report on alignment of the national qualifications ...1.0 context and goals 1.1 development history...
TRANSCRIPT
A l i g n m e n t o f t h e N Q F w i t h S A D C Q F
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Report on Alignment of the National Qualifications Framework of the Republic of Mauritius to the SADC Qualifications Framework
15 April 2019
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CONTENTS
Acknowledgements
Authorisation
Executive Summary
Acronyms and abbreviations
List of Tables
List of Figures
Glossary of Terms
Chapter 1: Introduction and Background to Alignment with the SADCQF
1.0 Context and Goals
1.1 Development History of the SADC Qualifications Framework
1.2 Introducing the SADC Qualifications Framework
1.3 Implementation of the SADC Qualifications Framework
Chapter 2: The Education and Training System of the Republic of Mauritius
2.0 Overview of the Education and Training System of the Republic of Mauritius
2.1 The Mauritian Qualifications Framework (MQF)
2.1.1 Development History of the MQF
2.1.2 Structure of the MQF
2.1.3 Level Descriptors
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Chapter 3: The Process of Alignment in Mauritius
3.0 Methodological Approach
3.1 Setting up of the National Alignment Committee
3.2 Setting up of the Technical Working Group
3.3 Stakeholders Consultation
Chapter 4: Evidence of Alignment to the SADC Qualifications Framework
4.0 Criterion 1
4.1 Criterion 2
4.2 Criterion 3
4.3 Criterion 4
4.4 Criterion 5
4.5 Criterion 6
4.6 Criterion 7
4.7 Criterion 8
4.8 Criterion 9
4.9 Criterion 10
Chapter 5: Conclusion
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Appendices
Appendix I SADC Qualifications Framework Level Descriptors
Appendix II NQF Level Descriptors
Appendix III Self-Assessment Questionnaire
Appendix IV Comparison of Level Descriptors
Appendix V Members of the National Alignment Committee
Appendix VI Members of the Technical Working Group
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Acknowledgements
This report depicts the efforts of the Mauritius Qualifications Authority (MQA) and its
National Alignment Committee to evidence the alignment of the Mauritian National
Qualifications Framework (NQF) to the Southern African Development Community
Qualifications Framework (SADCQF).
Throughout the alignment process, the dedication and contribution of members of the
Alignment Committee and the staff of the MQA was highly commended. A special mention
to Mr Vijay Ramchurn, Manager, Framework Services who coordinated all the activities of
the alignment process and Mr Ramsamy Nookadee, Accreditation Officer, Framework
Services who was instrumental in the drafting of the report.
Also acknowledged are the expert views provided by the Technical Committee of the MQA
Board under the chairmanship of Prof. Sid Nair and guidance on the alignment process
provided by Mr Vega Mooten, Ag Deputy Director & Registrar of MQA.
Moreover, the MQA appreciates the assistance and guidance provided by the SADC
Technical Committee on Certification and Accreditation (TCCA) and the South African
Qualifications Authority (SAQA) team, under the leadership of Mr Joe Samuels, during the
alignment process.
The Authority finally places on record the commitment and collaboration of all key
stakeholders who provided key inputs to finalise the report.
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Authorisation
This report is the official statement that the National Qualifications Framework (NQF) of
Mauritius is aligned to the Southern African Development Community Qualifications
Framework (SADCQF). The report has been endorsed by the National Alignment
Committee and key stakeholders in Mauritius.
The alignment process has been conducted by the Mauritius Qualifications Authority under
the guidance of the National Alignment Committee which comprises representatives from
the:
(i) Ministry of Education and Human Resources, Tertiary Education and Scientific Research
(ii) Ministry of Foreign Affairs, Regional Integration and International Trade
(iii) Mauritius SADC Focal Point
(iv) Mauritius Qualifications Authority (MQA)
(v) Tertiary Education Commission (TEC)
The MQA also provided secretariat support to the National Alignment Committee.
The National Alignment Committee and the Mauritius Qualifications Authority declare
that all the criteria have been met and authorise Mr Robin Phoolchund to sign off on the
report.
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Robin Phoolchund
Director
Mauritius Qualifications Authority
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Executive Summary
The Mauritius Qualifications Authority having the mandate to develop, implement and
maintain the National Qualifications Framework of Mauritius agreed to align same with the
Southern African Development Community Qualifications Framework with a view to
enhance the recognition and portability of local qualifications. The alignment exercise was
undertaken jointly by the Authority and the National Alignment Committee set up to
oversee the exercise. The exercise was guided by the methodology recommended by the
SADC Technical Committee on Certification and Accreditation (TCCA).
The report is primarily based on the guidelines formulated by the SADC TCCA and deals with
the extent of alignment of the National Qualifications Framework with the criteria
established by the SADC TCCA and the level-to-level comparison between the NQF and the
SADCQF. Consultations were conducted with relevant stakeholders to validate the
comparison undertaken and different sections of the draft Alignment Report.
At the core of the report are the description of the Education and Training System of
Mauritius, the Alignment of the National Qualifications Framework and most importantly
the evidence of alignment to the ten alignment criteria of the SADCQF. The evidence set out
in this report provides sufficient justification for the good matches between the levels of
the two frameworks. It also provides justification for compliance of the NQF with the
alignment criteria.
