o n c e r n i n g   t h e   s t r u c t u r a l   a n d   requested   to   ac=vely   invest   n   their   own   Since   higher  educa=on  ins=tu=ons  educate   methodological  pedagogy   of  occupa=onally   CPD   development   and   skills   passport   and   train  decision   makers,   they   play   a   key   directed   educa=on   and   training   providers’   confirma=on.   role   in   building   more   sustainable   socie=es   accredita=on   and   external   modera=on   and   crea=ng   new   paradigms.   The   ini=a=ve   CIMAP  welcomes  your  input   in  developing   prac=ces.   calls   upon   leaders   of   the   academic   meaningful   topics  as   CPD   ac=vi=es.   Please   Data   analysis   suggests   that   the   current   community   around   the   globe   to   commit   e-­‐mail   the   CPD   convener   Dr.   Karen   Deller   occupa=onal   accredita=on   and   external   themselves   to   fostering   research   and   with  your  sugges=ons  and  queries. modera=on   frameworks   in   South   Africa   teaching   on   sustainable   development   require   a   significant  interven=on  to  redress   issues,   greening   their   campuses   and  INTEGRITY ;; DISCIPLINE ;; CREDIBILITY bureaucra=c   and   puni=ve   processes   that   engaging   with   interna=onal   frameworks   CIMAP   presented  the  first   CPD   Ethics   significantly   inhibit   innova=ve   educa=on   such   as   the   UN   Decade   of   Educa=on   for   in  Prac=ce   workshop   on  Friday   8  June   and   training   delivery,   which   could   support   Sustainable   Development   for   which   2012.   Guest  Resource  Services  Training   social  and  educa=onal  transforma=on.   UNESCO  is  the  lead  agency. C e nt re   i n   P reto r i a   h o ste d   t h e   South   Africa   must   develop   and   implement   workshop.   CIMAP   Ethics   convener   alterna=ve  learning  and  assessment  themes   h^p:// Heidi   D   Edwards   facilitated   this   as   well   as   innova=ve   frameworks   for   events/educa=onevents/? successful  CPD  ac=vity. accredita=on   and   external   modera=on   tx_browser_pi1%5BshowUid (verifica=on)   ac=vi=es   in   the   realm   of   %5D=6307&cHash=2c1ab7f308 s u s t a i n a b l e   e d u c a = o n   t h a t   o ff e r s   measurable   Return   of   Investment   (ROI)   opportuni=es.   CIMAP   South   Africa   should   prepare   a   cohesive   ETHICS  IN  ASSESSMENT   integrated   economic   and   transforma=on   CPD  ACTIVITY strategy   that   confirms   specific   social   outcomes,   acknowledging   the   inter-­‐ rela=onship  of  economic,  human  and  social   5 ⇢
  6. 6. CIMAP ASSESSMENT TALK JUNE 2012 PRAGMATISM IN CONFRONTING SOUTH AFRICAN EDUCATION, IN THE CONTEXT OF THE MILLENNIUM DEVELOPMENT GOALS By Dr. L. Meyer & Mr. Tsidiso Tshabalala - CIMAP Board Members The   composi=on   of   the   South   African   x. Create   a   beHer   South   Africa   and   opportuni=es  are   realis=c  when   business   is   popula=on   is   78.5%   Black   Africa,   2.5   %   contribute  to  a   beKer  and  safer  Africa   able  to  create   wealth  and  jobs  and  have  the   Indian,   9   %   coloured   and   9%   White   and  world; prerequisite   skills  sets  available   for   them   to   (Sta:s:cs  SA;  2012). xi. A n   e ffi c i e n t ,   e ff e c = v e   a n d   create  sustainable  opportuni=es.   Transforma=on   has   been   achieved   in   the   development   oriented   public   service   South   Africa   is   prosperous   and   we   osen   public   service   with   demographically   and  an  empowered,  fair  and  inclusive   have   to   shoulder   refugees   and   immigrants   representa:ve   numbers   of   employees.   ci=zenship.   from   myriad  countries  that  are   far  worse   off   Private   sector   transforma=on   is   however   Some   of   the   factors   to   consider   whilst   than  we  are.     lagging  behind  and  causing  much  frustra=on   dealing  with   poverty  eradica=on  include  the   C o n s i d e r i n g   t h e   i m p o r t a n c e   o f   and   vigorous   debate   rela=ng   to   economic   Gini   coefficient,   employment,   per   capita,   founda:onal  educa:on,   it   is  not   surprising   transforma=on  in  South  Africa. available   social   services,   and   the   breadline   that   a   recent   Africa   Educa:on   report   in   South   Africa   has   has   agreed   to   a   The   poverty  measure.   2012  highlighted  important  sta:s:cs:   Millennium   Development   Goals,   (MDGs)   as   Structural   unemployment,   poor   levels   of   Primary   school   enrolment   in   Africa   has   a   member   state   of  the   United  Na=ons:   The   educa=onal   quality   and   forced   throughput   increased   from   an   average   of   73%.   M i l l e n n i u m   D e v e l o p m e n t   G o a l s ,   rates   offer   li^le   hope   when   faced   with  the   Challenges   are   being   addressed   especially   (MDGs).contains   eight   development   structural   unemployment   rate   as   opposed   around  girl  child  enrolments.   priori=es: to   the   official   unemployment   rate   of   32   million   primary-­‐school   children   i. To   eradicate   extreme   poverty   and   individual’s  ac=vely  seeking   employment.  