MEETING BETWEEN SACPLAN PLANNING SCHOOLS 28 NOVEMBER 2007 9h00 15HOO SHANGUNI LODGE EDENVALE

1. MEETING BETWEEN SACPLAN & PLANNING SCHOOLS 28 NOVEMBER 2007 9h00 – 15HOO SHANGUNI LODGE EDENVALE

2. Welcome, Introduction & Apologies Purpose of the Meeting Council’s Education & Training Mandate Status of Education Representatives on Council Update on ETC Issues HEQC Memo of Understanding with SACPLAN SACPLAN Accreditation Criteria & Process Report from Schools of Planning Summary of Issues Agenda

3. Part of consultation with identified groups operating in the planning sector SACPLAN attempt to understand issues of concern and communicate OUR concerns to identified groups Main Purpose : Information gathering and sharing Main Objective : SACPLAN mandate “to promote & protect the interest of the PUBLIC in relation to planning” - S7(a) Purpose of the Meeting

4. Contained in S 8 (4) : (a) Must consult with SAQA and others to determine competency standards in terms of the NQF (b) conduct accreditation visits to ANY educational institution offering planning programmes at least once every 5 years. If NOT – to inform the Minister (c) May grant, conditionally grant, refuse or withdraw the accreditation of planning programmes (d) deal with matters wrt higher education with the HEQC (e) establish mechanisms for registered persons to gain recognition of their qualifications & professional status in other countries SACPLAN E & T Mandate

5. (f) liaise with the National Standards Body (NSB) (g) enter into agreement with any person or body, within or outside the RSA, with recognition of any examination or qualification (h) advise and assist educational institutions, voluntary institutions or examining body wrt to educational facilities for and the training of registered and prospective persons (i) prescribe assessment procedures for the purpose of professional registration (j) facilitate the provision of continuing education & training (CPD)

6. The E & T Pyramid

7. SACPLAN mandate is a legal mandate It is within the framework of the Higher Education Act; SAQA related legislation; PPA and HEQC Framework & Guidelines Statutory role and function is to protect the PUBLIC in the first instance As a regulator it has a serious responsibility - to “re-professionalise” planning “Quality in E & T is non-negotiable : an NQF statement Key statements on E & T

8. Since inception of Council only 2 of 3 E & T sector appointed SACPLAN equally concerned & informed the DLA reps on SACPLAN to facilitate the appointment of the 3rd position through the relevant directorate No progress from DLA, so Council wrote directly to the former Minister and DG. NO RESPONSE SACPLAN advice through ETC chair to Head of Planning Schools to pressurise through HESA SACPLAN supports the appointment of the 3rd representative BUT the Minister’s APPOINTS SACPLAN will write to the new Minister and Acting Director General this week Status of E & T Sector representative on SACPLAN

9. Nov 2006 doc by the HEQC “ A Modified Approach to the Implementation of MoU’s” Meeting between all Professional Councils & the HEQC on 16 November 2007 Although a “new” approach, SACPLAN’s approach was not in anyway affected It is a statutory Council with whom the HEQC will prioritise signing of MoU’s For info the HEQC also signs MoU’s with non-statutory prof bodies e.g. ECSA, & SAICA; co-ordinating Councils e.g. CBE Update on E & T IssuesHEQC MoU with SACPLAN

10. SACPLAN does not have an MoU with the HEQC It performed HEQC delegated functions in terms of the MoU with the SACTRP in terms of Transitional Provisions (s36) of the PPA Resolution taken by Council on 27 Nov 2007 to sign the MoU with HEQC immediately

11. To date, the SACTRP criteria document – an abridged version of the CHE Criteria, taking into account the CHE Framework (Nov 2004) used for accreditation Confirmation from the Registrar, Ms. Gaye Le Roux, that all 3 documents circulated to all schools 2-3 years ago Accept that the abridged document has created confusion – some schools sometimes DO NOT refer to the CHE documents Update on E & T IssuesAccreditation Process & Criteria

12. SACPLAN resolution taken on 27 Nov 2007 to use the CHE documents in its entirety as the primary docs for accreditation Accreditation Process & Criteria

13. Elements of the HEQC’s Accreditation Model HEQC Accreditation Process for New Programmes HEQC Accreditation Process for Existing Programmes VERY IMPORTANT TO REFER TO THE GLOSSARY OF TERMS – as they have proved to create confusion in accreditation documentation and hence in the process CHE Framework for Programme Accreditation: Nov 2004

14. General Remarks on the Criteria Criteria for New Programmes : Criteria for Existing Programmes CHE Criteria for Programme Accreditation : Nov 2004

15. Candidacy Phase : Criteria for program input Programme Design Student Recruitment, admission & selection Staffing Teaching & Learning Strategy Student Assessment policies & procedures Infrastructure & Library Resources Programme Administrative services Post-grad policies, procedures & regulations Criteria for new programmes

16. Accreditation Phase : Criteria for prog process Programme Co-ordination Academic Development for student success Teaching & Learning interactions Student assessment practices Co-ordination of work-based learning Delivery of Post-graduates programmes Criteria for programme output & impact Criteria for programme review Criteria for new programmes

17. Same criteria for new programmes – focus on Programme input – process – output & impact - review Re-accreditation during Phase 2 (2007-09) BUT SACPLAN MANDATE IS FOR EVERY 5 YEARS, so 5 yr Cycle will be included in MoU with HEQC Criteria for Existing Programmes

18. Accreditation Criteria – focus on input & process, not ONLY content Accreditation methodology is EVIDENCE-BASED Programme design must be reflective, inclusive of all participants in the programme CHE requirement implies and an intensive, intense (sometimes tense) process as it relates to accreditation because it is about QUALITY Key Findings

19. TEA BREAK

20. Schools Reportback

21. LUNCH

22. Summary of Issues