cimap assessment talk - june 2012
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Message from the CIMAP BoardDear CIMAP Members,
It is hard to believe that the first half of 2012 is behind us. The second part of 2012 offers remarkable opportuni=es for our professional body. CIMAP has achieved significant milestones in our first year of opera=on.
In reflec=ng on the preceding year, some of the CIMAP achievements that are worth men=oning include:
The estab l i shment o f a C IMAP Con=nuous Professional Development (CPD) framework;T h e d e ve l o pmen t o f a C IMAP designa=on framework;Formula=on of na=onal and regional structures;Establishment of a social media presence and progressed strategy;Establishment of a number of formal rela=onships with various professional bodies including PRISA, SABPP, SAPA;
Representa=on on the WC Premier’s Skills Council;Representa=on on regional SETA structures;Representa=on on the Professional Body Forum; The formal engagement with SAQA and the QCTO on a number of issues affec=ng members and member companies;Engagement with various ETQAs;Formalisa=on and appointment of the CIMAP board;Roll out of CIMAP CPD ac=vi=es;Commencement of the process to register with SAQA as a professional body;The awarding of the first CIMAP formal designa=ons;The development and implementa=on of a formal communica=on strategy;Securing sponsored office space for 24 months; Appointment of full =me CIMAP staff;
Establishing the rela=onship with CIEA U.K;Submissions e.g. the new QCTO system and the Green Paper on post-‐school educa=on;A successful membership drive that yielded a 475% growth in membership in the preceding three months;The conceptualisa=on and development of a student membership model.
CIMAP’s founding members deliberated the idea of the forma=on of a professional body in the preceding years. CIMAP was officially established in 2011. It takes considerable pa=ence and determina=on to maintain the stamina in advancing the needs of a specific profession.
The founding members are confident that, notwithstanding the normal cri*cs that do very l i^le to secure their fate, the professionaliza=on of the assessment prac=ce industry is a worthy cause. (Cont.)
ASSESSMENT TALKThe 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);
HEADOFFICECIMAP Suite 16Republic RdBordeauxRandburg -‐ 2125
T -‐ 011 329 9000F -‐ 086 218 4466W -‐ www.cimap.co.zaM -‐ [email protected]
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Newsle^er Editor: L. Meyer Sub Editors: H. D. Edwards & H. Van TwiskRegional Conveners: GA: H. Van Twisk Limp: T. Tshabalala KZN: J. Topping CPT: S. Louw FS: S. Lala Ethics: H. D. Edwards
REGION KZN 1st Floor Cowey House Morningside Durban -‐ 4001REGION WC CIMAP Suite West Block Tannery Park 23 Belmont Road Rondebosch -‐ 7700
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Ethics and accountability have emerged as central themes in the CIMAP growth journey, underpinned by our core values of Integrity, Credibility and Discipline.
Educa=onal Assessment Prac=ce is wide ranging and commences with Early Childhood Development and con=nues to the highest echelons of Post-‐Doctoral research.
CIMAP understands the assessment process involves that somewhere, somehow, someone is making a decision about competence or the lack thereof in various levels of society. Professor Mehl constantly reminds us that someone has to approve the nuclear physicist skills set prior to their “solo endeavour’. A solo endeavour that may result in the loss of large numbers of life if poorly executed!
The no:on of educa:onal assessment is complex and involves
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 determina=on important to us?
It is natural that all human beings understand how they are performing at various levels in their personal and professional lives.
Individuals and collec=ves are constantly assessed to validate their levels of competence. Assessment Prac=ce review mechanisms are cri=cally important to monitor the success of learning and assessment interven=ons and Return on Investment (ROI) ini=a=ves.
Moving from denial to acceptance that prac==oners are osen disadvantaged in rela=on to their available knowledge repository allows us to progress and seek solu=ons. It is important that the best possible assessment constructs are applied in a given set of circumstances. In the quest for quality advancements in assessment prac=ce, we evolve in our quest for future excellence.
South Africa has not been opera=ng in a vacuum. The CHE, Umalusi and SAQA have established clear assessment guidelines. Inconsistent quality levels in the implementa=on of assessment prac=ce have unfortunately compromised a credible system in some instances. Learners / Students from these compromised ins=tu=ons face ill-‐fated discrimina=on through no fault of their own.
What should we be doing to advance a creditable body of assessment prac:ce?
It is common cause that Umalusi and the CHE and some SETA ETQAs (with the assistance of credible professional bodies) are laudable. It is, however, problema=c that SAQA guidelines have been applied with varying personal interpreta=ons by autocrats and bureaucrats that are more osen than not unqualified to do so.
It is evident that global assessment systems are underpinned by standardisa=on, peer review mechanisms, communi=es of trust, expert prac==oners, maturity valida=on and uncompromising quality.
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.
Assessment includes the evalua=on of performance (as in learning), or value (as in property) or it can simply be a judgment
about something. Orzolek further argues that from the
etymologist review of the origin and root of an assessment we can learn something more.
According to the American Heritage Dic=onary of the English Language, assessment, which is derived from “assess,” actually
comes from the La=n word “assidere” meaning “to sit beside as
an assistant judge.” This could indeed mean many things. Orzolek’s interpreta=on is
innova=ve as he explores the role of the educator (assistant judge)
as merely parallel to that of the learner, in the role of educator (assistant judge) and proposing advice or ideas as they reflect and
assess themselves.
The dimensions involved in assessment are vast and offer an exci=ng field for professional prac=ce engagement. CIMAP has embarked on a journey of professionalizing the credibility of prac==oners and facilita=ng debate in assessment prac=ce. CIMAP members are pioneers and visionaries who embrace the ethos of credibility, responsibility and accountability on our evolu=onary journey.
Yours in assessment excellence!
