2015/03/11

1

1

Competencies and Standards Generation for the Planning

Profession Phase 2

Professional Team: Prof. C.B. Schoeman Prof. P. S. Robinson NWU Consortium. 27 February, 2015

2

2015/03/11

2

Interface between Phase 1 and Phase 2

3

4

2015/03/11

3

Task 2: Accreditation

Criteria

5

Purpose and overview

• The purpose of this report is to present the criteria, process, procedures and formats for accreditation of Planning Schools and Programmes by SACPLAN as required by the Planning Profession Act (36 of 2002).

• In terms of this SACPLAN should ensure that the quality and relevant educational practices as contained in the Higher Education Act and the Higher Education Quality Committee are achieved.

• SACPLAN’s approach to accreditation is also informed by the recent work undertaken on Competencies and Standards for Curricula Development (2014)..

6

2015/03/11

4

Purpose and overview (cont.)

• In accordance with this, SACPLAN’s policy is that all Planning Schools need to map or classify their existing programmes in terms of each category of competencies (generic, core, and functional).

• This will provide a ‘footprint’ of each programme at different Schools as will be deduced here-under.

• Current SACPLAN Accreditation Process (Figure 1)

7

8

2015/03/11

5

Guiding Principles

• CHE Criteria for Programme Accreditation (2012)

• CHE Accreditation Framework (2013)

• SACPLAN Phase 1 (Competencies and Standards for Curricula Development (2014)

• SACPLAN Mandate PPA (2002)

• Outcomes of Accreditation.

• Regular and continuous Programme Accreditation.

• Generic process and approach (Figures 2 and 3)

9

10

2015/03/11

6

11

Accreditation of Existing and New Qualifications

• Figure 3 sets out the process for accreditation of existing programmes.

• Figure 4 presents the scope of documentation to be included in a Planning School's Self Evaluation Report. Note the inclusion of competencies and programme footprint.

• Figure 5 shows a summary of the process for Accreditation of a New Planning Qualification.

12

2015/03/11

7

13

14

2015/03/11

8

Procedures and Templates

• Annexure 1: Letter template for accreditation visit.

• Annexure 2: Table of Contents for Self Evaluation Report.

• Figure 6: Programme design and Assessment.

• Figure 7: Programme Support System, Staff and Focus.

• Figure 8: Student Assessment Policies and Procedures.

15

Higher Education Institution

Needs of Students and Other Stakeholders

Intellectual Credibility

Coherence

Institutions Vision, Mission, Objectives

Self Assessment

Criteria and Guidelines

Program Design Outcome

Program Evaluation and Assessment

Learning Material Development

Characteristics and Needs of Professional and Vocational Education

Articulation

Vision, Mission and Objectives for Planning

Program

Competencies

National and International Needs and Tendencies

Standards

SACPLAN Assessment

Primary Secondary Graphical

Figure 6: Program Design and Assessment

2015/03/11

9

Student Recruitment, Admission, Selection and Support

Administrative Services

Targets, Implementation Plans, Monitoring Practices, Impact

Evaluation and Implementation

Provision of Information

Identification of Non-Active and Risk Students

Dealing with the Needs of a Diverse Student Population

Ensuring the Integration of Certification

Staffing

Teaching and Learning Strategy

Environment to Promote Student Learning

Institutional Type, Mode(s) of Diversity and Student Composition

Appropriate Teaching and Learning Methods

Upgrading of Teaching Methods

Qualifications Recruitment Policy

Teaching Experience

Assessment Competence

Research Profile

Staff Development

Size and Seniority

Full Time / Part Time Staff

Legislative and Conditions of Service

Process of Selection, Appointment, Induction and Payment

Contractual Arrangement

Administrative and Technical Support Staff

Staff

Policy and Legislation

Accessibility

Widening of Access

Equity and Transformation

Assumption of Learning

Professional Focus and Needs

Capacity of Program to Offer Quality Education

Under Graduate

Policies, Regulations and Procedures

Equity and Access

Orientation of Students

Leadership of Students

Post Graduate

Programs Figure 7: Program Support System, Staff and Focus

RPL

Internal Assessment Internal and External Moderation

Monitoring of Student Progress

Validity and Reliability of Assessment

Recording of Results and Impact

Security

Recognition of Prior Learning (RPL) Linked to

Admissions and Access (Figure 4)

Figure 8: Student Assessment Policies and Procedures

2015/03/11

10

Procedures and Templates (cont.)

• Figure 9: Programme Coordination and Academic Development.

• Figure 10: Student Retention, Throughput Rates and Programme Impact.

• Figures 6 to 10 thus deals with an integrated approach to programme design; staff and programme support; student assessment; programme coordination and student throughput and retention rates.

• These are process and format orientated and not prescriptive guidelines.

