1. 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

2. 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

3. 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

4. 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.

5. 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

6. 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)

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

8. 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

9. TYPES OF LEARNING PROGRAMMES

10. 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.

11. 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.

12. 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

13. 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.

14. 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

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

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

17. 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

18. 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)

19. 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.

20. 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

21. 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.

22. 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.

23. 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

24. 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.

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

26. 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.

27. 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;

28. 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)

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

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

31. 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

32. 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

38. Do you have any questions?

39. For more information you can contact:
Andrea Mammes on:
Linzi Smith on: