Presentation to Portfolio Committee on Higher

Education and TrainingFollow-up on Presentation of Annual Performance Plan 2018/19

Topics to be covered:

2

Articulation

Simplification of NQF

Financial challenges

Articulation

3

4

Articulation definition

Process of forming possibilities of connection between qualifications and/or part-qualifications to allow for the vertical, lateral and diagonal movement of learners through the formal education and training system and its linkages with the world of work

5

Types of Articulation

Systemic

• Based on legislation, national policy and formal requirements within the education and training system.

• Naturally join together

Specific • Through institutional arrangements

Individual • Driven by learner who decides on his/her pathway

6

Articulation Policy

Published in Jan 2017 “A well -articulated system is one in which there are linkages between its different parts; there should be no silos, no dead ends.”

Barriers to Articulation

As stipulated in the Articulation Policy

7

Academic qualifications considered more

credible than vocational or occupational

qualifications

“Dead end” qualifications

Perceptions around purpose and nature of

technical and vocational education and training

Inadequate coherence between sub-frameworks

Absence of robust articulation

arrangements

Lack of institutional flexibility to support

learners

Articulation Policy Principles

Systemic and specific

Meets economic needs

Addresses lifelong learning

Ensures redress, equity and inclusiveness

Ensures programmatic rather than institutional

articulation

Straight - forward and ensures accessibility of

the system

Promotes the value of learning outcomes achieved through

different routes equally

Done by design

Include credible and fair procedures and practices to validate

learning

8

SAQA’s role as stated in the Articulation Policy

Determine Articulation criteria after consulting QCs

Ensure that all registered

qualifications have articulation pathways

Provide leadershipReport to Minister on

implementation

Resolve systemic challenges

Advise MinisterCoordinate work of

QCs so as to manage conflicts

9

SAQA in terms of Section 13(1)(a) (b) (e) and (f) of the NQF Act, must address systemic challenges and incongruities as they occur, in order to produce a well -articulated system that brings about linkages between its different parts.

Articulation Baseline Study

10

11

Introduction

Articulation Baseline

Study

Identify, analyse and document good

practice models and relationships for

learner transitioning

Identify and explore the potential for

developing collaborative models

in three types of scenarios Identify the nature of

activities and support that institutions, staff, and learners need for

successful transitioning

Conducted in November 2016Project sought to:

12

Methodology and Response RateSu

rvey

qu

esti

on

nai

re Administered to 26 public HEIs and 50 TVET colleges

Res

po

nse Completed

by 26 HEIs and 49 TVET colleges within survey period

Res

po

nse

Rat

e 98% response

SUMMARY OF FINDINGS

Institution of learning

(Total number)

No articulation

arrangements

Formal articulation arrangements

Informal articulation arrangements

Both formal + informal

articulation arrangements

TVET Colleges

(49)

- 17 25 7

HEIs (25) 8 11 6 -

Nature of Articulation Arrangements: TVET Colleges and HEIs

Type of articulation agreement Instances of the type of articulation agreement

MoU/MoA between one or more HEI U3 has MoU with U14

MoU/MoA between one HEI & several TVET Colleges

U10 & U18 formal arrangements with seven TVETs

U1, U19, U24 formal arrangements with two TVETs

MoU/MoA between one TVET College & one or more HEIs

Three TVETs individual formal arrangements with two different

HEIs

MoU/MoA involving HEI & workplaces One HEI has MOU with industry partner

MoU/MoA involving TVET Colleges &workplaces/industry

16 TVETs formal arrangements with workplaces/SETAs

MoU/MoA involving TVET Colleges, HEI & workplaces

N/A

MoU/MoA involving TVET Colleges & International Institutions

One TVET has MoU with two Colleges in United Kingdom

MoU/MoA involving HEI and NGO One HEI has formal agreement with ‘matric school’ NGO

