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Presentation to Portfolio Committee on Higher
Education and TrainingFollow-up on Presentation of Annual Performance Plan 2018/19
Topics to be covered:
2
Articulation
Simplification of NQF
Financial challenges
Articulation
3
4
Articulation definition
Process of forming possibilities of connection between qualifications and/or part-qualifications to allow for the vertical, lateral and diagonal movement of learners through the formal education and training system and its linkages with the world of work
5
Types of Articulation
Systemic
• Based on legislation, national policy and formal requirements within the education and training system.
• Naturally join together
Specific • Through institutional arrangements
Individual • Driven by learner who decides on his/her pathway
6
Articulation Policy
Published in Jan 2017 “A well -articulated system is one in which there are linkages between its different parts; there should be no silos, no dead ends.”
Barriers to Articulation
As stipulated in the Articulation Policy
7
Academic qualifications considered more
credible than vocational or occupational
qualifications
“Dead end” qualifications
Perceptions around purpose and nature of
technical and vocational education and training
Inadequate coherence between sub-frameworks
Absence of robust articulation
arrangements
Lack of institutional flexibility to support
learners
Articulation Policy Principles
Systemic and specific
Meets economic needs
Addresses lifelong learning
Ensures redress, equity and inclusiveness
Ensures programmatic rather than institutional
articulation
Straight - forward and ensures accessibility of
the system
Promotes the value of learning outcomes achieved through
different routes equally
Done by design
Include credible and fair procedures and practices to validate
learning
8
SAQA’s role as stated in the Articulation Policy
Determine Articulation criteria after consulting QCs
Ensure that all registered
qualifications have articulation pathways
Provide leadershipReport to Minister on
implementation
Resolve systemic challenges
Advise MinisterCoordinate work of
QCs so as to manage conflicts
9
SAQA in terms of Section 13(1)(a) (b) (e) and (f) of the NQF Act, must address systemic challenges and incongruities as they occur, in order to produce a well -articulated system that brings about linkages between its different parts.
Articulation Baseline Study
10
11
Introduction
Articulation Baseline
Study
Identify, analyse and document good
practice models and relationships for
learner transitioning
Identify and explore the potential for
developing collaborative models
in three types of scenarios Identify the nature of
activities and support that institutions, staff, and learners need for
successful transitioning
Conducted in November 2016Project sought to:
12
Methodology and Response RateSu
rvey
qu
esti
on
nai
re Administered to 26 public HEIs and 50 TVET colleges
Res
po
nse Completed
by 26 HEIs and 49 TVET colleges within survey period
Res
po
nse
Rat
e 98% response
SUMMARY OF FINDINGS
Institution of learning
(Total number)
No articulation
arrangements
Formal articulation arrangements
Informal articulation arrangements
Both formal + informal
articulation arrangements
TVET Colleges
(49)
- 17 25 7
HEIs (25) 8 11 6 -
Nature of Articulation Arrangements: TVET Colleges and HEIs
Type of articulation agreement Instances of the type of articulation agreement
MoU/MoA between one or more HEI U3 has MoU with U14
MoU/MoA between one HEI & several TVET Colleges
U10 & U18 formal arrangements with seven TVETs
U1, U19, U24 formal arrangements with two TVETs
MoU/MoA between one TVET College & one or more HEIs
Three TVETs individual formal arrangements with two different
HEIs
MoU/MoA involving HEI & workplaces One HEI has MOU with industry partner
MoU/MoA involving TVET Colleges &workplaces/industry
16 TVETs formal arrangements with workplaces/SETAs
MoU/MoA involving TVET Colleges, HEI & workplaces
N/A
MoU/MoA involving TVET Colleges & International Institutions
One TVET has MoU with two Colleges in United Kingdom
MoU/MoA involving HEI and NGO One HEI has formal agreement with ‘matric school’ NGO
Formal types of articulation arrangements reported
Institutions Formal
policy
Informal
arrangements
Formal + informal
arrangements
No
Policy
Total
TVET
Colleges
14 7 15 13 49
HEIs 17 4 1 3 25
Summary of articulation management practices reported by TVET Colleges and HEIs
