By Dr Colen Tuaundu Director: Programme Development Unit E-mail: ctuaundu@nust.na

1. Developing Qualifications at NUST Presentation for TLU Session 27 April 2016 By Dr Colen Tuaundu Director: Programme Development Unit E-mail: ctuaundu@nust.na

2. Content • Overview of NQF • Overview of NUST Curriculum Framework • Questions and Answers

3. OBJECTIVES At the end of this presentation, you will be able to: • Align programmes/qualifications to the NQF meeting both institutional and NQF requirements • Revise/re-curriculate existing programmes and develop new programmes in compliance with the curriculum framework • Overall, development session should result in improved programme development, teaching and learning, and assessment practices

4. IMPORTANT CONCEPTS • Programme – learning pathway constructed to enable students to achieve learning outcomes of a qualification or set of qualifications • Qualification – award representing attainment of a cluster of specified learning outcomes (register qualifications on NQF) • Course – cohesive piece of learning in a subject/cognate area of learning designed to contribute to the attainment of learning outcomes of the qualification • Curriculum – set of courses and their contents offered on a programme • Syllabus – outline/summary of learning outcomes, topics to be covered in a course, teaching, learning and assessment strategies, reading materials and credits • Learning Outcomes – statements of what students should be able to do upon completion of a specific course – described in capability terms (knowledge, skills, attitude) • Accreditation- NCHE, NQA and professional bodies • NQF Registration – register qualifications

5. Overview of NQF and NUST Curriculum Framework

6. Curriculum Development is a collective initiative

7. DEVELOPMENT OF NQF • NQF represents outcome of process of extensive global investigation and consultation over time - formalised through gazetting of regulations in August 2006 • NQF has 10 distinct levels of complexity of learning attainment • Qualifications have a clear nomenclature (based on specified characteristics) • NQF credits - common currency to express relative size of qualifications (1 credit equates to 10 hours of notional learning) • Classification system encourages consistency in expressing content areas covered by qualifications (fields/sub-fields/domains of learning)

8. NQF QUALIFICATION TYPES • Unit Standards (separately registered components of some qualifications which can be awarded independently of the qualification – performance benchmarks) • Certificate qualifications • Diploma qualifications • Degree qualifications

9. 10 NQF Levels 9 D I P L O M A S 8 Bachelor Honours Professional Bachelor 120/480 7 C E R T I F I C A T E S 6 5 4 3 2 1 NQF Qualifications Doctoral Degree 360 Credits Masters Degree 240 Credits Bachelor Degree 360 Credits

10. CERTIFICATE QUALIFICATIONS • Generally recognises ability/preparedness for both employment and FET (recognises proven ability in coherent cluster of learning outcomes to work role/ milestone on education and training pathway) • Represents minimum 40 NQF credits of learner effort • May be awarded at more than one level of NQF (Levels 1 – 8) • Include NQF Level in title of qualification to distinguish between NQF Certificates • Derive NQF Level by determining NQF Level where 40th highest credit is located • Certificates awarded at NQF Level in advance of Bachelor degree may have term “post graduate” in title (Level 8) – such qualifications broaden/deepen currently recognised knowledge and skills • May be part of a degree/diploma or stand alone

11. DIPLOMA QUALIFICATIONS • Recognises preparedness for self-directed application of skills and knowledge, capacity for initiative and judgement across broad range of educational/vocational areas, capacity for initiative and judgement in technical/professional/management roles • Knowledge, understanding and skills recognised generally extension of that recognised in prior qualifications and experience • Represents a minimum of 120 NQF credits of learner effort • May be awarded at more than one NQF Level (Levels 5 – 8) • Include NQF Level in title of qualification to distinguish between NQF Diplomas • Derive NQF Level by determining NQF Level where 72nd highest credit is located – there must be at least 72 NQF credits at NQF Level 5 or higher • Diplomas awarded at NQF Level in advance of Bachelor degree may have term “post graduate” in title (Level 8) – often recognises CPD • May be part of a degree or stand alone • May not award lower qualification for early exit from Diploma except if exit represents attainment of another qualification