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Acronyms and abbreviations
Abbreviation Meaning
CPE Certificate of Primary Education
ECCEA Early Childhood Care and Education Authority
HSC Higher School Certificate
ISCED International Standard Classification of Education
IVTB Industrial and Vocational Training Board
MES Mauritius Examinations Syndicate
MIE Mauritius Institute of Education
MIH Mauritius Institute of Health
MITD Mauritius Institute of Training and Development
NAC National Alignment Committee
NCE National Certificate of Education
NGO Non-Governmental Organisation
NQF National Qualifications Framework
NQS National Qualifications System
PSAC Primary School Achievement Certificate
PSEA Private Secondary Education Authority
RISDP Regional Indicative Strategic Development Plan
RPL Recognition of Prior Learning
RQF Regional Qualifications Framework
SADC Southern African Development Community
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SADCQF Southern African Development Community Qualifications
Framework
SAQA South African Qualifications Authority
SC School Certificate
SQA Scottish Qualifications Authority
TCCA Technical Committee on Certification and Accreditation
TCCA EXCO Technical Committee on Accreditation and Certification Executive
Committee
TEC Tertiary Education Commission
TVET Technical and Vocational Education and Training
List of Tables
Table 1: Composition of the National Alignment Committee
Table 2: Composition of the Technical Working Group
Table 3: Structural comparison of the qualifications frameworks
Table 4: Conceptual comparison of the qualifications frameworks
Table 5: Mapping of levels of both qualifications frameworks
Table 6: Summary of the Outcome of the Alignment process
List of Figures
Figure 1: the SADC Qualifications Framework
Figure 2: SADCQF implementation model
Figure 3: The National Qualifications Framework
Figure 4: The SADCQF Alignment Process
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Glossary of Terms
Term Definition
Accreditation of a
training
programme
A process of quality assurance through which accredited status is granted
to a programme of education or training, showing it has been approved
by the relevant legislative or professional authorities by having met
predetermined standards (CEDEFOP 2008).
Apprenticeship Systematic, long-term training alternating periods at the workplace and
in an educational institution or training centre. The apprentice is
contractually linked to the employer and receives remuneration (wage or
allowance). The employer assumes responsibility for providing the
trainee with training leading to a specific occupation (CEDEFOP 2004).
Comparability of
Qualifications
This is determined for the purpose of pegging qualifications to a
qualifications framework based on a wide range of criteria including
purpose, specifications and characteristics of the qualification, high level
learning outcomes in relation to level descriptors, credits, and quality
assurance arrangements (SADC 2011).
Credit A value assigned to a unit standard or a qualification that
represents the notional learning time required to meet the
performance requirements of the unit standard or qualification.
Informal learning Forms of learning that are intentional or deliberate but are not
institutionalised. They are less organised and structured than either
formal or non-formal education. Informal learning may include learning
activities that occur in the family, in the work place, in the local
community and in daily life, on a self-directed, family-directed or socially-
directed basis (UNESCO UIS 2011).
Learning Outcome Statement of what a learner knows, understands and is able to do on
completion of a learning process.
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Level descriptors Set of statements that describe the levels of a qualification framework in
terms of progressive stages of achievement and complexity (SADC 2011).
Non-formal
learning
Learning which is embedded in planned activities not explicitly
designated as learning (in terms of learning objectives, learning time or
learning support). Non-formal learning is intentional from the learner’s
point of view (CEDEFOP 2008, Europe).
Qualification The formal recognition of the achievement of the required number
and range of credits and other requirements at specific levels as
determined by the awarding body.
Qualifications
Framework
A system for classification, publication and articulation of quality
assured qualifications according to a set of criteria (UNESCO, 2017).
Quality Assurance Formal evaluation, monitoring and auditing processes to confirm
that systems and processes are in place to ensure that
educational/training provision meets the stated standards.
Recognition of
Prior Learning The acknowledgement through evaluation of a person’s skills and
knowledge acquired through previous training, work or life
experience, which may be used to grant credit in one or more-unit
standard/s of a qualification.
Recognition of
Qualification
A formal acknowledgment as defined and given by the competent
recognition authorities of the value of a qualification.
Unit Standard A registered statement of the learning outcomes, the type and
quality of evidence that represents performance worthy of the
award of credits, and the contexts in which that evidence should be
demonstrated.
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Part I
Introduction and Background to Alignment with SADC Qualifications Framework
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1.0 Context and Goals
The Southern African Development Community (SADC) consists of 16 Member States
namely Republic of Angola, Botswana, Union of the Comoros, Democratic Republic of
Congo (DRC), Kingdom of Eswatini, Kingdom of Lesotho, Madagascar, Malawi, Republic of
Mauritius, Mozambique, Namibia, Seychelles, Republic of South Africa, United Republic of
Tanzania, Zambia and Zimbabwe. The three main SADC languages are English, French and
Portuguese.
The main objectives of SADC are to achieve development, peace and security, and economic
growth, to alleviate poverty, enhance the standard and quality of life of the peoples of
Southern Africa, and support the socially disadvantaged through regional integration, built
on democratic principles and equitable and sustainable development.
The main goal of SADC’s integration agenda in human resource development is to increase
the availability of educated and highly skilled personnel through comparable standards in
education and training systems of Members. The achievement of this goal is hampered by
several challenges which, inter-alia, includes limited access to secondary and higher/tertiary
education and training thus creating a mismatch between supply and demand for skilled
labour. Furthermore, a lack of comparable standards and qualifications across training
institutions and countries limits the mobility of students, teachers and trainers. These
challenges have been acknowledged at both national and regional level.
At regional level, the SADC Policy and Strategic Frameworks are the Regional Indicative
Strategic Development Plan (RISDP) 2005-2010 and the Protocol on Education and Training
(signed in 1997 and entered into force in 2000). These documents identified development
and harmonisation of qualification and accreditation systems and frameworks as a key
strategy for addressing the lack of comparable standards and qualifications across the
region. As more and more countries and regions across the world develop qualifications
frameworks to improve harmonisation of education and training systems and comparability
of qualifications, it is becoming increasingly evident that Africa had to embark on this
harmonisation process.
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At present more than twenty African countries are actively engaged in qualifications
framework development, including all SADC member states.
