The Chartered Institute for the Management of Assessment Practice

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					     ASSESSMENT TALK

                                                               June 2012
       The	
   Chartered	
   Institute	
  
       for	
  the	
  Management	
  of	
  
         Assessment	
  Practice
                     (CIMAP)

      Board	
  Members:
      Chairperson:	
  	
  D.E	
  Damons	
  
      MSc;	
  (FCIEA	
  U.K)	
  
      Vice-­‐Chairperson:	
  Prof.	
  M.	
  
      Mehl,	
  
      Prof.	
  D	
  S.	
  Matjila;	
  
      Dr.	
  W.	
  Guest-­‐Mouton;
      Dr.	
  K.	
  Deller;
      Mr.	
  P.	
  Mathebula	
  (BEd	
  
      Hons)
      Mr.	
  T.	
  Tshabalala;
      Dr.	
  W.	
  Goosen,	
  (FCIEA	
  U.K);
      Mrs.	
  R.	
  Pillay	
  (M.Ed.);
      Dr.	
  M.	
  Serfontein,	
  (FCIEA	
  
      U.K);
      Dr.	
  L.	
  Meyer,	
  (FCIEA	
  U.K);

      HEADOFFICE
      CIMAP	
  Suite	
  16
      Republic	
  Rd
      Bordeaux
      Randburg	
  -­‐	
  2125                                 Newsle^er	
  Editor:	
                          L.	
  Meyer	
  	
             	
             Sub	
  Editors:	
  	
   H.	
  D.	
  Edwards	
  &	
  H.	
  Van	
  Twisk
                                                              Regional	
  Conveners:	
  	
                    GA:	
  H.	
  Van	
  Twisk	
   	
             Limp:	
  T.	
  Tshabalala	
            KZN:	
  J.	
  Topping
      T	
  -­‐	
  011	
  329	
  9000                          	
        	
       	
                           CPT:	
  S.	
  Louw	
  	
      	
             FS:	
  S.	
  Lala	
     	
             Ethics:	
  H.	
  D.	
  Edwards
      F	
  -­‐	
  086	
  218	
  4466
      W	
  -­‐	
  www.cimap.co.za                             REGION	
  KZN	
             	
                  1st	
  Floor	
  Cowey	
  House	
  Morningside	
  Durban	
  -­‐	
  4001
      M	
  -­‐	
  admin@cimap.co.za                           REGION	
  WC	
              	
                  CIMAP	
  Suite	
  West	
  Block	
  Tannery	
  Park	
  23	
  Belmont	
  Road	
  Rondebosch	
  -­‐	
  7700



     Message from the CIMAP Board
     Dear	
  CIMAP	
  Members,                                                                   Representa=on	
   on	
   the	
   WC	
   Premier’s	
                        Establishing	
   the	
   rela=onship	
   with	
   CIEA	
  
                                                                                                 Skills	
  Council;                                                         U.K;
     It	
  is	
  hard	
  to	
  believe	
  that	
  the	
  first	
  half	
  of	
  2012	
            Representa=on	
   on	
   regional	
   SETA	
                               Submissions	
   e.g.	
   the	
   new	
   QCTO	
   system	
  
     is	
  behind	
   us.	
   The	
   second	
   part	
   of	
   2012	
  offers	
                 structures;                                                                and	
   the	
   Green	
   Paper	
   on	
   post-­‐school	
  
     remarkable	
  opportuni=es	
  for	
  our	
  professional	
                                  Representa=on	
  on	
  the	
  Professional	
  Body	
                       educa=on;
     body.	
   CIMAP	
   has	
   achieved	
   significant	
                                       Forum;	
  	
                                                               A	
   successful	
   membership	
   drive	
   that	
  
     milestones	
  in	
  our	
  first	
  year	
  of	
  opera=on.	
  	
                            The	
   formal	
   engagement	
   with	
  SAQA	
   and	
                   yielded	
  a	
   475%	
  growth	
  in	
  membership	
  in	
  
                                                                                                 the	
   QCTO	
   on	
   a	
   number	
   of	
   issues	
                   the	
  preceding	
  three	
  months;
     In	
   reflec=ng	
   on	
  the	
   preceding	
   year,	
   some	
   of	
                     affe c = n g	
   m e m b e rs	
   a n d	
   m e m b e r	
                   The	
   conceptualisa=on	
  and	
  development	
  
     the	
   CIMAP	
   achievements	
   that	
   are	
   worth	
                                 companies;                                                                 of	
  a	
  student	
  membership	
  model.
     men=oning	
  include:	
                                                                     Engagement	
  with	
  various	
  ETQAs;
                                                                                                 Formalisa=on	
   and	
   appointment	
   of	
   the	
              CIMAP’s 	
   founding	
   members 	
   deliberated	
   the	
  
             T h e	
   e s t a b l i s h m e n t	
   o f	
   a	
   C I M A P	
                   CIMAP	
  board;                                                    idea	
   of	
   the	
   forma=on	
  of	
   a	
   professional	
  body	
  
             Con=nuous	
   Professional	
   Development	
                                        Roll	
  out	
  of	
  CIMAP	
  CPD	
  ac=vi=es;                     in	
   the	
   preceding	
   years.	
   CIMAP	
  was 	
  officially	
  
             (CPD)	
  framework;                                                                 Commencement	
   of	
   the	
   process	
   to	
                   established	
   in	
   2011.	
   It	
   takes	
   considerable	
  
             T h e	
   d e v e l o p m e n t	
   o f	
   a	
   C I M A P	
                       register	
   with	
   SAQA	
   as	
   a	
   professional	
         pa=ence	
   and	
   determina=on	
   to	
   maintain	
  the	
  
             designa=on	
  framework;                                                            body;                                                              stamina	
   in	
  advancing	
   the	
   needs	
   of	
  a	
   specific	
  
             Formula=on	
   of	
   na=onal	
   and	
   regional	
                                The	
   awarding	
   of	
  the	
   first	
   CIMAP	
   formal	
     profession.	
  
             structures;                                                                         designa=ons;
             Establishment	
  of	
  a	
   social	
  media	
  presence	
                          The	
   development	
   and	
   implementa=on	
                    The	
   founding	
   members	
   are	
   confident	
   that,	
  
             and	
  progressed	
  strategy;                                                      of	
  a	
  formal	
  communica=on	
  strategy;                     notwithstanding	
   the	
   normal	
   cri*cs	
   that	
   do	
  
             Establishment	
   of	
   a	
   number	
   of	
   formal	
                           Securing	
   sponsored	
   office	
   space	
   for	
   24	
         very	
   li^le	
   to	
   secure	
   their	
   fate,	
   the	
  
             rela=onships	
   with	
   various	
   professional	
                                months;	
                                                          professionaliza=on	
   of	
   the	
   assessment	
  
             bodies	
  including	
  PRISA,	
  SABPP,	
  SAPA;                                    Appointment	
  of	
  full	
  =me	
  CIMAP	
  staff;                 prac=ce	
  industry	
  is	
  a	
  worthy	
  cause.	
  	
  	
  	
  	
  	
  (Cont.)



1
         
                 
                
                 
                
               www.cimap.co.za
                                            
              
                
                
                ⇢
                                         MESSAGE FROM THE BOARD Cont.
 CIMAP ASSESSMENT TALK JUNE 2012

                                         Ethics	
  and	
   accountability	
   have	
   emerged	
   as	
  central	
   themes	
   in	
  the	
   What	
  should	
  we	
  be	
  doing	
  to	
  advance	
  a	
  creditable	
  body	
  of	
  
                                         CIMAP	
   growth	
   journey,	
   underpinned	
   by	
   our	
   core	
   values	
   of	
   assessment	
  prac:ce?	
  
                                         Integrity,	
  Credibility	
  and	
  Discipline.	
                                                    It	
   is	
   common	
   cause	
   that	
   Umalusi	
   and	
   the	
   CHE	
   and	
   some	
   SETA	
  
                                         Educa=onal	
  Assessment	
  Prac=ce	
   is	
  wide	
   ranging	
   and	
  commences	
   ETQAs	
   (with	
   the	
   assistance	
   of	
   credible	
   professional	
   bodies)	
   are	
  
                                         with	
  Early	
   Childhood	
   Development	
  and	
  con=nues	
  to	
  the	
   highest	
   laudable.	
   	
   It	
   is,	
   however,	
   problema=c	
  that	
  SAQA	
   guidelines	
  have	
  
                                         echelons	
  of	
  Post-­‐Doctoral	
  research.	
  	
                                                 been	
   applied	
   with	
   varying	
   personal	
   interpreta=ons	
   by	
   autocrats	
  
                                         CIMAP	
   understands	
   the	
   assessment	
   process	
   involves	
   that	
   and	
   bureaucrats	
  that	
   are	
   more	
   osen	
   than	
   not	
   unqualified	
  to	
  do	
  
                                         somewhere,	
   somehow,	
   someone	
   is	
   making	
   a	
   decision	
   about	
   so.	
  
                                         competence	
   or	
   the	
   lack	
   thereof	
   in	
   various	
   levels	
   of	
   society.	
             It	
   is 	
  evident	
  that	
   global	
   assessment	
  systems	
  are	
   underpinned	
   by	
  
                                         Professor	
   Mehl	
   constantly	
   reminds	
   us	
   that	
   someone	
   has	
   to	
                     standardisa=on,	
   peer	
   review	
   mechanisms,	
   communi=es 	
  of	
   trust,	
  
                                         approve	
   the	
   nuclear	
   physicist	
   skills	
   set	
   prior	
   to	
   their	
   “solo	
            expert	
   prac==oners,	
   maturity	
   valida=on	
   and	
   uncompromising	
  
                                         endeavour’.	
   A	
   solo	
  endeavour	
  that	
  may	
  result	
  in	
  the	
   loss	
  of	
   large	
       quality.	
  
                                         numbers	
  of	
  life	
  if	
  poorly	
  executed!                                                             The	
  aforemen=oned	
  is	
  pivotal	
  in	
  pursuit	
  of	
   assessment	
  excellence.	
  
                                                                                                                                                        We	
  may	
  engage	
   on	
   issues	
  such	
  as	
   competency	
  ra=ng	
  percentages	
    	
  
                                                                                                                                                        that	
  are	
  les	
  open	
  to	
  the	
  interpreta=on	
  and	
  cause	
  vigorous	
  debate.
                                                                                                                                                        The	
   debate	
   around	
   the	
   assessment	
   paradox	
   is	
   instrumental	
   in	
  
                                                                                                                                                        developing	
   a	
   coherent	
   examina=on	
   for	
   valid	
   assessment	
  
                                                                                                                                                        principles.	
   Prac==oners	
   who	
   have	
   researched	
   and	
   reviewed	
  
                                                                                                                                                        educa=onal	
  journals	
  or	
   other	
   seminal	
   research	
   	
  are	
   faced	
  with	
  a	
  
                                                                                                                                                        plethora	
  of	
  available	
  and	
  conflic=ng	
  informa=on.
                                                                                                                                                        Dr.	
   Doug	
   Orzolek	
  from	
  the	
  University	
  of	
  St	
  Thomas	
  (USA),	
  reminds	
  
                                                                                                                                                        us	
   that	
   the	
   defini=on	
   of	
   the	
   word	
   “assessment”	
   is	
   a	
   paradox.	
  




                                         The	
  no:on	
  of	
  educa:onal	
  assessment	
  is	
  complex	
  and	
  involves	
  
                                                                                                                                                                     (NCWIT ES; 2012)




                                                 Forma=ve	
  and	
  summa=ve	
  assessment	
  constructs;
                                                 Objec=ve	
  and	
  subjec=ve	
  assessment	
  processes;	
  
                                                 Referencing	
   (criterion-­‐referenced,	
   norm-­‐referenced,	
   and	
  
                                                 standardised	
  assessments,
                                                 Informal	
  and	
  formal	
  assessment	
  processes
                                         Why	
   do	
   we	
   assess	
  competence	
   and	
  compe==veness	
  in	
   the	
   first	
  
                                         place?	
   South	
   Africa	
   advanced	
   two	
   places	
   to	
   50th	
   in	
   the	
   2012	
  
                                         World	
   Compe==veness	
   Yearbook	
   (SA	
   –info	
   2012).	
   Why	
   is 	
   this	
  
                                                                                                                                                    Assessment	
   includes	
   the	
   evalua=on	
   of	
   performance	
   (as	
   in	
  
                                         determina=on	
  important	
  to	
  us?
                                                                                                                                                    learning),	
   or	
  value	
  (as	
  in	
   property)	
  or	
   it	
  can	
  simply	
  be	
   a	
  judgment	
  
                                         It	
   is	
   natural	
   that	
   all	
   human	
   beings	
   understand	
   how	
   they	
   are	
  
                                                                                                                                                    about	
   something.	
   Orzolek	
   further	
   argues	
   that	
   from	
   the	
  
                                         performing	
   at	
   various	
   levels	
   in	
   their	
   personal	
   and	
   professional	
  
                                         lives.	
                                                                                                   etymologist	
  review	
  of	
  the	
  origin	
  and	
  root	
  of	
  an	
  assessment	
  we	
  can	
  
                                                                                                                                                    learn	
  something	
  more.	
  
                                         Individuals	
  and	
  collec=ves	
  are	
  constantly	
  assessed	
  to	
  validate	
  their	
  
INTEGRITY ;; DISCIPLINE ;; CREDIBILITY




                                         levels	
   of	
   competence.	
   Assessment	
   Prac=ce	
   review	
   mechanisms	
   According	
   to	
   the	
   American	
   Heritage	
   Dic=onary	
   of	
   the	
   English	
  
                                         are	
   cri=cally	
   important	
   to	
   monitor	
   the	
   success	
   of	
   learning	
   and	
   Language,	
   assessment,	
   which	
   is	
   derived	
   from	
   “assess,”	
   actually	
  
                                         assessment	
   interven=ons	
   and	
   Return	
   on	
   Investment	
   (ROI)	
   comes	
  from	
   the	
   La=n	
  word	
  “assidere”	
   meaning	
  “to	
   sit	
   beside	
   as	
  
                                         ini=a=ves.                                                                                                 an	
  assistant	
  judge.”	
  
                                         Moving	
   from	
   denial	
   to	
   acceptance	
   that	
   prac==oners	
   are	
   osen	
   This	
  could	
  indeed	
  mean	
  many	
  things.	
   	
   Orzolek’s	
  interpreta=on	
   is	
  
                                         disadvantaged	
  in	
  rela=on	
  to	
   their	
  available	
   knowledge	
   repository	
   innova=ve	
   as	
  he	
  explores 	
  the	
  role	
  of	
  the	
  educator	
  (assistant	
  judge)	
  
                                         allows 	
  us	
  to	
  progress	
   and	
  seek	
   solu=ons.	
   It	
  is	
  important	
  that	
  the	
  
                                                                                                                                                    as	
   merely	
   parallel	
  to	
  that	
   of	
  the	
   learner,	
   in	
  the	
   role	
   of	
   educator	
  
                                         best	
  possible	
   assessment	
  constructs	
   are	
   applied	
   in	
  a	
   given	
  set	
  of	
  
                                                                                                                                                    (assistant	
  judge)	
  and	
  proposing	
  advice	
  or	
  ideas	
  as	
  they	
   reflect	
  and	
  
                                         circumstances.	
   In	
   the	
   quest	
   for	
   quality	
   advancements	
   in	
  
                                         assessment	
  prac=ce,	
  we	
  evolve	
  in	
  our	
  quest	
  for	
  future	
  excellence. assess	
  themselves.	
  
                                                                                                                                                    The	
   dimensions	
   involved	
   in	
   assessment	
   are	
   vast	
   and	
   offer	
   an	
  
                                         South	
   Africa	
   has	
   not	
   been	
   opera=ng	
   in	
   a	
   vacuum.	
   The	
   CHE,	
  
                                                                                                                                                    exci=ng	
   field	
   for	
   professional	
   prac=ce	
   engagement.	
   CIMAP	
   has	
  
                                         Umalusi	
  and	
   SAQA	
  have	
   established	
  clear	
   assessment	
  guidelines.	
  
                                                                                                                                                    embarked	
   on	
   a	
   journey	
   of	
   professionalizing	
   the	
   credibility	
   of	
  
                                         Inconsistent	
   quality	
   levels	
  in	
   the	
   implementa=on	
   of	
   assessment	
  
                                                                                                                                                    prac==oners	
  and	
  facilita=ng	
  debate	
  in	
  assessment	
  prac=ce.	
  
                                         prac=ce	
   have	
   unfortunately	
   compromised	
   a	
   credible	
   system	
   in	
  
                                                                                                                                                    CIMAP	
   members	
   are	
   pioneers	
  and	
  visionaries	
   who	
   embrace	
   the	
  
                                         some	
   instances.	
   Learners	
   /	
   Students	
   from	
   these	
   compromised	
  
                                                                                                                                                    ethos	
   of	
   credibility,	
   responsibility	
   and	
   accountability	
   on	
   our	
  
                                         ins=tu=ons 	
   face	
   ill-­‐fated	
   discrimina=on	
   through	
   no	
  fault	
   of	
  their	
  
                                                                                                                                                    evolu=onary	
  journey.	
  
                                         own.
                                                                                                                                                                                                     Yours	
  in	
  assessment	
  excellence!	
  

                   2
                        
               
               
               
               
                www.cimap.co.za
                                                
               
               
               
               ⇢
                                                                                                                                                                      REREGISTRATION OF NQF
 CIMAP ASSESSMENT TALK JUNE 2012
                                              ETHICS IN THE ETD LANDSCAPE
                                         By Heidi D Edwards (CIMAP	
  Convener	
  Ethics)                                                                                QUALIFICATIONS
                                         The	
  Education,	
   Training	
  &	
   Development	
   landscape	
   in	
  South	
  Africa	
                      The	
   South	
   African	
   Qualification	
  Authority	
   Board	
  announced	
  their	
  
                                         is	
   widespread	
   and	
   peopled	
   by	
   a	
   variety	
   of	
   practitioners;	
   from	
                decision	
  to	
  re-­‐register	
  all	
  the	
   qualifications	
  and	
  unit	
  standards	
  that	
  
                                         Trainers	
   to	
   Assessors	
   and	
   Moderators,	
   to	
   Coaches	
   and	
   Mentors	
                     reach	
   the	
   end	
   of	
   their	
   registration	
   period	
   on	
   30	
   June	
   2012	
  for	
   a	
  
                                         and	
  Learning	
  Material	
  Developers.	
  	
                                                                   further	
   three	
   years	
   to	
   30	
   June	
   2015.	
  The	
   SAQA	
   board	
   confirmed	
  
                                                                                                                                                            this	
  decision	
   on	
  application	
  of	
   the	
   Quality	
   Council	
   for	
  Trades	
  and	
  
                                         That	
   means	
   thousands	
   of	
   people	
   who	
   practice	
   with	
   varying	
   Occupations	
  (QCTO)	
  and	
  the	
  Council	
  on	
  Higher	
  Education	
  (CHE).	
  
                                         degrees	
   of	
   success	
  yet	
   there	
   is	
  a	
   small	
  group	
  of	
  Practitioners	
  who	
  
                                         have	
  made	
  a	
  name	
  for	
  themselves.	
  	
                                                              Within	
   the	
   current	
   qualification	
   registration	
   period,	
   it	
   is	
  
                                                                                                                                                            anticipated	
  that	
  the	
   last	
   date	
  for	
   enrolment	
   and	
   achievement	
  will	
  
                                         How	
   do	
  they	
   manage	
   it?	
   	
  Each	
  one	
   has	
  a	
   strong	
  moral	
   compass	
   be	
  applied,	
   as	
  is	
  currently	
  the	
   case.	
   The	
  normal	
  conditions	
  vis-­‐à-­‐vis	
  
                                         from	
   which	
   they	
  do	
  not	
   waver.	
   	
  Each	
  one	
  believes	
  in	
   the	
  success	
  of	
   the	
   teach	
  out	
  period	
  will	
  apply	
  to	
  all	
   qualifications	
  that	
  are	
  not	
  re-­‐
                                         the	
  Learner	
  and	
  in	
  life-­‐long	
  learning.	
   	
  Each	
  one	
   considers	
   ‘success’	
   registered.
                                         to	
   be	
   synonymous	
   with	
   ‘quality’	
   and	
   ‘quality’	
   to	
   be	
   synonymous	
  
                                         with	
  a	
  deep	
  seated	
  belief	
  in	
  ethical	
  practice.	
  	
                                          SAQA	
   further	
   confirms	
   their	
   decision	
   that	
   the	
   following	
   types	
   of	
  
                                                                                                                                                            qualifications	
  and	
  unit	
  standards	
  would	
  not	
  be	
  re-­‐registered:
                                         That	
   notwithstanding	
  -­‐	
  there	
   are	
   some	
   Practitioners	
  who	
  confuse	
  
                                         success	
   with	
   ‘quantity’;	
   some	
   Practitioners	
   who	
   delight	
   in	
                                    Qualifications	
   that	
   have,	
   to	
   date,	
   not	
   been	
   offered	
   to	
  
                                         circumventing	
   the	
   system	
   by	
  engaging	
  in	
  corrupt	
  practices;	
  some	
                                learners;
                                         Practitioners	
   who	
   treat	
   the	
   fine	
   art	
   of	
   Assessment	
   as	
   a	
   ticking	
                    Qualifications	
  for	
   which	
   no	
  provider	
  of	
  education	
  and	
  training	
  
                                         exercise	
   and	
   some	
   Practitioners	
   who	
   have	
   no	
   respect	
   for	
   the	
                           has,	
  to	
  date,	
  applied	
  to	
  the	
  relevant	
  ETQA	
  for	
  accreditation;
                                         profession.
                                                                                                                                                                     Qualifications	
  that	
  were	
   submitted	
  for	
  registration	
   by	
  private	
  
                                                                                                                                                                     providers,	
   but	
   which	
   are	
   not	
   being	
   quality	
   assured	
   by	
   an	
  
                                         Corruption	
  –	
   a	
   word	
   that	
   has	
  been	
  much	
  bandied	
  about	
  of	
   late.	
   	
  A	
  
                                                                                                                                                                     ETQA
                                         strong	
   word,	
   the	
   meaning	
   of	
  which	
  can	
   be	
   (depending	
  on	
   which	
  
                                         dictionary	
   you	
   reference)	
  ‘morally	
   depraved	
   or	
   the	
   state	
   of	
   being	
                      Qualifications	
   that	
   do	
   not	
   meet	
   the	
   requirements	
   of	
   the	
  
                                         so’.	
   	
  Wow;	
   surely	
   this	
  does	
  not	
  happen	
  in	
  the	
   world	
  of	
  Education	
  &	
             HEQF	
  and	
  for	
  which	
  the	
  CHE	
  has	
  not	
   given	
  approval	
   for	
   their	
  
                                         Training?	
  	
  Surely	
  no	
  ETD	
  Practitioner	
  would	
  stoop	
  so	
  low?                                        continued	
  offering
                                                                                                                                                                     Unit	
   standards	
   that	
   have	
   been	
   replaced.	
   Replaced	
   unit	
  
                                         REALITY	
  CHECK	
  1:	
  There	
   are	
   Developers	
   who	
   assert	
   that	
   their	
                              standards	
   remain	
   valid	
   for	
   the	
   purpose	
   of	
   offering	
   the	
  
                                         material	
   is	
  aligned	
  and	
  approved.	
  	
  The	
   material	
  is	
  then	
  found	
  to	
  be	
                 qualification(s)	
   of	
   which	
  they	
  form	
   part,	
   but	
   may	
  not	
  be	
   used	
  
                                         so	
  sub-­‐standard	
  that	
  we	
  would	
  be	
   setting	
   Learners	
  up	
  for	
  failure	
   if	
                 for	
  credit	
  purposes	
  in	
  skills	
  programmes	
  or	
  short	
  courses;
                                         any	
  Learner	
  tried	
  to	
  use	
  it.                                                                                 Unit	
   standards	
   that	
   have,	
   to	
   date,	
   not	
   been	
   offered	
   to	
  
                                                                                                                                                                     learners;
                                         REALITY	
  CHECK	
  2:	
  ‘For	
   R1,	
   000	
   I	
   can	
   make	
   sure	
   you	
   get	
   your	
  
                                         Certificate	
  of	
  Competence’.	
  	
                                                                                      Unit	
   standards	
   that	
   are	
   not	
   linked	
   to	
   a	
   qualification	
   and	
  
                                                                                                                                                                     consequently	
  are	
  not	
  quality	
  assured	
  by	
  an	
  ETQA;
                                         REALITY	
  CHECK	
  3:	
  M aking	
   fraudulent	
   claims	
   about	
   one’s	
   Letters	
  will	
   be	
   sent	
   by	
   SAQA	
  to	
  all	
   Higher	
   Education	
   and	
  Training	
  
                                         accomplishments	
  (in	
  a	
  CV	
  or	
  in	
  an	
  email	
  to	
  a	
  prospective	
  client).	
  	
            providers	
   with	
   an	
   Annexure	
   indicating	
   which	
   qualifications	
   are	
  
                                                                                                                                                             registered	
  on	
  the	
  NQF.	
  
                                         REALITY	
  CHECK	
  4:	
  ‘If	
  you	
  want	
  to	
  use	
  me	
   as	
   an	
  Assessor	
   then	
  pay	
  
                                         me	
  R5,000	
  and	
  I’ll	
  send	
  you	
  my	
  SETA	
  registration	
  papers’.                                Providers	
  must	
   return	
  the	
   Annexure	
  to	
  SAQA	
  giving	
  an	
   indication	
  
                                                                                                                                                             of	
   which	
   qualifications	
   should	
   be	
   re-­‐registered.	
   Failure	
   to	
   return	
  
                                         Have	
  you	
  comes	
  across	
  any	
   of	
   the	
   aforementioned	
   reality	
   checks?	
   the	
  Annexure	
   will	
  be	
   regarded	
   by	
   SAQA	
  as	
   an	
  indication	
  that	
  the	
  
                                                                                                                                                        	
  
                                         Do	
   I	
   hear	
   a	
   resounding	
  YES?	
   	
   What	
   have	
   you	
   done	
   about	
   it?	
   provider	
   does	
   not	
   wish	
   to	
   have	
   any	
   of	
   the	
   qualifications	
   re-­‐
                                                                                                                                                        	
  
                                         ‘Nothing’	
  I	
  hear	
  you	
  say.	
   	
  What	
  can	
  we	
  do	
  to	
   eradicate	
  this	
  scourge	
   registered.
                                         from	
   the	
  ETD	
  landscape?	
  	
   Do	
  we	
   want	
  to	
  blow	
   the	
   whistle	
   on	
  illicit	
  
INTEGRITY ;; DISCIPLINE ;; CREDIBILITY




                                         activities?	
  	
                                                                                                   Providers	
  that	
  have	
  voiced	
  tremendous	
  uncertainty	
  on	
  their	
   future	
  
                                                                                                                                                             ability	
   to	
   operate	
   in	
   the	
   occupationally	
   directed	
   education	
   and	
  
                                         Well,	
   I	
   agree	
   it	
   is	
   difficult	
   (and	
   sometimes	
   scary)	
   to	
   blow	
   the	
   training	
   fields	
   are	
   able	
   to	
   plan	
   for	
  the	
  duration	
  of	
   the	
  re-­‐registered	
  
                                         proverbial	
   whistle	
   yet	
  we	
   owe	
   it	
  to	
  our	
   Learners,	
   to	
  ourselves	
  and	
   qualifications.	
  Clients	
  will	
  also	
  be	
   in	
   a	
   position	
   to	
  plan	
  strategically	
  
                                         to	
   our	
   noble	
   profession	
   to	
   be	
   brave.	
   	
   Should	
   a	
   whistle	
   blowing	
   in	
   relation	
   their	
   qualification	
   skills	
   offering	
   for	
   reregistered	
  
                                         facility	
  be	
  available	
  to	
  us	
  as	
  ETD	
  Practitioners?	
  	
                                        qualifications.	
  