12. DEGREE QUALIFICATIONS • Doctoral • Masters • Bachelor Honours • Professional Bachelor • Bachelor

13. BACHELOR DEGREE • Represents systematic, well-rounded and coherent introduction to broad knowledge, ideas, principles, concepts, chief research methods and problem-solving techniques of a recognised major subject – usually one sequential study programme preparing candidates for postgraduate study and supervised research • Registered at NQF Level 7 ONLY • Must represent attainment of 360 NQF credits from NQF Level 4 and above – no more than contributing 40 NQF credits at Level 4 – must have a minimum 72 NQF credits at Level 7 and above • Must be taught mainly by people engaged in research • Lower qualification may not be awarded for early exit except where exit represent attainment of another qualification

14. BACHELOR HONOURS • Represent initial post graduate specialisation qualification building on outcomes of Bachelor degree in same cognate area – usually prepares candidates for research-based post graduate study • Represents a minimum 120 NQF credits at Level 8 – in addition to those required for Bachelor degree • A minimum of 30 Level 8 NQF credits must be for research output (25% of required credits) • Could represent a whole qualification with min. 480 NQF credits of which 120 credits are at Level 8 - or degree could be min. 120 credits at Level 8 or above with defined Bachelor degree cited as entry pre-requisite • Degree must: deepen expertise in a discipline, develop research capacity in methodology/techniques of the discipline, demand high level of theoretical engagement /intellectual independence, require conduct and reporting of research (25% of credits) • Lower qualification may not be awarded for early exit except if exit represents attainment of another qualification

15. PROFESSIONAL BACHELOR • Represents substantial attainment of body of learning outcomes greater than/in advance of Bachelor degree – usually contains substantial element of “learning by doing” and often prepares candidates for entry into a professional field of practice • Must represent a minimum of 480 NQF credits at Level 4 and above • Minimum 120 credits must be at Level 8 with contributing credits from Level 4 restricted to 40 • Degree must: build to level of conceptual sophistication, specialised knowledge and intellectual autonomy; include a terminal project /supervised practice-based exercise(s) to demonstrate readiness for employment in profession/occupational field; require performance in accordance with a regulatory framework administered by a regulatory/professional body • Lower qualification may not be awarded for early exit unless it represents attainment of another qualification

16. MASTERS • Degrees designed to build on principal subject(s) of qualifying degree/qualification which in itself contains significant research component – may also build on relevant knowledge and skills derived from occupational experience • Registered at NQF Level 9 • Minimum 240 credits at Level 9 or above – at least 25% of credits must be awarded for thesis or creative work • Master degrees require candidates to: demonstrate mastery of theoretically sophisticated subject matter; evaluate critically findings/discussions in literature; research, analyse and argue from evidence; apply knowledge to new situations; engage in rigorous intellectual analysis, criticism and problem-solving • Must contain significant element of supervised research – research results usually in form of thesis/substantial research paper/incorporated in series of papers - research component must be a minimum of 25% of credits and at level of certification, i.e. Level 9 (creative work may contribute to research output) • Lower qualification may not be awarded for early exit unless exit represents attainment of another qualification

17. DOCTORAL • Highest qualification awarded within the NQF (360 NQF credits all at Level 10) • May be: - research degree (e.g. PhD or DPhil) - practice-oriented degree – a Named Doctorate or Professional Doctorate (e.g. Ed.D, DMus) - be based on course work, examination and dissertation • Doctoral degrees must: refer to a research/practice degree at a significantly higher level/significantly higher status than a masterate; represents culmination of structured sequence on instruction starting at bachelor degree level; require guidance of candidate by recognised experts in field of study; be awarded based on original and substantial contribution to body of knowledge in the form of a thesis judged by independent experts applying contemporary international standards • Coursework may apply, but should: - only contribute to preparation for research, except in case of a Named Doctorate - be at level above masterate qualification - normally cover not more than one full-time academic year (no more than the equivalent of 120 NQF credits) • Thesis to constitute entire body of work to be assessed (except in case of Named Doctorate where it must contribute 2/3rds of final award – general min. 240 credits – may consider creative work in visual and performing arts) • Lower qualification may not be awarded for early exit unless it represents attainment of another qualification