1.1 Development History
The SADC region has not remained mute on the possibility of a Regional Qualifications
Framework (RQF). As early as 1997, when the SADC Protocol on Education and Training was
signed, the idea of a SADC RQF became embedded in a host of regional policy directives and
strategies. In 2000, a SADC Technical Committee on Certification and Accreditation (TCCA)
was established, comprising nominated qualifications and quality assurance experts from
Member States and with support from the SADC Secretariat. The purpose of the TCCA is "to
develop and recommend policy guidelines, instruments, structures and procedures that
would facilitate equating, harmonising and eventual standardisation of accreditation and
certification of qualifications in SADC".
In 2001, SADC Ministers of Education endorsed a Strategic Plan put forward by the TCCA to
facilitate the development, implementation and harmonisation of National Qualifications
Frameworks (NQFs) and review and strengthen national assessment and accreditation
systems. This was followed by a review of the existing qualifications (in SADC member
states) in 2010. One of the recommendations included the need for the development of level
descriptors for a SADC Regional Qualifications Framework (RQF). In 2011, Ministers
responsible for Education and Training approved the SADC RQF.
The SADC Regional Qualifications Framework (now referred to as the SADC Qualifications
Framework) is a reference framework consisting of ten levels, a qualifications portal and
quality assurance guidelines. It is a regional mechanism for comparability and recognition of
full qualifications, credit transfers, creation of regional standards and facilitation of quality
assurance at regional level. It consists of a set of agreed principles to promote comparability
and a common understanding of qualifications, credits and quality assurance across borders
in the SADC region. The implementation of the SADCQF will play a key role in the
implementation of the Addis Convention adopted in 2014 on the recognition of higher
education qualifications across the African continent.
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Since its establishment in 2011, the RQF has not been operationalised and the TCCA, as the
SADC Advisory body on RQF, had not met due to inadequate resources (both human and
financial) to facilitate its implementation.
The approval of the SADC Revised RISDP 2015-2020 and SADC Industrialisation Strategy 2015-
2020 (approved in 2015) and recent developments at continental and international level
necessitates full implementation of the SADCQF as an urgent priority. The SADCQF will
facilitate mobility of learners and workers in the region, to realize its socio-economic
objectives including equipping the predominantly youthful labour force with relevant skills
and expertise, and poverty alleviation.
On 20 September 2016, the SADC Technical Committee on Certification and Accreditation
(TCCA) met in South Africa and made a commitment to restart the SADCQF to give effect to
the Ministers' decision to implement the SADCQF.
1.2 Introduction the SADC Qualifications Framework
The SADC Regional Qualifications Framework (now referred to as the SADC Qualifications
Framework) is a reference framework consisting of ten levels, a qualifications portal and
quality assurance guidelines. It is a regional mechanism for comparability and recognition of
full qualifications, credit transfers, creation of regional standards and facilitation of quality
assurance at regional level.
The main purpose of the SADCQF includes:
Providing a mechanism for comparability and recognition of qualifications in SADC,
o Facilitating mutual recognition of qualifications in all Member States,
o Harmonising qualifications wherever possible,
o Promoting the transfer of credits within and among Member States and
even beyond, and
o Creating SADC regional standards where appropriate.
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It consists of a set of agreed principles to promote comparability and a common
understanding of qualifications, credits and quality assurance across borders in the SADC
region.
The scope of the SADCQF includes all forms, levels and categories of education and training
that exist in all Member States of the SADC. This includes provision by public and private
sectors and Non-Governmental Organisations (NGOs). The main principle is one of
inclusiveness to encompass all areas of general education, technical and vocational
education and training (TVET), higher education, lifelong and out-of-school or non-formal
education, including but not limited to various modes of learning such as face-to-face,
distance and online learning. Apprenticeships and Industry-based training are also taken on
board.
The following model was agreed by the TCCA to represent the SADCQF:-
Figure 1: the SADC Qualifications Framework
Note: The Kingdom of Swaziland is now called ‘Kingdom of Eswatini’. The Union of the Comoros became
a full member of the SADC in August 2018.
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1.3 Implementation of the Framework
In order to ensure consistency in the way Member States align their National Qualifications
Framework (NQF) and National Qualifications System (NQS) to the SADCQF, an
implementation model (Figure 2) was adopted by the TCCA.
Implementation rests on three key alignment areas that will build trust in SADC
qualifications namely:
Development and alignment of NQF/ NQS: Member States will implement the
SADCQF by ensuring the development and alignment of their NQF or NQS with the
SADCQF;
Quality Assurance (QA): Member States will further develop their QA systems and
ensure that their QA systems are consistent with the SADC QA guidelines; and
Verification: Member States will verify qualifications obtained in their national
systems and have processes for recognising foreign qualifications.
FIGURE 2: SADCQF IMPLEMENTATION MODEL
Note: The Kingdom of Swaziland is now called ‘Eswatini’. The Union of the Comoros became a full
member of the SADC in August 2018.
Angola
Botswana
DRC
Lesotho
Madagascar
Malawi
Mauritius
Mozambique
Namibia
South Africa
Seychelles
Swaziland
Tanzania
Zambia
Zimbabwe
Mem
ber States
1
9
8
7
6
5
2
3
4
10
SADCQF
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The TCCA also agreed on a set of criteria and procedures to guide the process of alignment to
support member states to ensure that the alignment process is understood and trusted by
stakeholders in the countries involved. By using these criteria, the information and documentation
will be relevant, transparent and can be compared between different member states. Below are
listed the ten alignment criteria formulated to support the implementation of the SADCQF:
Ten SADCQF Alignment Criteria
1. Responsibilities of relevant national bodies involved in the alignment process are determined and published by the relevant competent authorities;
2. There is a clear and demonstrable link between qualification levels in the NQF/ National Qualifications System (NQS) and level descriptors of the SADCQF;
3. The NQF/ NQS is based on learning outcomes and links to non-formal and informal learning and credit systems (where these exist);
4. Procedures for including qualifications in the NQF or describing the place of qualifications in the NQS are transparent;
5. The National Quality Assurance System for education and training refers to the NQF or NQS and is consistent with quality assurance guidelines of the SADCQF;
6. There is a clear indication of the relevant national authorities responsible for the verification of the qualifications obtained in the national system;
7. The alignment process shall include a stated agreement of relevant quality assurance bodies;
8. Competent national bodies shall certify the alignment of the NQF/NQS with the SADCQF. A comprehensive report on alignment and its evidence must be published by competent national bodies;
9. The official platform of the SADCQF must maintain a public listing of member countries that have completed the alignment process; and
10. In the SADC region, all new qualification certificates, diplomas and other documents issued by competent authorities must contain the relevant SADCQF level.
