SAOU Curriculum Services
National Qualifications National Qualifications Framework BillFramework Bill
Presentation to Portfolio Presentation to Portfolio Committee on EducationCommittee on Education
30 July 200830 July 2008
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Focus of the SAOU’S comments Focus of the SAOU’S comments
The objectives of the NQF (Legislator’s The objectives of the NQF (Legislator’s intention) versus the rest of the Billintention) versus the rest of the Bill
Representivity of the SAQA Board and Representivity of the SAQA Board and Quality CouncilsQuality Councils
Responsibilities of the MinistersResponsibilities of the Ministers
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Objectives of NQFObjectives of NQF
Create an integrated national framework Create an integrated national framework for learning achievementsfor learning achievements
Facilitate access to, and mobility and Facilitate access to, and mobility and progression within, education, training and progression within, education, training and career pathscareer paths
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What the objectives mean: What the objectives mean: Intention of the LegislatorIntention of the Legislator
An integrated system of national An integrated system of national qualifications which will make it possible to qualifications which will make it possible to let all learning achievements of individuals let all learning achievements of individuals count towards their progression within and count towards their progression within and between education, training and career between education, training and career paths. paths.
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Approach: SAQA Act versus NQF Approach: SAQA Act versus NQF ActAct
SAQA Act: SAQA Act: A Programmes ApproachA Programmes Approach
NQF Bill: NQF Bill: A Systems ApproachA Systems Approach
SAQASAQA QUALITY COUNCILSQUALITY COUNCILSQCGFETQCGFET QCHEQCHE QCTOQCTO
1010 1010
??99 99
88 88
77 77
66 66
55 55 55
44 44 44
33 33 33
22 22 22
11 11 11
SAQASAQA
Qualifications Qualifications developed and developed and
registeredregistered
NSB’s & NSB’s & SGB’sSGB’s
1010 Education & Education & Training Training providedprovided
ETQA’s & ETQA’s & ProvidersProviders
99
88
77
66
55
44
33
22
11
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Why the NQF under the SAQA Act has Why the NQF under the SAQA Act has not performed as expectednot performed as expected
SAQA did not use the powers which it had in SAQA did not use the powers which it had in terms of the Act to generate the necessary terms of the Act to generate the necessary involvement of the role players and stake-involvement of the role players and stake-holders in standard settingholders in standard setting
The universities in particular did not provide The universities in particular did not provide the expertise which is required for the setting the expertise which is required for the setting of standards at the ten levelsof standards at the ten levels
The level descriptors were ineffective and did The level descriptors were ineffective and did not make the equation of qualifications pos-not make the equation of qualifications pos-siblesible
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Why the NQF under the NQF Bill (Act) will Why the NQF under the NQF Bill (Act) will not perform ito the objectivesnot perform ito the objectives
The Bill does not give SAQA the powers to ensure The Bill does not give SAQA the powers to ensure the co-operation of the Quality Councilsthe co-operation of the Quality Councils
The Bill’s description of the NQF, specifically the The Bill’s description of the NQF, specifically the levels, does not provide sufficient detaillevels, does not provide sufficient detail
For SAQA and the QC’s to reach agreement on For SAQA and the QC’s to reach agreement on the level descriptors, the descriptors will have to the level descriptors, the descriptors will have to be reduced to that which is acceptable to the three be reduced to that which is acceptable to the three QC’s. This will make the equation of qualifications QC’s. This will make the equation of qualifications questionable. questionable.
