Slide 1 - Universiteit Stellenbosch University

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					Programme renewal & HEQF* Alignment
    at the University of Stellenbosch

 Programvernuwing en HEQF*-belyning
  aan die Universiteit van Stellenbosch

                     2009 - 2012

* Higher Education Qualifications Framework
          Programme of Workshop
1.   Purpose, Context , Rationale, Scope …..       40 min
2.   HEQF and Regulations ……………………….               40 min
3.   List of issues for policy clarification …..   10 min
4.   Tea/coffee …………………………………………                   20 min
5.   Examples …………………………………………..                   20 min
6.   Discussion …………………………………………                   60 min
     –   Policy clarification
     –   Format for proposals
7. Next steps
                   The issue
• Government has made new laws
  – Higher Education Qualifications Framework
    (HEQF) – Government Gazette. 5 October 2007
  – National Qualifications Bill (NQF Bill – November
• All higher education institutions must comply
  – New programmes as of 2009
  – Existing programmes – date to be announced

      Purpose of the workshop
• Information
• Consultation

        Bologna process in Europe
• Another reason why some governments embraced Bologna was to
  give cover for reforms they wanted anyway.
   – Shorter, more work-related degrees appealed to the Germans, keen to
     stop students hanging on for years at taxpayers’ expense.
   – In France, changes to university financing have been called “Bologna”.
   – In Spain “Bologna” is the excuse for introducing fees for Masters
     degrees. (The Economist, May 2009)
• Many students now anathematise “Bologna” as a capitalist plot.
  They plan protests in Leuven; already, students have taken to the
  streets in France, Italy, Spain and Greece.
   – The resemblance to the Anglo-American system, plus Bologna’s
     emphasis on graduate employability, are big grievances.
   – Some academics fret that the secret aim is to privatise universities.
     Bologna’s endorsement of more autonomy could lead (horrors!) to
     more freedom for universities in hiring, promotion and pay

 (a selection of issues relevant to programme renewal)
1. International and continental perspectives
   – globalisation, internationalisation and mobility, (joint
     degrees), massification, technology, financial crisis,
     HE and development
2. National perspectives
   a) inadequate contribution in meeting national
       development needs especially in the provision of
       skills necessary for economic growth and in the
       alleviation of poverty
   b) increase participation rate (17% to 20% by 2015)
   c) affordability of higher education
       National perspectives
d) low levels of efficiency and effectiveness
e) quality
f) lack of a viable and sustainable pipeline for
   the next generation of academics
h) social cohesion and the elimination of
i) a new statutory context for qualifications,
   programmes, quality assurance

Slide prepared by Lynda Murray, Head Academic Planning Office, Wits
Slide prepared by Lynda Murray, Head Academic Planning Office, Wits University
Strategies and goals of the University
• Strategic Framework (2000)
  – The University commits itself to an open, broad
    process of self-scrutiny and self-renewal
  – “A university characterized by quality teaching,
    by the constant renewal of teaching
    and learning programmes, and by the
    creation of effective opportunities for learning /

Strategies and goals of the University
• Vision 2012
  – Excellence
     • Research output, staff expertise (doctorates & NRF ratings),
       success rates undergraduates, postgraduate enrolments and
       qualifications awarded
  – Scholarly and scientific practice / Africa focus
     • Postgraduate students from other African countries
  – Role playing
     • Innovation and community interaction
  – Diversity
     • Staff, postgraduate students, 1st year students
  – Afrikaans in a multi-lingual context

Strategies and goals of the University
•   Pedagogy of Hope
•   Overarching Strategic Plan and SU 2015 targets
    1. stabilise undergraduate numbers, grow postgraduate
    2. undergraduate : postgraduate from 66:34 to 60:40
    3. black, coloured, Indian undergraduates from 24% to 34%
    4. success rate from 82% to 84%
    5. 55% undergraduates in student accommodation
    6. 33% of all students in student accommodation
    7. reduce time of completion for postgraduate students
    8. increase black, coloured and Indian staff with 15%
    9. establish postgraduate office
    10. increase bursaries
Succes rates1) of undergraduate students 2003-20152)
              according to race and year

                  Student success
• A comprehensive and systemic approach required
• Role of academic support services
   – wellness, mentors, counseling, study skills, etc
• Crucial role of formal structures
   – admission requirements
   – curriculum (contents, structure, work loads, etc)
      • first year curriculum in particular
   – time table
      • tests and exam time table in particular
   – student : lecturer ratio
   – facilities

