The NQF BillThe NQF BillSimpler, Better, Faster?Simpler, Better, Faster?

Joe Samuels

Deputy Executive Officer

SAQA

23 October 2008

Overview of presentationOverview of presentation

• Why the new NQF Bill?

• The process so far and the politics of change

• Overview of the Bill

• Preparing for the new NQF: SAQA and its new role

Why the new NQF Bill?Why the new NQF Bill?

‘Simpler, Better, Faster’:◦ The ‘…review of the implementation of the National

Qualifications Framework has necessitated changes to the governance and organisation of the framework so that its objectives may be more effectively and efficiently realised…’

‘Simpler, Better, Faster’:But what was wrong with the ‘old’ system?•Number of bodies – variable delivery•Some stakeholders see the system as too complex•No resolution to reviews, audits and contestation•Uncertainty and frustration•Demoralisation of stakeholders and users•SAQA not granted its proper statutory position•Roles diffused and unclear•Strong players’ positioning in the system

Why the new NQF Bill?Why the new NQF Bill?

The process so far…The process so far…

• Joint Policy Statement (JPS) issued by the two Ministers in October 2007

• First draft NQF Bill is consulted with SAQA Management in December 2007

• Draft NQF Bill is published for public comment on 15 February 2008

• Draft NQF Bill is tabled in Cabinet in May 2008• Draft NQF Bill is tabled at the Education Portfolio

Committee in July 2008• The Bill was considered by the National Assembly in

August 2008• The Bill served at the Council of Provinces for final

scrutiny in September 2008

……and what next?and what next?

• The Bill was supposed to be passed in September 2008

• The week that changed SA

• The Bill is expected to be passed in October 2008

• It will be implemented with effect from 1 April 2009

Overview of the NQF BillOverview of the NQF Bill

• The Bill

• Preamble

• 7 Chapters

The NQF BillThe NQF Bill

• Purpose◦ To provide for an NQF◦ To provide for the responsibilities of Ministers◦ To provide for the South African Qualifications

Authority◦ To provide for three Quality Councils◦ To provide for transitional arrangements◦ To repeal the South African Qualifications Authority

Act, 1995◦ To provide for matters connected therewith.

The PreambleThe Preamble

• Advancement and recognition of learning is key in democratic society and prerequisite for development and well being of citizens

• NQF developed and implemented under the SAQA Act

• NQF is the principal instrument through which qualifications are recognised and quality assured.

• Review necessitated changes to governance and organisation of framework for efficient and effective implementation.

The Seven ChaptersThe Seven Chapters

• Chapter 1: Interpretation, Object and Application of this Act

• Chapter 2: National Qualifications Framework• Chapter 3: Responsibilities of Ministers• Chapter 4: South African Qualifications

Authority• Chapter 5: Quality Councils• Chapter 6: Professional Bodies• Chapter 7: Miscellaneous

Chapter OneChapter One

Application of this Act:◦ To qualifications offered by

(i) education institutions; and

(ii) skills development providers; and◦ (b) professional designations, subject to the

limitations prescribed in this Act.

Chapter TwoChapter Two

• Framework: ◦ One single integrated national framework for

learning achievements ◦ The NQF is a comprehensive system for the

classification, registration, publication and articulation of quality assured national qualifications

Chapter TwoChapter Two

• Objectives of the NQF:◦ Remains the same:

Single integrated framework Access, mobility and progression Quality Redress

◦ Designed to contribute to the full personal development of each learner and the social and economic development of the nation at large.

Chapter TwoChapter Two

• Framework Levels:◦ 10 Levels.◦ There is one set of level descriptors for the

NQF◦ SAQA assigns a qualification to a particular

level on the NQF if it fits the descriptor for that level.

Chapter TwoChapter Two

• Sub-Frameworks:◦ The NQF is a single integrated system

which comprises three co-ordinated qualifications sub-frameworks  –

(a) for General and Further Education and Training;

(b) for Higher Education; and

(c) for Trades and Occupations

Chapter ThreeChapter Three

• Minister of Education◦ Has the overall executive responsibility for the

NQF, SAQA and the 2 ‘education’ QCs

• Minister of Labour◦ Has the the executive responsibility for the

QC for Trades and Occupations

Chapter ThreeChapter Three

• Minister of Education◦ After consultation with MoL provide SAQA

with multi-year remit and can be annually updated

◦ Must provide funds (from Parliament) for SAQA and Education QCs

◦ After consultation with MoL, determine level descriptors submitted by SAQA

Chapter ThreeChapter Three

• Minister of Education◦ Determine disputes referred by SAQA – if

QCTO must determine in cooperation with MoL

◦ Must consider advice from SAQA and QCs and give response in writing

◦ Must determine policy on NQF and publish in gazette

◦ May perform any other function that advance the objects of the Act.

Chapter ThreeChapter Three

• Minister of Labour◦ Executive responsibility for the QCTO◦ Must consider advice from SAQA and QCTO

and give response in writing◦ Must provide funds (from Parliament) for

SAQA and Education QCs◦ May perform any other function that advance

the objects of the Act.

Chapter FourChapter Four

• Continued existence of SAQA• Objects of SAQA• Accountability of SAQA• Functions of SAQA• The SAQA Board• Vacancies and filling of vacancies• Committees of board• Meetings of board and committees

Chapter FourChapter Four

• Allowances and remuneration of members of board and committees

• Appointment of chief executive officer and staff

• Functions of chief executive officer• Funds of Authority• Alienation and encumbrance of property• Financial statements, audit and annual

report

Chapter FourChapter Four

• Advise the Ministers of Education and Labour◦ Must undertake its functions in co-operative,

consultative, open and transparent manner; ◦ With due regard for the statutory rights,

powers and functions of QCs, education institutions, professional bodies and training providers.

Chapter FourChapter Four

• SAQA must oversee the implementation of the NQF in accordance with a multi-year rolling strategic plan, budget and implementation framework which must

Chapter FourChapter Four

• QCs• Levels• Qualifications• Quality Assurance• Professional Bodies• International Relations• Records of Education and Training• Other Matters

Chapter FiveChapter Five

• QC for General and Further Education and Training (Umalusi)

• QC for Higher Education (CHE/HEQC)• QC for Trades and Occupations

Chapter FiveChapter Five

Functions of QCs:• Develop and manage its sub-framework• Advise the relevant minister on matters relating to its

sub-framework • Consider and agree to level descriptors  • Develop and implement policy and criteria on

qualifications, assessment, recognition of prior learning and credit accumulation and transfer

• Develop qualifications and part-qualifications for its sub-framework

• Quality assurance• Provide information to SAQA

Chapter SixChapter Six

Professional Bodies:• Recognition by SAQA• Co-operation with QCs• Registration of professional designation• Information

Chapter SevenChapter Seven

• Regulations• Transitional arrangements• Repeal of law• Short title and commencement:

Date to be determined by the Minister by notice in the Gazette.

Different dates of commencement may so be determined for different sections of this Act.

Preparing for the new NQFPreparing for the new NQF

The dance of learningThe dance of learning

Dance of learningDance of learning

“The metaphor of the NQF dance, with all participants embracing harmony, fluidity and change to make the dance of lifelong learning possible, holds promise as we engage in the next level of NQF development” (Annual report p1)

SAQA’s approachSAQA’s approach

1. Preparing for change

2. Openness to intellectual scrutiny

3. Continuous improvement

4. Increased efficiency

5 strategic imperatives5 strategic imperatives

1. Responding to the NQF Bill and new legislation

2. Managing the transition to avoid disadvantaging learners

3. Communication and advocacy of the NQF

4. Building SAQA’s research and development capacity to lead policy and debate

5. Advancing lifelong learning, including RPL and credit accumulation and transfer

Researching work & Researching work & learning seminarslearning seminars

• Shakeel Ori (SA) – work integrated learning• Prof Tony Watts (UK) – career guidance• Prof Knud Illeris (Denmark) – learning@work• Dr Jenny Horsman (Canada) – women, work

& learning

Career GuidanceCareer Guidance

• Prof Tony Watts: series of breakfast seminars and the Chairperson’s Lecture

• Workshop facilitated by Patricia Flederman, preparatory work

• Suggest a national initiative including a national helpline

• SAQA playing a proactive role in line with the Bill

You are invited…You are invited…

Invitation to the Fourth Annual NQF Colloquium Tuesday 28 October 2008• The Fourth Annual NQF Colloquium will be held on 28 October

2008 at the Southern Sun Hotel in Arcadia, Pretoria. This year's colloquium will be about gaining a deeper understanding of the challenges of learning at work. Prof Knud Illeris an expert in the field will be presenting a paper on workplace learning.

Invitation to the learning@work breakfast seminarWednesday 29 October 2008• SAQA, INSETA and the University of the Western Cape will be

hosting a breakfast seminar where Prof Knud Illeris will be speaking about learning at work and challenges thereof. This breakfast seminar will be held at Diep in die Berg, Wapadrand, Pretoria.