MESSAGE FROM THE BOARD Cont.CI
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The Education, Training & Development landscape in South Africa is widespread and peopled by a variety of practitioners; from Trainers to Assessors and Moderators, to Coaches and Mentors and Learning Material Developers.
That means thousands of people who practice with varying degrees of success yet there is a small group of Practitioners who have made a name for themselves.
How do they manage it? Each one has a strong moral compass from which they do not waver. Each one believes in the success of the Learner and in life-‐long learning. Each one considers ‘success’ to be synonymous with ‘quality’ and ‘quality’ to be synonymous with a deep seated belief in ethical practice.
That notwithstanding -‐ there are some Practitioners who confuse success with ‘quantity’; some Practitioners who delight in circumventing the system by engaging in corrupt practices; some Practitioners who treat the fine art of Assessment as a ticking exercise and some Practitioners who have no respect for the profession.
Corruption – a word that has been much bandied about of late. A strong word, the meaning of which can be (depending on which dictionary you reference) ‘morally depraved or the state of being so’. Wow; surely this does not happen in the world of Education & Training? Surely no ETD Practitioner would stoop so low?
REALITY CHECK 1: There are Developers who assert that their material is aligned and approved. The material is then found to be so sub-‐standard that we would be setting Learners up for failure if any Learner tried to use it.
REALITY CHECK 2: ‘For R1, 000 I can make sure you get your Certificate of Competence’.
REALITY CHECK 3: Making fraudulent claims about one’s accomplishments (in a CV or in an email to a prospective client).
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’.
Have you comes across any of the aforementioned reality checks? Do I hear a resounding YES? What have you done about it? ‘Nothing’ I hear you say. What can we do to eradicate this scourge from the ETD landscape? Do we want to blow the whistle on illicit activities?
Well, I agree it is difficult (and sometimes scary) to blow the proverbial whistle yet we owe it to our Learners, to ourselves and to our noble profession to be brave. Should a whistle blowing facility be available to us as ETD Practitioners?
Consider this Who benefits from illicit and corrupt activities? How does unethical practice aid your credibility?
The South African Qualification Authority Board announced their decision to re-‐register all the qualifications and unit standards that reach the end of their registration period on 30 June 2012 for a further three years to 30 June 2015. The SAQA board confirmed this decision on application of the Quality Council for Trades and Occupations (QCTO) and the Council on Higher Education (CHE).
Within the current qualification registration period, it is anticipated that the last date for enrolment and achievement will be applied, as is currently the case. The normal conditions vis-‐à-‐vis the teach out period will apply to all qualifications that are not re-‐registered.
SAQA further confirms their decision that the following types of qualifications and unit standards would not be re-‐registered:
Qualifications that have, to date, not been offered to learners;
Qualifications for which no provider of education and training has, to date, applied to the relevant ETQA for accreditation;
Qualifications that were submitted for registration by private providers, but which are not being quality assured by an ETQA
Qualifications that do not meet the requirements of the HEQF and for which the CHE has not given approval for their continued offering
Unit standards that have been replaced. Replaced unit standards remain valid for the purpose of offering the qualification(s) of which they form part, but may not be used for credit purposes in skills programmes or short courses;
Unit standards that have, to date, not been offered to learners;
Unit standards that are not linked to a qualification and consequently are not quality assured by an ETQA;
Letters will be sent by SAQA to all Higher Education and Training providers with an Annexure indicating which qualifications are registered on the NQF.
Providers must return the Annexure to SAQA giving an indication of which qualifications should be re-‐registered. Failure to return the Annexure will be regarded by SAQA as an indication that the provider does not wish to have any of the qualifications re-‐registered.
Providers that have voiced tremendous uncertainty on their future ability to operate in the occupationally directed education and training fields are able to plan for the duration of the re-‐registered qualifications. Clients will also be in a position to plan strategically in relation their qualification skills offering for reregistered qualifications.
Providers that have programme approval to offer qualifications are able to firmly continue their programme offering, whilst the QCTO transitional arrangements are in place, and whilst the appointment of professional bodies as quality partners continues.
Whilst we celebrate the continued qualification offering, we look forward to the timely planning, communication and consultation of the future quality partner processes. Queries regarding re-‐registration should be directed to the following e-‐mail:
Eddie Brown: (012) 431 5073 Carina Oelofsen: (012) 431 5112http://www.saqa.org.za/show.asp?id=2779
ETHICS IN THE ETD LANDSCAPEBy Heidi D Edwards (CIMAP Convener Ethics)
REREGISTRATION OF NQF QUALIFICATIONS
Heidi is an independent ETD
Practitioner.
She pays her dues to CIMAP
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SAQA recently completed a road show to discuss the SAQA level descriptors. Please see some important extracts in summary of the presenta:on.
Levels are indicators of rela=ve demand made on the learner, the complexity and/or depth of achievement, and the learner ‟autonomy in demonstra=ng that an achievement.
Level descriptors are statements describing learning achievement at a specific level on the NQF that provide a general, shared understand of learning and achievement at each of the ten NQF levels.
Level descriptors are applicable to Learners, Providers, Curriculum designers & Employers etc.
Level descriptors offer coherence in learning achievement, facilitate evalua=on for comparability, advance objec=ves of the NQF and General, shared understanding of learning & achievement.
Applied competence includes:
Founda=onal competence (academic/intellectual skills)
Prac=cal competence (opera=onal context)
Reflexive competence (learner autonomy)
Professional exper=se is required to apply the level descriptors to one’s own subject or context.