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Chapter 2
The Education and Training System of Mauritius
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2.0 Overview of the Education and Training System of Mauritius
The legal framework for education in the Republic of Mauritius is provided by laws and
regulations that date back to 1957 with the Education Act. This Act still governs the
Education sector following subsequent amendments made to cater for the changing
education and training landscape. The apex body driving the sector is the Ministry of
Education and Human Resources, Tertiary Education and Scientific Research and several
parastatal bodies operate under its aegis. The education sector is subdivided into the
following levels
Pre-primary Education
Primary/Secondary Education
Technical and Vocational Education and Training (TVET)
Tertiary Education
Pre-primary Education (ISCED 0)
Preschool education includes children aged between 0 and 5 years, until their enrolment in
school. Education meant for the age bracket 0-3 years is regulated by the Ministry of Gender
Equality, Child Development and Family Welfare while provision for the age bracket 3-5 years
is regulated by the Early Childhood Care and Education Authority (ECCEA), a parastatal body
operating under the aegis of the Ministry of Education and Human Resources, Tertiary
Education and Scientific Research which promotes and provides pre-school education and
services in the Republic of Mauritius. This level of education is not sanctioned by any
qualification.
Primary and Secondary Education (ISCED 1, 2 and 3)
In view of its legacy from the British education system, Mauritius had until recently a 6-5-2
educational structure at General Education i.e. six years of compulsory primary schooling
from Standard I to Standard VI leading to the qualification ‘Certificate of Primary Education’
(CPE) (now Primary School Achievement Certificate (PSAC)).
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This was followed by five years of compulsory secondary education from Form I to Form V
leading to the qualification Cambridge School Certificate (SC) and a further two years at
secondary level ending with the qualification Cambridge Higher School Certificate (HSC).
In 2017, this sector underwent major structural reform through the implementation of the
Nine Year Continuous Basic Education by the Ministry of Education and Human Resources,
Tertiary Education and Scientific Research. The reform is geared towards the achievement
of Goal 4 of the UN Sustainable Development Goals promoting inclusive education together
with much emphasis on outcome-based education and assessment as well as laying the
foundation for alternative learning and qualification pathways. As such, the reform is
promoting a new education structure with the following stages:
Early Childhood Care and Education - duration 2 years (ages 3-4 years)
Basic Education - duration 9 years (ages 5-14 years)
Post Basic Education (TVET) / Upper Secondary Education - duration 4 years (ages 14-
18 years)
Post-Secondary and Higher Education: duration at least two years (above 18 years)
The Basic Education stage comprises two levels. Level 1 corresponds to the first six years of
compulsory primary schooling while the remaining three years (Level 2) correspond to
compulsory lower secondary education. This stage is sanctioned by two qualifications
namely the Primary School Achievement Certificate (PSAC) (ISCED 1) after completing the
first six years and the National Certificate of Education (NCE) (ISCED 2) after completing the
remaining 3 years.
The Upper Secondary Education Stage is completed in two phases. The first two years is
sanctioned by the qualification Cambridge School Certificate (SC) (ISCED Level 3) and upon
successful completion of the remaining two years, learners are awarded the Cambridge
Higher School Certificate (HSC) (ISCED Level 3)
The Basic and Upper Secondary Education sectors are regulated by the Ministry of Education
and Human Resources, Tertiary Education and Scientific Research and the Private Secondary
Education Authority (PSEA), a parastatal body operating under the aegis of the said Ministry
which regulates provision of private secondary education.
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Assessments at this stage are administered by the Mauritius Examinations Syndicate (MES),
another parastatal body operating under the same Ministry, which has the responsibility to
plan, devise and administer national assessment and examinations. It also awards the
qualifications PSAC and the NCE.
Technical and Vocational Education and Training (ISCED 1, 2,3 and 4)
Technical and Vocational Education and Training (TVET) has a critical role as part of the
Mauritian education and training system to cater for the labour market needs in skilled
manpower. It also provides an alternative learning pathway for learners who do not wish to
pursue through the academic pathway, and for those wishing to progress to a more
advanced skills level.
Programmes at TVET level range from certificates to diplomas and are provided by both
public and private training institutions. The TVET sector is regulated by the Mauritius
Qualifications Authority (MQA) which also has the responsibility to develop implement and
maintain the National Qualifications Framework of Mauritius. The MQA registers training
institutions and accredits training programmes prior to delivery. The MQA collaborates with
the industry and other relevant stakeholders to develop National Qualifications in various
fields and these are benchmarked at different levels of the National Qualifications
Framework (NQF). The qualifications are awarded by nationally recognised awarding bodies
and offered by registered training institutions. Those awarding bodies include the Mauritius
Institute of Training and Development (MITD), the Mauritius Institute of Health (MIH) and
the Mauritius Institute of Education (MIE).
The main awarding body and training provider in the sector is the MITD, which is a public
training institution operating under the purview of the Ministry of Education and Human
Resources, Tertiary Education and Scientific Research. It offers training programmes
ranging from National Certificates to National Diplomas pitched at Level 1 to Level 6 of the
NQF and in various fields.
The Ministry of Education and Human Resources, Tertiary Education and Scientific Research
recently established three polytechnics to provide high end technical skills in the fields of
Information Technology, Nursing and Tourism and Hospitality.