Formal types of articulation arrangements reported

Institutions Formal

policy

Informal

arrangements

Formal + informal

arrangements

No

Policy

Total

TVET

Colleges

14 7 15 13 49

HEIs 17 4 1 3 25

Summary of articulation management practices reported by TVET Colleges and HEIs

Challenges Number of institutions reporting this challenge

Student support and student issues 6 TVETs, 2 HEIs

Work placement issues 8 TVETs, 1 HEI

Resources 4 TVETs (No HEIs)

TVET College relationships with HEIs;

HEIs lack of understanding/ attitudes towards Colleges: ‘epistemic (knowledge-related) injustices’

10 TVETs, 2 HEIs

Institutional systems and structures 7 TVET, 1 HEI

Curriculum issues between Colleges and HEIs 8 TVETs, 2 HEIs

Articulation management challenges

Categorisations of perceptions of articulation initiative(s) Numbers of

TVET

Colleges

Numbers of

HEIs

‘Unsuccessful’ 11 -

‘Moderately successful’ 21 6

‘Successful’ 8 1

‘Highly successful’ 1 5

‘Some clear successes, some moderate successes, with some

unsuccessful aspects/ initiatives’

2 -

‘Some clear successes with some moderate successes’ 2 -

‘Some moderate successes, with some unsuccessful aspects/

initiatives’

1 -

No ratings given 3 13

Summary of articulation successes and enablers reported

Institutional type Number (%) of

institutions with

tracking systems

Number (%) of

institutions with no

tracking

Total

TVET Colleges 28 (57%) 21 (43%) 49

HEIs 8 (32%) 17 (68%) 25

Summary of student tracking and monitoring by TVET Colleges and HEIs

Monitoring and tracking arrangement(s) reported Number of TVET Colleges &

HEIs

TVETs tracking students through the levels of their

qualifications

n=19

HEIs tracking students from access, through the

mainstream qualification and eventually graduation

n=1

Tracking students from TVET Colleges articulating

into the UoT

n=1

Tracking transitioning students by HEI’s Faculty

Management

n=2

Regular HEI enrolment planning targets to DHET

through HEMIS

n=2

Types of articulation monitoring and tracking arrangements

Monitoring and tracking arrangement(s) reported Number of TVET Colleges and

HEIs

Tracking of students transitioning within NATED N4-N6 n=1

Tracking of students transitioning into the workplace n=7

Coltech TVET/MIS system, monitoring and tracking on

enrolment planning targets

n=5

Tracking of students personally n=2

Tracking of students through mentors or placement

officers

n=2

Tracking of students from a TVET to HEI (unclear how) n=1

Continuation… Types of articulation monitoring and tracking arrangements

Type of

institution

Student numbers Total numbers

of institutions

10s 100s 1000s

Numbers of

TVET Colleges

2 7 4 13

Numbers of HEI 1 2 1 4

Number of students who have transitioned (grouped in 10s, 100s and 1000s):

Reasons given HEIs TVET

Colleges

“Not aware of tracking, although believe it should be done” U1 -

“The absence of tracking is due in large part to the non-

capturing of TVET College articulation information in the

registration process.’

U3 -

“Higher Education Data Analyser (HEDA) can provide the data of

a cohort of students that articulated from a TVET College to U4”

U4 -

“No Informal tracking for articulation to another organisation” U5, U8, U9,

U10, U14,

U15, U19,

U21, U25

T6, T9

Reasons for the lack of tracking or monitoring of student transitioning

Reasons given HEIs TVET Colleges

“Small number of students transitioning between TVET

Colleges and HEIs”

U5, U6, U9, U15,

U21, U24

-

“Formalisation of tracking is being planned” U5, U8, U15, U24 -

“No need for tracking” U12, U21 -

“It is too early to track the students” U16 -

“Tracking is done on an ad hoc basis” U25 T6

(Tracking not explained) - T3, T4

(No response given) U2, U7, U11,

U13, U17, U18,

U20, U23, U26

T2, T7, T8, T10

to T47

Continuation…Reasons for the lack of tracking or monitoring of

student transitioning

Successes and Challenges (findings)