Principles of Level descriptors Applica=on
One common set
Ten Competencies
Academic and Occupa=onal Qualifica=ons
Correla=on between qualifica=on & occupa=onal levels
Cri=cal Cross Fields are embedded
Cumula=ve
RPL
Descrip=ve not prescrip=ve
Nomenclature for Qualifica=ons
Scope of Knowledge:
i. General Knowledge -‐ Level 1
ii. Opera=onal Knowledge -‐ Level 2
iii. Basic Understanding-‐ Level 3
iv. Fundamental Knowledge (Grade 12) -‐ Level 4
v. Informed Understanding -‐ Level 5
vi. Detailed Knowledge -‐ Level 6
vii. Integrated Knowledge-‐ Level 7
viii. Applied Knowledge -‐ Level 8
ix. Specialist Knowledge(Masters) -‐ Level 9
x. Cri=cal Knowledge (PhD) -‐ Level 10
ETHICS AND PROFESSIONAL PRACTICE
Own and specific environment
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
Reflec:on
viii. Iden=fy & Address Level 8
ix. Autonomous Decisions (Masters) -‐ Level 9
x. Advance Processes (PhD) -‐ Level 10
Level descriptors are used:
When designing new programmes of study;
When wri=ng learning outcomes
When wri=ng assessment criteria
When assessing prior learning
When incorpora=ng non-‐tradi=onal learning (e.g. work-‐based learning) into award-‐bearing courses
When modules or short courses need to be related to for accredita=on purposes
When learning at different levels needs to be compared
SOME MYTHS DISPELLED:
Equivalence –
Is the NCV at NQF level 4 the same as the NSC, also at NQF level 4?
The NQF acts as a neutral reference point for all different sorts of qualifications. An important underlying principle of the NQF is the promo=on of parity of esteem between academic, voca=onal and higher educa=on routes or pathways as well as between basic and post-‐school educa=on and training.
Specialisation –
The descriptors reflect its utility for both specialisations and generalisations. Moving from a lower to a higher level, in some study or work contexts, can also mean becoming more of a generalist
Sequencing
Indicating NQF levels for qualifications does not mean that qualifications necessarily have to be acquired in the same sequence as the NQF levels
In summary:
Level descriptors:
i. Are helpful guides rather than dictatesii. Are generic and not programme-‐specificiii. Do not cover all possible learning elevation programme
of studyiv. Work better when viewed in the context of progression
look at the same descriptors for the previous and the next level
v. Can be understood interims of the relationship between descriptors at the same level
vi. Provide an appropriate vocabulary to describe learning [email protected]
SAQA LEVEL DESCRIPTOR ROADSHOW
apply the principle of
‘best fit’
establish the centre of gravity of
the qualification
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SOUTH AFRICA MUST EDUCATE FOR EMPLOYMENT
South Africa is presently facing fundamental economic and transforma=ve growth challenges, compounded by an educa=onal system that prepares large numbers of South African ci=zens for lifelong under and unemployment. Economic growth must be informed by intelligent accountability and social transforma=on that reflects a coherent educa=on system.
In this context, South Africa requires sustained high impact human capital development systems and a na=on of conscious individuals who could facilitate the journey of transforma=on to a knowledge economy.
Human capital development is at the axis of social cohesion, affluence, and sustainable employment crea=on, as the emphasis and focus on broader aspects of value crea=on and skills base reforms prepare South Africa for par=cipa=on and posi=oning as a leading global compe=tor.
Regulatory policies have formed an enabling and a restric=ve environment where limited innova=on was evident. In a world where it is impossible to contribute to a knowledge economy without informa=on, many learners are s=ll deprived of access to basic informa=on technology and meaningful learning prac=ces.
Post-‐modern enquiry, based on the ideas and theories posi=oned by famous philosophers such as Plato, Socrates, and Osho and advances par=cular proposi=ons 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 methodological pedagogy of occupa=onally directed educa=on and training providers’ accredita=on and external modera=on prac=ces.
Data analysis suggests that the current occupa=onal accredita=on and external modera=on frameworks in South Africa require a significant interven=on to redress bureaucra=c and puni=ve processes that significantly inhibit innova=ve educa=on and training delivery, which could support social and educa=onal transforma=on.
South Africa must develop and implement alterna=ve learning and assessment themes as well as innova=ve frameworks for accredita=on and external modera=on (verifica=on) ac=vi=es in the realm of su s ta inab le educa=on that offers measurable Return of Investment (ROI) opportuni=es.
South Africa should prepare a cohesive
integrated economic and transforma=on
strategy that confirms specific social outcomes, acknowledging the inter-‐
rela=onship of economic, human and social
capital. The proposed educa=onal growth path should include the improved
performance of occupa=onally directed
educa=on and training provision, which in turn should result in economic growth.
Educa=onal throughput will have a limited impact on skills advancement, and the focus
must transcend to informed learning
outcomes that are grounded in innova*ve prac*ces, cri*cal and cogni*ve thinking and
capital ise on new technology in a
heterogeneous global context.
EXTRACT FROM: -‐
Ph.D. Thesis of Dr. L. Meyer
DISCUSSIONS IN EDUCATION: A POSTMODERN APPROACH
The Da Vinci Ins=tute for Technology Management – 2012
UNESCO AND GLOBAL EDUCATION
The interna=onal academic community will come together to announce a new Higher Educa=on Ini=a=ve for Sustainable Development. An umbrella of United Na=ons partner organiza=ons will facilitate the ini=a=ve.Since higher educa=on ins=tu=ons educate and train decision makers, they play a key role in building more sustainable socie=es and crea=ng new paradigms. The ini=a=ve calls upon leaders of the academic community around the globe to commit themselves to fostering research and teaching on sustainable development issues, greening their campuses and engaging with interna=onal frameworks such as the UN Decade of Educa=on for Sustainable Development for which UNESCO is the lead agency.
h^p://www.unesco.org/new/en/unesco/events/educa=onevents/?
tx_browser_pi1%5BshowUid%5D=6307&cHash=2c1ab7f308
CIMAP NEWS AND EVENTSCIMAP -‐ SABPP
CIMAP par=cipated in the SABPP Learning and Quality Assurance Department of SABPP first workshop on 23 May 2012 at the University of Johannesburg.