18. OTHER IMPORTANT DIMENSIONS OF NQF • NQF Levels (descriptors) • NQF Credits (common currency recognising quantum of learning attained) - learning time/notional learning time • Classification System - Fields of learning (broadest aggregation of learning outcomes with a coherent alignment) - Subfields of learning (logical sub-categorisations of Fields) - Domains of learning (smallest coherent aggregation of learning outcomes – unit standards are registered in a domain) • Twelve Fields of Learning approved as broadest categorisation of learning outcomes on NQF (e.g. Education, Training and Development; Agriculture and Nature Conservation) • Subfields and domains to be nominated by qualification developers and/or recognised national bodies developing unit standards

19. OVERVIEW OF CURRICULUM FRAMEWORK

20. OBJECTIVE/SCOPE • Informed by NUST vision, mission and values • Expresses intentions and expectations: - programme attributes and development imperatives - teaching and learning - assessment • Provides a single, coherent guide for the above academic activities • Guides development, teaching and assessment of all programmes leading to qualifications – regardless of delivery mode • Provides guidance for consistent and coherent curriculum development – no single didactic/methodic paradigm prescribed for TLA • Framework only applies to development of academic programmes – not to determine adequacy/inadequacy of delivery

21. NUST GRADUATE OUTCOMES All graduates, at level appropriate to qualification, should have following attributes: • Technical/professional/subject knowledge and be able to apply knowledge • Critical thinking • Problem solving • Good communication • Culturally sensitive global and responsible citizenship • Engaged community membership

22. BENCHMARK/STANDARDNUSTQUALIFICATIONS NUST qualifications to meet following descriptors in addition to NQF requirements: • Max. size: credits not to exceed add. 10% of min. credits specified in NQF (unless required by professional body/national authority) Bach (360 can not exceed 396) • Certificates and Diplomas: - any NQF level from 4 -8 (to address particular needs in society) - Certificates: min. 60 credits - Diplomas: min. 120 credits - Include NQF level in description, title of qualification and transcript {Diploma in Geomatics (Level 6)} - Level 8 Certificates/Diplomas designated Postgraduate

23. BENCHMARK/STANDARD NUST QUALIFICATIONS (CONT.) Certificates and Diplomas (removed National) - Restricted use of titles “Namibia” and “National” (NQF, Annex D) • NUST Certificates (exit level for Bachelor degrees) - NQF Level 5: min. 120 credits (credits from Level 4, max. 40, may be included) - may be stand alone qualification or part of programme leading to higher qualification - must include elements of Curriculum Model if part of Bachelor degree - some basic professional/technical studies to be included in credits (prevent awarding of Certificate for Institutional/School core modules only)

24. BENCHMARK/STANDARD NUST QUALIFICATIONS (CONT.) NUST Diplomas (exit levels for Bachelor degrees) - NQF Level 6: min. 200 credits (credits from level 4, max. 40, may be included) - may include credits for a Certificate (spread of credits between Level 5 & 6 with progression in complexity of learning) - may be stand alone qualification or part of programme leading to higher qualification - must include elements of Curriculum Model if part of Bachelor degree - significant amounts of professional/technical studies should be included in credits for the award of Diploma Certificates and Diplomas (exit levels for Bachelor degrees) will not be awarded for specialisation in a particular discipline.