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One of them is offering National Diploma in Nursing while the other two are presently
offering foreign qualifications.
Tertiary Education (ISCED 5,6,7 and 8)
Tertiary education in Mauritius is characterised by a number of public and private
institutions.
Within the public sector, besides the University of Mauritius , tertiary education revolves
around the University of Technology, Mauritius (UTM), the Open University of Mauritius
(OUM), previously known as the Mauritius College of the Air, the University des
Mascareignes (a merger of two former polytechnics, namely the Swami Dayanand Institute
of Management and the Institut Supérieur de Technologie), the Mauritius Institute of
Education, the Fashion and Design Institute (FDI), the Mahatma Gandhi Institute (MGI) and
the Rabindranath Tagore Institute (RTI). Overseeing these seven tertiary education
institutions (TEIs) is the Tertiary Education Commission (TEC) which, inter alia, has
responsibility for allocating public funds and fostering, planning and coordinating the
development of post-secondary education and training. The TEC also regulates the provision
made by private TEIs which offer mostly foreign qualifications. The qualifications in this
sector range from Certificates and Diplomas to Degrees, Post-Graduate qualifications and
Doctorates.
2.1 The National Qualifications Framework
A Qualifications Framework is an instrument for the development and classification of
qualifications (at national or sectoral level) according to a set of criteria (e.g. using level
descriptors) applicable to specified levels of learning outcomes. As such, the National
Qualifications Framework of Mauritius can be considered as the instrument for the
development and classification of qualifications in Mauritius according to criteria using level
descriptors applicable to specified levels of learning outcomes.
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2.1.1 Development History
The NQF was established in year 2001 in a context where there was a need to put order in a
jungle of qualifications with no consistency in titles and where it was difficult to gauge the
value of a qualification. With the increasing number of qualifications in the TVET sector, this
added to the confusion already prevailing.
Moreso, it was a challenge to articulate the TVET qualifications with the academic
qualifications for comparability and access to further education. It was in this context that
the former Industrial and Vocational Training Board, which was also the regulator of the
TVET in Mauritius, commissioned the Scottish Qualifications Authority (SQA) to undertake a
feasibility study regarding the implementation of a NQF as the preferred option for
Mauritius. The SQA carried out the study and made a set of recommendations and proposals
for the establishment of an NQF that is benchmarked against established regional and
international qualifications frameworks. Those proposals were considered by the Industrial
and Vocational Training Board (IVTB) and the then Ministry of Environment, Human
Resource Development and Employment in 1999. In year 2000, the Ministry of Training, Skills
Development and Productivity reactivated the initiative and this led to the establishment of
the NQF through the enactment of the Mauritius Qualifications Authority Act 2001. The
Mauritius Qualifications Authority (MQA) was thus established as a corporate body under
the said Act and vested with the responsibility to develop, implement and maintain the NQF.
2.1.2 Structure of the NQF
The NQF of Mauritius is depicted by a tracked structure but comprehensive in nature in view
of the specific characteristics of the education sub-sectors namely Primary/Secondary
Education, TVET and Tertiary Education. It is a ten-level framework where each level is
defined by a set of descriptors expressed in terms of broad learning outcomes. The learning
outcomes are categorized under two domains namely Learning Demand and Processes.
The NQF includes examples of the main qualification types in Mauritius. These qualifications
cover those achieved as an outcome of compulsory basic education; within the vocational
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stream; as well as within Tertiary Education. Figure 3 illustrates the different segments of
the framework and qualification types therein.
Figure 3: The National Qualifications Framework
Qualifications in the Primary/Secondary strand range from Level 1 to Level 5 on the NQF
while qualifications within the TVET strand starts at Level 1 and are available up to Level 6
on the NQF. Within the Tertiary segment, the qualifications range from Level 5 to Level 10
on the framework.
2.1.3 Level Descriptors of the NQF
Qualification levels on the National Qualifications Framework are specified through the
Level Descriptors. These descriptors stipulate what the learner will be able to do and the
nature of the processes that the learners are able to carry out and they are expressed under
two domains: Learning Demand and Processes.
LEVEL PRIMARY / SECONDARY EDUCATION
TVET / WORKPLACE
TERTIARY EDUCATION LEVEL
10 Doctorate 10
9 Masters Degrees e.g. MA, MSc, M PhilPost-Graduate Certificate,
Post-Graduate Diploma
9
8 Bachelor Degree with Honours 8
7 Bachelor (Ordinary Degree) 7
6 National Diploma Level 6 Diploma 6
5 HSC / GCE ‘A’ Level /BAC / IBAC/ HSC
ProfessionalNational Certificate Level 5
Certificate 5
4 National Certificate Level 4 4
3 SC / GCE ‘O’ Level National Certificate Level 3 3
2 National Certificate of Education (NCE)
National Certificate Level 2 2
1 Primary School Achievement Certificate
(PSAC)
National Certificate Level 1 1
THE NATIONAL QUALIFICATIONS FRAMEWORKMAURITIUS QUALIFICATIONS AUTHORITY
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Learning Demand describes the knowledge and skill requirements at specific levels of
learning while Processes pertain to the application of the knowledge and skills to complete
tasks in specific contexts at that level. These processes involve problem-solving through the
application of appropriate knowledge and skills and require the application of judgement
together with the level of responsibility, autonomy and accountability.
As such, the level descriptors reflect the relative depth and complexity of learning to be
attained from a qualification, and cover the academic, vocational and professional aspects
of the learning. Learning outcomes appearing at lower levels are assumed to have been
subsumed at higher levels even if they are not repeated.
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Chapter 3
Process of Alignment in Mauritius
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3.0 Methodological Approach
Following the enlistment of Mauritius in April 2017 to pilot the alignment of its NQF with the
SADCQF, the MQA, having the mandate to develop, implement and maintain the NQF,
initiated the process as per the guidelines established by the TCCA.