                                         Consider	
  this	
              Who	
  benefits	
  from	
  illicit	
  and	
  corrupt	
  activities? Providers	
  that	
  have	
  programme	
  approval	
  to	
   offer	
  qualifications	
  are	
  
                                         	
          	
                  How	
   does	
   unethical	
   practice	
   aid	
   your	
   able	
   to	
  firmly	
  continue	
  their	
  programme	
   offering,	
  whilst	
  the	
  QCTO	
  
                                         	
          	
                  credibility?                                                       transitional	
   arrangements	
  are	
  in	
  place,	
  and	
  whilst	
  the	
  appointment	
  
                                                                                                                                            of	
  professional	
  bodies	
  as	
  quality	
  partners	
  continues.	
  
                                         Heidi	
   is	
  an	
   independent	
   ETD	
  
                                                                                                                                                             Whilst	
  we	
   celebrate	
   the	
   continued	
   qualification	
  offering,	
   we	
   look	
  
                                         Practitioner.	
  	
                                                                                                 forward	
  to	
   the	
   timely	
   planning,	
   communication	
   and	
   consultation	
  
                                         She	
   pays	
  her	
  dues	
   to	
  CIMAP	
                                                                       of	
  the	
  future	
  quality	
  partner	
  processes.	
  
                                         &	
   the	
   Ethics	
   Institute	
   of	
                                                                         Queries	
  regarding	
  re-­‐registration	
  should	
  be	
  directed	
  to	
  the	
  following	
  e-­‐
                                                                                                                                                             mail:
                                         South	
  Africa.	
  	
  Heidi	
  writes	
  in	
                                                                                                                                        	
  Rereg2012@saqa.org.za.
                                         her	
  personal	
  capacity.                                                                                                          Eddie	
  Brown:	
  (012)	
  431	
  5073	
  Carina	
  Oelofsen:	
  (012)	
  431	
  5112
                                                                                                                                                                                                      http://www.saqa.org.za/show.asp?id=2779

                   3
                          
                
               
                
               
               www.cimap.co.za
                                                  
                
               
                
               ⇢
                                         SAQA LEVEL DESCRIPTOR ROADSHOW
 CIMAP ASSESSMENT TALK JUNE 2012


                                         SAQA	
   recently	
   completed	
  a	
   road	
   show	
   to	
  discuss	
  the	
   SAQA	
   level	
   Reflec:on	
  
                                         descriptors.	
   Please	
   see	
   some	
   important	
   extracts	
   in	
   summary	
   of	
                viii. Iden=fy	
  &	
  Address	
  Level	
  8
                                         the	
  presenta:on.	
  
                                                                                                                                                        ix.      Autonomous	
  Decisions	
  (Masters)	
  	
  -­‐	
  Level	
  9
                                         Levels	
  are	
  indicators	
  of	
  rela=ve	
   demand	
   made	
  on	
  the	
   learner,	
  the	
            x.       Advance	
  Processes	
  (PhD)	
  -­‐	
  Level	
  10
                                         complexity	
   and/or	
   depth	
   of	
   achievement,	
   and	
   the	
   learner	
  
                                         ‟autonomy	
  in	
  demonstra=ng	
  that	
  an	
  achievement.                                                Level	
  descriptors	
  are	
  used:
                                         Level	
   descriptors	
   are	
  statements 	
  describing	
   learning	
   achievement	
                         When	
  designing	
  new	
  programmes	
  of	
  study;
                                         at	
   a	
   specific	
   level	
   on	
   the	
   NQF	
   that	
   provide	
   a	
   general,	
   shared	
        When	
  wri=ng	
  learning	
  outcomes
                                         understand	
   of	
   learning	
   and	
   achievement	
   at	
   each	
  of	
   the	
   ten	
   NQF	
            When	
  wri=ng	
  assessment	
  criteria
                                         levels.	
                                                                                                         When	
  assessing	
  prior	
  learning
                                         Level	
   descriptors	
  are	
   applicable	
   to	
  Learners,	
   Providers,	
  Curriculum	
                    When	
  incorpora=ng	
  non-­‐tradi=onal	
  learning	
   (e.g.	
   work-­‐based	
  
                                         designers	
  &	
  Employers	
  etc.                                                                               learning)	
  into	
  award-­‐bearing	
  courses
                                         Level	
   descriptors	
   offer	
   coherence	
   in	
   learning	
   achievement,	
                               When	
   modules	
   or	
   short	
   courses	
   need	
   to	
   be	
   related	
   to	
   for	
  
                                         facilitate	
   evalua=on	
   for	
   comparability,	
   advance	
   objec=ves	
   of	
   the	
                    accredita=on	
  purposes
                                         NQF	
   and	
   General,	
   shared	
   understanding	
   of	
   learning	
   &	
                                 When	
  learning	
  at	
  different	
  levels	
  needs	
  to	
  be	
  compared
                                         achievement.
                                                                                                                                                              apply the                                                 establish the
                                         Applied	
  competence	
  includes:                                                                                  principle of                                           centre of gravity of
                                                   Founda=onal	
  competence	
  (academic/intellectual	
  skills)                                             ‘best fit’                                              the qualification
                                                   Prac=cal	
  competence	
  (opera=onal	
  context)                                                      SOME	
  MYTHS	
  DISPELLED:	
  
                                                   Reflexive	
  competence	
  (learner	
  autonomy)                                               Equivalence	
  –	
  
                                         Professional	
   exper=se	
   is	
  required	
  to	
  apply	
   the	
   level	
  descriptors	
   to	
   Is	
   the	
   NCV	
  at	
  NQF	
   level	
   4	
  the	
   same	
   as	
  the	
   NSC,	
  also	
  at	
   NQF	
  level	
  
                                         one’s	
  own	
  subject	
  or	
  context.                                                               4?

                                         Principles	
  of	
  Level	
  descriptors	
                                                                       The	
  NQF	
  acts	
  as	
  a	
  neutral	
   reference	
   point	
  for	
   all	
   different	
   sorts	
  of	
  
                                                Applica=on	
                                                                                              qualifications.	
  	
   An	
  important	
  underlying	
  principle	
  of	
  the	
   NQF	
  is	
  the	
  
                                                                                                                                                          promo=on	
   of	
  parity	
   of	
  esteem	
   between	
  academic,	
   voca=onal	
   and	
  
                                                One	
  common	
  set
                                                                                                                                                          higher	
   educa=on	
  routes	
  or	
  pathways	
  as	
  well	
  as	
   between	
  basic	
  and	
  
                                                Ten	
  Competencies                                                                                       post-­‐school	
  educa=on	
  and	
  training.
                                                Academic	
  and	
  Occupa=onal	
  Qualifica=ons
                                                                                                                                                          Specialisation	
  –
                                                Correla=on	
  between	
  qualifica=on	
  &	
  occupa=onal	
  levels
                                                                                                                                                          The	
   descriptors	
   reflect	
   its	
   utility	
   for	
   both	
   specialisations	
   and	
  
                                                Cri=cal	
  Cross	
  Fields	
  are	
  embedded
                                                                                                                                                          generalisations.	
   Moving	
   from	
   a	
   lower	
   to	
   a	
   higher	
   level,	
   in	
  some	
  
                                                Cumula=ve	
                                                                                               study	
   or	
   work	
   contexts,	
   can	
   also	
   mean	
   becoming	
   more	
   of	
   a	
  
                                                RPL	
                                                                                                     generalist
                                                Descrip=ve	
  not	
  prescrip=ve                                                                          Sequencing
                                                Nomenclature	
  for	
  Qualifica=ons
                                                                                                                                                          Indicating	
   NQF	
   levels	
   for	
   qualifications	
   does	
   not	
   mean	
   that	
  
                                         Scope	
  of	
  Knowledge:                                                                                        qualifications	
   necessarily	
   have	
   to	
   be	
   acquired	
   in	
   the	
   same	
  
                                            i.          General	
  Knowledge	
  	
  -­‐	
  Level	
  1	
                                                   sequence	
  as	
  the	
  NQF	
  levels
                                            ii.         Opera=onal	
  Knowledge	
  	
  -­‐	
  Level	
  2                                                  In	
  summary:
                                            iii.        Basic	
  Understanding-­‐	
  Level	
  3
                                                                                                                                                          Level	
  descriptors:
                                            iv.         Fundamental	
  Knowledge	
  (Grade	
  12)	
  -­‐	
  Level	
  4
                                                                                                                                                               i.         Are	
  helpful	
  guides	
  rather	
  than	
  dictates
                                            v.          Informed	
  Understanding	
  -­‐	
  Level	
  5
INTEGRITY ;; DISCIPLINE ;; CREDIBILITY




                                                                                                                                                               ii.        Are	
  generic	
  and	
  not	
  programme-­‐specific
                                            vi.         Detailed	
  Knowledge	
  -­‐	
  Level	
  6
                                                                                                                                                               iii.       Do	
  not	
  cover	
  all	
  possible	
  learning	
  elevation	
  programme	
  
                                            vii. Integrated	
  Knowledge-­‐	
  Level	
  7                                                                                 of	
  study
                                            viii. Applied	
  Knowledge	
  -­‐	
  Level	
  8                                                                    iv.        Work	
  better	
  when	
  viewed	
  in	
  the	
  context	
  of	
  progression	
  
                                            ix.         Specialist	
  Knowledge(Masters)	
  	
  -­‐	
  Level	
  9                                                         look	
  at	
  the	
  same	
  descriptors	
  for	
  the	
  previous	
  and	
  the	
  
                                            x.          Cri=cal	
  Knowledge	
  (PhD)	
  -­‐	
  Level	
  10                                                               next	
  level
                                         ETHICS	
  AND	
  PROFESSIONAL	
  PRACTICE	
                                                                           v.         Can	
  be	
  understood	
  interims	
  of	
  the	
  relationship	
  between	
  
                                                                                                                                                                          descriptors	
  at	
  the	
  same	
  level
                                         Own	
  and	
  specific	
  environment	
  
                                                                                                                                                               vi.        Provide	
  an	
  appropriate	
  vocabulary	
  to	
  describe	
  learning
                                             i.   Iden=fy	
  and	
  develop	
  -­‐	
  	
  Level	
  1                                                                                                                 	
  leveldescriptors@saqa.org.za
                                             ii.  Apply-­‐	
  Level	
  2
                                         Organisa:onal	
  
                                             iii.        Comply	
  Level	
  3
                                             iv.         Adhere	
  Level	
  4
                                             v.          Take	
  Account	
  Of	
  Level	
  5
                                             vi.         Ethical	
  Implica=ons	
  Level	
  6
                                             vii.        Take	
  Decisions	
  &	
  Act	
  Level	
  7


                   4
                          
               
               
               
               
                www.cimap.co.za
                                                
               
               
               
               ⇢
 CIMAP ASSESSMENT TALK JUNE 2012
                                                                                                                  capital.	
   The	
   proposed	
   educa=onal	
   growth	
   CIMAP NEWS AND EVENTS
                                           SOUTH AFRICA MUST                                                      path	
   should	
   include	
   the	
   improved	
  
                                              EDUCATE FOR                                                                                                                                                          CIMAP	
  -­‐	
  SABPP
                                                                                                                  performance	
   of	
   occupa=onally	
   directed	
   CIMAP	
   par=cipated	
   in	
   the	
   SABPP	
  Learning	
  
                                             EMPLOYMENT                                                           educa=on	
   and	
   training	
   provision,	
   which	
   in	
   and	
   Quality	
   Assurance	
   Department	
   of	
  
                                         South	
  Africa	
   is	
  presently	
  facing	
  fundamental	
   turn	
  should	
  result	
  in	
  economic	
  growth.	
                           SABPP	
   first	
   workshop	
   on	
   23	
   May	
   2012	
   at	
  
                                         economic	
   and	
   transforma=ve	
   growth	
   Educa=onal	
   throughput	
   will	
   have	
   a	
   limited	
   the	
  University	
  of	
  Johannesburg.
                                         challenges,	
   compounded	
   by	
   an	
   educa=onal	
  
                                                                                                                  impact	
  on	
  skills	
  advancement,	
   and	
  the	
  focus	
  
                                         system	
   that	
   prepares	
   large	
   numbers	
   of	
  
                                         South	
  African	
  ci=zens	
  for	
  lifelong	
   under	
  and	
   must	
   transcend	
   to	
   informed	
   learning	
  
                                         unemployment.	
   Economic	
   growth	
   must	
   be	
   outcomes	
   that	
   are	
   grounded	
   in	
   innova*ve	
  
                                         informed	
   by	
   intelligent	
   accountability	
   and	
   prac*ces,	
   cri*cal	
  and	
  cogni*ve	
   thinking	
  and	
  
                                         social	
   transforma=on	
   that	
   reflects	
   a	
   capitalise	
   on	
   new	
   technology	
   in	
   a	
  
                                         coherent	
  educa=on	
  system.	
                                        heterogeneous	
  global	
  context.	
  
                                         In	
   this	
   context,	
   South	
   Africa	
   requires	
   EXTRACT	
  FROM:	
  -­‐	
  
                                         sustained	
   high	
   impact	
   human	
   capital	
                                                                                                     John	
  Arnesen	
  (Project	
  Director:	
  NQF	
  
                                         development	
   systems	
   and	
   a	
   na=on	
   of	
                                             Ph.D.	
  Thesis	
  of	
  Dr.	
  L.	
  Meyer                           Advocacy)	
  SAQA
                                         conscious	
   individuals	
   who	
   could	
   facilitate	
   DISCUSSIONS	
  IN	
  EDUCATION:	
  A	
                                                           Marius	
  Meyer:	
  CEO	
  –	
  SABPP	
  
                                         the	
   journey	
   of	
   transforma=on	
   to	
   a	
   POSTMODERN	
  APPROACH	
                                                                    Deonita	
  Damons	
  Chairperson	
  –	
  CIMAP
                                         knowledge	
  economy.	
  
