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CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 1 Assessment Talk... Chartered Institute for the Management of Assessment Practice Issue 4 - March 2012 Extraordinary services for the promotion of quality in assessment practices. The Chartered Institute for the Management of Assessment Practice (CIMAP) Advancing industry excellence in assessment practice! Board Members: Chairperson: D.E Damons MSc; (FCIEA U.K) Vice-Chairperson: Prof. M. Mehl, Prof. W. Goosen, (FCIEA U.K); Mr. T. Tshabalala; Dr. W. Guest-Mouton; Mrs. A. Ismail; Dr. M. Serfontein, (FCIEA U.K); Dr. K. Deller; Mrs. R. Pillay (M.Ed.); Dr. L. Meyer, (FCIEA U.K); Mrs. A. Roode B.Com. (Hons) Ground Floor, 16 Republic Road, Bordeaux, Randburg, 2125. Tel: (011) 329-9000 – extension: 9034 Fax 086 218 4466, Web site: www.cimap.co.za, E-mail [email protected]

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The Chartered Institute for Management of Assessment Practitioners (CIMAP) is focused on creating a voice for these critical players in education, training, and development in South Africa. This professional body is dedicated to supporting the needs of everyone involved in assessment, moderation, facilitation, and materials development.

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CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 1

c o ns u l t i ng

s a le s

s t a f f i n g

s u pp o r t

Assessment Talk... Chartered Institute for the Management of

Assessment Practice

Issue 4 - March 2012

Extraordinary services for the promotion of quality in assessment practices.

The

Chartered Institute for

the Management

of Assessment

Practice (CIMAP)

Advancing industry excellence in assessment

practice! Board Members: Chairperson: D.E Damons MSc; (FCIEA U.K) Vice-Chairperson: Prof. M. Mehl, Prof. W. Goosen, (FCIEA U.K); Mr. T. Tshabalala; Dr. W. Guest-Mouton; Mrs. A. Ismail; Dr. M. Serfontein, (FCIEA U.K); Dr. K. Deller; Mrs. R. Pillay (M.Ed.); Dr. L. Meyer, (FCIEA U.K); Mrs. A. Roode B.Com. (Hons) Ground Floor, 16 Republic Road, Bordeaux, Randburg, 2125. Tel: (011) 329-9000 – extension: 9034 Fax 086 218 4466, Web site: www.cimap.co.za, E-mail [email protected]

CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 2

Message from the CIMAP Chairperson…. Dear Assessor and Moderators, Assessors and moderators are the lifeblood of the NQF – without well designed, carefully monitored and professionally executed assessments the credits awarded to a candidate against nationally recognized standards and qualifications become valueless. The Chartered Institute for Management of Assessment Practitioners (CIMAP) is focused on creating a voice for these critical players in education, training, and development in South Africa. This professional body is dedicated to supporting the needs of everyone involved in assessment, moderation, facilitation, and materials development. In order to maintain standards of best practice we believe that CIMAP is the ideal platform for the professionalization of assessors, moderators, and material developers in South Africa through the creation of a professional recognition pathway, management of a Code of Professional Conduct and the management of the continuing professional development (CPD) programme. Possibly the greatest challenge in this vast educational landscape is to unify a group of professionals that are engaged at different levels, with different elements of the framework and across different sectors. This is also the very reason for creating a professional body that can take up this role and bear the responsibilities involved in driving the professional behaviour of assessors, moderators, and material developers. CIMAP was established in 2011 and aims to offer its members the following services:

A dedicated website where members can manage their own professional development and

network with other education and training practitioners;

Channels for CPD events, seminars, e-learning and workshops hosted by approved training

providers to assist members to keep professional knowledge current;

Regular communication with individual members via the website, Facebook and e-mail;

Setting and maintaining a professional standards through high levels of involvement with the

Community of Expert Practice;

Securing funding for certification activities and then marketing activities to the constituency;

Fostering a culture of lifelong learning by awarding professional designations;

Engaging with statutory bodies;

Collaborating with complimentary professional bodies i.e. SABPP and ASDFSA ;

International reciprocity agreements i.e. with the CIEA;

Creating a representative platform for DHET registered FET & HET providers as corporate

members;

Negotiating special rates for our members to access professional services.