As   equalling   45%   of   the   global   out-­‐of   hunger; South  Africa   embraces   a   newfound  poli=cal   school   popula=on   resides   in   the   sub-­‐ ii. To   a c h i e v e   u n i v e rs a l   p r i m a r y   will   to   address   the   youth   educa=on   and   Sahara.   educa=on; employment   wastelands,   no   responsible   ci=zen   can   sit   idly   by   in   the   face   an   In   sub-­‐Saharan   Africa,   almost   12   iii. To   promote   gender   equality   and   inevitable   educa=onal   revolu=on   (Meyer;   million  girls  may  never  enrol  in  school.   empower  women; 2012). Approximately  28  million   pupils  in  sub-­‐ iv. To  reduce  child  mortality; Government   must   create   an   environment   Saharan  Africa  drop  out  each  year. v. To  improve  maternal  health; that   is   conducive   to  business  development   Only  one   in  three   youths  (34%)  a^ends   and   fiscal   policy   constraint.   The   educa=on   secondary   school   –the   lowest   vi. To   combat   HIV/AIDS,   malaria   and   system   in   South   Africa   is   struggling   to   globally  level. other  diseases; produce   func=onal   learners.  Universi=es  are   vii. T o   e n s u r e   e n v i r o n m e n t a l   being  bombarded  with  learners  that   are  not   153   million   adults   (38%)   of   the   adult   sustainability; ready  for  higher  educa=on.   popula=on   in   sub-­‐Saharan   Africa   viii. To   develop   a   global   partnership   for   The   ques=on   is  however   broader   than  the   cannot   read   or   write,   with   60%   of   development. these  individuals  being  women. obvious.  Where   do   these   students  go   once   The   South   African   Government   developed   they   complete   grade   12   or   graduate   from   1.2   milion   Addi=onal   teachers   are   12   outcomes   that   will   drive   the   MDGs.   ins=tu=ons   of   further   and   higher   learning?   required   in   the   region   to   reach   the   These  include: How   did  these   students  end  up  being   set  up   interna=onally   agreed   goal   of   ge{ng   for   inevitable   failure   by   being   structurally   all   children   into   primary   school   by   i. Improved  quality  of  basic  educa*on; 2015. disadvantaged   by   substandard   educa=on   ii. A   long   and   healthy   life   for   all   South   support  structures?   I n   N i g e r i a ,   a   c h i l d   s p e n d s   Africans; approximately   6.5   years   in   school   on   The   Deputy   Minister   of   Higher   Educa=on   iii. All   people   in  South  Africa  are  and  feel   and  Training   Professor   Mkize   confirms,   “the   average.   A   wealthy   urban   child   safe; new   mandate   was   born   out   of   a   crisis,   averages  around   10  years,   while   poor   rural   Hausa   girls   average   less  than   six   iv. Decent  employment   through  inclusive   emana=ng   from   the  perceived  failure  of   our   system   to   produce   employable   graduates,   months  in  school. economic  growth;INTEGRITY ;; DISCIPLINE ;; CREDIBILITY manifested   through   the   inability   of   our   Aid   levels   to   basic   educa=on   in   sub-­‐ v. A   skilled   and   capable   workforce   to   graduates   to   meet   the   needs   of   labour   Saharan  Africa  have  dropped  –  from  US   support  and  inclusive  growth  path; markets.   Of   even   more   serious   concern,   is   $1.72  billion  in  2007   to  $1.65  billion  in   vi. A n   e ffi c i e n t ,   c o m p e H H v e   a n d   the   failure   of   our  system   to   absorb   the   2.8   2008.   Taking   into   account   rising   responsive   economic   infrastructure   million   youth   between  the   ages  of   18   and   enrolment   in   primar y   schools,   network; 24   who   are   neither   at   school   nor   at   spending  per  pupil  has  dropped  by  7%. vii. Vibrant,   equitable   and   sustainable   work”  (Mkhize;  2011). In  confron=ng  the  aforemen=oned  topics,  it   rural   communiHes  with   food   security   The   official   unemployment   rate   in   South   will   not   help   us   to   entomb   reality   at   the   for  all; Africa   is  quan=fied  at  25,  3  %   for  the   second   expense   of   pragma=sms.   It   is   not   viii. Sustainable   human   seKlements   and   quarter   of  2010  and  confirmed  as  47  %   for   government’s  job  to  create   wealth  –   this   is   improved  quality  of  household  life; youth  (Sta=s=cs  South  Africa,   2010).   It  must   the  role  of  business  and  entrepreneurs.   be  considered  that   only  individuals  who  are   i. A   responsive,   accountable,   effecHve   ac=vely  seeking   employment  are  included  in   Government   must   create   an   environment   and   efficient   local   government   the  percentage. that   is   conducive   to  business  development   system; and   fiscal   policy   constraint   that   is   able   to   Educa=on   is   one   of   the   key   elements   in   support  the  achievement  of  the  MDGs. ix. Environmental   assets   and   natural   addressing   unemployment   coherently.   It   resources  that   are   well  protected  and   m a k e s   s e n s e   t h a t   e m p l o y m e n t   con*nually  enhanced; (Cont.) 6 ⇢