SACPLAN WORKSHOP ON EDUCATION TRAINING ISSUES

1. SACPLAN WORKSHOP ON EDUCATION & TRAINING ISSUES 6 September 2007 OR Tambo Airport Gauteng Facilitated by Pravin Amar : Chairperson of the Education & Training Committee of SACPLAN

2. Programme Welcome and Apologies Purpose of the Workshop The National Qualifications Framework (NQF) Key Observations on Planning Education from Participants SACPLAN Mandate on ETC Issues Key Questions and Issues Record of Outcomes of Workshop

3. Purpose of the Workshop Gain an introduction to the National Qualifications Framework (NQF) Gain a clear understanding of SACPLAN’s legal mandate on Education & Training (E & T) issues Through the above, make key observations on planning education from particpants own expereinces and identify key issues in planning education as it relates to SACPLAN Identify an action plan to address the key planning education issues

4. Methodology of the Workshop Presentation provides framework to guide the sequence Participants to feed into each other’s understanding Facilitation ; not Teaching approach Open Debate

5. The NQF It sets the principles & guidelines which provide a vision, philoshpical basis and an organisational strcuture for a qualifications system as a national resource Qualification = records of learner achievement There is no national vision for qualifications in sectors Fragmented and varies between institutions Education – not seen as national resource but as serving parochial interests Qualification – no national record of achievement What it is ? What is practiced actually ?

6. Key Issues Identified by Participants

7. Key Features of the NQF A national education & training system that provides quality learning Responsive to ever-changing influences Commitment to life-long learning Has clear learning pathways with access to mobility & progression within career pathways Learner profile of the 21 Century to be “flexible generalist” (Christopher Ball) With skills knowledge & values to adjust readily to multiple career changes Shift from education for employment to education for emplyability – i.e. the notion of adaptive workforce

8. Key Issues Identified by Participants

9. Objectives of the NQF Create an integrated national framework for learner achievements Facilitate access to, mobility & progression within E & T and career paths Enhance the quality of E & T Accelerate the redress of past discriminiation in E & T and employment opportunities Contribute to full personal development of each learner and the social & economic development of the nation

10. Key Issues Identified by Participants

11. The NQF & outcomes based education Qualifications & standards registered on the NQF are described in terms of learning outcomes that the qualifying learner must demonstrate So it more than just acquiring knowlegde but the biliity to apply that relevant knowledge to demonstrte that the learner can DO in terms of defined outcomes of that qualification Precedents of a NQF linked to outcomes based education in Europe; Pacific Rim; Australisia and South America

12. Key Issues Identified by Participants

13. Comparison of OLD & NEW Emphasis on language through writing Open process of communication Formal and discvoipline-bound conventions Knowledge through action Skill Vocationalism Transferability Competence & Outcomes Experiental learning Capability and Enterprise Traditional Knowledge The New Knowledge

14. Comparison of OLD & NEW Single site of learning – school or university Qualification awarded before any practical competence is demonstrated and assessed Once qualification is awared, learning is over = qualification as destination Sites of learning varied & many Competence is assessed against learning outcomes and the qualification awarded = applied competence Learning is life-long – qualification as journey Traditional Knowledge The New Knowledge

15. Critical Cross-field E & T Outcomes Outcomes describe the qualities which the NQF identifies for development in learners within the E & T system regardless of the specific area or content of learning Those outcomes deemed critical for the development of the capacity of life-long learners These outcomes are meant to direct the policy makers; curriculum designers; facilitators of learning as well as learners

16. Critical Cross-field Outcomes Identify and solve problems using critical & creative thinking Work effectively with others as a member of a team, group, organisation and community Organise and manage oneself and one’s activities responsibly and effectively Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation Use science & technology effectively and critically showing responsibiliity towards the environment & health Demonstrate an understanding of the world as a set of related systems

17. Critical Cross-field Outcomes Intention underlying any learning programme : Reflect & explore a variety of strategies to learn more effectively Participate as responsible citizens Be culturally and aesthetically sensitive in a range of social contexts Explore education and career opportunities Develop entrepreneurial opportunities

18. Key Issues Identified by Participants

19. An NQF Qualification must : Represent a planned combination of learning outcomes with defined purpose, intended to provide qualifying learners with applied competence and a basis for further learning Add value to the qualifying learner by providing status, recognition, enhancing marketability and employability Provide benefits to society and the economy Comply with the objectives of the NQF Include both specific & critical cross-field outcomes Where applicable, be internationally comparable

20. An NQF qualification must : Incorporate integrated assessment so that the purpose of the qualification is achieved (use both formative and summative methods) Indicate that the qualifications may be achieved in part or whole or in part through RPL KEY TO THE NQF = APPLIED COMPETENCE

21. Applied Competence : Foundational = understand what is being done & why Practical = demonstrated ability to do a particular thing Reflexive = demonstrated ability to integrate or connect performance with the understanding CHALLENGE = MEET SOCIETY NEEDS AND INDIVIDUAL NEEDS; NOT THE NEEDS OF LEARNING INSTITUTIONS

22. Key Issues Identified by Participants

23. The NQF Levels & Bands

24. What is SAQA

25. The SAQA Structures

26. SACPLAN’s Legal Mandate on E & T issues Contained in S4 : (a) Responsible to determine competency standards (with SAQA etc) (b) conduct accreditation visits to ANY educational institution offering planning programmes at least once every 5 years (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 RPL

27. (f) liaise with the National Standards Body (NSB) (g) may enter into an agreement with any person or body, within or outside the RSA, with recognition of any examination or qualification (h) to advise and assist educational institutions, voluntary institutions, etc wrt to educational facilities for training of registered persons (i) prescribe assessment procedure for the above (j) facilitate the provision of continuing education & training

28. Key Issues Identified by Participants

33. Summary of Key Issues Identified by Participants

34. Action Steps to Address the Key Issues Identified