Continuous Professional
development - CPD
CIMAP presented the first CPD Ethics in Prac=ce workshop on Friday 8 June 2012. Guest Resource Services Training Centre in Pretor ia hosted the workshop. CIMAP Ethics convener Heidi D Edwards facilitated this successful CPD ac=vity.
PLANNED CPD ACTIVITIES FOR 2012
i. Effec=ng Recogni=on of Prior Learning in the workplace;
ii. Bridging the gap between Assessor and Moderator training and becoming an effec=ve prac==oner;
iii. Ethics in Assessment;
iv. Developing a meaningfu l and adaptable QMS;
v. Preparing providers for the QCTO;
vi. Preparing workplaces for the QCTO;
vii. Preparing for the 2012 Labour Law amendments.
In the coming months members will be requested to ac=vely invest n their own CPD development and skills passport confirma=on.
CIMAP welcomes your input in developing meaningful topics as CPD ac=vi=es. Please e-‐mail the CPD convener Dr. Karen Deller with your sugges=ons and queries.
Study without desire spoils the
memory and it retains nothing that it takes in
- Leonardo Da Vinci
CIMAP ETHICS IN ASSESSMENT
CPD ACTIVITY
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John Arnesen (Project Director: NQF Advocacy) SAQA
Marius Meyer: CEO – SABPP Deonita Damons Chairperson – CIMAP
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The composi=on of the South African popula=on is 78.5% Black Africa, 2.5 % Indian, 9 % coloured and 9% White (Sta:s:cs SA; 2012).
Transforma=on has been achieved in the public service with demographically representa:ve numbers of employees. Private sector transforma=on is however lagging behind and causing much frustra=on and vigorous debate rela=ng to economic transforma=on in South Africa.
South Africa has has agreed to a The Millennium Development Goals, (MDGs) as a member state of the United Na=ons: The M i l l e n n i um D e v e l o pme n t G o a l s , (MDGs).contains eight development priori=es:
i. To eradicate extreme poverty and hunger;
ii. To ach ieve un iversa l p r imary educa=on;
iii. To promote gender equality and empower women;
iv. To reduce child mortality;
v. To improve maternal health;
vi. To combat HIV/AIDS, malaria and other diseases;
vii. T o e n s u r e e n v i r o n m e n t a l sustainability;
viii. To develop a global partnership for development.
The South African Government developed 12 outcomes that will drive the MDGs. These include:
i. Improved quality of basic educa*on;
ii. A long and healthy life for all South Africans;
iii. All people in South Africa are and feel safe;
iv. Decent employment through inclusive economic growth;
v. A skilled and capable workforce to support and inclusive growth path;
vi. An effic ient , compeHHve and responsive economic infrastructure network;
vii. Vibrant, equitable and sustainable rural communiHes with food security for all;
viii. Sustainable human seKlements and improved quality of household life;
i. A responsive, accountable, effecHve and efficient local government system;
ix. Environmental assets and natural resources that are well protected and con*nually enhanced;
x. Create a beHer South Africa and contribute to a beKer and safer Africa and world;
xi. A n e ffi c i e n t , e ff e c = v e a n d development oriented public service and an empowered, fair and inclusive ci=zenship.
Some of the factors to consider whilst dealing with poverty eradica=on include the Gini coefficient, employment, per capita, available social services, and the breadline poverty measure.
Structural unemployment, poor levels of educa=onal quality and forced throughput rates offer li^le hope when faced with the structural unemployment rate as opposed to the official unemployment rate of individual’s ac=vely seeking employment. As South Africa embraces a newfound poli=cal will to address the youth educa=on and employment wastelands, no responsible ci=zen can sit idly by in the face an inevitable educa=onal revolu=on (Meyer; 2012).
Government must create an environment that is conducive to business development and fiscal policy constraint. The educa=on system in South Africa is struggling to produce func=onal learners. Universi=es are being bombarded with learners that are not ready for higher educa=on.
The ques=on is however broader than the obvious. Where do these students go once they complete grade 12 or graduate from ins=tu=ons of further and higher learning? How did these students end up being set up for inevitable failure by being structurally disadvantaged by substandard educa=on support structures?
The Deputy Minister of Higher Educa=on and Training Professor Mkize confirms, “the new mandate was born out of a crisis, emana=ng from the perceived failure of our system to produce employable graduates, manifested through the inability of our graduates to meet the needs of labour markets. Of even more serious concern, is the failure of our system to absorb the 2.8 million youth between the ages of 18 and 24 who are neither at school nor at work” (Mkhize; 2011).
The official unemployment rate in South Africa is quan=fied at 25, 3 % for the second quarter of 2010 and confirmed as 47 % for youth (Sta=s=cs South Africa, 2010). It must be considered that only individuals who are ac=vely seeking employment are included in the percentage.
Educa=on is one of the key elements in addressing unemployment coherently. It m a k e s s e n s e t h a t e m p l o y m e n t
opportuni=es are realis=c when business is able to create wealth and jobs and have the prerequisite skills sets available for them to create sustainable opportuni=es.
South Africa is prosperous and we osen have to shoulder refugees and immigrants from myriad countries that are far worse off than we are.
C o n s i d e r i n g t h e im p o r t a n c e o f founda:onal educa:on, it is not surprising that a recent Africa Educa:on report in 2012 highlighted important sta:s:cs:
Primary school enrolment in Africa' has increased from an average of 73%. Challenges are being addressed especially around girl child enrolments.
32 million primary-‐school children equalling 45% of the global out-‐of school popula=on resides in the sub-‐Sahara.