We look forward to your active participation as a member of CIMAP.

Yours in assessment excellence!

Deonita Damons MSc, CEA (U.K).

Obo CIMAP Board Members

Tel: 011 329 9000 ext. 9034

Email: [email protected]; [email protected]; [email protected]

webpage: www.cimap.co.za

E-mail: Website: www.cimap.co.za

Confederation CIMAP,

ASDSA and the SABPP

The Confederation Agreement between

CIMAP, the SA Board for People Practices

(SABPP) and the Association of Skills

Development in SA (ASDSA) has formulated a

credible network of skilled individuals working

to endure industry professionalization and

accountability.

Collectively these bodies represent the

interests of the many professionals tasked

with the implementation of skills development

initiatives.

Development Strategy and by working

together in the sharing of knowledge

resources and dovetailing of activities each

organisation will enjoy the benefit of shared

exposure and advantage for members.

Collective excellence and an

uncompromising commitment

to quality advancement!

Collective Green Paper engagement road shows planed for CIMAP,

ASDSA and the SABPP - Members will be advised of booking

arrangements by e-mail.

Membership applications forms are available at www.cimap.co.za /

http://www.cimap.co.za/membership.htm

Closing the Skills Gap Workshop – A speech by the Deputy Minister of Higher Education and Training The DHET workshop conducted in Pretoria on 13 March 2012 was highlighted by an elucidated speech by the Honorable Deputy Minister of Higher Education and Training Prof H. B. Mkhize, MP. Please download a copy of the Deputy Minister’s full speech from the Department of Higher Education and Training website: http://www.dhet.gov.za/ “The enormous human resource and skills shortage, characterised by, over-supply of low or unskilled workforce, a shortage of high –skilled workers with critical skills and a significant underdeveloped rural population ,and overall poor responsive human capital stock, limit South Africa’s global competitiveness. Unemployment is 24 %, using a strict measure, and 40 % using a broad measure. Persistent unemployment especially, amongst the youth, points to a large disconnect between supply of, and demand for, human resources and skills, respectively. Income inequalities are acute. Land distribution is among the worst in the world” (Mkhize; 2012). “I would believe that the recommendations on both policy notes: “Higher Education and Growth” as well as “Challenges and options for Technical and Post-Basic Education in South Africa”, will be valuable to policy makers and planners, in key partner departments, such as Department of Science and Technology. Together with social partners will guide and shape the future development of human capital, skills, innovation, academic and research institutions” (Mkhize; 2012).

CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 3

Article by Dr. Wilma Guest Mouton CIMAP Board member & FET Provider Forum

Convener South Africa’s FET private providers have a wealth of knowledge and experience. Collectively we can contribute towards delivering reliable quality training and assessment. Private providers must stand together as a professional association, representing a collective that is technically equipped to prove compliance, while fostering on-going improvement, and elevating the industry's professional status.

Credible industry representation is long overdue! The Chartered Institute for the Management of Assessment Practice (CIMAP) is committed to taking the lead in the process of professionalization of the sector. Stakeholders established CIMAP during 2011 and practitioners, including DHET registered FET providers, assessors and moderators now have a platform to articulate collective needs in a democratic structure. SAQA confirms that as a professional body or a professional association involved in the education and training environment, must apply to SAQA for recognition. We must take accountability for our own destiny, and not sit idly by hoping that consultants and regulators will enforce our needs and expectations. We will therefore ensure that CIMAP is registered with SAQA as soon as applications are accepted. Our landscape has seen many changes and challenges and we therefore unite to address these. Our immediate priorities are:

Providing professional membership for practitioners and stakeholders, including assessors, moderators, and DHET registered FET providers (corporate membership). (Accredited providers will be eligible to join CIMAP if they have proof of registration with DHET (as corporate members), or that the registration process (as corporate affiliate members).