Program Coordination Academic Development for Student Success

Mandate and Responsibility of Program Coordinator(s)

Student and Staff Development

Implementation of Policies for Ensuring Integration of Certification

Student Input and Participation Additional Student Academic Support

Teaching and Learning Interaction and Support Delivery of Post Graduate Programs

Coordination of Work Based Learning

Management

Assessment

Student Admission and Selection

Selection and Appointment of Supervisors

Roles and Responsibilities of Supervisors and Students

Communication

Recording System

Monitoring System

Mentoring System

Guidelines to Students on Program Integration and Outcomes

Teaching and Learning Methods

Suitable Learning Opportunities

Student Involvement and Participation

Student Assessment Practices

Integral Part of Teaching and Learning

Internal and External Assessment / Internal and External Moderation

Reliability, Rigor and Security

Figure 9: Program Coordination and Academic Development

2015/03/11

11

Student Retention and Throughput Rates

Program Impact

Role players, Roles and Relations

Participation in the Planning Profession

Monitoring of Information

Profiles of Entering and Qualifying Class

Remedial Action

External Acknowledgement of Program

Employability of Students

Other Tertiary Institutions Other Role players in the

University

R

e

s

e

a

r

c

h

Focus and Specialization

New Knowledge Leadership

Output

Figure 10: Student Retention, Throughput Rates and Program Impact

Procedures and Templates (cont.)

• Annexure 3: Determination of Curriculum Footprint of Programme based on competency fit (Annexure 3.1 to Annexure 3.8)

• Annexure 4: Assessment of competencies in Planning Programmes:

Primary quantitative assessment of competencies in planning programmes (Tables 1, 3 and 5)

Secondary quantitative assessment of performance outcomes based on competencies for planning programmes (Tables 2, 4 and 6)

2015/03/11

12

Annexure 3.1: SACPLAN Classification Footprint for Competencies

2015/03/11

13

Annexure 3.3: SACPLAN Footprint for Performance Outcomes for Generic Competencies

Annexure 3.4: SACPLAN Structure Footprint for Core Competencies

2015/03/11

14

Annexure 3.5 : Performance Outcomes Core Competencies (1)

Annexure 3.5: SACPLAN Footprint for Performance Outcome for Core Competencies (2)

2015/03/11

15

Annexure 3.6: Footprint Functional Competencies

Annexure 3.7: Performance Outcomes of Functional Competencies

2015/03/11

16

31

32

2015/03/11

17

33

34

2015/03/11

18

35

36

2015/03/11

19

Other Annexures included

• Annexure 5: Programme for Accreditation Visit

• Annexure 6: Student Questionnaire

• Annexure 7: Staff Questionnaire

• Annexure 8: Accreditation Report Template

• Annexure 9: Accreditation Guideline Checklist.

37

Task 3: Continuous Professional

Development (CDP)

38

2015/03/11

20

39

40

2015/03/11

21

41

42

2015/03/11

22

43

44

2015/03/11

23

45

46

2015/03/11

24

47

48

2015/03/11

25

49

Task 4: Recognition of Prior Learning

(RPL)

50

2015/03/11

26

Background to RPL

• Each HEI has its own RPL Policy.

• The idea of RPL is aligned to main elements of South African national policy discourse since 1994: transformation; accreditation; lifelong learning; and the NQF.

• The RPL process is a multi-dimensional one. It is a process through which non-formal learning and informal learning are measured, mediated for recognition across different contexts and certified against the requirements for credit, access, inclusion or advancement in the formal education and training system, or workplace.

51

52

2015/03/11

27

53

Task 5: Professional Examination System

54

2015/03/11

28

• The examination will set a national benchmark, providing consistency in the standard of planners entering the professional arena.

• It is also in line with international trends.

• The purpose of this report is to develop an Examination system(s) as part of the registration process of planners in terms of the Planning Profession Act, 2002 (e.g. organs and structure, timing).

55

• A professional examination is a crucial pre-requisite for our professionals to be recognised internationally.

• This report provides guidelines to be considered if a professional examination is to be introduced.

• The motivation for the introduction of an Assessment Examination is linked to the growing role for registered planners prescribed in provincial legislation.

56

2015/03/11

29

1: Policy principles

• Background:

The Professional Examination will be a formal examination that will be written at various Examination Centres as will be identified by SACPLAN.

Such Centres will be identified throughout South Africa and will be selected in terms of the spread of Candidate Planners who wish to apply for Registration with SACPLAN.

57

• Professional Examination Opportunities:

Two opportunities will be provided by SACPLAN and the dates will be announced by the end of January each year.

The time and duration of the Professional Examination will be set by the SACPLAN Professional Examination Committee.

•Compulsory requirement:

The Professional Examination will be compulsory for all persons who want to be Registered in any of the Registration Categories of SACPLAN.

58

2015/03/11

30

It may include persons with foreign qualifications who plan to enrol in any Accredited Course Programme at any HEI in South Africa.