    Approach to the achievement of the
        Stellenbosch 2015 targets
•   A holistic, integrated and planned process
•   Teaching management plan
•   Project management principles
•   Use the HEQF alignment process (externally
    enforced) also to achieve the institutional

vernuwing (en
HEQF belyning)

             Programme renewal
1. Relevance
  – contribution to Millennium Development Goals*
  – contribution to high level skills needed for the
    country’s development
  – responsiveness to the development needs of
    country, region and continent
  – contribution to the fight against HIV/AIDS
      * Stellenbosch University Quality Development Plan, available at ,click on “documentation”

Request: Formulate a statement on the programme’s
relevance and how it can possibly be enhanced through the
alignment process
                   Programme renewal
2. Quality
•       develop “a consistent understanding of quality and its
        operationalisation at the different layers of the academic
        structures while giving due attention to… academic
        freedom and collegiality, necessary for the development
        of innovation and critique which are characteristic of
        academic life”(*Audit Report 2007)
           * HEQC Audit Report on Stellenbosch University, available at,
           click on “documentation”
           ** Quality Assurance at SU: Points of Departure and Framework, available at
 , click on “evaluation”

Request: Give account of the notion(s) of quality**
   underpinning the programme including
    •     the programme committee’s views of the relation between quality and
    •     the quality management of this programme
      Quality as SU: Points of departure
1.    The endeavour for excellence is the driving force behind the development and maintenance of the
      University’s quality assurance system.                              Quality and
2.    The quality of the University staff’s is crucial.
3.    Quality and diversity are complementary.                           diversity are
4.    Evaluation is an important dimension of quality assurance, but not the only one.
5.                                                                      complimentary
      Self-evaluation forms the basis and first building block of the University’s quality assurance system.
      This is applicable in both academic and support environments.
6.    External peer review (which includes an evaluation of the self-evaluation reports as well as an onsite
      visit) is the second building block of the quality assurance system.
7.    The third building block is the mechanisms by which the results of the self- and external evaluation
      processes are followed up.
8.    All role players in the quality assurance process are responsible for striving towards achieving a
      balance between quality assurance, quality support, quality development and quality monitoring.
9.    Quality assurance at the University forms an integral part of the normal and continuous activities of
      each member of staff.
10.   The management of quality assurance forms an integral part of the normal and continuous
      responsibilities of each manager (academic and support environments) at each level.
11.   The University endeavours to eliminate the duplication of evaluation and other quality assurance
      activities as far as is possible.
12.   The University is committed to the maintenance of an effective institutional quality assurance
      management system.
13.   The member of the executive committee who is responsible for quality assurance continuously
      monitors the impact of the quality assurance processes on the time and resources of the University
      to ensure that the value added by the processes justifies the impact on time and resources.
14.   The University’s Quality Committee (QC) is responsible for making provision for conflict resolution
      Quality Assurance at SU: Points of Departure and Framework, available at,
      click on “evaluation”
                Programme renewal
3. Responsible citizenship
  –       “assess the appropriateness and relevance of the programmes
      •      in terms of the social, ethical, political, technical skills and
      •      in the context of post-apartheid South Africa
      •      in post-apartheid South Africa’s location in Africa and the world”
  –    consider “curriculum approaches that sensitise students to the
       place of and the issues surrounding SA on the African
       continent and in the world”*
      • a common and compulsory module?
   * Report of the Ministerial Committee on discrimination avalable at, click on “documentation”

Request: Formulate a statement on the programme’s
contribution to responsible citizenship an dhow it can possibly
enhanced through the alignment process
             Programme renewal
4. First year curriculum
  – different levels of student-preparedness
  – content knowledge aligned with NSC curriculum
  – module structure and delivery mode
  – academic skills (including language skills)
  – foundation and extended programmes
      Cf. Information on First Year Academy Committee available at, click on “First Year Academy”

Request: Explain and/or formulate new proposals for
the programme’s 1st year curriculum to be introduced
through the alignment process                                        21
                  Programme renewal
5. Proposal for institutional module structure
    –       128 credits per year
    –       64 credits per semester
        •      4 X 16 credit modules per semester
        •      8 X 8 credit modules per semester
        •      or a combination of 16 and 8 credit modules
•   Rationale: STUDENT SUCCESS
    –       fewer & bigger modules will have a major effect on the
            exam time-table
    –       comparable credit loads, comparable exam papers
    –       module exchange between faculties

Request: Consider the implementation of an
institutional module structure as part of the alignment
process                                                22
         Programme renewal
6. The HEQF alignment process
  – approach
  – progress
  – time-line