25. BENCHMARK/STANDARD NUST QUALIFICATIONS (CONT.) The Bachelor Degree (Level 7) • Min. 360 credits • Must include following types of learning per Curriculum Model: - Basic Studies (app. 72 credits) - Professional/Technical Studies (app. 180 credits) - Work-Integrated Learning (app. 36 credits) - Specialisation(app. 72 credits) • May include credits for NC and/or ND • More/less even spread of credits over NQF Levels 5 – 7 (ensure progression in complexity of learning, deepening of knowledge in 1/2 major subject areas) • NUST restricts use of qualification title Bachelor of Science (only Bachelor degrees comprising at least 50% of studies in Natural Sciences) • Curricula for Bachelor degrees should be designed to facilitate credit transfer at Levels 4 and 5 between qualifications in same Faculty and across Faculties

26. BENCHMARK/STANDARD NUST QUALIFICATIONS (CONT.) Professional Bachelor (Level 8) • Designed to meet educational requirements for registration as a professional in fields controlled by national regulated professional bodies • Qualification outcomes to meet requirements of NQF and profession/occupation • Min. 480 credits of which at least 120 credits should be at Level 8 (should meet professional registration requirements) • Must include essential elements of PON Curriculum Model in addition to those of professional body, i.e. Basic Studies (app. 72 credits) • Usually provides access to further study at Master Level (or any appropriate Level 9 qualification)

27. BENCHMARK/STANDARD NUST QUALIFICATIONS (CONT.) Integrated Bachelor Honours (480 credits) • Initial higher education degree designed to meet outcomes/requirements of careers/fields requiring training beyond level of Bachelor (fields not regulated by recognised professional bodies) • Min. 480 credits • Min. 120 credits at Level 8 of which min. of 30 credits must be for research output • Must include essential elements of NUST Curriculum Model, i.e. Basic Studies (app. 72 credits) • Usually provides access to further study at Master Level (or any appropriate Level 9 qualification)

28. BENCHMARK/STANDARD NUST QUALIFICATIONS (CONT.) Bachelor Honours (Postgraduate) 120 credits • Initial postgraduate specialisation degree (links Level 7 Bachelor with studies at Level 9) • Min. 120 Level 8 credits of which min. 30 credits should be for research output • Builds on outcomes of Bachelor degree in same subject area/career-focused cognate area of learning • Usually provides access to further study at Master Level (or any appropriate Level 9 qualification) Master • Postgraduate degree at Level 9 • Min. 240 credits all at Level 9 • Options: thesis only, thesis and coursework, mini-thesis and coursework • Research output to constitute min. 80 credits of Master degree if coursework is combined with thesis/mini-thesis Doctorate • Postgraduate degree at Level 10 • Min. 360 credits all at Level 10

29. NUST CURRICULUM MODEL Guide undergraduateprogrammes based on following principles: • Design of programmes that will facilitate delivery of NUST graduate outcomes – generic competencies are built into the curriculum • Articulation between qualifications – facilitate credit transfer between qualifications in a Faculty and between Faculties (start students in programmes in same cognate area from a common base, gradually specialising at higher levels) • Increasing complexity of learning – from foundational learning to application and specialisation at higher levels (more/less even spread of credits be achieved in a programme covering more than one NQF level) • Professional or career focus – WIL is integral part of any curriculum and specific career-focused competencies should be attained

30. NUST CURRICULUM MODEL (CONT.) Basic Studies (provide incoming students with basic (foundational) competencies underpinning learning at higher education level in general and cognate area of the programme - max. 72 credits – may include required, non-credit bearing learning) Institutional Core Requirements (max. 36 credits) – should form part of all NUST qualifications (Computer User Skills, English Communication, Information competence, Basic Maths, Basic Science, Contemporary Issues) - exemptions possible, some core courses (e.g. Maths) may be subsumed by core courses of a programme School Core (app. 18 credits) – courses lay foundation in cognate area of programme – selected by School Electives (app. 18 credits) – designed to broaden experience of student (well-rounded graduates with broad worldview) – Schools to choose carefully to ensure students achieve broadening, e.g. Sociology, Psychology, Economics, Law Professional Studies (min. 180 credits) - core of cognate area (profession) of the specific programme– courses form mainstay of programme – should be designed to ensure basic competence of graduate in specific cognate area, including specific technological competence

