SAQA’s Role in the New NQF Environment Joe Samuels Deputy Executive Officer South African Qualifications Authority October 2009

Understanding of The NQF Framework of Communication, Coordination and Collaboration: ◦ Communication = communicate the current reality. ◦ Coordination = coordinate the 3 sub-frameworks. ◦ Collaboration = bringing various partners and stakeholders together to make the objectives a reality and to realise the idea of life long learning for all!

The NQF Act: SAQA’s New Role Coordinate Quality Councils (QCs) Develop and Maintain Levels/Level Descriptors Register Qualifications and Part-qualifications

The NQF Act: SAQA’s New Role Recognise Professional Bodies and Register Professional Designations Do or Commission Research (advise the Minister; impact)

The NQF Act: SAQA’s New Role Establish International Relations with similar QF bodies and Share best practice Maintain Records of Education and Training (NLRD)

The NQF Act: SAQA’s New Role Evaluate Foreign Qualifications and Provide Advisory Service (DFQEAS) Conduct Advocacy of NQF (inform the public)

New Developments Changes in the political landscape ◦ 9 May 2009 – One Minister of Education ◦ 10 May 2009 – Two Ministers of Education:  Basic Education  Higher Education and Training ◦ Training moved from Labour to Higher Education ◦ SETAs will move w.e.f. 1 November 2009

New Developments NQF Act Implementation ◦ Announced in the Government Gazette by Minister Pandor as 1 June 2009 Appointment of the QCTO Board ◦ Projected appointment date ? Appointment of new SAQA Board ◦ Minister called for nominations ◦ Submission prepared for Minister’s decision

Functioning of SAQA Implementation date for NQF Act: 1 June 2009 (including move to 10-level framework) Higher Education according to agreed communiqué with CHE Basic Education in line with agreements with Umalusi QCTO in line with agreements with DoL, carry on with standards setting and quality assurance until 1 April 2010

Annual Report 2008/9 ‘Embracing Change’ ◦ Embracing change (new mandate) ◦ Intellectual leadership (research, work and learning, career advice, RPL) ◦ Providing stability and Continuous Improvement (current mandate) ◦ Model Statutory Body (governance) ◦ Increased efficiency (financial management) ◦ Way forward (new strategic imperatives)

SAQA Publications 2008/9 Work (focuses on the need for continuing lifelong education for all and how this can be achieved in the workplace) 2.Women, Work and Learning: The Impact of Violence (outlines how various types of violence affect women’s ability to benefit from learning experiences available to them, and how their learning potential can be enhanced)

SAQA Publications 2008/9 1.Career Guidance: Challenges and Opportunities (explores the role of career guidance in the development of the national qualifications framework in South Africa) 2.The NQF and its Worlds: looks at the context within which the South African NQF was developed and implemented

National Learners’ Records Database (NLRD) Purpose ◦ To provide policy makers with comprehensive information to enable informed decision-making ◦ To provide learners and employers with proof of qualifications obtained: verifications, plus own track of life- long learning Management of NQF Information ◦ All registered qualifications (almost including Higher Education); part-qualifications (such as unit standards); “Legacy” qualifications; all supporting information ◦ Records of education and training: learners (almost 9 million) and their achievements; all supporting information (such as providers and assessors)

NLRD continued Verifications ◦ 2008/9 year:  learning achievements of prospective or current employees done for 75 companies;  transcripts of own results provided to people ◦ 2007/8 year:  832 learning achievements of 548 prospective or current employees done for 47 companies;  transcripts of own results provided to 613 people

NLRD continued Verifications ◦ To date, 2009/10 year:  1347 learning achievements of 783 prospective or current employees done for 64 companies (including public service departments);  transcripts of own results provided to 617 people ◦ Between the instruction to do verifications at SAQA and mid- October:  1795 qualifications of 1063 people were verified by 61 national and provincial government departments.  Of these, the records of 21 people (65 qualifications) from 9 departments were for high level posts such as Directors General.

Foreign Qualifications Evaluation and Advisory Services Purpose ◦ Compares foreign with South African qualifications ◦ Determines appropriate levels of recognition in SA ◦ Guides appropriate placement in terms of the NQF Alignment with NQF objectives ◦ Access to, and mobility and progression within, education, training and career paths ◦ Full personal development of each learner and the social and economic development of the nation at large

Foreign Qualifications Evaluation and Advisory Services Alignment with international best practice ◦ Ongoing benchmarking with international peers and instruments ◦ Manifests in Criteria and Guidelines

Foreign Qualifications Evaluation and Advisory Services Current impact ◦ Compulsory in terms of Immigration Policy (all general and quota work permits) ◦ Advisory for a range of other purposes ◦ Annual application rate: to ◦ In addition to evaluation, general advisory service:  Individual  Institutional  National – e.g. Treasury Dept 2 hrs for application

Way Forward Provide high quality, value added, quick turnaround service to the government wrt ◦ Local (national) Verifications ◦ Foreign qualifications ◦ Future authenticity of qualifications

SAQA’s Role in the New NQF Environment Joe Samuels Deputy Executive Officer South African Qualifications Authority October 2009