                                                                                                                  The	
  Da	
  Vinci	
  Ins=tute	
  for	
  Technology	
  
                                         Human	
  capital	
   development	
  is	
  at	
  the	
  axis	
  of	
   Management	
  –	
  2012	
                                                                     Continuous
                                         social	
   cohesion,	
   affluence,	
   and	
   sustainable	
                                                                                                     Professional
                                         employment	
  crea=on,	
  as	
  the	
   emphasis	
  and	
                                              Study                                         development - CPD
                                         focus	
  on	
   broader	
   aspects	
   of	
   value	
   crea=on	
                         without desire spoils the
                                         and	
  skills	
  base	
   reforms	
  prepare	
   South	
  Africa	
                  memory and it retains nothing                                     PLANNED	
  CPD	
  ACTIVITIES	
  FOR	
  2012
                                         for	
   par=cipa=on	
   and	
   posi=oning	
   as 	
   a	
                                       that it takes in                                    i. Effec=ng	
  Recogni=on	
  of	
  Prior	
  Learning	
  
                                         leading	
  global	
  compe=tor.                                                              - Leonardo Da Vinci                                             in	
  the	
  workplace;
                                         Regulatory	
  policies	
  have	
  formed	
  an	
  enabling	
                                                                                         ii. Bridging	
   the	
   gap	
   between	
   Assessor	
  
                                         and	
  a	
  restric=ve	
  environment	
  where	
  limited	
                                                                                                  and	
  Moderator	
  training	
  and	
  becoming	
  
                                         innova=on	
  was	
  evident.	
  In	
  a	
   world	
  where	
  it	
                                                                                           an	
  effec=ve	
  prac==oner;	
  
                                         is	
  impossible	
   to	
   contribute	
   to	
  a	
   knowledge	
   UNESCO AND GLOBAL
                                                                                                                                                                                              iii. Ethics	
  in	
  Assessment;	
  
                                         economy	
   without	
   informa=on,	
   many	
  
                                         learners	
   are	
  s=ll	
   deprived	
  of	
  access	
  to	
  basic	
                      EDUCATION                                                iv. D e ve l o p i n g	
   a	
   m e a n i n g f u l	
   a n d	
  
                                         informa=on	
   technology	
   and	
   meaningful	
                                                                                                           adaptable	
  QMS;
                                         learning	
  prac=ces.	
                                                  The	
   interna=onal	
   academic	
  community	
   will	
                   v. Preparing	
  providers	
  for	
  the	
  QCTO;
                                                                                                                  come	
   together	
   to	
   announce	
   a	
   new	
   Higher	
            vi. Preparing	
  workplaces	
  for	
  the	
  QCTO;
                                         Post-­‐modern	
   enquiry,	
   based	
   on	
   the	
   ideas	
  
                                                                                                                  Educa=on	
   Ini=a=ve	
   for	
   Sustainable	
                             vii. Preparing	
   for	
   the	
   2012	
   Labour	
   Law	
  
                                         and	
   theories 	
   posi=oned	
   by	
   famous	
  
                                                                                                                  Development.	
   An	
   umbrella	
   of	
   United	
                                amendments.
                                         philosophers 	
   such	
   as	
   Plato,	
   Socrates,	
   and	
  
                                                                                                                  Na=ons	
  partner	
   organiza=ons	
  will	
   facilitate	
  
                                         Osho	
   and	
   advances	
   par=cular	
   proposi=ons	
                                                                                           In	
   the	
   coming	
   months	
   members	
   will	
   be	
  
                                                                                                                  the	
  ini=a=ve.
                                         c o n c e r n i n g	
   t h e	
   s t r u c t u r a l	
   a n d	
                                                                                   requested	
   to	
   ac=vely	
   invest	
   n	
   their	
   own	
  
                                                                                                                  Since	
   higher	
  educa=on	
  ins=tu=ons	
  educate	
  
                                         methodological	
  pedagogy	
   of	
  occupa=onally	
                                                                                                CPD	
   development	
   and	
   skills	
   passport	
  
                                                                                                                  and	
   train	
  decision	
   makers,	
   they	
   play	
   a	
   key	
  
                                         directed	
   educa=on	
   and	
   training	
   providers’	
                                                                                         confirma=on.	
  
                                                                                                                  role	
   in	
   building	
   more	
   sustainable	
   socie=es	
  
                                         accredita=on	
   and	
   external	
   modera=on	
  
                                                                                                                  and	
   crea=ng	
   new	
   paradigms.	
   The	
   ini=a=ve	
   CIMAP	
  welcomes	
  your	
  input	
   in	
  developing	
  
                                         prac=ces.	
  
                                                                                                                  calls	
   upon	
   leaders	
   of	
   the	
   academic	
   meaningful	
   topics 	
  as	
   CPD	
   ac=vi=es.	
   Please	
  
                                         Data	
   analysis	
   suggests	
   that	
   the	
   current	
   community	
   around	
   the	
   globe	
   to	
   commit	
   e-­‐mail	
   the	
   CPD	
   convener	
   Dr.	
   Karen	
   Deller	
  
                                         occupa=onal	
   accredita=on	
   and	
   external	
   themselves	
   to	
   fostering	
   research	
   and	
   with	
  your	
  sugges=ons	
  and	
  queries.
                                         modera=on	
   frameworks	
   in	
   South	
   Africa	
   teaching	
   on	
   sustainable	
   development	
                                                                           karen@learnsys.co.za	
  
                                         require	
   a	
   significant	
  interven=on	
  to	
  redress	
   issues,	
   greening	
   their	
   campuses	
   and	
  
INTEGRITY ;; DISCIPLINE ;; CREDIBILITY




                                         bureaucra=c	
   and	
   puni=ve	
   processes	
   that	
   engaging	
   with	
   interna=onal	
   frameworks	
                                        CIMAP	
   presented	
  the	
  first	
   CPD	
   Ethics	
  
                                         significantly	
   inhibit	
   innova=ve	
   educa=on	
   such	
   as	
   the	
   UN	
   Decade	
   of	
   Educa=on	
   for	
                           in	
  Prac=ce	
   workshop	
   on	
  Friday	
   8	
  June	
  
                                         and	
   training	
   delivery,	
   which	
   could	
   support	
   Sustainable	
   Development	
   for	
   which	
                                    2012.	
   Guest	
  Resource	
  Services	
  Training	
  
                                         social	
  and	
  educa=onal	
  transforma=on.	
                          UNESCO	
  is	
  the	
  lead	
  agency.                                       C e nt re	
   i n	
   P reto r i a	
   h o ste d	
   t h e	
  
                                         South	
   Africa	
   must	
   develop	
   and	
   implement	
                                                                                         workshop.	
   CIMAP	
   Ethics	
   convener	
  
                                         alterna=ve	
  learning	
  and	
  assessment	
  themes	
   h^p://www.unesco.org/new/en/unesco/                                                         Heidi	
   D	
   Edwards	
   facilitated	
   this	
  
                                         as 	
   well	
   as	
   innova=ve	
   frameworks	
   for	
                                events/educa=onevents/?                                     successful	
  CPD	
  ac=vity.
                                         accredita=on	
   and	
   external	
   modera=on	
                                        tx_browser_pi1%5BshowUid
                                         (verifica=on)	
   ac=vi=es	
   in	
   the	
   realm	
   of	
                         %5D=6307&cHash=2c1ab7f308
                                         s u s t a i n a b l e	
   e d u c a = o n	
   t h a t	
   o ff e r s	
  
                                         measurable	
   Return	
   of	
   Investment	
   (ROI)	
  
                                         opportuni=es.	
                                                                                       CIMAP	
  
                                         South	
   Africa	
   should	
   prepare	
   a	
   cohesive	
                      ETHICS	
  IN	
  ASSESSMENT	
  
                                         integrated	
   economic	
   and	
   transforma=on	
                                      CPD	
  ACTIVITY
                                         strategy	
   that	
   confirms	
   specific	
   social	
  
                                         outcomes,	
   acknowledging	
   the	
   inter-­‐
                                         rela=onship	
  of	
  economic,	
  human	
  and	
  social	
  


                   5
                        
              
               
              
               
              www.cimap.co.za
                                             
               
              
              
               ⇢
 CIMAP ASSESSMENT TALK JUNE 2012                PRAGMATISM IN CONFRONTING SOUTH AFRICAN EDUCATION, IN
                                                  THE CONTEXT OF THE MILLENNIUM DEVELOPMENT GOALS
                                           By Dr. L. Meyer & Mr. Tsidiso Tshabalala - CIMAP Board Members
                                         The	
   composi=on	
   of	
   the	
   South	
   African	
                     x. Create	
   a	
   beHer	
   South	
   Africa	
   and	
   opportuni=es	
  are	
   realis=c	
  when	
   business	
   is	
  
                                         popula=on	
   is	
   78.5%	
   Black	
   Africa,	
   2.5	
   %	
                  contribute	
  to	
  a	
   beKer	
  and	
  safer	
  Africa	
   able	
  to	
  create	
   wealth	
  and	
  jobs	
  and	
  have	
  the	
  
                                         Indian,	
   9	
   %	
   coloured	
   and	
   9%	
   White	
                       and	
  world;                                                 prerequisite	
   skills	
  sets	
  available	
   for	
   them	
   to	
  
                                         (Sta:s:cs	
  SA;	
  2012).                                                    xi. A n	
   e ffi c i e n t ,	
   e ff e c = v e	
   a n d	
   create	
  sustainable	
  opportuni=es.	
  
                                         Transforma=on	
   has	
   been	
   achieved	
   in	
   the	
                      development	
   oriented	
   public	
   service	
   South	
   Africa	
   is	
   prosperous	
   and	
   we	
   osen	
  
                                         public	
   service	
   with	
   demographically	
                                 and	
  an	
  empowered,	
  fair	
  and	
  inclusive	
   have	
   to	
   shoulder	
   refugees	
   and	
   immigrants	
  
                                         representa:ve	
   numbers	
   of	
   employees.	
                                 ci=zenship.	
                                               from	
   myriad	
  countries	
  that	
  are	
   far	
  worse	
   off	
  
                                         Private	
   sector	
   transforma=on	
   is	
   however	
                  Some	
   of	
   the	
   factors	
   to	
   consider	
   whilst	
   than	
  we	
  are.	
  	
  
                                         lagging	
  behind	
  and	
  causing	
  much	
  frustra=on	
            dealing	
  with	
   poverty	
  eradica=on	
  include	
  the	
                   C o n s i d e r i n g	
   t h e	
   i m p o r t a n c e	
   o f	
  
                                         and	
   vigorous	
   debate	
   rela=ng	
   to	
   economic	
          Gini	
   coefficient,	
   employment,	
   per	
   capita,	
                       founda:onal	
  educa:on,	
   it	
   is	
  not	
   surprising	
  
                                         transforma=on	
  in	
  South	
  Africa.                                available	
   social	
   services,	
   and	
   the	
   breadline	
              that	
   a	
   recent	
   Africa	
   Educa:on	
   report	
   in	
  
                                         South	
   Africa	
   has	
   has	
   agreed	
   to	
   a	
   The	
   poverty	
  measure.	
                                                             2012	
  highlighted	
  important	
  sta:s:cs:	
  
                                         Millennium	
   Development	
   Goals,	
   (MDGs)	
   as	
   Structural	
   unemployment,	
   poor	
   levels	
   of	
                                  Primary	
   school	
   enrolment	
   in	
   Africa'	
   has	
  
                                         a	
   member	
   state	
   of	
  the	
   United	
  Na=ons:	
   The	
   educa=onal	
   quality	
   and	
   forced	
   throughput	
                      increased	
   from	
   an	
   average	
   of	
   73%.	
  
                                         M i l l e n n i u m	
   D e v e l o p m e n t	
   G o a l s ,	
   rates 	
   offer	
   li^le	
   hope	
   when	
   faced	
   with	
  the	
              Challenges	
   are	
   being	
   addressed	
   especially	
  
                                         (MDGs).contains 	
   eight	
   development	
   structural	
   unemployment	
   rate	
   as	
   opposed	
                                               around	
  girl	
  child	
  enrolments.	
  
                                         priori=es:                                                             to	
   the	
   official	
   unemployment	
   rate	
   of	
                                32	
   million	
   primary-­‐school	
   children	
  
                                           i.   To	
   eradicate	
   extreme	
   poverty	
   and	
   individual’s	
  ac=vely	
  seeking	
   employment.	
  As	
                                         equalling	
   45%	
   of	
   the	
   global	
   out-­‐of	
  
                                                hunger;                                                        South	
  Africa	
   embraces	
   a	
   newfound	
  poli=cal	
                            school	
   popula=on	
   resides 	
   in	
   the	
   sub-­‐
                                           ii. To	
   a c h i e v e	
   u n i v e rs a l	
   p r i m a r y	
   will	
   to	
   address	
   the	
   youth	
   educa=on	
   and	
                         Sahara.	
  
                                                educa=on;                                                      employment	
   wastelands,	
   no	
   responsible	
  
                                                                                                               ci=zen	
   can	
   sit	
   idly	
   by	
   in	
   the	
   face	
   an	
                  In	
   sub-­‐Saharan	
   Africa,	
   almost	
   12	
  
                                           iii. To	
   promote	
   gender	
   equality	
   and	
   inevitable	
   educa=onal	
   revolu=on	
   (Meyer;	
                                                million	
  girls	
  may	
  never	
  enrol	
  in	
  school.	
  