31. NUST CURRICULUM MODEL (CONT.) Specialisation (min. 72 credits) - courses add value to professional studies and provide deepening of competence in subject area - courses are programme specific (may be offered as electives) Work Integrated Learning (min. 36 credits) - students to practice, in real work situation, learned competencies - schedule WIL when students gained sufficient knowledge for practical learning to be valuable to self/workplace may de done through simulated WIL Research/Creative Work/Professional Project (min. 30 credits) - required at Level 8 of Professional Bachelor and Integrated Bachelor Honours (480 credits) Curriculum Model Naming of Degrees - restricted use of qualification designator of Science - Degrees to use app. designator (field of study) followed by qualifier and sub- qualifier – align closely with outcomes of programme (e.g. Bachelor of Business in HRM or Bach of Engineering in Mining Engineering)

32. CURRICULUM DEVELOPMENT AND APPROVAL PROCESS Identification of Need for new Programme (SENATE) • Development of Curriculum and Syllabi (Permission SENATE) • Wide and Deep Consultation • Endorsement by Programme Advisory Committee(s) – ToR (Appendix 1) • Quality Check by QAU, TLU and CCE • Recommendation by Board of Studies • Approval by Senate and Council • Submission to NQA and Other Accreditation Bodies PROGRAMME REVISION AND RE-APPROVAL • Requirement for Continuous Revision for Relevance and Improvement • Requirement for Re-Approval • Recordkeeping FLOWCHARTDETAILED STEPS IN PROCESSCHECKLIST (ADHERENCE)

33. CURRICULUM DEVELOPMENT AND APPROVAL (CONT.) CRITERIA FOR APPROVAL OF PROGRAMMES • Need/Rationale for Programme/Course (informed by market survey/needs analysis – address specific questions) • Requirement for Wide and Deep Consultation (Internally and externally on every aspect of curriculum) • Requirement for Industry Involvement and Recognition (recognition of proposed qualification for employment – recognition by professional body and what level if professional registration is required) • Target Group(s) of Programme (describe target group, indicate if programme required for specific target group, expected lifespan of programme) • Alignment (Internal Consistency) of Programme (qualification outcomes, course content, learning outcomes of courses, teaching and learning strategies, assessment strategies) • Levelness of Programme/Qualifications and Courses (alignment of programme, resultant qualifications and syllabi of courses with app. NQF level descriptors – “levelness normally judged against qualification outcomes, course content, learning outcomes of courses, content, teaching/learning and assessment strategies) BOS and Senate to Use Appendix 2(Checklist for Programme Approval)

34. QUALIFICATION AND PROGRAMME DOCUMENTATION • Qualification Format - NQF Appendix A subsumed in NUST Template for Programme Documentation (Appendix 3) to be completed for each qualification or programme • Syllabi – develop full syllabus for each course on curriculum of qualification (Appendix 3 for guidance) • Guidelines for Calculation of Notional Hours - central in construct of NQF and underpin volume of learning in a course – basis for calculating NQF credits (include contact hours for course over semester, assessment hours, preparation for assessment, directed self-learning) - total notional hours divided by 10 gives number of NQF credits

35. QUALIFICATION AND PROGRAMME DOCUMENTATION (CONT.) • Guidelines for Determining Levelness of Courses (Learning Outcomes) - NQF level of course almost entirely determined by learning outcomes - Learning Outcomes: - Bloom’s Taxonomy: * statements of what students should be able to do, content to be learnt and learning activities to be completed * consist of a subject (student), an active verb (what student must do to demonstrate achievement of outcome), activity to be carried out/product to be produced, standard to which this must be done and range statement (context) within which activities must be carried out. * defined in capability terms (include elements of knowledge, skill, attitudinal (values) and personal attributes combined through underlying integrative understanding into capable performance) * must be assessable and demonstrable using justifiable assessment criteria - NQF level descriptors provide for progression in complexity of achievement (determine levelness of course by reading across from learning outcomes to NQF level descriptors)

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