Constructively addressing the challenges facing private providers operating within the SETA ETQA environment. These challenges include protracted payment complications, securing programme approval and external moderation dates from ETQAs, ineffective communication channels etc.

The imperative need to strengthen the formal relationships with the regulators, industry professional bodies, and collective and representative bodies must be lobbied immediately.

The urgent review and representation to address

inconsistent ETQA standards of applications, including

programme approval, external moderation

(verification) activities, the registration of SDF’s,

constituent assessors and moderators etc. A

transparent set of regulations for internal and

external moderation processes is long overdue.

Assessments and moderation standards of practice

must be consistently applied at a national level.

The varying interpretations on the meaning and

construction of skills programmes; agreeing on

common set of criteria and definitions for deliverables

The discrepancies amongst quality systems between

ETQAs;

Preparing a well organised and consolidate

constructive feedback report on the current defects in

the Green Paper for Post-School Education and

Training; 2012 and the current vacuum created in

terms of the QCTO with the promulgation of the

National Qualifications Framework Act 67, 2008.

Future constructive feedback and timely input on

green papers and policy directives relevant to

education and skills development. Fostering closer

working relationships with the ETQAs and defining

clearer role definitions resulting into improved

delivery quality.

The implementation of a fair and transparent dispute resolution procedure for the enforcement of a professional code of conduct and ethics.

CIMAP aims to make a significant impact on the professionalization of the sector. and offer an affordable and inclusive membership base to registered FET providers as corporate members.

We must embrace the opportunity to stand together as professionals and participate as active members

for our collective sustainability!

LIST OF DHET FET COLLEGES: http://www.dhet.gov.za/LinkClick.aspx?fileticket=Fx04

BivUySM%3d&tabid=36

Please send all written responses on the Green Paper for Post-School Education and Training to

[email protected] by the 20 April 2012 to be included in the CIMAP formal submission.

Registered DHET FET

Provider Forum

Forum

The South African

RPL debate –

Article by Dr. Karen Deller

CIMAP Board Member CPD Activity Convener This article explains why RPL is difficult to implement and why it may not always be the solution for every workplace learner. It has been included here because implementers of RPL need to understand some of the frustrations that surround RPL implementation upfront. RPL is ‘sold’ as a tool for social transformation – it has been seen as a way to narrow the apartheid and education wage gap by providing a way to recognise the skills and knowledge that workers have gained experientially. RPL boldly states that all knowledge is important – not only that which is gained traditionally through the formal curricula of universities and technikons. Thus, for many, RPL is about justice and transformation. However, the reality is not as simple as the theory, which is why many talk about RPL and very few actually implement it successfully. RPL is both contentious and power-laden with pedagogical and political undertones. For example, for knowledge to be recognised, someone must define what knowledge ‘counts’ and what knowledge is ‘legitimate’. Someone must set the unit standards or exit level outcomes and decide what assessment tools are appropriate to use to determine who has the knowledge and who does not. Someone has the right to say what will be tested, when it will be tested and what mark is good enough to be considered an indicator of who has the knowledge and who does not.

Someone has the right to say what will be tested, when it will be tested and what mark is good enough to be considered an indicator of who has the knowledge and who does not. This is a power play and the winner gets the qualification – and all of the benefits associated with having one. The harsh reality is that academics and people with degrees and this serves, to a certain extent, to exclude those who do not have formal qualifications, have developed most unit standards and qualifications. In this scenario, RPL is just another Other difficulties experienced with RPL include: RPL is an assessment system that challenges the context within which learning takes place. Traditionalists believe true learning can only take place in a context-free environment such as the classroom (although the classroom is also a unique context), where general theories are taught and learnt according to universal principles. Yet learning does take place in the workplace and RPL acknowledges this. The difficulty is that workplace learning is context- bound. Each workplace has its own vocabulary, its own processes and systems, its own hierarchy of jobs and its own division of labour. Rarely are two workplaces identical. This is one of the key difficulties with RPL because the standards and qualifications are almost invariably written for traditional training (and are therefore academic and context-free) – thus making them difficult to access by RPL candidates. Although RPL challenges the context within which learning has taken place, it does not (yet) challenge the methods that will be used to assess the learning. The traditional assessment methods of the portfolio of evidence, challenge examinations, assignments and projects are all individualistic assessment methods developed within the academic context. They are not (generally) suitable to assess purely experiential and contextual learning. This often leads to poor RPL assessment results – and a failed RPL project.

The knowledge that is presented for assessment by workplace candidates rarely looks and sounds like the knowledge expected by the assessor – it is not necessarily less theoretical or even less sophisticated (although it may be) - it is simply different because it comes from a different site of learning (a different context with different language and practices). If the assessor is academically trained in motivational theory for example, they will expect knowledge on motivational theory to be neatly packaged into theories such as Maslow and Herzberg’s theories. The reality is though those workplace managers with no formal training would not know these theories but they will probably be able to tell you how they motivate their staff and get work based results.

A traditional assessor (especially one with no workplace experience in management) will decide that the candidate is not yet competent because they ‘cannot even discuss basic motivational theory’ – the candidate on the other hand will think the assessor is crazy because ‘there is no way Maslow will work in my team’.

The language that is used in the workplace is often different to the language used in academia (and the unit standards and Exit Level Outcomes are invariably worded using academic language not workplace language) and this can also disadvantage workplace RPL candidates. Assessors (and providers) need to challenge their own language, habits, discourses and vocabularies and be open to the fact that the workplace has its own community of practice that is not wrong, it is just different. Assessors who do not know

Global University Ratings http://www.bloomberg.com/news/2012-03-15/harvard-tops-mit-for-a-second-year-in-university-rankings.html

CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 4

CUSTOM SOLUTIONS

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WEB SOLUTIONS

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BUSINESS SOLUTIONS

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However, the workplace is almost entirely

practical – very few managers will sit a new

recruit down and tell them that the theory

behind compiling a strategy and policy. they

will not debate with the new manager the

benefits and uses of Porter’s model against

Senge’s – they will simply tell the new

manager how to practically do a marketing

and HR plan.

In the workplace the theory and research usually starts the higher up you go in the hierarchy – this is diametrically opposite to the academic world.

It is, therefore, very difficult for a manager with 5-

10 years of practical management experience to

RPL for a BCom because although she may do

marketing, HR. management, financial budgeting

and business management this does not match

anything that is in the traditional (theoretical)

BCom syllabus.

This challenge is not only with HEI qualifications,

however, the NQF 1-4 certificates in the vocational

(SETA) sector also contain a lot more ‘LIST’,

‘DISCUSS’, ‘EXPLAIN’ and ‘DESCRIBE’ unit standards

than they contain ‘DO’, ‘APPLY’, ‘CONDUCT’ and

‘MANAGE’ unit standards simply because even

these qualifications have primarily been

designed/influenced by academics who believe

that the entrants into these qualification will be

blank slates who need to develop theoretical

understanding BEFORE acquiring practical

application. The tragedy is that this qualification

structure may be suitable for new entrants – but it

is not suitable for the RPL of workers with a great

deal of experience.

This is one of the main reasons why RPL has

failed – the content and context of the

qualifications do not match what the

employees are doing in their day-to-day lives

and they are instead expected to repeat

theory. When they cannot do so they are

demotivated and led to believe that they

know little.

