Education, Training and Counselling & Andrea Mammes of SHEQNET SAQA, NQF, SETA, US’s, Presented by Linzi Smith of Education, Training and Counselling & Andrea Mammes of SHEQNET

The role that SAQA plays: SAQA came into being through the promulgation of the SAQA Act 58 of 1995 SAQA is responsible for: overseeing the development and implementation of the NQF. To register SA qualifications To assure the quality of SA qualifications To put the following bodies in place: NSB’s, ETQA’s & SGB’s

SAQA ensures that our nation has: A standards setting system A quality assurance system A comprehensive information system – the National Learners’ Records Database (NLRD) A National skills development strategy

National Qualifications Framework The NQF: To monitor qualification and assure quality Promulgated by Government Act A framework developed by SAQA The NQF has 10 levels.

HET = Higher Education & Training Certificate Band 10 NQF level Type of qualification E.g. Nursing HET = Higher Education & Training Certificate Band 10 Post doctoral research degrees (new level) 9 Doctorates (new level) Doctor of nursing 8 Masters degrees Masters degree in nursing 7 Honours degrees Professional qualifications Post Grad Higher Dip Nursing Education/Psych/Admin 6 First National degrees Post Basic Higher Diploma 5 Higher diplomas National diplomas National certificates General nursing Diploma Bridging diploma from enrolled to registered nurse FET = Further Education & Training Certificate Band 4 Enrolled Nurse 3 Grade 12 Auxiliary nurse Ancillary Health Care 2 Grade 10 & 11 GET = General Education & Training Certificate Band 1 National certificate, grade 9 ABET levels 1, 2, 3 & 4

Skills Development Levy Collected by SARS and distributed to: 1% payroll per month Collected by SARS and distributed to: 20% NSF (National Skills Fund) 80% SETA (Sector Education & Training Authority)

SETA 10% : 70% : 80% of levy SETA administration and operational costs grants to employers

Accessing the grants: Employers can recover in grants a minimum of 70% of the levy they have paid. For the appointment and registration of a Skills Development Facilitator, the submission of your Workplace Skills Plan and the Annual Training report you get 50% The other 20% is utilised as a discretionary grant. Each SETA has different applications of this discretionary grant. Learnerships Apprenticeships

TYPES OF LEARNING PROGRAMMES

1. Skills Programme? A Skills Programme, a type of short learning programme that is occupationally based and when completed will constitute credits towards a qualification registered in terms of the National Qualifications Framework.

2. A qualification? A qualification is a learning outcome or the formal recognition of the achievement of learning. It is characterised by learning outcomes - critical cross- field and specific outcomes - which provide the learner with opportunities for lifelong learning. All qualifications need to be registered on SAQA's National Qualification's Framework.

Qualifications can be: Certificates – min of 120 credits max of 239 credits National diplomas – min of 240 credits max of 359 credits National higher diplomas – min of 360 credits Undergraduate degrees – minimum of 360 credits Postgraduate degrees such as: Honours Masters Not credit based Doctorate

In every qualification you will find: A number of unit standards that make up the qualification – each unit standard is worth a number of credits There are core unit standards that have to be done There are fundamental unit standards that have to be done, but are common to many qualifications And elective unit standards. All together these unit standards have to add up to the number of credits required by the qualification.

What is a Unit Standard? A description of the outcomes of learning for which the learner will receive credit. A registered statement of desired education and training outcomes and its associated assessment criteria together with administrative and other information as specified in the regulations

There are three types of unit standards: Core unit standards Fundamental unit standards Elective unit standards

Core unit standards Compulsory unit standards that form the CORE of a particular qualification

What are fundamental unit standards? That learning which forms the grounding or basis of most qualifications such as literacy or mathematics. These unit standards can be found in all of the SAQA qualifications

What are elective unit standards? Elective: a selection of additional credits at the (level of the National Qualifications Framework specified), from which a choice may be made to ensure that the purpose of the qualification is achieved and to make up the number of credits required by the qualification (specialisation)

What is a specific outcome? Outcomes are the statements of desired education and training results directly related to a particular course/ programme. They are the demonstrable and assessable end products of a learning process as they specify what learning is to be achieved.

What are assessment criteria? Statements of performance which give evidence of competence against a specific outcome, OR Statements which enable judgements to be made about the achievement of a learning outcome or outcomes. These statements are taken from Blooms taxonomy when assessment criteria are developed by the SGB

Blooms Taxonomy Benjamin Bloom developed a classification of levels of intellectual behaviour in learning. He identified 6 levels within the cognitive domain from the lowest level thru to increasingly more complex & abstract levels.

Blooms Taxonomy – classification of levels of intellectual behaviour Evaluation level (NQF level 5 and up) Measures the highest level of cognition Outcomes formulated at this level require learners to make judgements involving good or bad, right or wrong, competent or not yet competent, effective or ineffective, efficient or inefficient. Terms that can be used to assess the learner at the evaluation level: Judge, asses, decide, conclude, give an opinion, decide which is better, criticize, justify, appraise Synthesis level (NQF 5 and up) Outcomes formulated at this level require learners to have the ability to put parts together to form a new whole. Terms that can be used to assess the learner at the synthesis level: Create, plan, construct, formulate, put together, design, develop, draw up, illustrate, reconstruct, rearrange, revise, combine Analysis level (NQF 4, 5 and 6) The desire to know ‘why’, ‘what’ and ‘how’ is the basis of this level of performance. When something is analysed, the parts or components from which the facts or situation is composed, are determined. Analysis refers to the ability to break down a situation, procedure or object into its various components so that the organizational structure is understood. Analysis requires a higher level of understanding than application, as understanding of both content and structural form is required. Terms that can be used to assess the learner at the analysis level: Why, analyse, explore, compare, identify, interpret, determine, do you agree/disagree, separate, subdivide, infer.

Application level (NQF 4 and 5) Outcomes formulated at this level require learners to apply knowledge, have certain attitudes, display certain skills and demonstrate certain values in different situations. The application level requires a higher level of understanding than the comprehension level. Terms that can be used to assess application: Apply, calculate, design, how, solve, build, interpret, demonstrate, compute, explore/investigate Comprehension level (NQF levels 3, 4 and 5) Outcomes formulated at this level require learners to show understanding. Learners must have the ability to grasp the meaning of what they have learned. Comprehension is the lowest level of understanding. Terms that could be used to assess the learner at the comprehension level: Compare, contrast, explain, distinguish, differentiate, interpret, predict, estimate, summarise Knowledge level (Lower NQF levels – 1, 2 and 3) Measures the lowest level of cognition Outcomes formulated at this level require learners to repeat and remember The learning content. Knowledge is the lowest level or learning outcomes. Terms that can be used to assess the learner at the knowledge level: Define, describe, recall, where, when, who, what, list, name, match, reproduce, label

What is a CCFO (critical cross field outcome) Critical cross- field outcomes are statements of what learners know and how they integrate "generic abilities or skills" - elements such as problem solving, decision making, communication - to demonstrate achievement.

Critical cross-field outcomes are required to be included in EVERY learning programme in SA. These outcomes are considered to be CRITICALLY important outcomes.

Critical cross-field outcomes include but are not limited to- identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made. working effectively with others as a member of a team, group, organisation, community. organising and managing oneself and one’s activities responsibly and effectively. collecting, analysing, organising and critically evaluating information.

Critical cross-field outcomes include but are not limited to- communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. using science and technology effectively and critically, showing responsibility towards the environment and health of others. reflecting on and exploring a variety of strategies to learn more effectively;

Critical cross-field outcomes include but are not limited to- participating as responsible citizens in the life of local, national and global communities; being culturally and aesthetically sensitive across a range of social contexts; exploring education and career opportunities; and developing entrepreneurial opportunities (SAQA, NSB Regulations. 1995)

SAQA Qualification 66189 Nat. Cert. Quality Management Systems Example SAQA Qualification 66189 Nat. Cert. Quality Management Systems

Example of a unit standard within the qualification Unit std no. 263400  Conduct audits of the quality management system 

Understanding the length of training required for each unit standard 263400  Conduct audits of the quality management system  NQF LEVEL CREDITS 5  10  Includes preparation work. E.g. Pre course reading Physical contact time. May be required to do a summative assessment. Portfolio of Evidence. Requires 100 notional hours. The minimum that the average person will take to acquire the skills or knowledge within the unit standard

Accreditation as a an accredited training provider Can only be accredited by a primary SETA (51% of your training subject matter must be core to that SETA) You can then be accredited via an MOU – memorandum of understanding with other SETA’s

Do you have any questions?

For more information you can contact: Andrea Mammes on: 083 303 1184 andreamammes@gmail.com Linzi Smith on: 011 6140872 linzi@edutc.co.za