25

26

N4-N6 workplace

National Diploma

Advanced Diploma

Vertical articulation within Sub-Framework

Vertical articulation within Sub-Framework

Trade Test

Horizontal articulation within Sub-Framework

National N

DiplomaHEI

studiesVertical articulation across Sub-Frameworks

NCV4

Taking Developed Articulation Scenarios to Scale: Reported pathways

27

Types of institutions

Developed articulation scenarios

Emerging articulation scenarios

Latent articulation scenarios

Not sure Total numbers of articulation scenarios1

HEIs 8 9 7 1 25

TVET Colleges 8 29 13 0 50

Total numbers of articulation scenarios

16 38 20 1 75

1 Some HEIs and TVET Colleges reported more than one articulation initiative, where the scenarios of the initiatives differed - the numbers of scenarios therefore do not refer to the numbers of Colleges and HEIs that responded to the survey.

Reported articulation as seen through the lens of the three types of articulation scenarios

ARTICULATION ENABLERS…

ENABLER 1

Collaborative relationships

Respect motives across institutions and purposes of different qualifications

/ programmes

Understand qualifications / learners / programmes

across institutions

Design / align curricula / programmes to facilitate

transitioning

Advocate different learning pathways

Advise learners early regarding subject choices

Align offerings to HEQSF

ENABLER 2

Roles of other

entities

Private colleges

NGOs

Provincial structures

Employers & workplace

opportunities

Entrepreneurship /

intrapreneurship hubs

ENABLER 3

Agreements

MOUs

RPL

CATPlace

reservation

Other

ENABLER 4

N4-N6 NCV

NSCRPL and those over 23 years old

with no Level 4 qualification

Inclusive admission criteria (incl. HEIs admitting learners

with:

ENABLER 5

Quality of teaching and

learning

Learner support

Scaffolding of content of learning between ad within learner offerings

Learner achievement

levels

ENABLER 6

Car

eer

dev

elo

pm

ent

advi

ce

From early stages

At all transition points

ENABLER 7

Articulation focussed on particular learning pathways/fields/transition points

eg. N4-6 programmes leading to cognate learning programmes in HEIs

Plans to address challenges (recommendations)

36

37

Recommendation 1

Identify, further investigate and document the key enablers of the successful ‘developed articulation models’

38

Recommendation 2

Host national learning events – egresearch seminars/ colloquia/ conferences – to promote system-wide sharing and learning

39

Recommendation 3

Articulation involving workplaces:

Establish articulation champions (offices and officers)

Build capacity for WIL/WBL coordinators - a human resource requirement

Develop and sustain entrepreneurship and ‘intra-preneurship’ hubs

40

Recommendation 4

Design a campaign to develop collaborative relationships & communities of practice –provincially and nationally

41

Recommendation 5

Advance the collaborative models in the three types of articulation scenarios in systematic ways

42

Recommendation 6

Focus on particular learning pathways/ fields/ transition points eg. Higher Certificates

43

Recommendation 7

Develop national systematic reporting requirements & guidelines for institutions to track & report on articulation practices

THE WAY FORWARD FOR ARTICULATIONStatement by the Delegates at the NQF Seminar on ArticulationKopanong Hotel and Conference Centre, Benoni, Gauteng, 30 January 2018

44

STATEMENTWe, the delegates at the NQF Seminar on Articulation, acknowledge

that:

• While much has been achieved regarding systemic redress, access,

progression, quality and transparency in the context of the NQF, there is

a need, as expressed in the White Paper for Post-School Education and

Training, to focus on systemic and specific articulation – to enhance

learners’ movement into and through institutions of learning, into

workplaces;

• There are at least three ways to understand articulation – as ‘systemic

articulation’, ‘specific articulation’ and ‘supporting learners as they

navigate barriers to their individual learning pathways’ – and all areneeded;

45

We, the delegates, hereby agree to:

1. Encourage and promote the development and implementation of

formal articulation agreements to create a culture of articulation

within and across learning and work, where the formal agreements

supplement NQF legislation and are aligned with this legislation;

2. Participate in the collaborative relationships needed with role-

players in the DHET, DBE, SAQA, the Quality Councils, other

Statutory Bodies, institutions of learning across the board,

Professional Bodies, employers, organised business and organised

labour, NGOs and others – to develop and sustain articulation

initiatives; and

3. Commit to the quality of teaching and learning, and quality

scaffolding of curriculum – including quality provision, quality

learner achievements, and quality learner support and career advice

– to address the related system/ institutional gaps which may behampering articulation.

Articulation pathways drawn from records on the NLRD

46

NCV Qualifications 2009 -2016

47

Profile of holders of NCV4 Qualifications - 2009 to 2016

Years 2009 2010 2011 2012 2013 2014 2015 2016 Total

Number of Learners with NCV4

1 014 2 587 5 615 6 519 6 839 6 942 7 161 8 799 45 476

• 89% Black Africans• 66% Females, 34% Males

Number of Learners with NCV4 Qualifications: 2009-2016

NCV 4 QualificationsNo. of

Learners%

NCV: Office Administration 13 641 30%

NCV: Electrical Infrastructure Construction 4 402 10%

NCV: Tourism 4 068 9%

NCV: Engineering and Related Design 3 530 8%

NCV: Hospitality 3 055 7%

NCV: Finance, Economics and Accounting 2 918 6%

NCV: Management 2 535 6%

NCV: Marketing 2 510 6%

NCV: Safety in Society 2 132 5%

NCV: Civil Engineering and Building Construction 2 107 5%

NCV: Education and Development 1 247 3%

NCV: Primary Agriculture 1 189 3%

NCV: Information Technology and Computer Science 1 106 2%

NCV: Primary Health 489 1%

NCV: Transport and Logistics 282 1%

NCV: Mechatronics 204 0%

NCV: Process Plant Operations 61 0%

Top 5 Destination Fields of Holders of NCV4 Qualifications: 2009-2016

32%

28%

11%

10%

7%

0 10 000 20 000 30 000 40 000 50 000

Bus., Comm & MgtStudies

FET- General

Services

Physical Plan. &Construction

Man., Eng & Tech

Destination NQF Level of Holders of NCV4 Qualifications: 2009-2016

NQF 1, 2 and 3 qualifications are: NCerts and N CertificatesNQF Level 4 qualifications are: FET Certificates, NCerts, Senior/NSC

NQF Level Achievements %

NQF Level 01 788 3.5%

NQF Level 02 225 1.0%

NQF Level 03 1 433 6.4%

NQF Level 04 19 312 86.5%

NQF Level 05 338 1.5%

NQF Level 06 164 0.7%

NQF Level 07 55 0.2%

NQF Level 08 12 0.1%

Trade - Undefined Level 2 0.0%

Institutional Destinations of holders of NCV4 Qualifications: 2009-2016

• The 45 474 learners with NCV4 obtained 67 805 Qualifications

• 56% with single qual , 40% with 2 quals, 3% with 3 quals , 0.2% with 4 quals ands only 10 learners (0.02%) with 5 quals.

Institution Type Achievements

Private 1 053

Public 66 416

Public-Comprehensive University 171

Public-Traditional University 31

Public-University of Technology 134

Top Learning Pathways of holders of NCV4 Qualifications: 2009-2016

Number of Qualifications Pattern

Number of Learners

2 Public (NSC,NQF Level 04) > Public (NCV,NQF Level 04)

12 286

2 Public (SC,NQF Level 04) > Public (NCV,NQF Level 04)

4 616

2 Public (National Certificate, NQF Level 01) > Public (NCV,NQF Level 04)

597

3 Public (NSC,NQF Level 04) > Public (NCV,NQF Level 04) > Public (National N Certificate, NQF Level 03)

427

2 Public (NCV,NQF Level 04) > Public (National N Certificate, NQF Level 03)

242

3 Public (SC,NQF Level 04) > Public (NCV,NQF Level 04) > Public (National N Certificate, NQF Level 03)

213

Top Learning Pathways of holders of NCV4 Qualifications (UoT): 2009-2016

Number of Quals Pattern

Number of Learners

2Public (NCV,NQF Level 04) > Public-UoT (National Diploma,NQF Level 06)

55

3Public (NCV,NQF Level 04) > Public-UoT (National Diploma, NQF Level 06) > Public-UoT (National First Degree,NQF Level 07)

11

3Public (NSC,NQF Level 04) > Public (NCV,NQF Level 04) > Public-UoT (National Diploma,NQF Level 06)

10

2Public (NCV,NQF Level 04) > Public-UoT (National Higher Certificate, NQF Level 05)

8

3 Public (SC,NQF Level 04) > Public (NCV,NQF Level 04) > Public-UoT (National Diploma,NQF Level 06)

5

3Public (SC,NQF Level 04) > Public-UoT (National Diploma, NQF Level 06) > Public (NCV,NQF Level 04)

3

Top Learning Pathways

55

Sub-Framework of second step, by Sub-Framework of initial step

Percentage of People for each Number of Steps

Experience…

80.2%

14.1%

4.4%

1.1%

0.2%

0% 20% 40% 60% 80% 100%

1 step

2 steps

3 steps

4 steps

5+ steps

Nu

mb

er o

f S

te

ps

14%9%

4%

16%

73%

0%3%

18%

7%

2%

76%

1%

55%

63%

16% 20%

93%

27%

0%3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

GFETQSF OQSF OQSF(NURSING)

HEQSF DESIGNATIONS

GFETQSF OQSF OQSF (NURSING) HEQSF DESIGNATIONS

Simplification of the NQF

59

60

Meaning of Simplification of the NQF

Sim

plif

icat

ion

Clarifying and communicating concepts in understandable and appropriate language

Eliminating red-tape from policies and processes

Preventing unnecessary duplication and proliferation

of qualifications

Correctly allocating qualifications to Sub-

Frameworks

Identifying systemic gaps and addressing them

Clarifying concepts and communicating effectively

Clarify concepts and communicate simply

NQFpedia workshopsWorkshops with NQF

family

exhibitions

Reached about 10 400 policy beneficiaries

through exhibitions in 2017/18

Promote NQF terminology on social

media platforms

Promoted 37 NQF terms

Recorded 45833 impressions

Provide information to stakeholders

Responded to 80 324 enquiries

61

Policies Reviewed

Procedure for de-

recognisingprofessional

bodies

Policy & Criteria for

Foreign Qualifications as amended

Policy and Procedure for

recognisingprofessional

bodies

Working on RPL Policy

62

Preventing the proliferation of qualifications

Preventing proliferation

De-register qualifications

with no learner uptake

Working with CHE to de-

register non-aligned

qualifications by Dec 2019

Re-register HEQSF and GENFETQSF

qualifications every 3 years if they still

meet criteria

Re-register OQSF qualifications and part-qualifications

every 5 years if they still meet

criteria

63

64

Correct allocation of qualifications to Sub-Frameworks

All qualifications have been allocated to a Sub-Framework on the NQF

The only qualifications that were not allocated are those that will be de-registered by December 2019

Task team dealing with matter of small number that needs to be re-allocated

Identify systemic gaps and address them

The following task teams were set up by the CEO Committee to investigate systemic gaps and make recommendations on closing the gaps:

65

Task Team on Accreditation of Level 5

qualifications (work complete)

Task Team on Foreign Qualifications offered in

SA (work complete)

Task Team on SA Qualifications being offered outside our

borders (Newly established)

Task Team on NQF Operations (newly

established)

Task Team on Implementation of Articulation Policy

(newly established)

66

Implications for Post-School Education and Training Sector

Policy beneficiaries, implementers and policy makers understand NQF terminology and policy

implications

Policies across the system are coherent and understandable

Qualifications and part-qualifications that do not meet

the Policy and Criteria are removed from the system

All qualifications and part-qualifications have Articulation

options

SAQA and the QCs are working together to ensure that new qualifications replacing the

non-aligned qualifications are registered by December 2019

where possible

Blockages are dealt with as they become issues

Challenges with Funding

67

SAQA’s 2018/19 Budget

Refer to questions raised by Portfolio Committee

68

Feedback on Meeting held with Minister: HET

Meeting held on 18 May 2018

• Present:

Minister of Higher Education and Training – Minister Nalendi Pandor MP,

Ministerial Advisers: - Dr Lindelwa Msengana-Ndlela and Mr Martin Mulchacy,)

Department of Higher Education and Training (DHET): - Dr Hersheela Narsee PhD Acting Deputy Director-General, Adv. Eben Boshoff (Legal Department), and Ms Belina Molaudzi(NQF Directorate)

South African Qualifications Authority (SAQA):

- Dr. Vuyelwa Toni-Penxa PhD (Chairperson) and Mr Joe Samuels (CEO)

69

70

NQF Forum

The Minister: HET should make use of the NQF Forum as a mechanism to

communicate with Quality Councils (QCs) and SAQA about priority areas

that these entities should focus on. The Minister is urged to call a meeting

of this structure urgently.

Response:

Minister will call a meeting of the NQF Forum as soon as possible.

71

2. Legal Fund

The Minister: HET should consider establishing a fund to deal with legal

issues as well as test cases that could establish precedence and test the

robustness of education and training legislation. Legal fees can be

exorbitant, and it is therefore important to channel cases through a central

fund for greater efficiency and use of resources and better outcomes.

Response:

The Minister indicated that this may not be possible and that SAQA

should take on its own legal matters. Minister will investigate the nature

of the legal issue and ascertain the nature thereof.

72

3. Digitisation of learner records

SAQA has identified a number of datasets of learner records that are not

digitally available. In particular, the Senior Certificate records pre-dating

1992 are still in paper format and should be prioritised for digitisation. A

comprehensive funding strategy is required, which will allow SAQA, the

QCs and DHET to collectively seek donor funding for this project. SAQA

recommends the formation of a Digitisation Funding Project with

representatives from SAQA, the QCs, DHET and the DBE making up the

project team.

Response:

The Minister noted that verification is becoming more important and this could

be the basis of a discussion with National Treasury for funding; both for human

capacity and technology.

Dr Hersheela Narsee to investigate the possibility of donor funding.

73

Tracker for qualifications from source to registration

The journey of qualifications and part-qualifications from submission to the QC

for accreditation and recommendation to registration by the SAQA board may

span years and is often complicated by non-compliance to policy and criteria.

The development of an overarching tracking mechanism from source to

registration would be a huge leap forward towards transparency and

accountability on the part of SAQA and the QCs. SAQA therefore recommends

the creation of a common platform for tracking progress with the accreditation

and registration of qualifications. SAQA and the QCs would need to work

together to conceptualise, develop and implement this platform. Funding would

be required for development of the required software.

Response:

The Minister will investigate possibility for funding.

Dr Narsee to investigate donor funding.

74

5. Recognition of Prior Learning (RPL)

The Minister’s RPL Policy reinforces the RPL Co-ordinating Mechanism

that SAQA referred to in its RPL Policy. SAQA is willing to co-ordinate

issues around RPL and set up the RPL Co-ordinating Mechanism, given

the necessary support and required resources.

Response:

The Minister will apply her mind and get back to SAQA

75

6. Articulation Ombud

SAQA requests the Minister: HET to indicate her view with respect to its

recommendations on the Articulation Ombud function. As indicated in the

proposal sent4 to the Minister, SAQA is prepared to embrace this role if given the green light to

do so. SAQA would require the necessary support and resources for successful

implementation.

Response:

The Minister will investigate and get back to SAQA.

Minister said that SAQA should copy the DHET Directors in on the letters sent to

the Minister and the Director-General.

The Minister undertook to ensure that letters are being responded to.

76

7. Vacant position on SAQA Board

SAQA recommended that the Minister: HET fill the vacant post on the

SAQA Board.

Response:

The Minister will follow up to ensure that the position is filled.

77

8. Funding for SAQA

SAQA requested that the baseline budget be increased by R10 million.

Response:

Minister is aware of SAQA’s funding situation, and will set up a meeting

with the DG and will get back to SAQA regarding funding.