Challenges Number of institutions reporting this challenge
Student support and student issues 6 TVETs, 2 HEIs
Work placement issues 8 TVETs, 1 HEI
Resources 4 TVETs (No HEIs)
TVET College relationships with HEIs;
HEIs lack of understanding/ attitudes towards Colleges: ‘epistemic (knowledge-related) injustices’
10 TVETs, 2 HEIs
Institutional systems and structures 7 TVET, 1 HEI
Curriculum issues between Colleges and HEIs 8 TVETs, 2 HEIs
Articulation management challenges
Categorisations of perceptions of articulation initiative(s) Numbers of
TVET
Colleges
Numbers of
HEIs
‘Unsuccessful’ 11 -
‘Moderately successful’ 21 6
‘Successful’ 8 1
‘Highly successful’ 1 5
‘Some clear successes, some moderate successes, with some
unsuccessful aspects/ initiatives’
2 -
‘Some clear successes with some moderate successes’ 2 -
‘Some moderate successes, with some unsuccessful aspects/
initiatives’
1 -
No ratings given 3 13
Summary of articulation successes and enablers reported
Institutional type Number (%) of
institutions with
tracking systems
Number (%) of
institutions with no
tracking
Total
TVET Colleges 28 (57%) 21 (43%) 49
HEIs 8 (32%) 17 (68%) 25
Summary of student tracking and monitoring by TVET Colleges and HEIs
Monitoring and tracking arrangement(s) reported Number of TVET Colleges &
HEIs
TVETs tracking students through the levels of their
qualifications
n=19
HEIs tracking students from access, through the
mainstream qualification and eventually graduation
n=1
Tracking students from TVET Colleges articulating
into the UoT
n=1
Tracking transitioning students by HEI’s Faculty
Management
n=2
Regular HEI enrolment planning targets to DHET
through HEMIS
n=2
Types of articulation monitoring and tracking arrangements
Monitoring and tracking arrangement(s) reported Number of TVET Colleges and
HEIs
Tracking of students transitioning within NATED N4-N6 n=1
Tracking of students transitioning into the workplace n=7
Coltech TVET/MIS system, monitoring and tracking on
enrolment planning targets
n=5
Tracking of students personally n=2
Tracking of students through mentors or placement
officers
n=2
Tracking of students from a TVET to HEI (unclear how) n=1
Continuation… Types of articulation monitoring and tracking arrangements
Type of
institution
Student numbers Total numbers
of institutions
10s 100s 1000s
Numbers of
TVET Colleges
2 7 4 13
Numbers of HEI 1 2 1 4
Number of students who have transitioned (grouped in 10s, 100s and 1000s):
Reasons given HEIs TVET
Colleges
“Not aware of tracking, although believe it should be done” U1 -
“The absence of tracking is due in large part to the non-
capturing of TVET College articulation information in the
registration process.’
U3 -
“Higher Education Data Analyser (HEDA) can provide the data of
a cohort of students that articulated from a TVET College to U4”
U4 -
“No Informal tracking for articulation to another organisation” U5, U8, U9,
U10, U14,
U15, U19,
U21, U25
T6, T9
Reasons for the lack of tracking or monitoring of student transitioning
Reasons given HEIs TVET Colleges
“Small number of students transitioning between TVET
Colleges and HEIs”
U5, U6, U9, U15,
U21, U24
-
“Formalisation of tracking is being planned” U5, U8, U15, U24 -
“No need for tracking” U12, U21 -
“It is too early to track the students” U16 -
“Tracking is done on an ad hoc basis” U25 T6
(Tracking not explained) - T3, T4
(No response given) U2, U7, U11,
U13, U17, U18,
U20, U23, U26
T2, T7, T8, T10
to T47
Continuation…Reasons for the lack of tracking or monitoring of
student transitioning
Successes and Challenges (findings)
25
26
N4-N6 workplace
National Diploma
Advanced Diploma
Vertical articulation within Sub-Framework
Vertical articulation within Sub-Framework
Trade Test
Horizontal articulation within Sub-Framework
National N
DiplomaHEI
studiesVertical articulation across Sub-Frameworks
NCV4
Taking Developed Articulation Scenarios to Scale: Reported pathways
27
Types of institutions
Developed articulation scenarios
Emerging articulation scenarios
Latent articulation scenarios
Not sure Total numbers of articulation scenarios1
HEIs 8 9 7 1 25
TVET Colleges 8 29 13 0 50
Total numbers of articulation scenarios
16 38 20 1 75
1 Some HEIs and TVET Colleges reported more than one articulation initiative, where the scenarios of the initiatives differed - the numbers of scenarios therefore do not refer to the numbers of Colleges and HEIs that responded to the survey.
