Cimap Assessment Talk - Issue 6 - August 2012


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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.

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Cimap Assessment Talk - Issue 6 - August 2012

  1. 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. 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. 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. 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. 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. 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. 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