Questions raised by Committee

78

79

1. Does the implementation of the Addis Convention would have financial

implications for SAQA?

There are financial implications in implementing the Addis Convention,

particularly around the areas of RPL, refugees, asylum seekers and

recognising partial studies.

80

Grow the awareness,

understanding and value of the NQF

Host more public engagements

Improve online presence with a revamped SAQA

website

Establish a dedicated unit for Misrepresentation of Qualifications

Deepen research activities relating

to Articulation, CAT and RPL

Become a technology-driven

organisation

Improve verification

turnaround times

Improve evaluation turnaround times

Maintain the aging building

infrastructure

performance incentives for staff

Legal costs

2. Which programmes would be affected by underfunding in 2018/19?

With an additional R 10 million added to our baseline we could:

81

With a further cut of R 2 million to the baseline, none of the above can be

achieved.

The budget was balanced with further cuts to repairs and maintenance of

the already aged infrastructure.

There are projects that had to be implemented relating to building

maintenance to ensure that SAQA fully complies with Occupational, Health

and Safety requirements. The SAQA building is old and there are items such

as the Chiller Unit which SAQA will not be able to replace.

We also reduced printing costs which affected planned projects for

Advocacy and Communication.

82

3. Did SAQA present its funding challenges to the DHET?

Yes, SAQA has raised the issue of the budget with DHET. A letter

was written to the DG: DHET on 10 July 2017 and followed by a

second letter to the DDG: Planning, Policy and Strategy on

7 September 2017. No formal response to either letter was received.

83

4. Would SAQA be able to implement the policy on misrepresentation of

qualifications?

The NQF Amendment Bill makes provision for the creation of a Register on the

Misrepresentation of Qualifications and a Register of Fraudulent Qualifications.

SAQA currently identifies misrepresented qualifications in the course of its work of

evaluating foreign and verifying national qualifications.

The NQF Amendment Bill puts the additional burden on SAQA of maintaining both

registers, which means working with the QCs and private verification agencies to

report on misrepresented qualifications, the Department of Justice to obtain

information on fraudulent qualifications and the Hawks to report cases of

misrepresentation for further investigation and prosecution. This would require

additional human resources as well as IT infrastructure to maintain both registers. If

additional funding is not forthcoming, SAQA would find it difficult to take on this

additional responsibility.

84

5. What steps have been taken to ensure that government

debtors pay the outstanding amounts owed to SAQA?

Suspended verification services to all clients with outstanding debt for

longer than the 30 days.

Reported matter to the Public Service Commission.

Reported matter to DHET.

Amended Policy to state that if debtors do not pay, the outstanding debt

will be handed over to a collection agency.

85

6. Is SAQA aware of the report of the High Level Panel on

Assessment of Key Legislation and Acceleration of

Fundamental Challenges which recommended the merging of

the Quality Councils?

No, SAQA is not aware of this report. It would be appreciated if a copy of

the report could be made available for SAQA’s inputs.

86

7. Which qualifications were achieved through RPL and at

what NQF levels?

Qualifications have been achieved on Levels 1-9. Qualifications were achieved

on the OQSF from Levels 1-6 and on the HEQSF from Levels 7-9. The table

below gives a breakdown of the number of qualifications achieved on each Level

by Sub-Framework.

NQF Sub-Framework

NQF Level HEQSF OQSF Total (NQF Level)

NQF Level 01 - 3 755 3 755

NQF Level 02 - 8 323 8 323

NQF Level 03 - 3 016 3 016

NQF Level 04 - 14 024 14 024

NQF Level 05 20 2 860 2 880

NQF Level 06 170 3 173

NQF Level 07 564 - 564

NQF Level 08 49 - 49

NQF Level 09 1 - 1

NQF Level Undefined - Trade Tests 270 270

Total (SFW) 804 32 251 33 055

87

8. What efforts have been made to derive income from other

sources?

Other new income streams

re-configured pricing model for verification

and evaluation of qualifications

Cost recovery pricing model

Annual fee for

recognised professional

bodies

Considering charging private

and public institutions for

registering qualifications

Questions

88