                                                empower	
  women;                                              2012).                                                                                   Approximately	
  28	
  million	
   pupils	
  in	
  sub-­‐
                                           iv. To	
  reduce	
  child	
  mortality;                             Government	
   must	
   create	
   an	
   environment	
                                  Saharan	
  Africa	
  drop	
  out	
  each	
  year.
                                           v. To	
  improve	
  maternal	
  health;                                  that	
   is	
   conducive	
   to	
  business	
  development	
                       Only	
  one	
   in	
  three	
   youths	
  (34%)	
  a^ends	
  
                                                                                                                    and	
   fiscal	
   policy	
   constraint.	
   The	
   educa=on	
                     secondary	
   school	
   –the	
   lowest	
  
                                          vi. To	
   combat	
   HIV/AIDS,	
   malaria	
   and	
  
                                                                                                                    system	
   in	
   South	
   Africa	
   is	
   struggling	
   to	
                   globally	
  level.
                                                  other	
  diseases;
                                                                                                                    produce	
   func=onal	
   learners.	
  Universi=es 	
  are	
  
                                          vii. T o	
   e n s u r e	
   e n v i r o n m e n t a l	
   being	
  bombarded	
  with	
  learners	
  that	
   are	
  not	
                                    153	
   million	
   adults	
   (38%)	
   of	
   the	
   adult	
  
                                                  sustainability;                                                   ready	
  for	
  higher	
  educa=on.	
                                               popula=on	
   in	
   sub-­‐Saharan	
   Africa	
  
                                          viii. To	
   develop	
   a	
   global	
   partnership	
   for	
   The	
   ques=on	
   is 	
  however	
   broader	
   than	
  the	
                            cannot	
   read	
   or	
   write,	
   with	
   60%	
   of	
  
                                                  development.                                                                                                                                          these	
  individuals	
  being	
  women.
                                                                                                                    obvious.	
  Where	
   do	
   these	
   students	
  go	
   once	
  
                                         The	
   South	
   African	
   Government	
   developed	
   they	
   complete	
   grade	
   12	
   or	
   graduate	
   from	
                                   1.2	
   milion	
   Addi=onal	
   teachers	
   are	
  
                                         12	
   outcomes	
   that	
   will	
   drive	
   the	
   MDGs.	
   ins=tu=ons 	
   of	
   further	
   and	
   higher	
   learning?	
                            required	
   in	
   the	
   region	
   to	
   reach	
   the	
  
                                         These	
  include:                                                          How	
   did	
  these	
   students	
  end	
  up	
  being	
   set	
  up	
             interna=onally	
   agreed	
   goal	
   of	
   ge{ng	
  
                                                                                                                    for	
   inevitable	
   failure	
   by	
   being	
   structurally	
                  all	
   children	
   into	
   primary	
   school	
   by	
  
                                          i. Improved	
  quality	
  of	
  basic	
  educa*on;                                                                                                            2015.
                                                                                                                    disadvantaged	
   by	
   substandard	
   educa=on	
  
                                          ii. A	
   long	
   and	
   healthy	
   life	
   for	
   all	
   South	
   support	
  structures?	
                                                            I n	
   N i g e r i a ,	
   a	
   c h i l d	
   s p e n d s	
  
                                                  Africans;                                                                                                                                             approximately	
   6.5	
   years	
   in	
   school	
   on	
  
                                                                                                                    The	
   Deputy	
   Minister	
   of	
   Higher	
   Educa=on	
  
                                          iii. All	
   people	
   in	
  South	
  Africa	
  are	
  and	
  feel	
   and	
  Training	
   Professor	
   Mkize	
   confirms,	
   “the	
                       average.	
   A	
   wealthy	
   urban	
   child	
  
                                                  safe;                                                             new	
   mandate	
   was	
   born	
   out	
   of	
   a	
   crisis,	
                 averages 	
  around	
   10	
  years,	
   while	
   poor	
  
                                                                                                                                                                                                        rural	
   Hausa	
   girls	
   average	
   less	
  than	
   six	
  
                                          iv. Decent	
  employment	
   through	
  inclusive	
   emana=ng	
   from	
   the	
  perceived	
  failure	
  of	
   our	
  
                                                                                                                    system	
   to	
   produce	
   employable	
   graduates,	
                           months	
  in	
  school.
                                                  economic	
  growth;
INTEGRITY ;; DISCIPLINE ;; CREDIBILITY




                                                                                                                    manifested	
   through	
   the	
   inability	
   of	
   our	
                       Aid	
   levels	
   to	
   basic	
   educa=on	
   in	
   sub-­‐
                                          v. A	
   skilled	
   and	
   capable	
   workforce	
   to	
   graduates	
   to	
   meet	
   the	
   needs	
   of	
   labour	
  
                                                                                                                                                                                                        Saharan	
  Africa	
  have	
  dropped	
  –	
  from	
  US	
  
                                                  support	
  and	
  inclusive	
  growth	
  path;                    markets.	
   Of	
   even	
   more	
   serious	
   concern,	
   is	
                 $1.72	
  billion	
  in	
  2007	
   to	
  $1.65	
  billion	
  in	
  
                                          vi. A n	
   e ffi c i e n t ,	
   c o m p e H H v e	
   a n d	
   the	
   failure	
   of	
   our	
  system	
   to	
   absorb	
   the	
   2.8	
                  2008.	
   Taking	
   into	
   account	
   rising	
  
                                                  responsive	
   economic	
   infrastructure	
   million	
   youth	
   between	
  the	
   ages 	
  of	
   18	
   and	
                                  enrolment	
   in	
   primar y	
   schools,	
  
                                                  network;                                                          24	
   who	
   are	
   neither	
   at	
   school	
   nor	
   at	
                   spending	
  per	
  pupil	
  has	
  dropped	
  by	
  7%.
                                          vii. Vibrant,	
   equitable	
   and	
   sustainable	
   work”	
  (Mkhize;	
  2011).                                                                   In	
  confron=ng	
  the	
  aforemen=oned	
  topics,	
  it	
  
                                                 rural	
   communiHes	
  with	
   food	
   security	
   The	
   official	
   unemployment	
   rate	
   in	
   South	
                             will	
   not	
   help	
   us 	
   to	
   entomb	
   reality	
   at	
   the	
  
                                                 for	
  all;                                                Africa	
   is	
  quan=fied	
  at	
  25,	
  3	
  %	
   for	
  the	
   second	
        expense	
   of	
   pragma=sms.	
   It	
   is	
   not	
  
                                           viii. Sustainable	
   human	
   seKlements	
   and	
   quarter	
   of	
  2010	
  and	
  confirmed	
  as 	
  47	
  %	
   for	
                         government’s 	
  job	
  to	
  create	
   wealth	
  –	
   this	
   is	
  
                                                 improved	
  quality	
  of	
  household	
  life;            youth	
  (Sta=s=cs	
  South	
  Africa,	
   2010).	
   It	
  must	
                  the	
  role	
  of	
  business	
  and	
  entrepreneurs.	
  
                                                                                                            be	
  considered	
  that	
   only	
  individuals	
  who	
  are	
  
                                           i. A	
   responsive,	
   accountable,	
   effecHve	
   ac=vely	
  seeking	
   employment	
  are	
  included	
  in	
                                   Government	
   must	
   create	
   an	
   environment	
  
                                                 and	
   efficient	
   local	
   government	
   the	
  percentage.                                                                                that	
   is	
   conducive	
   to	
  business	
  development	
  
                                                 system;                                                                                                                                        and	
   fiscal	
   policy	
   constraint	
   that	
   is	
   able	
   to	
  
                                                                                                            Educa=on	
   is	
   one	
   of	
   the	
   key	
   elements	
   in	
                support	
  the	
  achievement	
  of	
  the	
  MDGs.
                                           ix. Environmental	
   assets	
   and	
   natural	
   addressing	
   unemployment	
   coherently.	
   It	
  
                                                 resources	
  that	
   are	
   well	
  protected	
  and	
   m a k e s	
   s e n s e	
   t h a t	
   e m p l o y m e n t	
  
                                                 con*nually	
  enhanced;                                                                                                                                                                                         (Cont.)

                   6
                           
              
               
               
               
               www.cimap.co.za
                                                 
               
                
                
                ⇢
 CIMAP ASSESSMENT TALK JUNE 2012
                                         PRAGMATISM Cont.                                                                                QUALITY COUNCIL FOR TRADES AND
                                         Laying	
   the	
   blame	
   for	
   our	
   ques=onable	
  
                                                                                                                                               OCCUPATIONS (QCTO)
                                         educa=on	
   system	
   solely	
   at	
   the	
   door	
   of	
  
                                         government	
   is	
   however	
   naïve	
   and	
                              A	
  recent	
  presenta:on	
  made	
  by	
  Mrs	
  Heidi	
                                      of	
  working	
  contexts	
  in	
  both	
   the	
  formal	
  
                                         disingenuous.	
   Businesses,	
   government,	
                                Pieters	
  from	
  the	
  QCTO	
  shared	
  some	
                                              and	
   informal	
   economy	
   as	
   well	
   as	
   in	
  
                                         labour	
   and	
   civil	
   society,	
   regulators	
   and	
                 valuable	
  informa:on:                                                                         the	
  public	
  and	
  private	
  sectors.	
  
                                         professional	
   bodies 	
   and	
   associa=ons	
   are	
   in	
              Pre	
  QCTO	
  Legisla:on:                                                                      All	
   occupa=onal	
   qualifica=ons	
   are	
  
                                         this	
  together.	
                                                                    Pre-­‐1922	
  Company	
  specific	
                                                      linked	
   to	
   the	
   Organising	
   Framework	
  
                                         The	
   global	
   economic	
   crisis	
   has	
   raised	
   a	
   set	
              appren=ceship	
  contracts	
                                                            for	
  Occupa=ons	
  (OFO)	
  and	
  must:
                                         of	
   profound	
   ques=ons 	
   about	
   ma^ers	
   of	
                            1922	
  Appren=ceship	
  Act                                                                  be	
  ‘fit-­‐for-­‐purpose’,
                                         trust,	
  influence	
  and	
  accountability.	
                                         1930,	
  1944,	
  1950	
  …	
  Amendments	
  –	
                                              reflect	
   workplace	
   requirements,	
  
                                         There	
   is 	
   a	
   widespread	
   sense,	
   that	
   the	
                       ONLY	
  appren=ceships                                                                        i.e.	
  be	
   demand	
   or	
  opportunity	
  led	
  
                                         t ra d i = o n a l	
   c h a l l e n g e s	
   o f	
   av o i d i n g	
                Appren=ceship	
  Commi^ees	
  by	
  trade	
  /	
                                              and	
  not	
  supply	
  driven,
                                         accountability	
   will	
   be	
   redefined	
   in	
   the	
                           industry	
  /	
  area
                                                                                                                                                                                                                  T h e	
   p u r p o s e	
   o f	
   a n	
   o c c u p a = o n a l	
  
                                         context	
   of	
   new	
   scien=fic,	
   legal	
   and	
   viable	
                    1981	
  Manpower	
  Training	
  Act                                               qualifica=on	
  is
                                         trials	
  in	
  suppor=ng	
  the	
  MDGs.	
                                            Black	
  workers	
  could	
  enter	
  
                                                                                                                                                                                                                        to	
   qualify	
   a	
   learner	
   to	
   prac:ce	
   an	
  
                                         Educa=on	
  must	
   be	
   treated	
  with	
  the	
   support	
                       appren=ceships
                                                                                                                                                                                                                        o c c u p a : o n ,	
   r e fl e c t e d	
   o n	
   t h e	
  
                                         and	
   respect	
   it	
   deserves.	
   The	
   quality	
   and	
                     Appren=ceship	
  focus	
  but	
  permi{ng	
                                             O r g a n i s i n g	
   F r a m e w o r k	
   f o r	
  
                                         standing	
  of	
  prac==oners	
  must	
  be	
  confirmed	
                              other	
  skills	
  too                                                                  Occupa=ons	
  (OFO)	
  or	
  an	
  occupa=onal	
  
                                         for	
   those	
   wishing	
  to	
  operate	
   in	
   the	
   field	
  of	
             Industry	
  Training	
  Boards	
  –	
  voluntary,	
                                     s p e c i a l i s a = o n	
   r e l a t e d	
   t o	
   a n	
  
                                         educa=on.	
                                                                            with	
  voluntary	
  levies                                                             occupa=on	
   that	
   is	
   reflected	
   on	
   the	
  
                                         No	
  one	
   would	
  willingly	
  allow	
  our	
  children	
   to	
                  1995	
  South	
  African	
  Qualifica=ons	
                                              O r g a n i s i n g	
   F r a m e w o r k	
   f o r	
  
                                         be	
  taught	
   by	
  unqualified	
  and	
   inexperienced	
                           Authority	
  Act	
  -­‐	
  NQF                                                          Occupa=ons	
  (OFO).	
  
                                         educators.	
                                                                           1998	
  Skills	
  Development	
  Act	
  &	
  1999	
                            The	
  QCTO	
  has	
  two	
  types	
  of	
  qualifica:ons:
                                         Equally,	
   organisa=ons	
   cannot	
   afford	
   to	
                                Levies	
  Act                                                               I.        Na=onal	
   Occupa=onal	
   Qualifica=on	
  
                                         engage	
   the	
   services	
   of	
   individuals	
  that	
   are	
                   Sector	
  Educa=on	
  and	
  Training	
                                               (more	
  than	
  120	
  credits)
                                         unqualified	
   and	
   ill	
   equipped	
   to	
   train	
   or	
                      Authori=es	
  (SETAs)	
  with	
  focus	
  on	
                              II.         Na=onal	
   Occupa=onal	
   Award	
   (less	
  
                                         assess	
   their	
   employees	
  -­‐	
   if	
   we	
   are	
   serious	
              whole	
  workforce	
  (not	
  only	
  ar=sans),	
                                       than	
  120	
  and	
  more	
  than	
  25	
  credits)
                                         about	
  achieving	
  the	
  MDGs.                                                     mandatory	
  levy
                                                                                                                                                                                                            Title	
  of	
  qualifica=on
                                         In	
   achieving	
   the	
   Millennium	
   Development	
                              2008	
  	
  Amendment	
  to	
  SDA
                                         Goals,	
   meritocracy	
   and	
   compromised	
                                       Quality	
  Council	
  for	
  Trades	
  and	
                                          Linked	
   to	
   occupa=on	
   on	
   OFO	
   and	
  
                                         quality	
   can	
   no	
   longer	
   be	
   part	
   of	
   our	
                     Occupa=ons	
  (na=onal	
  not	
  sectoral	
                                           reflec=ng	
   occupa=onal	
   specialisa=on	
  
                                         vocabulary.	
  	
                                                                      standards	
  for	
  ‘trades	
  and	
  occupa*ons                                      in	
  brackets	
  (where	
  applicable)
                                         As	
  we	
  stand	
  in	
  the	
  face	
   of	
  defending	
   quality,	
      The	
  NQF	
  pre	
  2008:                                                                    Not	
  reflec=ng	
  learning	
  field
                                         we	
   will	
   osen	
   stand	
   alone.	
   Educa=on	
   in	
  the	
                                                                                             Three	
  types	
  of	
  standards
                                         context	
   of	
   achieving	
   the	
   MDGs	
   must	
   be	
  
                                                                                                                                                                                                                    Knowledge	
  /	
  Theory	
  (minimum	
  20%)
                                         considered	
   cri=cally	
   in	
   the	
   perspec=ve	
   of	
  
                                         quality	
   processes	
   including	
   available	
                                                                                                                        Prac=cal	
  Skills	
  (minimum	
  20%)
                                         r e s o u r c e s ,	
   l e c t u r e r	
   /	
   e d u c a t o r	
                                                                                                        Work	
  Experience	
  (minimum	
  20	
  %)
                                         competencies,	
   ongoing	
   CPD,	
   language	
                                                                                                                  All	
   occupa:onal	
   qualifica:ons	
   will	
   be	
  
                                         proficiencies	
  etc.	
                                                                                                                                             assessed	
  externally	
   through	
   an	
  appropriate	
  
                                         The	
   value	
   of	
   quality	
   educa=on	
  in	
  achieving	
                                                                                                 na:onally	
   standardised	
   integrated	
  
                                         the	
   MDGs	
   is	
   best	
   outlined	
   in	
   the	
   words	
  of	
                                                                                         summa:ve	
  assessment.	
  