In sub-‐Saharan Africa, almost 12 million girls may never enrol in school.
Approximately 28 million pupils in sub-‐Saharan Africa drop out each year.
Only one in three youths (34%) a^ends secondary school –the lowest globally level.
153 million adults (38%) of the adult popula=on in sub-‐Saharan Africa cannot read or write, with 60% of these individuals being women.
1.2 milion Addi=onal teachers are required in the region to reach the interna=onally agreed goal of ge{ng all children into primary school by 2015.
I n N i g e r i a , a c h i l d s p e n d s approximately 6.5 years in school on average. A wealthy urban child averages around 10 years, while poor rural Hausa girls average less than six months in school.
Aid levels to basic educa=on in sub-‐Saharan Africa have dropped – from US $1.72 billion in 2007 to $1.65 billion in 2008. Taking into account rising enrolment in pr imary schools , spending per pupil has dropped by 7%.
In confron=ng the aforemen=oned topics, it will not help us to entomb reality at the expense of pragma=sms. It is not government’s job to create wealth – this is the role of business and entrepreneurs.
Government must create an environment that is conducive to business development and fiscal policy constraint that is able to support the achievement of the MDGs.
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THE CONTEXT OF THE MILLENNIUM DEVELOPMENT GOALS By Dr. L. Meyer & Mr. Tsidiso Tshabalala - CIMAP Board Members
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PRAGMATISM Cont.
Laying the blame for our ques=onable educa=on system solely at the door of government is however naïve and disingenuous. Businesses, government, labour and civil society, regulators and professional bodies and associa=ons are in this together.
The global economic crisis has raised a set of profound ques=ons about ma^ers of trust, influence and accountability.
There is a widespread sense, that the t rad i=ona l cha l lenges o f avo id ing accountability will be redefined in the context of new scien=fic, legal and viable trials in suppor=ng the MDGs.
Educa=on must be treated with the support and respect it deserves. The quality and standing of prac==oners must be confirmed for those wishing to operate in the field of educa=on.
No one would willingly allow our children to be taught by unqualified and inexperienced educators.
Equally, organisa=ons cannot afford to engage the services of individuals that are unqualified and ill equipped to train or assess their employees -‐ if we are serious about achieving the MDGs.
In achieving the Millennium Development Goals, meritocracy and compromised quality can no longer be part of our vocabulary.
As we stand in the face of defending quality, we will osen stand alone. Educa=on in the context of achieving the MDGs must be considered cri=cally in the perspec=ve of quality processes including available r e s o u r c e s , l e c t u r e r / e d u c a t o r competencies, ongoing CPD, language proficiencies etc.
The value of quality educa=on in achieving the MDGs is best outlined in the words of President Nelson Mandela, “Educa*on is the great engine of personal development. It is through educa*on that the daughter of a peasant can become a doctor, that a son of a mineworker can become the head of the mine, that a child of farm workers can become the president of a of a great na*on”.
A recent presenta:on made by Mrs Heidi Pieters from the QCTO shared some valuable informa:on:
Pre QCTO Legisla:on:Pre-‐1922 Company specific appren=ceship contracts
1922 Appren=ceship Act
1930, 1944, 1950 … Amendments – ONLY appren=ceships
Appren=ceship Commi^ees by trade / industry / area
1981 Manpower Training Act
Black workers could enter appren=ceships
Appren=ceship focus but permi{ng other skills too
Industry Training Boards – voluntary, with voluntary levies
1995 South African Qualifica=ons Authority Act -‐ NQF
1998 Skills Development Act & 1999 Levies Act
Sector Educa=on and Training Authori=es (SETAs) with focus on whole workforce (not only ar=sans), mandatory levy
2008 Amendment to SDA
Quality Council for Trades and Occupa=ons (na=onal not sectoral standards for ‘trades and occupa*ons
The NQF pre 2008:
The QCTO is responsible for (SDA, 2008, Section 26H, 3):
Es tab l i sh ing and ma in ta in ing o c c u p a = o n a l s t a n d a r d s a n d qualifica=ons’
‘The quality assurance of occupa=onal standards and qualifica=ons and learning in and for the workplace’
D e s i g n i n g a n d d e v e l o p i n g o c c u p a = o n a l s t a n d a r d s a n d qualifica=ons and submi{ng them to the SAQA for registra=on on the NQF
Ensuring the quality of occupa=onal standards and qualifica=ons and learning in and for the workplace;
An occupa=onal qualifica=on defines the learning required to be competent to prac=ce an occupa=on or an occupa=onal specialisa=on in a range
of working contexts in both the formal and informal economy as well as in the public and private sectors.
All occupa=onal qualifica=ons are linked to the Organising Framework for Occupa=ons (OFO) and must:
be ‘fit-‐for-‐purpose’,
reflect workplace requirements, i.e. be demand or opportunity led and not supply driven,
The purpose of an occupa=onal qualifica=on is
to qualify a learner to prac:ce an occupa:on , reflec ted on the O r g a n i s i n g F r a m e w o r k f o r Occupa=ons (OFO) or an occupa=onal s p e c i a l i s a =on r e l a t e d t o a n occupa=on that is reflected on the O r g a n i s i n g F r a m e w o r k f o r Occupa=ons (OFO).
The QCTO has two types of qualifica:ons:I. Na=onal Occupa=onal Qualifica=on
(more than 120 credits)
II. Na=onal Occupa=onal Award (less than 120 and more than 25 credits)
Title of qualifica=on
Linked to occupa=on on OFO and reflec=ng occupa=onal specialisa=on in brackets (where applicable)
Not reflec=ng learning field
Three types of standards
Knowledge / Theory (minimum 20%)
Prac=cal Skills (minimum 20%)
Work Experience (minimum 20 %)
All occupa:onal qualifica:ons will be assessed externally through an appropriate na:onal ly standardised integrated summa:ve assessment.