Most RPL relies on the production of a portfolio of evidence (PoE) which catalogues and demonstrates knowledge in such a way that the assessor can relate to it, find it and measure it. If this is done ‘correctly’ (and many SETAs have detailed rules about what a PoE must look like and contain) then credits can be awarded – if the PoE does not match the criteria it is deemed not-yet-competent. It is immensely difficult for a lowly-educated (or non-educated), non- administratively inclined employee from a non-English speaking background to comply with the requirements for a portfolio with limited guidance. The PoE may be suitable assessment tool for the assessor and moderator but it is certainly not suitable for most workplace RPL candidates unless they have had extensive support. Another factor here is that of learning styles – the compilation of a portfolio of evidence may be suitable for introverted, highly structured, individualistic and procedurally orientated learners – but not suitable for other personality types. Thus large sectors of the learner population are disadvantaged by the use of only a single assessment instrument. (This broadly refers to the Myers-Briggs Type Indicator (MBTI) learning styles adaptation of the widely practiced MBTI personality inventory. The type most comfortable with the PoE would be an ISTJ – other types will have trouble and frustration, but the ENFP (extraverted, big picture with no attention to detail with a collectivist all-for-one-one-for-all attitude who cannot follow process) is almost doomed to failure.)

People who have been working for a long time

often have difficulty validating much of their

experience in writing. Furthermore, it is often

difficult or inappropriate to access private

information from businesses for RPL claims. Thus

candidates may be unable to prove their claims of

prior experience satisfactorily.

Finally, there is the issue of transfer of knowledge.

Most employers and academics accept that new

graduates need time to transfer their academic

knowledge to the workplace to make it usable.

Some employers have graduate development

programmes, which facilitate this transfer

process. Yet little cognisance is taken of the

difficulties faced by the RPL candidate who is

trying to transfer and convert his workplace

experience into academic learning in order to

enjoy the benefits that having a qualification will

provide.

The discussion above presents some of the many

reasons why RPL is difficult to implement

practically. International (and some local)

experience shows that for RPL to be successful

there needs to be an appreciation of experiential

(workplace) knowledge for what it is without trying

to force it into the mold of academic knowledge.

Experiential knowledge must not be seen as inferior

– just different because it was acquired in a

different context (the workplace as opposed to the

classroom) and because of this the RPL process is

most successful if workplace learning can be

evaluated differently and against different

standards/outcomes.

“It had long since come to my attention that people of accomplishment rarely sat back and let things happen to them. They

went out and happened to things.” Leonardo da Vinci

Assessment for Learning:

Making learning meaningful

through the formative

process

Article by Henriette van Twisk - CIMAP COO

As the facilitators and assessors of adult learning,

we have to expand our thinking about what the

assessment process can do; we must move beyond

using it to judge competence to using it as activities

and interactions with the learner that will lead to

more effective skills transfer.

Assessment for learning is essentially formative

assessment. Formative assessments should help

learners grow rather than just holding them

accountable for their learning.

A useful analogy is to view it as a "global positioning

system" for facilitators, coaches and assessors to

use to find out where learners are in the learning

process so they can adjust learning support to get

them to the next level of learning.

The following South Africans have been awarded

the top U.K Assessment Practice Award - Chartered Educational Assessor (CEA) U.K - Congratulations!

i. Ms. Deonita Damons

ii. Professor Wynand Goosen

iii. Dr. Michele Serfontein

iv. Dr. Linda Meyer

v. Mrs. Elizabeth Findley

Qualifications that are constructed with unit standards are more suited to training provision:

That RPL (although this was not initially the intention). Unit standards provide learners and facilitators with minute detail that can be trained and assessed: but they are overly contextual and virtually impossible for RPL candidate assessment. One of the limiting factors here is the training of assessors and moderators (and ETQA staff) who believe that every candidate MUST achieve each assessment criterion from each specific outcome from every unit standard for the whole qualification in order to be found competent.