Request: Align programmes with the HEQF

 SU approach to HEQF alignment process
1.   Ensure expertise in the University
2.   Share all information with all role players
3.   Participatory and iterative process
4.   Impact on academic time of staff
5.   Effective process and a new on-line system
6.   Realistic frameworks
7.   One comprehensive process (not piecemeal)
8.   Use process to achieve the University’s own
     – not merely compliance
9. Academically substantiated

 Progress report: HEQF alignment
• HEQF published in Govt Gazette - Oct 2007 (508 No 30353)
• Meeting of SU programme coordinators - December 2007
• Memo to programme coordinators - 2 March 2008
   – (planned for implementation in 2011)
• Discussion document Academic Planning Committee - April
• Communique from SAQA, DoE and CHE – Dec 2007 and July
• Meeting of SU programme coordinators – October 2008
• Web-based programme information system for SU
  developed –since Nov 2009
• [SU Council decisions on OSP and 2015 targets– Feb 2009]
• Meeting of SU programme coordinators (on HEQF aligment
  at Wits University– May 2009
• Faculty workshops – June – July 2009
   Status report: HEQF mid 2009
• Announcement of HEQF implementation date
  awaited from Minister of Higher Education
• Institutional policy clarification by Academic
  Planning required
• Web-based academic programme information
  – prototype: June 2009 (“as is” programme
    information uploaded from SIS)
  – testing and piloting to commence in August 2009
   Timeline: Programme Renewal and
            HEQF alignment
Policy clarification: ABK ………………………………………………...................         29 July 2009
Pilot projects (online system) ……………………………………………………….                   Aug - Sept 2009
Initial R&A* proposals by programme committees ……....................   June – Oct 2009
Policy decisions: ABK ……………………………………………………………………..                      4 Nov 2009
Feedback from ABK on initial R&A proposals …………………………………                January 2010
Training (web-based system) …………………………………………………………                      Jan – March 2010
Programme committees revise and finalise R&A proposals ………...           March – Oct 2010
PAK to consider R&A proposals ……………………………………………………..                    Nov 2010
PAK feedback to faculties ……………………………………………………………..                     Nov-Dec 2010
Faculty Boards to consider R&A proposals ……………………………………                 Feb 2011
PAK/ABK to consider R&A proposals …………………………………………….                    May 2011
PAK/ABK to consider Year Book changes for 2012 ………………………..              May 2011
Senate approval of programmes proposals …………………………………..                 June 2011
Implementation of renewed and HEQF-aligned programmes ……...             January 2012

* “R&A proposals” = “Renewal and Alignment proposals”

   The Higher Education Qualifications

• The qualifications framework
• The interim guidelines of the Department of
  Higher Education & Training

   SU policy clarification required
1. Requirements for the use of designators (“of Arts”, “of
    Science” and “of Commerce” and others)
2. The use of the 3+1 structure or the 4/4+ structure
3. Actualisation and substantiation of credits
4. Use of level 5 exclusively for foundation modules
5. All (main stream) 1st year modules at level 6
6. Standardisation of modules
7. Cap maximum of credits per academic year
8. Institutional minimum for research component in
    coursework Masters programmes
9. Minimum time of enrolment
10. Definition of research
• alle pogings om, aan die hand van duidelik
  geformuleerde probleme en deur die metodiese
  insameling en sistematiese verwerking van gegewens
   1) insigte te verwerf
      • waardeur die liggaam van wetenskaplike kennis uitgebrei kan
        word; en/of
      • die toepassingsmoontlikhede van hierdie kennis te bevorder
   2) aktief betrokke te wees by die vind van oplossings
      waarvoor wetenskaplike kennis nodig is in beide die
      Natuurwetenskappe en die Geestes- en Sosiale
   (Konsep-Navorsingsbeleid 2008)

    Research component of Hons or M
• an independent and coherent component of activities in an honours or
  master’s programme,
• independent of any taught modules in the programme,
• taking place under the supervision of a study leader,
• in which it is expected of the student to successfully:
    – do research, that is to gain insight by methodical collection and systematic
      processing of data on the basis of clearly formulated problems by means of
      which basic scientific knowledge can be expanded, or techniques and
      technology can be scientifically developed and improved, and possibilities for
      the application of knowledge can be scientifically exploited or improved,
    – act in an autonomous, professional and ethical manner in the execution of the
    – communicate the results of his/her research in an academic or professional
      manner, and
    – produce an academically acceptable written report or dissertation about the
• It must be a coherent component of activities to prevent any isolated
  activities – especially those not directly associated with the student’s
  clearly formulated problem or problems – from being regarded purely and
  simply as part of the research component.
Provisional Format for initial renewal
      and alignment proposals        Old qual /progr   New qual /progr   Notes
1st qualifier
2nd qualifier
Exit level
Total credits
Credits per level and type
Total minimum duration
Total formal time
Total experiential time
Changes to admission
Changes to assessment
Is there a considerable change to:
Field of study by 2nd order CESM
Mode of delivery
Site of delivery
Programme renewal
First year curriculum
Standard module structure