                                         President	
   Nelson	
   Mandela,	
   “Educa*on	
   is	
                                                                                                           Characteris:cs	
  of	
  occupa:onal	
  curricula	
  –
                                                                                                                       The	
   QCTO	
   is	
   responsible	
   for	
   (SDA,	
   2008,	
  
                                         the	
   great	
   engine	
   of	
   personal	
   development.	
  
                                                                                                                       Section	
  26H,	
  3):	
                                                             Not	
   the	
   same	
   as	
   an	
   “educaHonal”	
  
                                         It	
  is	
  through	
  educa*on	
   that	
  the	
  daughter	
  of	
  
INTEGRITY ;; DISCIPLINE ;; CREDIBILITY




                                                                                                                                                                                                            curriculum
                                         a	
  peasant	
  can	
  become	
   a	
   doctor,	
   that	
  a	
  son	
  
                                                                                                                                E s t a b l i s h i n g	
   a n d	
   m a i n t a i n i n g	
               A	
  curriculum	
  will	
  cover	
  the	
  following:
                                         of	
   a	
   mineworker	
   can	
   become	
   the	
   head	
   of	
  
                                                                                                                                o c c u p a = o n a l	
   s t a n d a r d s	
   a n d	
  
                                         the	
   mine,	
   that	
   a	
   child	
  of	
   farm	
   workers	
   can	
                                                                                        O c c u p a : o n a l	
   p r o fi l e 	
   -­‐	
   b a s e d	
   o n	
  
                                                                                                                                qualifica=ons’
                                         become	
   the	
   president	
   of	
   a	
   of	
   a	
   great	
                                                                                                 occupa=onal	
  tasks.	
   	
   Specifica=ons	
  for	
   three	
  
                                         na*on”.                                                                                ‘The	
   quality	
  assurance	
   of	
  occupa=onal	
                       learning	
   components	
   (subjects,	
   prac=cal	
  
                                                                                                                                standards	
   and	
   qualifica=ons	
   and	
                                skills	
  &	
  work	
  experience)
                                                                                                                                learning	
  in	
  and	
  for	
  the	
  workplace’
                                                                                                                                                                                          Internal	
  assessment	
  criteria	
   per	
  subject	
  and	
  
                                                                                                                                D e s i g n i n g	
   a n d	
   d e v e l o p i n g	
   prac=cal	
  skills	
  module	
   and	
  work	
  experience	
  
                                                           Education                                                            o c c u p a = o n a l	
   s t a n d a r d s	
   a n d	
   record	
  per	
  work	
  experience	
  module
                                                     is the most powerful                                                       qualifica=ons	
  and	
  submi{ng	
   them	
   to	
  
                                                                                                                                                                                          Skills	
   Development	
   Provider	
   accredita=on	
  
                                                   weapon which you can                                                         the	
  SAQA	
  for	
  registra=on	
  on	
  the	
  NQF
                                                                                                                                                                                          requirements	
  per	
  subject	
  and	
   prac=cal	
  skills	
  
                                                   use to change the world                                                      Ensuring	
   the	
   quality	
   of	
   occupa=onal	
   m o d u l e	
   a n d	
   w o r k p l a c e	
   a p p r o v a l	
  
                                                       - Nelson Mandela                                                         standards	
   and	
   qualifica=ons	
   and	
   requirement	
  per	
  work	
  experience	
  module
                                                                                                                                learning	
  in	
  and	
  for	
  the	
  workplace;
                                                                                                                                                                                          Focus	
  is	
  on	
   external	
  summa:ve	
  assessment	
  
                                                                                                                                	
   An	
  occupa=onal	
  qualifica=on	
   defines	
   to	
   determine	
   occupa=onal	
   competence	
  
                                                                                                                                the	
   learning	
  required	
  to	
  be	
  competent	
   using	
   na=onally	
   standardised	
   assessment	
  
                                                                                                                                to	
   prac=ce	
   an	
   occupa=on	
   or	
   an	
   processes	
  and	
  instruments.	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  (Cont.)
                                                                                                                                occupa=onal	
   specialisa=on	
  in	
  a	
   range	
  

                   7
                          
                
                
               
                
              www.cimap.co.za
                                                          
                  
                  
                 
                  ⇢
                                         QCTO	
  Cont.
 CIMAP ASSESSMENT TALK JUNE 2012


                                         Assessment	
  specifica:ons	
  will	
  cover:
                                                 P u r p o s e	
   o f	
   t h e	
   o c c u p a = o n a l	
  
                                                 qualifica=on
                                                 External	
  assessment	
  model
                                                 Qualifica=on	
  outcomes	
  to	
  be	
   assessed	
  
                                                 (in	
  each	
  Phase)
                                                 Assessment	
  criteria	
  for	
  each	
  outcome
                                                 Eligibility	
   requirements	
   to	
   qualify	
   for	
  
                                                 the	
  external	
  assessment
                                          The	
  QCTO	
  has	
  two	
  types	
  of	
  qualifica:ons:
                                         I.        Na=onal	
   Occupa=onal	
   Qualifica=on	
  
                                                   (more	
  than	
  120	
  credits)
                                         II.       Na=onal	
   Occupa=onal	
   Award	
   (less	
  
                                                   than	
  120	
  and	
  more	
  than	
  25	
  credits)
                                         Title	
  of	
  qualifica=on
                                                 Linked	
   to	
   occupa=on	
   on	
   OFO	
   and	
  
                                                 reflec=ng	
   occupa=onal	
   specialisa=on	
                               Overview	
  of	
  the	
  occupaQonal	
  qualificaQon	
  development	
  process
                                                 in	
  brackets	
  (where	
  applicable)
                                                 Not	
  reflec=ng	
  learning	
  field                                  Eligibility	
   requirements	
   to	
   qualify	
   for	
   registered	
   qualifica=ons	
   development	
  
                                         Three	
  types	
  of	
  standards                                            the	
  external	
  assessment                               facilitators.
                                                 Knowledge	
  /	
  Theory	
  (minimum	
  20%)                       NATIONAL	
  OCCUPATIONAL	
                                             The	
   QCTO	
   will	
   monitor	
   and	
   evaluate	
   the	
  
                                                                                                                                                                                           performance	
   of	
   the	
   Partners	
   through	
   a	
  
                                                 Prac=cal	
  Skills	
  (minimum	
  20%)                              PATHWAYS	
  FRAMEWORK	
                                               signed	
  SLA.(Service	
  Level	
  Agreement)
                                                 Work	
  Experience	
  (minimum	
  20	
  %)
                                                                                                                           (NOPF)                                                          Func:ons	
  of	
  the	
  AQP:
                                         All	
   occupa:onal	
   qualifica:ons	
   will	
   be	
  
                                                                                                                                                                                                  Develop	
  assessment	
  instruments
                                         assessed	
  externally	
   through	
   an	
  appropriate	
  
                                         na:onally	
   standardised	
   integrated	
                                  1.     B u s i n e s s	
   A d m i n i s t r a = o n ,	
                    Manage	
  external	
  summa=ve	
  
                                         summa:ve	
  assessment.	
                                                           Informa=on	
   Services,	
   Human	
                                 assessments
                                         Characteris:cs	
  of	
  occupa:onal	
  curricula	
  –                               Resources	
   and	
   Teaching	
   Related	
                         Report	
  on	
  external	
  summa=ve	
  
                                                                                                                             Occupa=ons                                                           assessments
                                         Not	
   the	
   same	
   as	
   an	
   “educa:onal”	
  
                                         curriculum                                                                   2.     F i n a n c e ,	
   I n s u r a n c e ,	
   S a l e s ,	
            AQP	
  must	
  be	
  iden=fied	
  prior	
  to	
  the	
  
                                                                                                                             Marke=ng,	
   Retail	
   and	
   Logis=cs	
                          verifica=on	
  of	
  the	
  occupa=onal	
  profile
                                         A	
  curriculum	
  will	
  cover	
  the	
  following:                               Related	
  Occupa=ons
                                                                                                                                                                                                                                          Heidi	
  Peters
                                         O c c u p a : o n a l	
   p r o fi l e 	
   -­‐	
   b a s e d	
   o n	
       3.     A c c o m m o d a = o n ,	
   F o o d	
  
                                         occupa=onal	
  tasks                                                                                                                                                               peters.h@dhet.gov.za
                                                                                                                             Prepara=on	
  and	
  Cleaning	
   Services	
  
                                         S p e c i fi c a = o n s 	
   f o r	
   t h r e e	
   l e a r n i n g	
              Related	
  Occupa=ons
                                         components	
   (subjects,	
   prac=cal	
   skills	
   &	
                    4.     F a r m i n g ,	
   F o r e s t r y,	
   N a t u r e	
  
                                         work	
  experience)                                                                 Conserva=on,	
   Environment	
   and	
  
                                         Internal	
  assessment	
  criteria	
   per	
  subject	
  and	
                      Related	
  Science	
  Occupa=ons
                                         prac=cal	
  skills	
  module	
   and	
  work	
  experience	
  
INTEGRITY ;; DISCIPLINE ;; CREDIBILITY




                                                                                                                      5.     Medical,	
   Social	
   &	
   Welfare,	
   Sports	
  
                                         record	
  per	
  work	
  experience	
  module                                       and	
   Personal	
   Care	
   Related	
  
                                         Skills	
   Development	
   Provider	
   accredita=on	
                              Occupa=ons	
  
                                         requirements	
  per	
  subject	
  and	
   prac=cal	
  skills	
               6. S e c u r i t y	
   a n d	
   L a w	
   R e l a t e d	
  
                                         m o d u l e	
   a n d	
   w o r k p l a c e	
   a p p r o v a l	
                   Occupa=ons
                                         requirement	
  per	
  work	
  experience	
  module
                                                                                                                      7.     Visual	
   Arts,	
   Design,	
   Installa=on,	
  
                                         Focus	
  is	
  on	
   external	
  summa:ve	
  assessment	
                          Maintenance,	
   Extrac=on	
   and	
  
                                         to	
   determine	
   occupa=onal	
   competence	
                                   Construc=on	
  Related	
  Occupa=ons
                                         using	
   na=onally	
   standardised	
   assessment	
  
                                         processes	
  and	
  instruments                                              8. Produc=on	
  Related	
  Occupa=ons                                                      Anyone
                                         Assessment	
  specifica:ons	
  will	
  cover:                                 9. Transporta=on,	
   Materials	
   Moving	
                                        who stops learning is
                                                                                                                             and	
   Mobile	
   Plant	
   Opera=ng	
  
                                                 P u r p o s e	
   o f	
   t h e	
   o c c u p a = o n a l	
                                                                                           old - whether at twenty or
                                                                                                                             Related	
  Occupa=ons.
                                                 qualifica=on                                                                                                                                           eighty. Anyone who keeps
                                                 External	
  assessment	
  model                                                                                                                          learning stays young.
                                                                                                      QCTO	
  Assessment	
  Partners:
                                                 Qualifica=on	
  outcomes	
  to	
  be	
   assessed	
                                                                                                               - Henry Ford
                                                 (in	
  each	
  Phase)                                In	
   order	
   to	
   promote	
   quality	
   the	
   QCTO	
  
                                                                                                      a s s i g n s	
   s t a n d a r d i s e d	
   f u n c = o n s	
   t o	
  
                                                 Assessment	
  criteria	
  for	
  each	
  outcome     development	
   and	
  assessment	
   partners	
   and	
  


                   8
                          
               
               
              
               
            www.cimap.co.za
                                                
             
             
             
              ⇢
 CIMAP ASSESSMENT TALK JUNE 2012
                                                   THE MEANING OF                                 CIMAP	
   has	
   a	
   close	
   rela=onship	
   with	
   the	
  
                                                                                                  C h a rtered	
   I n s = t u te	
   o f	
   Ed u ca = o n a l	
  
                                                                                                                                                                                             All	
   members	
  in	
  good	
  standing	
   who	
  seek	
   to	
  
                                                                                                                                                                                             register	
   with	
   the	
   Chartered	
   Ins=tute	
   for	
  
                                                     CHARTERED                                    Assessment	
   (CIEA)	
   U.K.	
   South	
   Africa	
   has	
                              Educa=onal	
   Assessment	
   (U.K)	
   will	
   be	
   in	
   a	
  
                                                     PROFESSION                                   also	
   produced	
   5	
   Chartered	
   Assessors	
                                      posi=on	
   to	
   do	
   so	
   from	
   01	
   June	
   2012	
   at	
  
                                         Response	
  to	
  the	
  meaning	
  of	
  Chartered	
   (CEAs),	
   that	
   completed	
   their	
   designa=on	
                                   CIMAP	
   nego=ate	
   discounted	
   rates	
   for	
   all	
  
                                         Professional	
  by	
  Marie-­‐Therese	
                  programmes	
   with	
   the	
   CIEA	
   (chartered	
                                      membership	
   grades.	
   Please	
   note	
   that	
   CIEA	
  
                                         Portolan.	
  Posted	
  on	
  Skills	
  Universe	
  –	
   status	
   highest	
   pinnacle	
   of	
   assessment	
                                    Training	
   will	
   be	
   conducted	
  in	
  South	
   Africa.	
  
                                         17	
  May	
  2012                                        prac=ce	
  in	
  the	
  U.K).	
                                                            Certain	
   membership	
   grades	
   will	
   require	
  
                                                                                                                   Entry	
   requirements	
   for	
   the	
   programme	
   CPD	
  training	
  at	
  nego=ated	
  rates.	
  