According to those guidelines, any member state wishing to align its NQF with the SADCQF
should follow the nine overarching steps illustrated in the flowchart below.
Member State
1. Agrees to implement the SADCQF
2. Establishes National Alignment Committee (NAC)
3. NAC conducts alignment self-assessment
4. Writes alignment report
5. Submits alignment report to TCCA Sub-Committee (TCCASC)
6. TCCASC scrutinises alignment report
Report not suitable for submission-Returned to
NAC for further
refinement7. Report suitable:
recommended to TCCA
8. TCCA approves
report
9. Report published on SADCQF official
platform
TCCA rejects report
Figure 4: The SADC QF Alignment Process
Step 1: The Member State agrees to implement the SADCQF;
Step 2: The Member State establishes a National Alignment Committee (NAC);
Step 3: The NAC then conducts the self-assessment exercise;
Step 4: The NAC compiles and finalises the evidence-based alignment report;
Step 5: The NAC submits the final report to the TCCA Sub-Committee (TCCASC);
Step 6: The TCCASC scrutinises the alignment report;
Step 7: If the TCCASC, after scrutiny, finds that:
• The report is suitable, the TCCASC will recommend the report to the TCCA;
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• The report is not suitable, the TCCASC will return the report to the NAC for further refinement;
Step 8: The TCCA makes a decision about the report:
• The TCCA approves the report if it is satisfied with the contents and submits for publication on the SADCQF official platform;
• The TCCA rejects the report if it is not satisfied with the contents and returns the report to the NAC for further refinement;
Step 9: The report is published on the SADCQF official platform.
Likewise, the MQA started the alignment exercise by proceeding through the steps
highlighted above.
3.1 Setting up of the National Alignment Committee
The MQA Management makes recommendations to its Board for approval regarding any
matter pertaining to policy and strategic issues. As such the MQA Board was informed about
the exercise to align the NQF with the SADCQF and its implications. Pivotal to the alignment
exercise was the setting up of a National Alignment Committee as recommended at Step 2.
The Board thus considered and agreed to a proposal made for the setting up of an Alignment
Committee together with its Terms of Reference with the following composition.
Table 1: Composition of the Alignment Committee
SN Organisation Members
1 Mauritius Qualifications Authority Director (Chairperson), Deputy Director & Registrar, Manager, Framework Services, Accreditation Officer(Secretary)
2 Tertiary Education Commission Executive Director
3 Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Permanent Secretary, Representative of International Affairs, Directors for Primary, Secondary, TVET and Tertiary Education, Chairperson of the National Equivalence Committee
4 Ministry of Foreign Affairs, Regional Integration and International Trade
Representative
5 Mauritius SADC National Focal Point Representative
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The Terms of Reference of the Alignment Committee are to:
Drive and monitor the process of alignment of the NQF with the SADCQF;
Agree on the methodologies to be employed to proceed with the alignment process;
Consider the resource implications for the alignment work;
Advise on the setting up of Technical Expert Group, where applicable;
Oversee the consultation in the process;
Endorse the findings of the consultation process and the Technical Expert Group as
applicable;
Oversee the drafting of the Alignment report;
Finalise the Alignment Report for onwards submission to the TCCA EXCO.
3.2 Setting up of the Technical Working Group
In view of the technical nature of the alignment exercise and the tasks involved, the Board
also agreed to the setting up of a Technical Working Group comprising people conversant
with NQF matters to provide technical assistance to the main Alignment Committee. The
composition and terms of reference of the group were as follows:
SN Organisation Members
1 Mauritius Qualifications Authority Director, Manager Framework Services, Accreditation Officers
2 Tertiary Education Commission Director
3 University of Mauritius Representative
4 University of Technology, Mauritius Representative
5 National Equivalence Committee of Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Representative
6 Mauritius Institute of Education Representative
7 Universite Des Mascareignes Representative
8 Open University of Mauritius Representative
9 Mauritius Institute of Training and Development Representative
10 Co-opted members as and when required
Table 2: Composition of the Technical Working Group
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The Technical Working Group has as terms of reference to:
Advise and assist the Alignment Committee in steering and overseeing the process
of alignment of the NQF with the SADCQF;
Advise and guide the Alignment Committee on the methodology and process for
the alignment of the NQF with the SADCQF;
Engage consultation with various stakeholders on the alignment of the NQF with
the SADCQF;
Conduct a comparative analysis (structural, technical and conceptual) of the NQF
and the SADCQF;
Draft the Alignment Report.
3.3 Stakeholder Consultation
The Alignment Committee met for the first time in October 2017 and considered the third
step of the process, namely to conduct a self-assessment exercise to determine the
readiness of the NQF to align with the SADCQF. Recommendations were made to constitute
focus groups pertaining to the different sub-sectors of education and their views and input
be solicited to consolidate the self-assessment document devised by the TCCA EXCO.
Given that the Education and Training Sector in Mauritius is regulated by different
institutions, information pertaining to the sub-sectors were not readily available and same
had to be sourced from the relevant institutions. This caused significant delay in the
progress of the self-assessment exercise. Focus group discussion was thus the preferred
option to gather the data. However, consultation and involvement of stakeholders at all
stages of the process was seen to be a critical element by participants to the discussions to
enhance the value and trust in the exercise.
Following completion of the consultation, the consolidated self-assessment document was
considered by the Alignment Committee in its two subsequent meetings and same was
endorsed for submission to the SADC Secretariat through the SADC focal point.
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Chapter 4
Evidence of Implementation of the 10 SADCQF Alignment Criteria
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4.0 Criterion 1
All the relevant bodies and stakeholders, involved in the alignment process, have been
informed about the decision to implement the SADCQF.