This is a time consuming and labour intensive task, that can be soul destroying for a working adult with responsibilities outside of the workplace. No university in the world for any faculty (including medicine) requires 100% pass in all subjects – yet many assessors and ETQAs expect this from workers.

Traditional classroom learning values mental

learning, which is and individualistic and solitary

process; whereas multiple individuals operating in

groups that interact with the context to create

socially construct workplace learning situated

learning. It is, therefore quite difficult for some

people to clearly articulate their own role in the

production of knowledge – and group

assessments are not often not seen as valid an

authentic.

RPL candidates need immense support from within

the company. The reality is that a company (even

the Public Service) is not in the business of learning –

learning is a tool to assist it to meet its own business

goals. Academic institutions, on the other hand, are

in the business of learning so they support debate,

transparency with evidence, theoretical exploration,

etc. To succeed at RPL the company culture needs to

‘learn’ to support the endeavour – in other words,

the learning culture must be developmental and

supportive.

Much of the criticism within the RPL literature relates

to the administrative processes, particularly with

respect to paperwork (specifically paperwork for audit

requirements) and onerous bureaucratic procedures

to be followed which, it is often claimed, is in excess of

the bureaucratic guidelines for conducting regular

training programmes.

This rigorous process is deemed necessary to ensure

credibility of the process with students and industry

clients, but deserves attention in order to address

concerns in this regard. Specifically, it seems the

level of documentation required to be kept and the

focus of audits on the components, rather than the

task, is a disincentive to providers to engage in RPL,

particularly as many applications are best assessed

by professional judgements, which cannot be easily,

or adequately, described in the written form.

The time consuming nature of RPL, not only in

assessing, but also in providing advice and guidance,

is another disincentive. If RPL is to work, there must

be much less emphasis on paper-based recording

and much greater emphasis on holistic assessment

processes and the attendant requirement for

professional judgement by professional assessors.

CIMAP Core Values: - Integrity, Credibility & Discipline © 2012 www.cimap.co.za 5

The assessment information is about the learner, yet

often we overlook the importance of detailed,

specific feedback during the formative assessment

process. We have neglected the fact that learners

can benefit from a global positioning system too.

When formative assessment is cast as a tool for

learners to use to develop critical skills, it becomes

"assessment for learning," as explained in the book,

Classroom Assessment for Student Learning: Doing

It Right-Using It Well. (Stiggens & Chappius, 2008)

Assessment for learning applied correctly provides

information early in the learning process to

influence learning. The litmus test of an effective

assessment for learning is that it informs learners

about their own learning, helping them focus their

learning energies where they are likely to be most

effective. So it can be said that traditional formative

assessment enlightens the facilitator, coach or

assessor, while assessment for learning enlightens

the learner.

Formative assessments tend to focus on standards,

providing results that reveal which standards

learners are or are not mastering. However

assessment for learning doesn't ask who is and isn't

meeting standards. Rather, it asks how each learner

is doing on her or his journey up the scaffolding

leading to each standard. It provides this

information to learners in terms that they can

understand, in to support their learning process

through levels of proficiency leading to success.

Assessment for learning keeps learners and their

workplace coaches and assessors in touch with

understanding and achievement on a continuous

basis, allowing them to know what specific actions

they can take to improve the learning every day.

In traditional formative assessment contexts, we

conduct the assessments, keep records, and track

past two decades, including research about the

power of feedback published in Review of

Educational Research.

This reveals that when assessment meets learners'

information needs i.e. when learners are informed

about the learning targets from the beginning,

engage in regular reflection on their own growth,

and play a role in communicating their learning-the

achievement gains are profound, especially for low

achievers. In assessment for learning, we

acknowledge that when learners reflect regularly

and correctly, and track and share their progress,

their confidence in themselves as learners and their

motivation to do well grows along with their rising

achievement - they own their learning journey.