Characteris:cs of occupa:onal curricula –
Not the same as an “educaHonal” curriculum
A curriculum will cover the following:
O c cupa:ona l p rofi l e -‐ b a s ed on occupa=onal tasks. Specifica=ons for three learning components (subjects, prac=cal skills & work experience)
Internal assessment criteria per subject and prac=cal skills module and work experience record per work experience module
Skills Development Provider accredita=on requirements per subject and prac=cal skills modu l e a nd wo r k p l a c e a pp ro va l requirement per work experience module
Focus is on external summa:ve assessment to determine occupa=onal competence using na=onally standardised assessment processes and instruments. (Cont.)
Education is the most powerful
weapon which you can use to change the world
- Nelson Mandela
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QCTO Cont.
Assessment specifica:ons will cover:
Pu r po s e o f t h e o c c up a=ona l qualifica=on
External assessment model
Qualifica=on outcomes to be assessed (in each Phase)
Assessment criteria for each outcome
Eligibility requirements to qualify for the external assessment
The QCTO has two types of qualifica:ons:
I. Na=onal Occupa=onal Qualifica=on (more than 120 credits)
II. Na=onal Occupa=onal Award (less than 120 and more than 25 credits)
Title of qualifica=on
Linked to occupa=on on OFO and reflec=ng occupa=onal specialisa=on in brackets (where applicable)
Not reflec=ng learning field
Three types of standards
Knowledge / Theory (minimum 20%)
Prac=cal Skills (minimum 20%)
Work Experience (minimum 20 %)
All occupa:onal qualifica:ons will be assessed externally through an appropriate na:onal ly standardised integrated summa:ve assessment.
Characteris:cs of occupa:onal curricula –
Not the same as an “educa:onal” curriculum
A curriculum will cover the following:
O c cupa:ona l p rofi l e -‐ b a s ed on occupa=onal tasks
Spe c i fi ca=on s fo r t h ree l e a r n i n g components (subjects, prac=cal skills & work experience)
Internal assessment criteria per subject and prac=cal skills module and work experience record per work experience module
Skills Development Provider accredita=on requirements per subject and prac=cal skills modu l e a nd wo r k p l a c e a pp ro va l requirement per work experience module
Focus is on external summa:ve assessment to determine occupa=onal competence using na=onally standardised assessment processes and instruments
Assessment specifica:ons will cover:
Pu r po s e o f t h e o c c up a=ona l qualifica=on
External assessment model
Qualifica=on outcomes to be assessed (in each Phase)
Assessment criteria for each outcome
Eligibility requirements to qualify for the external assessment
NATIONAL OCCUPATIONAL PATHWAYS FRAMEWORK
(NOPF)
1. B u s i n e s s A dm i n i s t r a = o n , Informa=on Services, Human Resources and Teaching Related Occupa=ons
2. F inance , I n surance , Sa les , Marke=ng, Retail and Logis=cs Related Occupa=ons
3. A c c o m m o d a = o n , F o o d Prepara=on and Cleaning Services Related Occupa=ons
4. Fa rm ing , Fo re s t r y, Natu re Conserva=on, Environment and Related Science Occupa=ons
5. Medical, Social & Welfare, Sports and Personal Care Related Occupa=ons
6. Secu r i t y and Law Re l a ted Occupa=ons
7. Visual Arts, Design, Installa=on, Maintenance, Extrac=on and Construc=on Related Occupa=ons
8. Produc=on Related Occupa=ons
9. Transporta=on, Materials Moving and Mobile Plant Opera=ng Related Occupa=ons.
QCTO Assessment Partners:
In order to promote quality the QCTO ass igns s tandard i sed func=ons to development and assessment partners and
registered qualifica=ons development facilitators.
The QCTO will monitor and evaluate the performance of the Partners through a signed SLA.(Service Level Agreement)
Func:ons of the AQP:
Develop assessment instruments
Manage external summa=ve assessments
Report on external summa=ve assessments
AQP must be iden=fied prior to the verifica=on of the occupa=onal profile
Heidi Peters
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Overview of the occupaQonal qualificaQon development process
Anyone who stops learning is
old - whether at twenty or eighty. Anyone who keeps
learning stays young. - Henry Ford
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THE MEANING OF CHARTERED PROFESSION
Response to the meaning of Chartered Professional by Marie-‐Therese Portolan. Posted on Skills Universe – 17 May 2012
Thank you for the opportunity to clarify this common misunderstanding.
Chartered is a reference to a professional creden=al that may be awarded to any profession.
In South Africa, we have a number of chartered professions: i.e. Chartered Accountant, Chartered Shipbrokers, Chartered Secretaries, Chartered Ins=tute of Purchasing & Supply etc.
The first recorded body from my cursory research was in the accoun=ng profession in 1886 (SAICA website) where the Chartered Accountants of England and Wales set up their first chapter in South Africa (h^ps://www.saica.co.za/About/SAICAHistory/tabid/70/language/en-‐ZA/). The Chartered Secretar ies (h^p://w w w . i c s a . c o . z a / i n d e x . p h p ?op=on=com_content&view=ar=cle) was established in South Africa in 1909. The Chartered Ins=tute of Purchasing & Supply www.cips.org/en-‐ZA/ is also extremely ac=ve in South Africa.
A Chartered Professional is a level of competence in a par=cular field of work and as such has been awarded through predefined criteria and in recogni=on of academic and experien=al competence. It is therefore a status of professional c ompe t e n c y awa rd e d ma i n l y b y professional bodies.
Although many chartered organisa=ons exist globally, the U.K has the most evolved Chartered Framework. Within the U.K, there are no less than 30-‐chartered designa=ons including Chartered Librarians, Chartered Bankers, Managers ect. in addi=on, this is endorsed by Royal Charter.