The Bill does not emphasise the importance of the The Bill does not emphasise the importance of the academic disciplines in the setting of standards academic disciplines in the setting of standards
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An integrated framework requires a An integrated framework requires a common knowledge corecommon knowledge core
Social Sciences
LanguagesMaths
Phys Sciences
Life Sciences
Social Sciences
LanguagesMaths
Phys Sciences
Life Sciences
10
9
Social Sciences
LanguagesMaths
Phys Sciences
Life Sciences
Social Sciences
LanguagesMaths
Phys Sciences
Life Sciences
10
9
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Proposal 1: Objectives, Design of Proposal 1: Objectives, Design of NQF, Functions of SAQANQF, Functions of SAQA
The objectives should envisage the NQF as a national The objectives should envisage the NQF as a national framework of co-ordinated sub-frameworks for learn-framework of co-ordinated sub-frameworks for learn-ing achievements (not integrated)ing achievements (not integrated)
If the objectives remain unchanged (integrated frame-If the objectives remain unchanged (integrated frame-work), then in order to ensure their achievement:work), then in order to ensure their achievement: The Bill should give SAQA more authority over the QC’s, The Bill should give SAQA more authority over the QC’s,
OROR The Bill should indicate the levels which apply in the case The Bill should indicate the levels which apply in the case
of each sub-framework;of each sub-framework; The Bill should determine criteria for the formulation of the The Bill should determine criteria for the formulation of the
level descriptors or state that the Minister will determine level descriptors or state that the Minister will determine such criteria; such criteria;
Section 14(1)(g) should determine that SAQA will perform Section 14(1)(g) should determine that SAQA will perform this function subject to the criteria determined by the this function subject to the criteria determined by the Minister; andMinister; and
The Bill should determine that expertise in the basic The Bill should determine that expertise in the basic knowledge disciplines should be involved in all standard knowledge disciplines should be involved in all standard setting activities. setting activities.
The SAOU proposes the first optionThe SAOU proposes the first option
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Proposal 2: Representivity of SAQA Proposal 2: Representivity of SAQA and the QC’sand the QC’s
The Bill addresses only the composition of The Bill addresses only the composition of the SAQA Board (not the QC’s)the SAQA Board (not the QC’s)
Teachers are important role players and Teachers are important role players and should be represented on the three QC’s should be represented on the three QC’s (representation on the SAQA Board is less (representation on the SAQA Board is less important)important)
Teacher unions represent teachers; the NQF Teacher unions represent teachers; the NQF and/or the QC Amendment Bills and Skills and/or the QC Amendment Bills and Skills Development Bill should therefore ensure Development Bill should therefore ensure representation of the teacher unions on the representation of the teacher unions on the QC’s QC’s
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Proposal 3: Responsibility of MinistersProposal 3: Responsibility of Ministers
Section 9(1) determines thatSection 9(1) determines that the Minister has executive responsibility for the NQF, the Minister has executive responsibility for the NQF,
SAQA and two QC’s, whileSAQA and two QC’s, while the Minister of Labour has executive responsibility for the Minister of Labour has executive responsibility for
the third QC.the third QC. Section 8 determines that the Minister must Section 8 determines that the Minister must
discharge his responsibilities in consultation with discharge his responsibilities in consultation with the Minister of Labour.the Minister of Labour.
The question that arises is whetherThe question that arises is whether this isthis is acceptable ito the Constitution and whether acceptable ito the Constitution and whether it could possibly impact negatively on the functioning of it could possibly impact negatively on the functioning of
the NQF system the NQF system The SAOU proposes that legal advice be obtained The SAOU proposes that legal advice be obtained
on these questions.on these questions.
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In summary:In summary:
1.1. The objectives should envisage a co-ordinated rather The objectives should envisage a co-ordinated rather than integrated framework. If they were to remain than integrated framework. If they were to remain unchanged, the framework should be described in unchanged, the framework should be described in greater detail with the emphasis on the importance of greater detail with the emphasis on the importance of academic disciplines in the setting of standards.academic disciplines in the setting of standards.
2.2. Teacher unions should be represented on the Quality Teacher unions should be represented on the Quality CouncilsCouncils
3.3. Experts should advise on the viability of two Ministers Experts should advise on the viability of two Ministers being given executive responsibility for the NQF and/or being given executive responsibility for the NQF and/or parts thereofparts thereof
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