Research conducted around the world over the

While formative assessment as traditionally defined

can contribute to effective preparation for

summative assessment, it is the practice of

assessment for learning that wields the proven

power to help a whole new generation of learners

take responsibility for their own learning, become

lifelong learners, and achieve at much higher levels.

This is done by helping learners learn to engage in

meaningful reflection and goal setting, to practice

identifying their own strengths and areas for

development and teaching learners to keep track of

their achievement on specific learning targets.

Assessors who support this notion will follow these

steps as a strategy:

At the outset of a learning program, make sure

learners have a clear vision of the learning

targets that they are responsible for achieving.

Negotiated Member Benefits BEE Exemption Letters – R 860.00 (Ex Vat)

Full BEE compliance audits (dependent on size of

organisation).

Full accounting services (including invoice

preparations, SARS compliance etc. requirements

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Please contact: Dirk on [email protected] /

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[email protected]

Provide every learner with continuous, accurate,

descriptive feedback that relates directly to the

intended learning targets, pointing out both the

strengths and areas for further development.

For example, the learner's support team can use assessment information on learning targets as feedback to students, pointing out what they have mastered and what they still need to develop. Learners can then begin to reflect, mirroring the process used in giving feedback. If we, as assessors and facilitators of learning adopt this strategy, we will develop in learners a vision of what good work looks like from the beginning of the learning process, an understanding of where they are at any given point in relation to that standard of excellence, and a repertoire of actions for closing the gap between the two. This is assessment for learning and is this not after all what we are trying to reflect on their growth so they develop a strong sense of academic self-sufficiency. What are you views on the concept of "assessment for learning"? Please let us know by forwarding your comments to [email protected]

Please contact us if you would like to become an active member in regional structures.

Henriette van Twisk is the COO of CIMAP. When am I “Professional”? A true professional exhibits three key elements: •Academic knowledge, Experience & Behaviour This means that a professional needs to have a suitable qualification, be able to do the job and be recognised for how the job is done. The ability to fulfill all three requirements for professionalism is confirmed by passing the ultimate test of competence – achieving a professional designation. Becoming a professional will require some dedication and commitment, but it is well worth the effort! Your professional designation will communicate to clients, learners and your employer that you exemplify professionalism and a commitment to ethical conduct.

CIMAP Membership applications forms are available at

http://www.cimap.co.za/membership.htm

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Childs Play - Parent Involvement Programme

Your child’s mind-set stems from her beliefs and this influence her thoughts. Her thoughts determine her actions. Her actions have a positive or negative result. Beliefs are the assumptions 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 creating your life, based on your beliefs and values. A child who knows and understands her uniqueness and who has a DREAM will be inspired and remain focused. Some parents live their lives through their children because they have not taken responsibility to create their own dreams when they should have done so. This is very selfish and the child will not value ‘care – and - respect’ as a result thereof. Tips:

Encourage your child to do just once what others

says she can’t do.

Support your child to see the opportunity in every

problem –brainstorm possible solutions together.

Teach your child to say I CAN instead of I CAN’T.

Let your child use all her senses to regularly visualize

the successful achievement of her goals and dreams.

Tell your child what attributes, qualities and actions

make her special and unique.

Ask your child to create a vision statement and to

define who she wants to be; what she wants to do;

the values she wants to anchor her life to, the legacy

she wants to leave.

Give your child lots of recognition and praise.

Contact us: http://www.pip-obe.com/about-pip Amanda - 082 551 0497

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Interesting SA facts: SAs GDP size: 27th largest in the world. At about 5.3% of gross domestic product (GDP)

and 20% of total state expenditure, R 165 billion allocated to the departments of basic

education and of higher education and training for 2010/11, R 17 billion more than in 2009/10.

The HE budget for 2010/11 was R 8,4 billion. Universities received R 17,5 billion and R 3,8 billion was allocated for FET colleges.

SETA system R8 billion. Source Stats SA, National Treasury 2012.