Most South African Chartered organisa=ons have affilia=ons with their U.K and European counterparts to ensure that a vibrant community of expert prac=ce and peer review is embraced. In the U.K for example an “A Royal Charter does not confer a material value, but may be seen to signify eminence and stability.
Royal Charter is a form of incorpora=on. The chartered body is a single legal en=ty rather than a collec=on of individuals, and has the powers of a natural person. There are other, more common ways of achieving incorpora=on, for example though company registra=on” -‐ www.thecqi.org/.
CIMAP has a close rela=onship with the Chartered Ins=tute of Educa=onal Assessment (CIEA) U.K. South Africa has also produced 5 Chartered Assessors (CEAs), that completed their designa=on programmes with the CIEA (chartered status highest pinnacle of assessment prac=ce in the U.K).
Entry requirements for the programme requires a Masters degree and extensive validated assessment and modera=on
experience at a strategic level. CIMAP looks forward to playing an ac=ve role in the ETD Prac=ce landscape.
CIMAP MEMBERSHIP GRADES
Please note that all members in good standing who have received their membership cer=ficates are now able to use the following acronyms behind their names. All affiliate members may indicate their status as follows: Ms. K. Khumalo (CIMAP).
Membership upgrades must be done online a nd a re s ub j e c t t o p ro fe s s i o na l requirements -‐ www.cimap.co.za
Professional Designa:on Applica:on:
Student Member -‐ Open to anyone with an interest in assessment. Affiliate Assessor (No status awarded);
Affiliate Membership -‐ is open to anyone with an interest in assessment on confirma=on of achievement of the na=onal assessor standard and is registered with at least one ETQA -‐ (ACIMAP);
Prac::oner Assessor -‐ 1-‐3 years experience in educa=onal assessment and must have achieved a Na=onal Diploma (NQF 5) (PCIMAP);
Fellow Assessor -‐ Fellowship is available to the most experienced and expert prac==oners in educa=onal assessment (at least 5 years) and a NQF 6 level qualifica=on (FCIMAP).
Chartered Assessor (CCIMAP). Master’s degree and five years of educa=onal assessment experience.
Master Assessor (MCIMAP). Doctoral degree and extensive assessment and modera=on experience.
All members in good standing who seek to register with the Chartered Ins=tute for Educa=onal Assessment (U.K) will be in a posi=on to do so from 01 June 2012 at CIMAP nego=ate discounted rates for all membership grades. Please note that CIEA Training will be conducted in South Africa. Certain membership grades will require CPD training at nego=ated rates.
Members that seek to a^end the training in the U.K will be in a posi=on to do so if sufficient delegates from South Africa are available at normal U.K rates. The South African CPD Ac=vi=es will be communicated shortly.
Chartered Corporate Membership is available to providers registered with the Department of Higher Educa=on and Training as an FET or HET Provider. Chartered Corporate Members par=cipate in the annual CIMAP provider quality awards and may be awarded a series of quality grading confirma=ons.
Providers that are not registered with DHET are only eligible for Affiliate Corporate Membership.
CIMAP AWARDS FIRST MEMBERSHIP GRADESCIMAP is proud to announce the awarding of our first designa=ons.
It is within the context of awarding recogn i=on to ou r members and assessment prac==oners that industry is offered a differen=a=ng alterna=ve.
As we progress with our formal professional body status with SAQA, we are confident that only that verified prac==oner will demonstrate the value of the CIMAP designa=on framework.
SAQA / The QCTO has commenced with the process to professionalise professions that have not had formal recogni=on historically. South Africa has embarked on a process of recognizing Professional Bodies and registering their Professional Designa=ons on the Na=onal Qualifica=on Framework (NQF).
The SAQA cr i te r ia fo r p rescr ibed professional body recogni=on embraces Con=nuing Professional Development (CPD) for members and the requirement for a code of ethics and a proper process in place
to protect both members and the public.
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We congratulate all members on their designa;on awards
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MEMBERSHIP APPLICATION
PROCESS EXPLAINEDHow do I join CIMAP?
You will have received the membership applica=on form with your newsle^er. Please complete it providing us with as much detail as possible and make sure you ini=al each page of the Code of Conduct.
Provide the following in support of your applica=on:
A cer=fied copy of your ID
Cer=fied copies of cer=ficates of your qualifica=ons
An abbreviated CV (résumé).
If you are a cons=tuent assessor proof of registra=on from the relevant SETA.
P lease e-‐mai l your appl ica=on to [email protected].
A pro-‐forma invoice will be raised and sent to you for payment.
Once your applica=on has been processed, you will qualify as an Affiliate Member.
Members in good standing may apply for elevated designa=ons on the CIMAP website.
Members will receive their membership cer=ficate and will be added to the mailing list to receive regular updates and correspondence.
Membership applica=on form available www.cimap.co.za
Ask for it on [email protected]
CIMAP MEMBERSHIP ADMINISTRATOR
CIEA : UKAll members in good standing who seek to register with the Chartered Ins=tute for Educa=onal Assessment (U.K) will be in a posi=on to do so from 01 June 2012 at CIMAP nego=ated discounted rates for all membership grades.Please let us know if we can assist with any addi=onal informa=on. We look forward to your ac=ve par=cipa=on as a CIMAP member.
INTERESTING SA FACTS
Table Mountain alone has over 1,500 species of plants, more than the en=re United Kingdom.
South Africa is the second largest exporter of fruit in the world.
South Africa has the longest wine route in the world.