The Mauritius Qualifications Authority by virtue of its Act is mandated to develop,
implement and maintain the National Qualifications Framework and ensures that national
qualifications are internationally comparable. As such, the Board of the Mauritius
Qualifications Authority, comprising representatives of the Ministry of Education and
Human Resources, Tertiary Education and Scientific Research, employers, public and private
training institutions as well as the Tertiary Education Commission, the regulator of the post-
secondary education, considered the initiative of the aligning the National Qualifications
Framework with the SADC Qualifications Framework following enlistment of Mauritius as
one of the pilot member states to participate in the process. The members were informed
about the process of alignment as established by the TCCA and the different stages involved.
Subsequently, following a decision by the MQA Board, an Alignment Committee, comprising
relevant stakeholders, was set up in line with the SADC Alignment Guidelines to gauge the
logistics and technical implications of the alignment exercise. Respective member
organisations were informed about the initiative and were solicited to participate in the
process.
The Alignment Committee comprises representatives of the Ministry of Education and
Human Resources, Tertiary Education and Scientific Research, the Ministry of Foreign
Affairs, Regional Integration and International Trade as the SADC National Contact Point,
Tertiary Education Commission and the Mauritius Qualifications Authority.
Criterion 1:
Responsibilities of relevant national bodies involved in the alignment process are determined and published by the relevant competent authorities
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The Alignment Committee has been established with standard Terms of Reference as
prescribed by the SADC TCCA and is fully operational. The Committee met for the first time
on 02 October 2017 to consider the implications of the alignment exercise and discuss the
way forward. Subsequent meetings were held to oversee the alignment process and finalise
the Alignment Report.
In view of the technical nature of the exercise, a Technical Working Group was also set up
to work on the technical component of the SADC Alignment exercise including analysis and
comparison of the frameworks and level descriptors. The Group comprises representatives
of public post-secondary providers, one public TVET provider, the national examining body
and the parent Ministry, the MQA and the TEC as regulators.
The Alignment Committee sourced its resources (human resource and finance) from the
respective institutions constituting the Committee and the Technical Working Group. A
work plan to successfully complete the exercise was devised and agreed by the Committee.
Information on the alignment with the SADCQF has been disseminated through members
of the Alignment Committee and the Technical Working Group. The work plan for the
alignment exercise already includes further communication and sensitisation activities on
SADCQF Alignment meant for the broader public and stakeholders.
Documentary Evidence:
MQA Act and Regulations, MQA Technical and Board Papers and Minutes of Proceedings, Letters issued to stakeholders, Terms of Reference of Alignment Committee and Technical Working Group and their Minutes of Proceeding
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4.1 Criterion 2
The Mauritius Qualifications Authority was set up under the Mauritius Qualifications
Authority Act 2001 and provision was made in the Act for the development, implementation
and maintenance of a National Qualifications Framework. The MQA has been implementing
and maintaining the NQF since its development through a series of processes. All regulated
qualifications (General, TVET and Tertiary) are benchmarked on the NQF.
The NQF level descriptors are published on the website of the MQA and brochures on the
descriptors are distributed to stakeholders (applicants, employees, learners) during career
fairs, sensitisation campaigns and other promotional or outreach activities.
All the processes of the MQA are geared towards the implementation of the NQF. Through
the accreditation and recognition processes, all qualifications are benchmarked on the NQF.
Recognition advices and accreditation letters tendered by the MQA and TEC on NQF level of
qualifications, have as attachment the diagrammatic representation of the NQF and its level
descriptors. National Qualifications Development at TVET level are based on the NQF Level
Descriptors. Qualifications at General Education level have been benchmarked against the
NQF Level Descriptors. Qualifications at Tertiary level are benchmarked against the NQF
Level Descriptors to establish level of comparability on the NQF in the context of recognition
and equivalence.
The NQF Level Descriptors are formulated in terms of learning outcomes and up the levels,
the complexity of the outcomes (Knowledge, Skills and Competences) increases. The level
of autonomy and responsibility increases from level 1 to 10.
Criterion 2:
There is a clear and demonstrable link between qualification levels in the NQF and level descriptors of the SADCQF
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Moreso, each level is characterised by one or several qualification types which indicate
progression through different pathways. The NQF level descriptors are used and applied at
General Education, TVET and Post-Secondary Levels.
In order to show the clear and demonstrable link between the NQF and the SADCQF, a three-
stage methodological analysis, recommended by the SADC TCCA EXCO was carried out as
follows:
1. Structural comparison of the two frameworks.
2. Conceptual comparison of the two frameworks.
3. Comparison of NQF descriptors and SADCQF descriptors.
1. Structural Comparison of the Frameworks
A structural comparison of the NQF and the SADCQF was carried out to establish whether a
clear similarity exists between the two qualifications frameworks. It was observed that the
two frameworks present some similarities and differences in structure as depicted in the
comparative table below.
Similarities Differences
Structure of 10 Levels characterised by level descriptors
The NQF allows benchmarking of individual qualifications while the SADCQF allows only comparisons between frameworks (Meta Framework)
Comprehensive (General Education, TVET and Higher Education)
Hierarchical Structure (each level build upon the underlying level)
Table 3: Structural comparison of the frameworks
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2. Conceptual Comparison of the Frameworks
A conceptual comparison of the NQF and the SADCQF was carried out to establish whether
a clear similarity exists between the two qualifications frameworks. It was observed that the
two frameworks present some similarities and differences as depicted in the comparative
table below.
Similarities Differences
Based on learning outcomes NQF Level Descriptors characterised by two
domains: Learning Demand and Processes
SADCQF Level Descriptors characterised by
three domains: Knowledge, Skills, Autonomy
and Responsibility
Hierarchical Structure (each level builds upon
the underlying level)
NQF Level characterised by qualification
types while for SADCQF no reference made
to qualification types
Complexity of learning increases from low to
high level on the frameworks.
Table 4: Conceptual comparison of the frameworks
Each NQF level is described using two domains – Learning Demand and Processes while the
SADQCF Level Descriptors are expressed in terms of three domains – Knowledge, Skills and
Autonomy and Responsibility. However, the NQF learning domains are inclusive of the three
distinct domains of the SADCQF Level Descriptors.
