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Presentation to the Portfolio Committee on Higher Education and Training

This presentation provides an overview of the role of SAQA and the Qualifications Councils in the implementation of the National Qualifications Framework (NQF). It discusses the progress and challenges in the recognition of prior learning (RPL) and outlines the plans regarding unregistered colleges and the use of irregular qualifications.

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Presentation to the Portfolio Committee on Higher Education and Training

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  1. Presentation to the Portfolio Committee on Higher Education and Training Samuel Isaacs Chief Executive Officer SAQA 26 August 2009

  2. Overview of presentation • Role of SAQA and the Qualifications Councils • Progress and challenges in the Recognition of Prior Learning • Plans regarding unregistered colleges and use of irregular qualifications

  3. . 1. Role of SAQA and the Qualifications Councils

  4. Role of SAQA and the QCs National Qualifications Framework Quality Councils SAQA Mutual • Oversee implementation & further development of the NQF • Develop & manage sub-frameworks • Develop & participate in a system of collaboration 2. Advance the objectives of the NQF

  5. Role of SAQA and the QCs Level descriptors Quality Councils SAQA Mutual • Develop contents of level descriptors and reach agreement with the QCs • Ensure that level descriptors remain current & appropriate • Consider & agree to level descriptors

  6. Role of SAQA and the QCs Qualifications Quality Councils SAQA Mutual • Register qualifications • Develop qualifications as needed in the sector • Recommend qualifications to SAQA for registration • Develop & implement policy & criteria for qualifications, assessment, RPL & CAT

  7. Role of SAQA and the QCs Quality Assurance (QA) Quality Councils SAQA Mutual • No executive QA function • Coordinate across sub-frameworks • Periodic impact studies of the NQF • Executive QA function • Ensure that quality assurance is undertaken for the sub-framework • Ensure integrity and credibility • Collaborate on research and impact studies

  8. Role of SAQA and the QCs Research Quality Councils SAQA Mutual • Conduct & commission research • Publish findings • Collaborate on respective research agendas • Conduct regular studies on the impact of the NQF • 2. Maintain and further develop a collaborative research agenda relevant to the development and implementation of the NQF • Focus on sub-framework specific research

  9. Role of SAQA and the QCs Information management Quality Councils SAQA Mutual • Maintain and further development the NLRD • Maintain a database of learner achievements and related matters • Submit data to SAQA for the NLRD • Ensure integrity and validity of data • Analyse data and report findings

  10. Role of SAQA and the QCs Advocacy & marketing Quality Councils SAQA Mutual • Inform the public about the NQF • Collectively advocate the NQF • Inform the public about the sub-framework

  11. Role of SAQA and the QCs Professional Bodies SAQA Quality Councils Mutual • Develop & implement policy & criteria for recognising professional bodies & registering professional designations • Recognise professional bodies • Register professional designations • Consult with professional bodies • Include professional bodies in quality assurance and the qualifications development

  12. . • Role of SAQA and the QCs International relations Quality Councils SAQA SAQA Mutual • Provide an Education and Advisory Service • Collaborate with international counterparts concerning QFs • Inform the QCs and other parties about international best practice • Collaborate with international counterparts • Benchmark qualifications internationally • Consider international best practice

  13. Role of SAQA and the QCs Other responsibilities Quality Councils SAQA • Advise Minister on sub-frameworks • Perform any other functions required by the NQF Act • Perform any function consistent with the NQF Act determined by the Minister • Provide an evaluation and advisory service • Advise Ministers on NQF matters • Perform any other functions required by the NQF Act • Perform any function consistent with the NQF Act determined by the Minister

  14. . 2. Progress and challenges in the Recognition of Prior Learning

  15. Early progress in SA 2. Progress and challenges in RPL • RPL was placed on the post-apartheid agenda • NQF with RPL as a key principle • Developing trade union RPL capacity and defining ‘experience’ • Promoting emancipatory RPL • Conceptual and implementation guides for RPL developed by SAQA in 2002 and 2004 • Exploring how knowledge, pedagogy, and power are enacted in RPL • Distinguishing differing types of knowledge in RPL