                                         Thank	
  you	
  for	
  the	
   opportunity	
  to	
  clarify	
  this	
   requires 	
   a	
   Masters	
   degree	
   and	
   extensive	
   Members 	
  that	
  seek	
   to	
  a^end	
   the	
  training	
  in	
  
                                         common	
  misunderstanding.                                               validated	
   assessment	
   and	
   modera=on	
   the	
   U.K	
   will	
   be	
   in	
   a	
   posi=on	
   to	
   do	
   so	
   if	
  
                                                                                                                                                                                             sufficient	
   delegates	
   from	
   South	
   Africa	
   are	
  
                                         Chartered	
  is	
  a	
   reference	
   to	
   a	
   professional	
  
                                                                                                                                                                                             available	
   at	
   normal	
   U.K	
   rates.	
   The	
   South	
  
                                         creden=al	
   that	
   may	
   be	
   awarded	
   to	
   any	
  
                                                                                                                                                                                             African	
  CPD	
  Ac=vi=es	
  will	
  be	
  communicated	
  
                                         profession.	
  
                                                                                                                                                                                             shortly.	
  
                                         In	
   South	
   Africa,	
   we	
   have	
   a	
   number	
   of	
  
                                                                                                                                                                                             Chartered	
   Corporate	
   Membership	
   is	
  
                                         chartered	
   professions:	
   i.e.	
   Chartered	
  
                                                                                                                                                                                             available	
   to	
   providers	
   registered	
   with	
   the	
  
                                         Accountant,	
   Chartered	
   Shipbrokers,	
  
                                                                                                                                                                                             Department	
   of	
   Higher	
   Educa=on	
   and	
  
                                         Chartered	
   Secretaries,	
   Chartered	
   Ins=tute	
  
                                                                                                                                                                                             Training	
   as	
   an	
   FET	
   or	
   HET	
   Provider.	
  
                                         of	
  Purchasing	
  &	
  Supply	
  etc.	
  
                                                                                                                                                                                             Chartered	
   Corporate	
   Members	
   par=cipate	
  
                                         The	
   first	
   recorded	
   body	
   from	
   my	
   cursory	
                                                                                    in	
   the	
   annual	
   CIMAP	
   provider	
   quality	
  
                                         research	
  was	
   in	
   the	
   accoun=ng	
   profession	
                                                                                       awards	
   and	
   may	
   be	
   awarded	
   a	
   series	
   of	
  
                                         in	
   1886	
   (SAICA	
   website)	
   where	
   the	
   experience	
  at	
  a	
   strategic	
  level.	
  CIMAP	
  looks	
   quality	
  grading	
  confirma=ons.	
  
                                         Chartered	
   Accountants	
   of	
   England	
   and	
   forward	
   to	
  playing	
   an	
  ac=ve	
  role	
  in	
  the	
  ETD	
  
                                                                                                                                                                                             Providers	
  that	
  are	
   not	
  registered	
   with	
  DHET	
  
                                         Wales 	
   set	
   up	
   their	
   first	
   chapter	
   in	
   South	
   Prac=ce	
  landscape.
                                                                                                                                                                                             are	
   only	
   eligible	
   for	
   Affiliate	
   Corporate	
  
                                         Africa	
   (h^ps://www.saica.co.za/About/
                                                                                                                                                                                             Membership.	
  
                                         SAICAHistory/tabid/70/language/en-­‐ZA/).	
                                 CIMAP MEMBERSHIP
                                         The	
   Chartered	
   Secretaries	
   (h^p://
                                                                                                                                           GRADES                                             CIMAP AWARDS FIRST
                                         w w w.icsa.co. za/index.php?
                                         op=on=com_content&view=ar=cle)	
   was	
  
                                                                                                                                                                                             MEMBERSHIP GRADES
                                                                                                                   Please	
   note	
   that	
   all	
   members	
   in	
   good	
  
                                         established	
   in	
   South	
   Africa	
   in	
   1909.	
   The	
  
                                                                                                                   standing	
   who	
   have	
   received	
   their	
   CIMAP	
  is	
  proud	
  to	
  announce	
   the	
   awarding	
  
                                         Chartered	
  Ins=tute	
   of	
   Purchasing	
   &	
   Supply	
  
                                                                                                                   membership	
   cer=ficates	
   are	
   now	
   able	
   to	
   of	
  our	
  first	
  designa=ons.	
  
                                         www.cips.org/en-­‐ZA/	
   is	
   also	
   extremely	
  
                                                                                                                   use	
   the	
   following	
   acronyms	
   behind	
   their	
   It	
   is 	
   within	
   the	
   context	
   of	
   awarding	
  
                                         ac=ve	
  in	
  South	
  Africa.
                                                                                                                   names.	
   	
   All	
  affiliate	
   members	
  may	
   indicate	
   r e c o g n i = o n	
   t o	
   o u r	
   m e m b e r s	
   a n d	
  
                                         A	
   Chartered	
   Professional	
   is	
   a	
   level	
   of	
   their	
   status	
   as	
   follows:	
   Ms.	
   K.	
   Khumalo	
   assessment	
   prac==oners	
   that	
   industry	
   is	
  
                                         competence	
   in	
   a	
   par=cular	
   field	
   of	
   work	
   (CIMAP).	
                                                                       offered	
  a	
  differen=a=ng	
  alterna=ve.	
  
                                         and	
   as	
   such	
   has	
   been	
   awarded	
   through	
  
                                                                                                                   Membership	
  upgrades	
  must	
  be	
   done	
   online	
  
                                         predefined	
   criteria	
   and	
   in	
   recogni=on	
   of	
  
                                         academic	
  and	
  experien=al	
  competence.	
   It	
   is	
  
                                                                                                                   a n d	
   a r e	
   s u b j e c t	
   t o	
   p r o f e s s i o n a l	
                                    We	
  
                                                                                                                   requirements	
  -­‐	
  www.cimap.co.za
                                         therefore	
   a	
   status	
   of	
   professional	
                                                                                                                  congratulate	
  all	
  
                                         c o m p e t e n c y	
   a w a r d e d	
   m a i n l y	
   b y	
   Professional	
  Designa:on	
  Applica:on:	
                                                        members	
  on	
  their	
  
                                         professional	
  bodies.                                                           Student	
  Member	
  -­‐	
  Open	
  to	
  anyone	
                                designa;on	
  awards	
  
                                         Although	
   many	
   chartered	
   organisa=ons	
                                with	
  an	
  interest	
  in	
  assessment.	
  
                                         exist	
   globally,	
  the	
  U.K	
  has	
  the	
  most	
  evolved	
              Affiliate	
  Assessor	
  (No	
  status	
  awarded);
                                         Chartered	
   Framework.	
   Within	
   the	
   U.K,	
                            Affiliate	
  Membership	
  -­‐	
  is	
  open	
  to	
                 As	
  we	
  progress	
  with	
  our	
   formal	
  professional	
  
                                         there	
   are	
   no	
   less	
   than	
   30-­‐chartered	
                       anyone	
  with	
  an	
  interest	
  in	
  assessment	
             body	
   status	
   with	
   SAQA,	
   we	
   are	
   confident	
  
                                         designa=ons 	
  including	
   Chartered	
  Librarians,	
  
INTEGRITY ;; DISCIPLINE ;; CREDIBILITY




                                                                                                                           on	
  confirma=on	
  of	
  achievement	
  of	
  the	
               that	
   only	
   that	
   verified	
   prac==oner	
   will	
  
                                         Chartered	
   Bankers,	
   Managers	
   ect.	
   in	
                             na=onal	
  assessor	
  standard	
  and	
  is	
                     demonstrate	
   the	
   value	
   of	
   the	
   CIMAP	
  
                                         addi=on,	
  this	
  is	
  endorsed	
  by	
  Royal	
  Charter.	
                   registered	
  with	
  at	
  least	
  one	
  ETQA	
  -­‐	
          designa=on	
  framework.	
  
                                         Most	
  South	
  African	
  Chartered	
  organisa=ons	
                           (ACIMAP);
                                                                                                                                                                                              SAQA	
  /	
  The	
  QCTO	
  has	
  commenced	
  with	
  the	
  
                                         have	
   affilia=ons	
   with	
   their	
   U.K	
   and	
                           Prac::oner	
  Assessor	
  -­‐	
  1-­‐3	
  years	
                  process	
   to	
   professionalise	
   professions	
   that	
  
                                         European	
   counterparts	
   to	
   ensure	
   that	
   a	
                      experience	
  in	
  educa=onal	
  assessment	
                     have	
  not	
  had	
  formal	
   recogni=on	
  historically.	
  
                                         vibrant	
   community	
   of	
   expert	
   prac=ce	
   and	
                     and	
  must	
  have	
  achieved	
  a	
  Na=onal	
                  South	
  Africa	
   has	
  embarked	
   on	
  a	
  process	
  of	
  
                                         peer	
   review	
   is	
   embraced.	
   In	
   the	
   U.K	
   for	
             Diploma	
  (NQF	
  5)	
  (PCIMAP);	
                               recognizing	
   Professional	
   Bodies	
   and	
  
                                         example	
   an	
   “A	
   Royal	
   Charter	
   does	
   not	
  
                                                                                                                           Fellow	
  Assessor	
  -­‐	
  Fellowship	
  is	
                    registering	
   their	
   Professional	
   Designa=ons	
  
                                         confer	
  a	
   material	
  value,	
   but	
  may	
  be	
  seen	
   to	
  
                                                                                                                           available	
  to	
  the	
  most	
  experienced	
  and	
             on	
   the	
   Na=onal	
   Qualifica=on	
   Framework	
  
                                         signify	
  eminence	
  and	
  stability.	
  
                                                                                                                           expert	
  prac==oners	
  in	
  educa=onal	
                        (NQF).	
  
                                         Royal	
   Charter	
   is	
   a	
   form	
   of	
   incorpora=on.	
                assessment	
  (at	
  least	
  5	
  years)	
  and	
  a	
            T h e	
   S A Q A	
   c r i t e r i a	
   fo r	
   p r e s c r i b e d	
  
                                         The	
   chartered	
   body	
   is	
  a	
   single	
   legal	
   en=ty	
           NQF	
  6	
  level	
  qualifica=on	
  (FCIMAP).	
                    professional	
   body	
   recogni=on	
   embraces	
  
                                         rather	
   than	
  a	
   collec=on	
   of	
  individuals,	
   and	
  
                                                                                                                           Chartered	
  Assessor	
  (CCIMAP).	
                               Con=nuing	
  Professional	
  Development	
  (CPD)	
  
                                         has	
  the	
   powers	
  of	
   a	
   natural	
   person.	
   There	
  
                                                                                                                           Master’s	
  degree	
  and	
  five	
  years	
  of	
                  for	
   members	
   and	
   the	
   requirement	
   for	
   a	
  
                                         are	
   other,	
  more	
  common	
  ways	
   of	
  achieving	
  
                                                                                                                           educa=onal	
  assessment	
  experience.	
                          code	
  of	
  ethics 	
  and	
  a	
  proper	
  process	
  in	
  place	
  
                                         incorpora=on,	
  for	
  example	
   though	
  company	
  
                                         registra=on”	
  -­‐	
  www.thecqi.org/.	
                                         Master	
  Assessor	
  (MCIMAP).	
  Doctoral	
                      to	
  protect	
  both	
  members	
  and	
  the	
  public.
                                                                                                                           degree	
  and	
  extensive	
  assessment	
  and	
  
                                                                                                                           modera=on	
  experience.


                   9
                          
                
               
               
                
            www.cimap.co.za
                                               
               
                
               
               ⇢
 CIMAP ASSESSMENT TALK JUNE 2012
                                              MEMBERSHIP                                                              The	
  Once	
  and	
  Future	
  King	
  -­‐	
  T.	
  H.	
  White:                             PREDEX LMS
                                              APPLICATION                                                             “The	
   best	
   thing	
   for	
   being	
   sad,"	
   replied	
   DEAR	
  TRAINING	
  PROVIDERS	
  
                                           PROCESS EXPLAINED                                                          Merlin,	
   beginning	
   to	
  puff	
   and	
   blow,	
   "is	
   to	
  
                                                                                                                      learn	
  something.	
  
                                                                                                                                                                                                          Do	
  you	
  require	
  a	
  seamless	
  process	
  to	
  
                                                                                                                                                                                                          upload	
  to	
  SETAs,	
  with	
  no	
  delays	
  due	
  to	
  
                                                                                                                      That's	
  the	
  only	
  thing	
  that	
  never	
  fails.	
                         failure	
  to	
  adhere	
  to	
  SETA	
  
                                         How	
  do	
  I	
  join	
  CIMAP?
                                                                                                                                                                                                          specifica=ons?
                                         You	
   will	
   have	
   received	
   the	
   membership	
                  You	
   may	
   grow	
   old	
   and	
   trembling	
   in	
   your	
  
                                                                                                                                                                                                          Do	
  you	
  require	
  a	
  simple,	
  effec=ve	
  
                                                                                                                      anatomies,	
   you	
   may	
   lie	
   awake	
   at	
   night	
  
                                         applica=on	
   form	
   with	
   your	
   newsle^er.	
                	
                                                                                         alterna=ve	
  to	
  tracking	
  learner	
  
                                                                                                                      listening	
   to	
  the	
   disorder	
  of	
   your	
  veins,	
   you	
  
                                         Please	
   complete	
   it	
   providing	
   us	
   with	
   as	
                                                                                                programme	
  informa=on?
                                                                                                                      may	
   miss	
   your	
   only	
   love,	
   you	
  may	
   see	
   the	
  
                                         much	
  detail	
  as	
  possible	
  and	
   make	
   sure	
   you	
                                                                                              Are	
  you	
  was=ng	
  your	
  valuable	
  =me	
  on	
  
                                                                                                                      world	
   about	
   you	
   devastated	
   by	
   evil	
  
                                         ini=al	
  each	
  page	
  of	
  the	
  Code	
  of	
  Conduct.	
  	
                                                                                              calcula=ng	
  learner	
  achievement	
  credit	
  
                                                                                                                      luna=cs,	
   or	
   know	
   your	
  honour	
  trampled	
   in	
  
                                         Provide	
   the	
   following	
   in	
   support	
   of	
   your	
                                                                                               values?
                                                                                                                      the	
  sewers	
  of	
  baser	
  minds.	
  