Reported articulation as seen through the lens of the three types of articulation scenarios
ARTICULATION ENABLERS…
ENABLER 1
Collaborative relationships
Respect motives across institutions and purposes of different qualifications
/ programmes
Understand qualifications / learners / programmes
across institutions
Design / align curricula / programmes to facilitate
transitioning
Advocate different learning pathways
Advise learners early regarding subject choices
Align offerings to HEQSF
ENABLER 2
Roles of other
entities
Private colleges
NGOs
Provincial structures
Employers & workplace
opportunities
Entrepreneurship /
intrapreneurship hubs
ENABLER 3
Agreements
MOUs
RPL
CATPlace
reservation
Other
ENABLER 4
N4-N6 NCV
NSCRPL and those over 23 years old
with no Level 4 qualification
Inclusive admission criteria (incl. HEIs admitting learners
with:
ENABLER 5
Quality of teaching and
learning
Learner support
Scaffolding of content of learning between ad within learner offerings
Learner achievement
levels
ENABLER 6
Car
eer
dev
elo
pm
ent
advi
ce
From early stages
At all transition points
ENABLER 7
Articulation focussed on particular learning pathways/fields/transition points
eg. N4-6 programmes leading to cognate learning programmes in HEIs
Plans to address challenges (recommendations)
36
37
Recommendation 1
Identify, further investigate and document the key enablers of the successful ‘developed articulation models’
38
Recommendation 2
Host national learning events – egresearch seminars/ colloquia/ conferences – to promote system-wide sharing and learning
39
Recommendation 3
Articulation involving workplaces:
Establish articulation champions (offices and officers)
Build capacity for WIL/WBL coordinators - a human resource requirement
Develop and sustain entrepreneurship and ‘intra-preneurship’ hubs
40
Recommendation 4
Design a campaign to develop collaborative relationships & communities of practice –provincially and nationally
41
Recommendation 5
Advance the collaborative models in the three types of articulation scenarios in systematic ways
42
Recommendation 6
Focus on particular learning pathways/ fields/ transition points eg. Higher Certificates
43
Recommendation 7
Develop national systematic reporting requirements & guidelines for institutions to track & report on articulation practices
THE WAY FORWARD FOR ARTICULATIONStatement by the Delegates at the NQF Seminar on ArticulationKopanong Hotel and Conference Centre, Benoni, Gauteng, 30 January 2018
44
STATEMENTWe, the delegates at the NQF Seminar on Articulation, acknowledge
that:
• While much has been achieved regarding systemic redress, access,
progression, quality and transparency in the context of the NQF, there is
a need, as expressed in the White Paper for Post-School Education and
Training, to focus on systemic and specific articulation – to enhance
learners’ movement into and through institutions of learning, into
workplaces;
• There are at least three ways to understand articulation – as ‘systemic
articulation’, ‘specific articulation’ and ‘supporting learners as they
navigate barriers to their individual learning pathways’ – and all areneeded;
45
We, the delegates, hereby agree to:
1. Encourage and promote the development and implementation of
formal articulation agreements to create a culture of articulation
within and across learning and work, where the formal agreements
supplement NQF legislation and are aligned with this legislation;
2. Participate in the collaborative relationships needed with role-
players in the DHET, DBE, SAQA, the Quality Councils, other
Statutory Bodies, institutions of learning across the board,
Professional Bodies, employers, organised business and organised
labour, NGOs and others – to develop and sustain articulation
initiatives; and
3. Commit to the quality of teaching and learning, and quality
scaffolding of curriculum – including quality provision, quality
learner achievements, and quality learner support and career advice
– to address the related system/ institutional gaps which may behampering articulation.