  16. Progress in implementation 2. Progress and challenges in RPL • Researching and critiquing RPL practice • Attempting mass-scale RPL (e.g. developing and monitoring NPDE implementation; UNISA; UFS; UWC; SAPS; SANDF; INSETA; PLC projects) • Isolated pockets of excellent practice (OECD 2009)

  17. Lessons learnt 2. Progress and challenges in RPL RPL BENEFITS RPL COSTS RPL can benefit individuals, providers, organised labour & government RPL IS CONTEXTUAL Formality and high exchange value increase costs There is no systematic RPL funding in SA IDENTIFY CATALYSTS Use contextual features as reference points, e.g. particular groups, such as unemployed, poor, low-literacy levels, drop outs System flexibility through modularisation, clearly described outcomes, partnerships, credit accumulation and transfer ADDRESS INHBITORS Cost, complexity, lack of acceptance, epistemological issues, lack of systematic quality control

  18. Addressing the challenges 2. Progress and challenges in RPL REMOVE KNOWN BARRIERS • Gaps in the statutory framework; Failure to develop Communities of Practice; Challenges in FET, HE, industry and organised labour; Lack of financial resources; Lack of alignment between policy, practice, theory and research. BUILD ON BEST PRACTICE • Develop and expand from existing centres of best practice; Co-ordinate quality assurance of RPL; Publish and communicate RPL-related information • Facilitate collaboration and partnerships; Develop wider range of credible assessment methods/ RPL pedagogies PROMOTE HIGH QUALITY RPL • Disseminate items to promote common understanding of RPL; Provide advice, counseling and guidance on all aspects of RPL; Co-ordinate training of RPL advisors; Gather and provide information on financial assistance for RPL; Monitor trends in all aspects of RPL (NLRD); Create directory of RPL qualifications

  19. Possible ways forward 2. Progress and challenges in RPL • Address gaps in statutory framework • Create viable funding mechanisms • Drive mechanism for enhancing and measuring progress in RPL (e.g. though a National RPL Association) • Develop a wider range of credible RPL assessment methods and instruments • Encourage and facilitate the formation of partnerships for delivery • Coordinate the addressing of specific challenges in HE, FET, industry, and organised labour • Coordinate an RPL information and advocacy campaign • Coordinate RPL-related research and integrate findings into RPL processes • Support nodes of advisory services across the country

  20. Considering the OECD rating 2. Progress and challenges in RPL

  21. Conclusions 2. Progress and challenges in RPL • Strategic internationally-benchmarked decisions regarding the key drivers of RPL are needed, in relation to removing barriers; building good practice; advocacy and the creation of advisory services • Coordination, collaboration, and communication are essential if existing work is to be acknowledged, developed, and taken to scale for a fully operational RPL “system”

  22. . 3. Plans regarding unregistered colleges and use of irregular qualifications

  23. SAQA’s brand values 3. Unregistered colleges and irregular qualifications • Social and economic transformation • Integration • High energy and corporate vibrancy • Quality service • Integrity • Quality qualifications • Brand essence: Authenticity

  24. Current activities 3. Unregistered colleges and irregular qualifications • SAQA is tracking and following up on providers that use logos and trademarks illegally • SAQA is supporting the Department of Higher Education and Training to pursue unscrupulous providers.

  25. Looking forward 3. Unregistered colleges and irregular qualifications • Create tools for identification of unscrupulous providers • Use evidence of quality provided by acknowledged competent authorities on academic quality (such as recognised accreditation and quality assurance bodies) • Encourage providers of public and private funding to avoid funding unscrupulous providers and their students • Inform the public about unscrupulous providers • Pursue legal action against unscrupulous providers and use of fraudulent credentials • Focus on cross-border unscrupulous providers

  26. Presentation to the Portfolio Committee on Higher Education and Training Samuel Isaacs Chief Executive Officer SAQA 26 August 2009

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