                                         applica=on:                                                                                                                                                      Do	
  you	
  require	
  a	
  streamlined	
  
                                                                                                                      There	
   is	
   only	
   one	
   thing	
   for	
   it	
   then	
   —	
   to	
      searching,	
  assimila=ng,	
  and	
  
                                                 A	
  cer=fied	
  copy	
  of	
  your	
  ID	
                           learn.	
  Learn	
   why	
  the	
   world	
  wags	
  and	
  what	
                   administra=ng	
  accredita=ons?	
  
                                                 Cer=fied	
  copies	
   of	
  cer=ficates	
   of	
   your	
             wags	
   it.	
   That	
   is	
   the	
   only	
   thing,	
   which	
   the	
        Design,	
  print,	
  and	
  administrate	
  your	
  
                                                 qualifica=ons                                                         mind	
   can	
   never	
   exhaust,	
   never	
   alienate,	
                       own	
  cer=ficates.
                                                                                                                      never	
  be	
  tortured	
  by,	
  never	
   fear	
  or	
  distrust,	
  
                                                 An	
  abbreviated	
  CV	
  (résumé).                                                                                                                     Print	
  professional	
  learner	
  achievement	
  
                                                                                                                      and	
   never	
  dream	
   of	
  regre{ng.	
   Learning	
   is	
  
                                                                                                                                                                                                          reports	
  with	
  the	
  click	
  of	
  a	
  bu^on.
                                                 If	
  you	
  are	
   a	
   cons=tuent	
  assessor	
  proof	
         the	
   only	
   thing	
   for	
   you.	
   Look	
   what	
   a	
  lot	
   of	
  
                                                 of	
  registra=on	
  from	
  the	
  relevant	
  SETA.	
  	
                                                                                              Do	
  you	
  want	
  to	
  control	
  who	
  has	
  access	
  
                                                                                                                      things	
  there	
  are	
  to	
  learn.”	
  
                                                                                                                                                                                                          to	
  your	
  data	
  with	
  an	
  effec=ve	
  security	
  
                                         P l e a s e	
   e -­‐ m a i l	
   yo u r	
   a p p l i ca = o n	
   to	
                                                                                         system?	
  
                                         admin@cimap.co.za.	
                                                                                CIEA : UK                                                    SMS	
  your	
  students	
  no=fying	
  them	
  of	
  
                                         A	
   pro-­‐forma	
  invoice	
   will	
  be	
  raised	
  and	
   sent	
      All	
   members	
  in	
  good	
  standing	
   who	
  seek	
   to	
                  their	
  latest	
  assessment	
  results.
                                         to	
  you	
  for	
  payment.	
                                               register	
   with	
   the	
   Chartered	
   Ins=tute	
   for	
                      Predex	
  LMS	
  offers	
  all	
  of	
  the	
  above-­‐
                                         Once	
   your	
   applica=on	
  has	
   been	
  processed,	
                 Educa=onal	
   Assessment	
   (U.K)	
   will	
   be	
   in	
   a	
                  men=oned	
  func=onali=es	
  and	
  many	
  
                                         you	
  will	
  qualify	
  as	
  an	
  Affiliate	
  Member.	
  	
               posi=on	
   to	
   do	
   so	
   from	
   01	
   June	
   2012	
   at	
             further	
  advantages	
  in	
  a	
  cost	
  effec=ve	
  
                                                                                                                      CIMAP	
   nego=ated	
   discounted	
   rates	
   for	
   all	
                      manner.
                                         Members 	
   in	
   good	
   standing	
   may	
   apply	
   for	
  
                                                                                                                      membership	
  grades.                                                                                       Andrew	
  –	
  082	
  385	
  9047
                                         elevated	
   designa=ons	
   on	
   the	
   CIMAP	
  
                                                                                                                      Please	
   let	
   us	
  know	
   if	
  we	
  can	
  assist	
   with	
  any	
  
                                         website.	
  
                                                                                                                      addi=onal	
  informa=on.	
   We	
   look	
  forward	
   to	
  
                                         Members 	
   will	
   receive	
   their	
   membership	
                     your	
   ac=ve	
   par=cipa=on	
   as	
   a	
   CIMAP	
                            CHILD’S PLAY - PARENT
                                         cer=ficate	
   and	
  will	
   be	
   added	
  to	
   the	
   mailing	
       member.                                                                           INVOLVEMENT PROGRAM
                                         list	
   to	
   receive	
   regular	
   updates	
   and	
  
                                         correspondence.	
  
                                                                                                                               INTERESTING SA                                                     Your	
  child’s	
  mind-­‐set	
  stems	
  from	
  her	
  beliefs	
  
                                         Membership	
  applica=on	
  form	
  available                                             FACTS                                                      and	
   this 	
   influence	
   her	
   thoughts.	
   Her	
  
                                                                         	
  www.cimap.co.za                                                                                                  thoughts	
   determine	
   her	
   ac=ons.	
   Her	
  
                                             Ask	
  for	
  it	
  on	
  admin@cimap.co.za                                    Table	
   Mountain	
   alone	
   has	
   over	
   1,500	
   ac=ons	
  have	
  a	
  posi=ve	
  or	
  nega=ve	
  result.
                                                                                                                            species	
  of	
  plants,	
  more	
   than	
   the	
  en=re	
  
                                                                                                                                                                                              Beliefs 	
  are	
   the	
   assump=ons	
   that	
   we	
   make	
  
                                                                                                                            United	
  Kingdom.
                                            CIMAP MEMBERSHIP                                                                                                                                  about	
  ourselves,	
   about	
  others	
  in	
  the	
   world	
  
                                              ADMINISTRATOR                                                                 South	
   Africa	
   is	
   the	
   second	
   largest	
   and	
   about	
   how	
   we	
   expect	
   things	
   to	
   be.	
  
                                                                                                                            exporter	
  of	
  fruit	
  in	
  the	
  world.                    Beliefs 	
  are	
   about	
   how	
   we	
   perceive	
   things.	
  
                                                                                                                            South	
   Africa	
   has	
   the	
   longest	
   wine	
   Our	
  values	
  stem	
  from	
  our	
  beliefs.
                                                                                                                            route	
  in	
  the	
  world.                                      Their	
   vision	
   and	
   mission	
   also	
   determine	
   a	
  
                                                                                                                            South	
  Africa	
  is	
  rated	
  third	
  in	
  the	
  world	
   person’s	
   self-­‐esteem	
   and	
   confidence.	
   A	
  
INTEGRITY ;; DISCIPLINE ;; CREDIBILITY




                                                                                                                            in	
  supplying	
  safe,	
  drinkable	
  tap	
  water.            vision	
   is	
   a	
   statement	
   of	
   who	
   you	
   are	
   and	
  
                                                                                                                                                                                              who	
   you	
   can	
   become.	
   It	
   is	
   the	
   framework	
  
                                                                                                                           www.larktours.com/50-­‐interes=ng-­‐facts-­‐
                                                                                                                                                                                              for	
   the	
   process	
  of	
   crea=ng	
   your	
  life,	
   based	
  
                                                                                                                                                              about-­‐south-­‐africa
                                                                                                                                                                                              on	
  your	
  beliefs	
  and	
  values.
                                                                                                                                                                                                  Visit	
  our	
  web	
  site	
  to	
  find	
  out	
  more:
                                                                                                                             CIMAP SPONSORS
                                                                                                                                                                                                                                       www.pip-­‐obe.com
                                                        khanyi@cimap.co.za                                                 NEGOTIATED MEMBER                                                                                        Amanda	
  082	
  551	
  0497
                                                        Mrs	
  Khanyisile	
  Nkosi                                             BENEFITS
                                                                                                                              BEE	
  Exemp=on	
  Le^ers	
  –	
  R	
  860.00	
  (Ex	
                              BUSINESS RISK
                                                                                                                              Vat).                                                                                SOLUTIONS
                                                               CIMAP	
                                                        Full	
  BEE	
  compliance	
  audits	
  (dependent	
  
                                                     is	
  proudly	
  Associated	
                                            on	
  size	
  of	
  organisa=on).
                                                                                                                                                                                                      An	
  accredited	
  Supplier	
  for	
  OHSA	
  
                                                                                                                              Full	
  accoun=ng	
  services	
  (including	
  
                                                                with:	
                                                                                                                            Training	
  and	
  Compliance	
  Assessments.
                                                                                                                              invoice	
  prepara=ons,	
  SARS	
  compliance	
  
                                                    SABPP, PRISA & SAPA                                                       etc.	
  requirements	
  from	
  R	
  1800.00	
  per	
  
                                                                                                                              month.                                                                                     Harry	
  Harris	
  011	
  867	
  5171	
  
                                                                                                                                            012	
  546	
  8622	
  	
  dirk@mfd.cc.za	
  /                                      harrbrsrisksolu=ons.co.za


                   10
                      
                
               
                  
             
               www.cimap.co.za
                                                
               
               
               
               ⇢
                                                                                                      SMME	
  NOTICEBOARD
 CIMAP ASSESSMENT TALK JUNE 2012

                                               Point	
  to	
  any	
  one	
  of	
  the	
  links	
  below	
  (in	
  this	
  PDF	
  document)	
  whilst	
  you	
  are	
  connected	
  to	
  the	
  
                                                    internet	
  and	
  you	
  will	
  hyperlink	
  straight	
  to	
  the	
  website	
  where	
  the	
  ar;cle	
  appears.

                                            Nego:ate	
  estate	
  fees	
  while	
  you	
  s:ll	
  can                      SARS	
  focuses	
  on	
  tax	
  evasion                         Soweto's	
  new	
  lease	
  on	
  life
                                               h^p://www.smesouthafrica.co.za/                                         h^p://www.smesouthafrica.co.za/                             h^p://www.smesouthafrica.co.za/
                                             index.php/legisla=on/tax-­‐a-­‐legisla=on/                            index.php/tax-­‐news/2281-­‐sars-­‐focuses-­‐on-­‐          index.php/south-­‐africa/2397-­‐sowetos-­‐new-­‐
                                            legisla=on-­‐news/2402-­‐nego=ate-­‐estate-­‐                                           tax-­‐evasion-­‐                                         lease-­‐on-­‐life
                                                     fees-­‐while-­‐you-­‐s=ll-­‐can                                     Vehicle	
  sales	
  increase	
  by	
  10.5%              Gautrain	
  final	
  leg	
  opera:onal	
  in	
  central	
  
                                              SA	
  small	
  business	
  sector	
  not	
  gloomy                       h^p://www.smesouthafrica.co.za/                                           Johannesburg
                                               h^p://www.smesouthafrica.co.za/                                     index.php/import-­‐and-­‐export/2261-­‐vehicle-­‐                h^p://www.smesouthafrica.co.za/
                                            index.php/business-­‐legisla=on/2285-­‐sa-­‐                                     sales-­‐increase-­‐by-­‐105                       index.php/south-­‐africa/3274-­‐gautrain-­‐final-­‐
                                               small-­‐business-­‐sector-­‐not-­‐gloomy                                                                                          leg-­‐opera=onal-­‐in-­‐central-­‐johannesburg
                                           Is	
  SA's	
  labour	
  broking	
  facing	
  an	
  'indirect'	
         Zuma	
  reshuffles	
  Cabinet,	
  fires	
  police	
  chief            Know	
  your	
  credit	
  rights	
  –	
  ombud
                                                                      ban?
                                                                                                                        h^p://www.smesouthafrica.co.za/                        h^p://www.smesouthafrica.co.za/
                                               h^p://www.smesouthafrica.co.za/                                         index.php/south-­‐africa/3322-­‐zuma-­‐                 index.php/south-­‐africa/3283-­‐know-­‐your-­‐
                                          index.php/business-­‐legisla=on/2318-­‐is-­‐sas-­‐                           reshuffles-­‐cabinet-­‐fires-­‐police-­‐chief              credit-­‐rights-­‐ombud
                                             labour-­‐broking-­‐facing-­‐an-­‐indirect-­‐ban


                                                                                                                                                                    4th	
  Unisa	
  Children's	
  Reading	
  Conference
                                                                                                                                                              Sunnyside	
  Campus,	
  University	
  of	
  South	
  Africa,	
  Pretoria
                                                                                                                                                                                     11-­‐12	
  September

                                                                                                                                                           h^p://www.southafrica.info/news/conferences/calendar-­‐
                                                                                                                                                                    conferences.htm#ixzz1wlZNzOD0
                                                                          2	
  –	
  4	
  July	
  2012
                                                                   Sandton	
  Convention	
  Centre
                                                                        Johannesburg	
  RSA
                                                                  h^p://www.educa=onweek.co.za/




                                                                                                                                                       5th	
  Conference	
  on	
  South	
  African	
  Children's	
  and	
  Youth	
  Literature
                                                                                                                                                        North-­‐West	
  University,	
  Potchefstroom	
  Campus,	
  Potchefstroom
                                                                                                                                                                                      18-­‐20	
  September
                                         Interna=onal	
  Educa=on	
  Associa=on	
  of	
  South	
  Africa	
  29	
  August	
  2012	
  –	
  
                                                                      01	
  September	
  2012                                                              h^p://www.southafrica.info/news/conferences/calendar-­‐
                                                               h^p://www.ieasa2012.cmc-­‐uct.co.za/                                                                  conferences.htm#ixzz1wlZrEYTF

                                         49th	
  Interna=onal	
  Federa=on	
  of	
  Library	
  Associa=ons	
  World	
  Congress
                                                                    Landscapes	
  in	
  Transi=on
INTEGRITY ;; DISCIPLINE ;; CREDIBILITY




                                                       The	
  Townhouse	
  Hotel	
  and	
  City	
  Hall,	
  Cape	
  Town
                                                                        3-­‐7	
  September:
                                                  h^p://www.southafrica.info/news/conferences/calendar-­‐
                                                                conferences.htm#ixzz1wlYFYMBN




                                                  The	
  first	
  UNISA	
  Open	
  Distance	
  Learning	
  Conference
                                                              University	
  of	
  South	
  Africa,	
  Pretoria
                                                                      5-­‐7	
  September	
  2012:
                                                h^p://www.southafrica.info/news/conferences/calendar-­‐
                                                                 conferences.htm#ixzz1wlYn87ZE




                   11
                         
              
              
              
                  
          www.cimap.co.za
                                    
             
             
             


				
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Description: The Chartered Institute for the Management of Assessment Practice June 2012 Newsletter