The need to write the Professional Examination is clearly depicted in Figure 1 RPL Process as contained in the RPL Policy of SACPLAN.

59

60

2015/03/11

31

2. Introducing an Assessment and Examination for Registration

• In order for the Council to enhance and protect the image of the profession and to ensure that planners are able to fulfil their functions competently, it is recommended that planners wishing to register as professional planner, planner or assistant planner will be required to submit an integrated report and undertake a written or oral examination at the end of the practical training.

61

• The Professional Examination papers, one for each category (Professional Planners, Planners and Assistant Planners) should follow the following proposed structure and be marked on a simple “pass” or “fail” basis:

• Part 1 of the Examination – 20%: professional practice and ethical behaviour

• Part 2 of the Examination – 40%: core competencies

• Part 3 of the Examination – 40% functional competencies

62

2015/03/11

32

• While the examination “Parts” would remain the same for different categories of registered planners, the difference would be based on the complexity and the depth of knowledge required from professional planners.

• There should be no limit placed on the number of times a Candidate may take the examination.

• A fee covering the examination administration costs should be payable by the Candidate. Internationally, an exam such as this tends to be offered twice a year.

63

Task 6: Qualifications in

SAQA Format

64

2015/03/11

33

• Background: The Report draws together the relevant information from Phase 1 of the Competencies and Standards project and presents templates which can be used for the following generic planning qualifications:

National Diploma (3 years)

Bachelor degree (4 years)

Bachelor degree (3 + 1 years)

Masters degree (2 years or 1 + 1).

65

• The next section outlines the competencies and performance outcomes associated with each qualification with cross reference to previous reports in which these matters have been addressed in more detail.

• The final sections identify SACPLAN’s role in respect of registration of qualifications with SAQA by HEIs and the programme for implementation.

66

2015/03/11

34

• Existing qualifications

The current planning qualifications (degrees and diplomas/certificates) on offer at South African Planning Schools and accredited by SACPLAN as the academic base for professional registration are listed in Table 1.

This also gives their accreditation status and the category of registration awarded (for existing and new categories).

67

• NQF levels and progression routes

Figure 1 sets out the NQF for degrees, diplomas as well as exit levels.

Table 2 shows the progression routes to registration for all the above planning qualifications in relation to NQF levels.

68

2015/03/11

35

69 Figure 1: NQF Level and progression routes

70

2015/03/11

36

• SAQA templates

• The SAQA templates for each of the generic qualifications follow as:

Table 3: National Diploma

Table 4 Bachelor degree (4 years)

Table 5: Bachelor degree (3 + 1 years)

Table 6: Masters degree (coursework) (2 years or 1 + 1)

71

• In each case the template needs to be supported by narrative covering the following matters. This can be completed by each Planning School after mapping its qualifications in terms of the Competencies framework.

Purpose and rationale of the qualification

Learning assumed to be in place

Recognition of prior learning

Exit level outcomes

Associated assessment criteria

Articulation options

Moderation options

Criteria for registration of assessors

Notes:

Learning programmes recorded against this qualification

Providers currently accredited to offer this qualification

72

2015/03/11

37

73

74

2015/03/11

38

75

76

2015/03/11

39

• Competencies and outcomes The report “Guidelines for Competencies and Standards for Curriculum

Development” (2014) addressed competencies and outcomes in detail. The following summary is relevant to the present report.

Competencies are the amalgam of knowledge, skills and attitudes deemed to be required by a planner on graduation and as applied in practice.

For the purpose of the planning profession in South Africa, three inter-related sets of competencies have been identified. These are:

• Generic competencies

• Core competencies

• Functional competences.

This grouping is disciplinary but accords broadly with DHET competencies.

77

These three sets of competencies are mandatory for training and education of all categories of planners. However, the NQF Level and the focus area/specialisation of the different qualifications will determine the emphasis of coverage on these competences.

In other words, while the generic, core and functional competencies are expected to be covered in each curriculum at one level or another there are some competences that will be covered more than others depending on the focus areas of the qualification (Refer also to Annexure 1)

• Figure 2 illustrates the ways in which different Planning Schools and programmes may be located in relation to the three sets of competencies.

78

2015/03/11

40

79 Figure 2: Alignment of Competencies

As all accredited qualifications must cover the full range of competencies at one level or another, three levels of competency are proposed. These are less complex than NQF matrix (Annexure 1) and will allow differentiation between qualifications at different NQF levels and with different focus and character.

• Level 1 “Awareness of and basic understanding of terminology

and concepts; and ability to source further information and insights when required in the work environment” (typical of NQF level 6)

• Level 2 “Have a good understanding of a field of knowledge, or an ability to apply a methodology” (typical of NQF level 7);

• Level 3 “Be able to apply or engage with the area of competency with increasing degree of mastery and sophistication” (typical of NQF levels 8 and 9).

80