Articulation pathways drawn from records on the NLRD
46
NCV Qualifications 2009 -2016
47
Profile of holders of NCV4 Qualifications - 2009 to 2016
Years 2009 2010 2011 2012 2013 2014 2015 2016 Total
Number of Learners with NCV4
1 014 2 587 5 615 6 519 6 839 6 942 7 161 8 799 45 476
• 89% Black Africans• 66% Females, 34% Males
Number of Learners with NCV4 Qualifications: 2009-2016
NCV 4 QualificationsNo. of
Learners%
NCV: Office Administration 13 641 30%
NCV: Electrical Infrastructure Construction 4 402 10%
NCV: Tourism 4 068 9%
NCV: Engineering and Related Design 3 530 8%
NCV: Hospitality 3 055 7%
NCV: Finance, Economics and Accounting 2 918 6%
NCV: Management 2 535 6%
NCV: Marketing 2 510 6%
NCV: Safety in Society 2 132 5%
NCV: Civil Engineering and Building Construction 2 107 5%
NCV: Education and Development 1 247 3%
NCV: Primary Agriculture 1 189 3%
NCV: Information Technology and Computer Science 1 106 2%
NCV: Primary Health 489 1%
NCV: Transport and Logistics 282 1%
NCV: Mechatronics 204 0%
NCV: Process Plant Operations 61 0%
Top 5 Destination Fields of Holders of NCV4 Qualifications: 2009-2016
32%
28%
11%
10%
7%
0 10 000 20 000 30 000 40 000 50 000
Bus., Comm & MgtStudies
FET- General
Services
Physical Plan. &Construction
Man., Eng & Tech
Destination NQF Level of Holders of NCV4 Qualifications: 2009-2016
NQF 1, 2 and 3 qualifications are: NCerts and N CertificatesNQF Level 4 qualifications are: FET Certificates, NCerts, Senior/NSC
NQF Level Achievements %
NQF Level 01 788 3.5%
NQF Level 02 225 1.0%
NQF Level 03 1 433 6.4%
NQF Level 04 19 312 86.5%
NQF Level 05 338 1.5%
NQF Level 06 164 0.7%
NQF Level 07 55 0.2%
NQF Level 08 12 0.1%
Trade - Undefined Level 2 0.0%
Institutional Destinations of holders of NCV4 Qualifications: 2009-2016
• The 45 474 learners with NCV4 obtained 67 805 Qualifications
• 56% with single qual , 40% with 2 quals, 3% with 3 quals , 0.2% with 4 quals ands only 10 learners (0.02%) with 5 quals.
Institution Type Achievements
Private 1 053
Public 66 416
Public-Comprehensive University 171
Public-Traditional University 31
Public-University of Technology 134
Top Learning Pathways of holders of NCV4 Qualifications: 2009-2016
Number of Qualifications Pattern
Number of Learners
2 Public (NSC,NQF Level 04) > Public (NCV,NQF Level 04)
12 286
2 Public (SC,NQF Level 04) > Public (NCV,NQF Level 04)
4 616
2 Public (National Certificate, NQF Level 01) > Public (NCV,NQF Level 04)
597
3 Public (NSC,NQF Level 04) > Public (NCV,NQF Level 04) > Public (National N Certificate, NQF Level 03)
427
2 Public (NCV,NQF Level 04) > Public (National N Certificate, NQF Level 03)
242
3 Public (SC,NQF Level 04) > Public (NCV,NQF Level 04) > Public (National N Certificate, NQF Level 03)
213
Top Learning Pathways of holders of NCV4 Qualifications (UoT): 2009-2016
Number of Quals Pattern
Number of Learners
2Public (NCV,NQF Level 04) > Public-UoT (National Diploma,NQF Level 06)
55
3Public (NCV,NQF Level 04) > Public-UoT (National Diploma, NQF Level 06) > Public-UoT (National First Degree,NQF Level 07)
11
3Public (NSC,NQF Level 04) > Public (NCV,NQF Level 04) > Public-UoT (National Diploma,NQF Level 06)
10
2Public (NCV,NQF Level 04) > Public-UoT (National Higher Certificate, NQF Level 05)
8
3 Public (SC,NQF Level 04) > Public (NCV,NQF Level 04) > Public-UoT (National Diploma,NQF Level 06)
5
3Public (SC,NQF Level 04) > Public-UoT (National Diploma, NQF Level 06) > Public (NCV,NQF Level 04)
3
Top Learning Pathways
55
Sub-Framework of second step, by Sub-Framework of initial step
Percentage of People for each Number of Steps
Experience…
80.2%
14.1%
4.4%
1.1%
0.2%
0% 20% 40% 60% 80% 100%
1 step
2 steps
3 steps
4 steps
5+ steps
Nu
mb
er o
f S
te
ps
14%9%
4%
16%
73%
0%3%
18%
7%
2%
76%
1%
55%
63%
16% 20%
93%
27%
0%3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
GFETQSF OQSF OQSF(NURSING)
HEQSF DESIGNATIONS
GFETQSF OQSF OQSF (NURSING) HEQSF DESIGNATIONS
Simplification of the NQF
59
60
Meaning of Simplification of the NQF
Sim
plif
icat
ion
Clarifying and communicating concepts in understandable and appropriate language
Eliminating red-tape from policies and processes
Preventing unnecessary duplication and proliferation
of qualifications
Correctly allocating qualifications to Sub-
Frameworks
Identifying systemic gaps and addressing them
Clarifying concepts and communicating effectively
Clarify concepts and communicate simply
NQFpedia workshopsWorkshops with NQF
family
exhibitions
Reached about 10 400 policy beneficiaries
through exhibitions in 2017/18
Promote NQF terminology on social
media platforms
Promoted 37 NQF terms
Recorded 45833 impressions
Provide information to stakeholders
Responded to 80 324 enquiries
61
Policies Reviewed
Procedure for de-
recognisingprofessional
bodies
Policy & Criteria for
Foreign Qualifications as amended
Policy and Procedure for
recognisingprofessional
bodies
Working on RPL Policy
62
Preventing the proliferation of qualifications
Preventing proliferation
De-register qualifications
with no learner uptake
Working with CHE to de-
register non-aligned
qualifications by Dec 2019
Re-register HEQSF and GENFETQSF
qualifications every 3 years if they still
meet criteria
Re-register OQSF qualifications and part-qualifications
every 5 years if they still meet
criteria
63
64
Correct allocation of qualifications to Sub-Frameworks
All qualifications have been allocated to a Sub-Framework on the NQF
The only qualifications that were not allocated are those that will be de-registered by December 2019
Task team dealing with matter of small number that needs to be re-allocated
Identify systemic gaps and address them
The following task teams were set up by the CEO Committee to investigate systemic gaps and make recommendations on closing the gaps:
65
Task Team on Accreditation of Level 5
qualifications (work complete)
Task Team on Foreign Qualifications offered in
SA (work complete)
Task Team on SA Qualifications being offered outside our
borders (Newly established)
Task Team on NQF Operations (newly
established)
Task Team on Implementation of Articulation Policy
(newly established)
66
Implications for Post-School Education and Training Sector
Policy beneficiaries, implementers and policy makers understand NQF terminology and policy
implications
Policies across the system are coherent and understandable
Qualifications and part-qualifications that do not meet
the Policy and Criteria are removed from the system
All qualifications and part-qualifications have Articulation
options
SAQA and the QCs are working together to ensure that new qualifications replacing the
non-aligned qualifications are registered by December 2019
where possible
Blockages are dealt with as they become issues
Challenges with Funding
67
SAQA’s 2018/19 Budget
Refer to questions raised by Portfolio Committee
68
Feedback on Meeting held with Minister: HET
Meeting held on 18 May 2018
• Present:
Minister of Higher Education and Training – Minister Nalendi Pandor MP,
Ministerial Advisers: - Dr Lindelwa Msengana-Ndlela and Mr Martin Mulchacy,)
Department of Higher Education and Training (DHET): - Dr Hersheela Narsee PhD Acting Deputy Director-General, Adv. Eben Boshoff (Legal Department), and Ms Belina Molaudzi(NQF Directorate)
South African Qualifications Authority (SAQA):
- Dr. Vuyelwa Toni-Penxa PhD (Chairperson) and Mr Joe Samuels (CEO)
69
70
NQF Forum
The Minister: HET should make use of the NQF Forum as a mechanism to
communicate with Quality Councils (QCs) and SAQA about priority areas
that these entities should focus on. The Minister is urged to call a meeting
of this structure urgently.
Response:
Minister will call a meeting of the NQF Forum as soon as possible.
71
2. Legal Fund
The Minister: HET should consider establishing a fund to deal with legal
issues as well as test cases that could establish precedence and test the
robustness of education and training legislation. Legal fees can be
exorbitant, and it is therefore important to channel cases through a central
fund for greater efficiency and use of resources and better outcomes.
Response:
The Minister indicated that this may not be possible and that SAQA
should take on its own legal matters. Minister will investigate the nature
of the legal issue and ascertain the nature thereof.
72
3. Digitisation of learner records
SAQA has identified a number of datasets of learner records that are not
digitally available. In particular, the Senior Certificate records pre-dating
1992 are still in paper format and should be prioritised for digitisation. A
comprehensive funding strategy is required, which will allow SAQA, the
QCs and DHET to collectively seek donor funding for this project. SAQA
recommends the formation of a Digitisation Funding Project with
representatives from SAQA, the QCs, DHET and the DBE making up the
project team.
Response:
The Minister noted that verification is becoming more important and this could
be the basis of a discussion with National Treasury for funding; both for human
capacity and technology.
Dr Hersheela Narsee to investigate the possibility of donor funding.
73
Tracker for qualifications from source to registration
The journey of qualifications and part-qualifications from submission to the QC
for accreditation and recommendation to registration by the SAQA board may
span years and is often complicated by non-compliance to policy and criteria.
The development of an overarching tracking mechanism from source to
registration would be a huge leap forward towards transparency and
accountability on the part of SAQA and the QCs. SAQA therefore recommends
the creation of a common platform for tracking progress with the accreditation
and registration of qualifications. SAQA and the QCs would need to work
together to conceptualise, develop and implement this platform. Funding would
be required for development of the required software.
Response:
The Minister will investigate possibility for funding.
Dr Narsee to investigate donor funding.
74
5. Recognition of Prior Learning (RPL)
The Minister’s RPL Policy reinforces the RPL Co-ordinating Mechanism
that SAQA referred to in its RPL Policy. SAQA is willing to co-ordinate
issues around RPL and set up the RPL Co-ordinating Mechanism, given
the necessary support and required resources.
Response:
The Minister will apply her mind and get back to SAQA
75
6. Articulation Ombud
SAQA requests the Minister: HET to indicate her view with respect to its
recommendations on the Articulation Ombud function. As indicated in the
proposal sent4 to the Minister, SAQA is prepared to embrace this role if given the green light to
do so. SAQA would require the necessary support and resources for successful
implementation.
Response:
The Minister will investigate and get back to SAQA.
Minister said that SAQA should copy the DHET Directors in on the letters sent to
the Minister and the Director-General.
The Minister undertook to ensure that letters are being responded to.
76
7. Vacant position on SAQA Board
SAQA recommended that the Minister: HET fill the vacant post on the
SAQA Board.
Response:
The Minister will follow up to ensure that the position is filled.
77
8. Funding for SAQA
SAQA requested that the baseline budget be increased by R10 million.
Response:
Minister is aware of SAQA’s funding situation, and will set up a meeting
with the DG and will get back to SAQA regarding funding.