                   Initial renewal and alignment proposals
                        Old qualification   New qualification   Notes
                        /progr              /progr
Name                    Postgraduate        Postgraduate        Name change necessary
                        Diploma in          Diploma in          due to change in
                        Translation         Translation and     outcomes
Abbreviation            PGD (Trans)         PGD (Trans & Int)
Type                    Postgraduate        Postgraduate
                        Diploma             Diploma
Designator              -                   -
1st qualifier           Translation         Translation and
2nd qualifier           -                   -
Exit level              7                   8
Total credits           120                 128
Credits per level and   30 @ 6, 90 @ 7      All at 8
Total minimum           1 year              1.5 year
Total formal time    1 year            1.5 year                    Addition of interpretation module
                                                                  necessitates longer minimum time
Total experiential   0                 0

Changes to           Any B-degree      Any B-degree which
admission            plus admission    include a language at 1st
                     test              year level plus admission
Changes to            Assignments, no Assignments, plus one
assessment            written exams    written exam
Is there a considerable change (which will require external approval)
Purpose                                Expanded to include
                                       specialisation in
Outcomes                               Additional outcomes in
                                       interpretation skills
Field of study by                      11 0104 Language Practice
2nd-order CESM
   Mode of delivery         Contact    Contact
    Site of delivery     Stellenbosch Stellenbosch

Programme renewal
Relevance               To train students as translators and/or interpreters and editors in at
                        least two of the following languages: Afrikaans, English, an African
                        language, Important in a multilingual country. Contribute to
                        development of smaller languages. Local government documents must
                        be translated into regional languages.
Quality                 A diversity of students (different languages) contributes to the quality
                        of class discussions because translation requires insights into cultural
                        worlds. Diversity contributes to quality. Annual meeting with
                        graduates of recent years and with representatives of NasPers to gather
Responsible citizenship Texts for group work include the translation of legal documents on
                        human rights.
First year curriculum   n/a
Standard module         Programme complies with the standard SU module structure
Faculty                 Arts and Social Sciences
Department              Afrikaans and Dutch

    Discussion: Policy clarification
1. Requirements for the use of designators (“of Arts”, “of
   Science” and “of Commerce” and others) at
   Stellenbosch University
  –   Cf. “generic standards” for BA, BSc, LLB, PhD available at, click on “HEQF alignment”
  –   What is required for “Sc”?
  –   Faculty monopoly on designators?
2. Formative and professional UG programmes
  –   Formative: Bachelor + Honours (3+1) --- Masters
  –   Professional: 4y Bachelor --- Masters
  –   Professional: 4+ years Bachelor ---- Masters
3. Actualisation and substantiation of credits
    Discussion: Policy clarification
4. Use of level 5 exclusively for foundation modules
5. All (main stream) 1st year modules at level 6
6. Standardisation of modules and credit loads
     •   By default 16 credit modules (allow for a few 8 credit modules)
     •   128 minimum per annum
     •   384 credits minimum for 3 year degree
     •   512 credits minimum for 4 year degree
     •   30 week year: 128 credits (all Hons and PG Diplomas)
         –   minimum 32 credits research (all Hons)
     •   45 week year: 192 credits (all Masters)
         –   minimum of 96 credits research

   Discussion: Policy clarification
7. Cap maximum credits per academic year at
   undergraduate level
8. Institutional minimum for research
   component in coursework Masters
   programmes – 50%
9. Minimum time of enrolment postgraduate
  – Full time: one academic year
  – Part time: 1.5 or more academic years

                     Next steps
1. INB distributes minutes of workshop          a.s.a.p.
2. Comments on minutes + additional             15 July 2009
   proposals for policy decisions from
   programme committees via Dean
   submitted to INB
3. ABK considers policy proposals and give      29 July 2009
   feedback to faculties
4. Initial R & A proposals submitted via Dean 16 Oct 2009
5. ABK considers initial R & A proposals, takes 4 Nov 2009
   policy decisions, and gives feedback

Enquiries: Division for Institutional
Research and Planning (IRP)

Navrae: Afdeling Institusionele Navorsing
en Beplanning (INB)
Tel: 021 808 3967


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