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THE HEQF: WHOLE BRAIN THINKING …. OR NOT?

CURRICULUM TRANSFORMATION AT UNIVERSITIES OF TECHNOLOGY: TOWARDS THE DEVELOPMENT OF NEW GENERATION UNIVERSITIES. THE HEQF: WHOLE BRAIN THINKING …. OR NOT?. ANSU ERASMUS FOURTH ANNUAL SATN CONFERENCE 2011, 27-29 NOVEMBER 2011, CUT, BLOEMFONTEIN. OUTLINE OF PRESENTATION. Introduction

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THE HEQF: WHOLE BRAIN THINKING …. OR NOT?

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  1. CURRICULUM TRANSFORMATION AT UNIVERSITIES OF TECHNOLOGY: TOWARDS THE DEVELOPMENT OF NEW GENERATION UNIVERSITIES THE HEQF: WHOLE BRAIN THINKING …. OR NOT? ANSU ERASMUS FOURTH ANNUAL SATN CONFERENCE 2011, 27-29 NOVEMBER 2011, CUT, BLOEMFONTEIN

  2. OUTLINE OF PRESENTATION Introduction Whole brain thinking The HEQF & four thinking quadrants Impact of whole brain thinking on HEQF implementation 5. Conclusion

  3. FOUR QUADRANT SUMMARY Big picture Facts People Process

  4. WHOLE BRAIN THINKING – AN OVERVIEW No brain profile is good or bad, right or wrong. Brain profiles measure thinking preferences and not skills. A high score in a quadrant may indicate strong preferences for some of the processes and dimensions, but not necessarily all of them. In some cases, thinking preference profiles can change. Born with ± 20 – 30% of preferences, 70 – 80% developed through social and environmental interaction. Thinking preferences in low-scoring quadrants may be developed where a desire to do so exists. (Neethling 2000)

  5. R1 – BIG PICTURE • Holistic/big picture • Flexible • Risk-taking • Looking for alternatives • Experimentation • Artistic • Speculation • Imaginative • Strategic • Simultaneous (doing many things at once) • Visualising • Synthesis (link ideas) • Integrating ideas • Unstructured • Preference for change

  6. L1 - FACTS • Focus • Essence • Precise • Accuracy • Factual memory • Concrete • Mathematical • Factual reasoning • Performance-driven • Logic & Rational • Objective • Analysing (digging deeper) • Quantitative • Realistic • Critical MATH

  7. L2 - PROCESS • Organised / Orderly • Punctual/time conscious • Planned • Structured • Step-by-step approach • Steadfast • Sequential • Thorough • Security/safe-keeping • Detail • Traditional • Drive/task-driven • Neat • Reliable • Result-driven

  8. R2 – PEOPLE FOCUS • Non-verbal cues • Touch • Sociable (one-on-one and in groups) • Accessible • Approachable • Expressive • Empathy • Teamwork • People-focus • Responsive • Receptive • Sensitive / Support • People awareness & perspective • Involved • Respectful EXAM

  9. HEQF: THE BIG PICTURE • The NQF – provides a vision & philosophical base & organisational structure for construction of a qualifications system. • 2.The objectives of the NQF as outlined in the SAQA Act are as follows: • To create an integrated national framework for learning achievements; • Facilitate access to, and mobility and progression within education, • training and career paths; • Enhance the quality of education and training; • Accelerate the redress of past unfair discrimination in education, • training and employment opportunities • Contribute to the full personal development of each learner and the • social and economic development of the nation at large.

  10. HISTORICAL CONTEXT 1997: Education White Paper 3: A programme for the Transformation of Higher Education; Higher Education Act of 1997 (Act no 101 of 1997) 2001: National Plan for Higher Education January 2002: CHE: A new Academic Policy for Programmes & Qualifications in Higher Education: Discussion Document (Draft NAP) April 2002: The Report of the Study Team on the Implementation of the National Qualifications Famework July 2003: An interdependent National Qualifications Framework: Consultative document July 2004 and August 2006 Drafts: Higher Education Qualifications Framework: Draft for discussion October 2007: The HEQF (Gazetted) September 2011: The revised HEQF

  11. HEQF: THE BIG PICTURE • 3. National effort at integrating education & training into a unified structure of recognised qualifications. • Previously fragmented, now single coordinated HE system. • HEQF will improve the coherence + flexibility of system, and integrate & facilitate articulation + credit transfer. • Readily understood and ensure consistent use of qualification titles. • Designed to realise different visions, missions and plans of HE institutions. • 8. HEQF designed to meet demanding challenges facing the higher education system of 21st century.

  12. HEQF: THE FACTS • (L1) (WHAT) • Qualification type specifications, designators, qualifiers, abbreviations, purpose + characteristics, minimum admission requirements, progression. • Diagrammatic representation of revised HEQF September 2011.

  13. REVISED HEQF SEPTEMBER 2011

  14. BACHELOR’S DEGREE

  15. SUMMARY: KEY CHANGES TO HEQF 2007 • Diploma 240 credits @ L6 • 2. Diploma 360 credits @ L6 – no credits@L7 • 3. Degree 360 credits - Professional @ L7 • Degree 480 credits @ - L7 • - L8 (120 credits @ L8) • Master’s degree - Professional • (Min @ L9 = 120/180 • 45 credits research) • Doctoral degree - Professional • (60% of 360 = 216 credits research) • 6. Senior Doctorate

  16. HEQF: EXCEPTIONS B.Ed: 480 credit @ L7 PGCE: Conforms to Advanced Diploma @ L7 MBA: Conforms to Postgraduate Diploma @ L8 Master’s Degrees in Health Sciences: > 180 credits (formal time and levels of funding) Professional Bachelor’s Degrees in Health Sciences: > 480 credits (formal time and levels of funding) Advanced Bachelor’s Degrees: e.g. LLB Min 240 credits

  17. HEQF: PROCESS • (L2) (HOW) • The HEQF Implementation Handbook (January 2011) • Template information • CHE-HEQF Communique • Joint Communique 1-4 • Implementation of Phase one: categorising, capturing & uploading/submitting late 2011 – March 2012 • Due dates / deadlines • Implementation of Phase Two: Category B (October 2011 – December 2011) January 2012-July 2014 Phased submissions • HEQF Implementation Evaluation Process

  18. HEQF: PEOPLE- FOCUS • (R2) (WHO)

  19. IMPACT OF WHOLE BRAIN THINKING ON IMPLEMENTATION OF THE HEQF • Who was/is involved? National, institutional, faculty, programme group, curriculum practitioners. • R1: Was the big picture sufficiently communicated at implementation level? • L1: Did the possibility of change of HEQF alienate people with this thinking preference? • L2: Did the long timeframes for finalisation of HEQF, constant changes to due dates and templates cause frustration? • R2: Was there a lack of “caring” for people’s needs – grass roots implementation, curriculum practitioners experience?

  20. THANK YOU !

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