Questions raised by Committee
78
79
1. Does the implementation of the Addis Convention would have financial
implications for SAQA?
There are financial implications in implementing the Addis Convention,
particularly around the areas of RPL, refugees, asylum seekers and
recognising partial studies.
80
Grow the awareness,
understanding and value of the NQF
Host more public engagements
Improve online presence with a revamped SAQA
website
Establish a dedicated unit for Misrepresentation of Qualifications
Deepen research activities relating
to Articulation, CAT and RPL
Become a technology-driven
organisation
Improve verification
turnaround times
Improve evaluation turnaround times
Maintain the aging building
infrastructure
performance incentives for staff
Legal costs
2. Which programmes would be affected by underfunding in 2018/19?
With an additional R 10 million added to our baseline we could:
81
With a further cut of R 2 million to the baseline, none of the above can be
achieved.
The budget was balanced with further cuts to repairs and maintenance of
the already aged infrastructure.
There are projects that had to be implemented relating to building
maintenance to ensure that SAQA fully complies with Occupational, Health
and Safety requirements. The SAQA building is old and there are items such
as the Chiller Unit which SAQA will not be able to replace.
We also reduced printing costs which affected planned projects for
Advocacy and Communication.
82
3. Did SAQA present its funding challenges to the DHET?
Yes, SAQA has raised the issue of the budget with DHET. A letter
was written to the DG: DHET on 10 July 2017 and followed by a
second letter to the DDG: Planning, Policy and Strategy on
7 September 2017. No formal response to either letter was received.
83
4. Would SAQA be able to implement the policy on misrepresentation of
qualifications?
The NQF Amendment Bill makes provision for the creation of a Register on the
Misrepresentation of Qualifications and a Register of Fraudulent Qualifications.
SAQA currently identifies misrepresented qualifications in the course of its work of
evaluating foreign and verifying national qualifications.
The NQF Amendment Bill puts the additional burden on SAQA of maintaining both
registers, which means working with the QCs and private verification agencies to
report on misrepresented qualifications, the Department of Justice to obtain
information on fraudulent qualifications and the Hawks to report cases of
misrepresentation for further investigation and prosecution. This would require
additional human resources as well as IT infrastructure to maintain both registers. If
additional funding is not forthcoming, SAQA would find it difficult to take on this
additional responsibility.
84
5. What steps have been taken to ensure that government
debtors pay the outstanding amounts owed to SAQA?
Suspended verification services to all clients with outstanding debt for
longer than the 30 days.
Reported matter to the Public Service Commission.
Reported matter to DHET.
Amended Policy to state that if debtors do not pay, the outstanding debt
will be handed over to a collection agency.
85
6. Is SAQA aware of the report of the High Level Panel on
Assessment of Key Legislation and Acceleration of
Fundamental Challenges which recommended the merging of
the Quality Councils?
No, SAQA is not aware of this report. It would be appreciated if a copy of
the report could be made available for SAQA’s inputs.
86
7. Which qualifications were achieved through RPL and at
what NQF levels?
Qualifications have been achieved on Levels 1-9. Qualifications were achieved
on the OQSF from Levels 1-6 and on the HEQSF from Levels 7-9. The table
below gives a breakdown of the number of qualifications achieved on each Level
by Sub-Framework.
NQF Sub-Framework
NQF Level HEQSF OQSF Total (NQF Level)
NQF Level 01 - 3 755 3 755
NQF Level 02 - 8 323 8 323
NQF Level 03 - 3 016 3 016
NQF Level 04 - 14 024 14 024
NQF Level 05 20 2 860 2 880
NQF Level 06 170 3 173
NQF Level 07 564 - 564
NQF Level 08 49 - 49
NQF Level 09 1 - 1
NQF Level Undefined - Trade Tests 270 270
Total (SFW) 804 32 251 33 055
87
8. What efforts have been made to derive income from other
sources?
Other new income streams
re-configured pricing model for verification
and evaluation of qualifications
Cost recovery pricing model
Annual fee for
recognised professional
bodies
Considering charging private
and public institutions for
registering qualifications
Questions
88
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