South Africa is rated third in the world in supplying safe, drinkable tap water.
www.larktours.com/50-‐interes=ng-‐facts-‐about-‐south-‐africa
CIMAP SPONSORS NEGOTIATED MEMBER
BENEFITSBEE Exemp=on Le^ers – R 860.00 (Ex Vat).Full BEE compliance audits (dependent on size of organisa=on).Full accoun=ng services (including invoice prepara=ons, SARS compliance etc. requirements from R 1800.00 per month.
012 546 8622 [email protected] /
PREDEX LMSDEAR TRAINING PROVIDERS
Do you require a seamless process to upload to SETAs, with no delays due to failure to adhere to SETA specifica=ons?Do you require a simple, effec=ve alterna=ve to tracking learner programme informa=on?Are you was=ng your valuable =me on calcula=ng learner achievement credit values?Do you require a streamlined searching, assimila=ng, and administra=ng accredita=ons? Design, print, and administrate your own cer=ficates.Print professional learner achievement reports with the click of a bu^on.Do you want to control who has access to your data with an effec=ve security system? SMS your students no=fying them of their latest assessment results.Predex LMS offers all of the above-‐men=oned func=onali=es and many further advantages in a cost effec=ve manner.
Andrew – 082 385 9047
CHILD’S PLAY - PARENT INVOLVEMENT PROGRAM
Your child’s mind-‐set stems from her beliefs and this influence her thoughts. Her thoughts determine her ac=ons. Her ac=ons have a posi=ve or nega=ve result.
Beliefs are the assump=ons that we make about ourselves, about others in the world and about how we expect things to be. Beliefs are about how we perceive things. Our values stem from our beliefs.
Their vision and mission also determine a person’s self-‐esteem and confidence. A vision is a statement of who you are and who you can become. It is the framework for the process of crea=ng your life, based on your beliefs and values.
Visit our web site to find out more:
www.pip-‐obe.com
Amanda 082 551 0497
BUSINESS RISK SOLUTIONS
An accredited Supplier for OHSA Training and Compliance Assessments.
Harry Harris 011 867 5171 harrbrsrisksolu=ons.co.zaIN
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The Once and Future King -‐ T. H. White:
“The best thing for being sad," replied Merlin, beginning to puff and blow, "is to learn something.
That's the only thing that never fails.
You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil luna=cs, or know your honour trampled in the sewers of baser minds.
There is only one thing for it then — to learn. Learn why the world wags and what wags it. That is the only thing, which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regre{ng. Learning is the only thing for you. Look what a lot of things there are to learn.”
Mrs Khanyisile Nkosi
CIMAP is proudly Associated
with: SABPP, PRISA & SAPA
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2 – 4 July 2012Sandton Convention Centre
Johannesburg RSAh^p://www.educa=onweek.co.za/
Interna=onal Educa=on Associa=on of South Africa 29 August 2012 –
01 September 2012
h^p://www.ieasa2012.cmc-‐uct.co.za/
49th Interna=onal Federa=on of Library Associa=ons World CongressLandscapes in Transi=on
The Townhouse Hotel and City Hall, Cape Town3-‐7 September:
h^p://www.southafrica.info/news/conferences/calendar-‐conferences.htm#ixzz1wlYFYMBN
The first UNISA Open Distance Learning ConferenceUniversity of South Africa, Pretoria
5-‐7 September 2012:h^p://www.southafrica.info/news/conferences/calendar-‐
conferences.htm#ixzz1wlYn87ZE
4th Unisa Children's Reading ConferenceSunnyside Campus, University of South Africa, Pretoria
11-‐12 September
h^p://www.southafrica.info/news/conferences/calendar-‐conferences.htm#ixzz1wlZNzOD0
5th Conference on South African Children's and Youth LiteratureNorth-‐West University, Potchefstroom Campus, Potchefstroom
18-‐20 September
h^p://www.southafrica.info/news/conferences/calendar-‐conferences.htm#ixzz1wlZrEYTF
Nego:ate estate fees while you s:ll can
h^p://www.smesouthafrica.co.za/index.php/legisla=on/tax-‐a-‐legisla=on/legisla=on-‐news/2402-‐nego=ate-‐estate-‐
fees-‐while-‐you-‐s=ll-‐can
SA small business sector not gloomy
h^p://www.smesouthafrica.co.za/index.php/business-‐legisla=on/2285-‐sa-‐
small-‐business-‐sector-‐not-‐gloomy
Is SA's labour broking facing an 'indirect' ban?
h^p://www.smesouthafrica.co.za/index.php/business-‐legisla=on/2318-‐is-‐sas-‐
labour-‐broking-‐facing-‐an-‐indirect-‐ban
SARS focuses on tax evasion
h^p://www.smesouthafrica.co.za/index.php/tax-‐news/2281-‐sars-‐focuses-‐on-‐
tax-‐evasion-‐
Vehicle sales increase by 10.5%
h^p://www.smesouthafrica.co.za/index.php/import-‐and-‐export/2261-‐vehicle-‐
sales-‐increase-‐by-‐105
Zuma reshuffles Cabinet, fires police chief
h^p://www.smesouthafrica.co.za/index.php/south-‐africa/3322-‐zuma-‐reshuffles-‐cabinet-‐fires-‐police-‐chief
Soweto's new lease on life
h^p://www.smesouthafrica.co.za/index.php/south-‐africa/2397-‐sowetos-‐new-‐
lease-‐on-‐life
Gautrain final leg opera:onal in central Johannesburg
h^p://www.smesouthafrica.co.za/index.php/south-‐africa/3274-‐gautrain-‐final-‐leg-‐opera=onal-‐in-‐central-‐johannesburg
Know your credit rights – ombud
h^p://www.smesouthafrica.co.za/index.php/south-‐africa/3283-‐know-‐your-‐credit-‐rights-‐ombud
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Point to any one of the links below (in this PDF document) whilst you are connected to the internet and you will hyperlink straight to the website where the ar;cle appears.
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