Moreso, it was observed that while the SADCQF describes the level in generic terms, the
NQF takes into account the characteristics of the National Education and Training System
and the labour market, thus being more detailed at most of the levels.
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3. Linguistic comparison of the Frameworks
In addition to the structural and conceptual comparison of the two frameworks, a linguistic
comparison of the NQF and SADCQF Level Descriptors was carried out, where the similarities and
differences of the Mauritian NQF and the SADCQF were highlighted in terms of Knowledge, Skills
and Autonomy and Responsibility. It is important to highlight that the descriptors at a higher level
subsume the level descriptors of the lower level. A detailed comparison has been conducted where
the descriptors were compared, and the commonalities were highlighted in Red for the domain
Knowledge, Blue for the domain Skills and Green for the domain Autonomy and Responsibility
(Appendix IV)
Mauritian NQF SADCQF Qualification types Alignment Comments
10 10 PhD, Doctorates Good fit
9 9 Masters, Post Graduate Certificates and Diplomas
Good fit
8 8 Bachelor (Honours) Degree Good fit
7 7 Bachelor (Ordinary) Degree Good fit
6 6 Diploma, National Diploma Level 6 Good fit
5 5 Higher School Certificate, National Certificate Level 5, Certificates
Good fit
4 4 National Certificate Level 4 Good fit
3 3 School Certificate, National Certificate Level 3
Good fit
2 2 National Certificate of Education, National Certificate Level 2
Very good fit
1 1 Primary School Achievement Certificate
Low fit
Table 5: Mapping of levels of both frameworks
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In view of the comparison conducted, a mapping of the levels was obtained as per the
comparative table above. The alignment outcome for each level was reached by applying
the best fit principle in as much as it is difficult to have a perfect fit when comparing a
National Qualification Framework with a meta-framework.
It was observed that the NQF Level Descriptors was more detailed at some levels with
emphasis on aspects such as communication and capacity of the learner for further learning.
The SADCQF Level Descriptors does not lay much emphasis on those aspects.
Documentary Evidence
Board Minutes of Proceedings, National Curriculum Framework Document for Primary and Secondary Education, Policy documents, Letters of Accreditation, Letters of Recognition, Letters of Qualification Evaluation, diagnostic reports, Website link, NQF Brochures, Snapshots of events, Sample letters, Guidelines for Development of NQs, MQA Technical Committee and Board Minutes of Proceedings, NQF Diagram and Level Descriptors, action verbs used at each NQF Level, Mauritius Qualifications Authority Act 2001, Qualification Documents.
4.2 Criterion 3
The Mauritius Qualifications Authority Act 2001 makes provision for development of
standards based on learning outcomes. The NQF is, from the outset, based on the concepts
of learning outcomes. All the Level Descriptors are expressed in terms of learning outcomes.
In all the three subsectors of the education and training system, the learning outcomes
approach is being applied and used. The National Curriculum Framework for
Primary/Secondary education is expressed in terms of learning outcomes. The MQA Quality
Assurance Framework and the Guidelines for Development of National Qualifications
Criterion 3:
The NQF is based on learning outcomes and links to non-formal and informal learning and credit systems (where these exist)
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ensures that qualifications developed are outcome-based. The Quality Assurance Guidelines
of the Tertiary Education Commission also make provision for outcomes-based
qualifications in the criteria.
Following consultation with the relevant stakeholders, there was consensus on the need for
the implementation of the learning outcomes approach to enhance the transparency of
qualifications.
Generation of learning outcomes are done in collaboration with the Industry and other
relevant stakeholders. Appropriate structures and mechanism are in place in all the
subsectors to gauge the needs of the Industry and Society for development qualifications
standards. At General Education level, the programmes are developed by the Mauritius
Institute of Education (MIE) and used nationally. Views of stakeholders are secured through
different consultative committees at the MIE. The planning and development of the
Curriculum Framework was guided by consideration of societal needs.
At TVET level, learning outcomes of Qualifications are generated by respective ITACs
(Industry Training Advisory Committees) which comprise representatives of the industry,
employers, training providers and civil society. Functional analysis of occupations is
conducted to generate tasks and subsequently learning outcomes for each qualification.
This is done between three to five years. Feedback is also sought from Industry experts, civil
society and other key stakeholders on existing qualification standards and same are
considered by the MQA Qualifications Review Committee for review of the qualifications.
The National Qualification Development Guidelines cater for the labour and societal needs
at the needs assessment stage of the Qualifications Development Process. All these
qualifications are endorsed by the MQA Board consisting of various other stakeholders
including representative of private and public training providers. These processes are
currently being done for several sectors and trades. For those sectors where qualifications
are yet to be developed, training institutions are expected to devise such qualifications.
At Tertiary Education level, the awarding bodies develop and validate their own
qualifications through Advisory Councils where the Civil Society and the Industry are
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represented. Reference are also made to the data and information published by the Human
Resource Development Council on current labour market needs.
Moreso, for pitching a qualification on the NQF for the purpose of determining its
comparability, the learning outcomes of the qualification are benchmarked against the level
descriptors of the NQF, which are also expressed in terms of learning outcomes. Other
dimensions such as the entry requirements, credit value, and duration are also considered
to confirm the level. The level is assigned based on the best fit approach.
When considering the linkage of the NQF to arrangements for the validation of non-formal
and informal learning, reference should again be made to the Mauritius Qualifications
Authority Act 2001 which sets out that provision should be made to recognise and validate
competencies for purposes of certification obtained outside the formal education and
training systems.
As such, to give effect to the law, Recognition of Prior Learning (RPL) Guidelines were
formulated by the MQA and it applies to TVET national qualifications where RPL is
conducted for certification at different levels of the NQF. Prospective candidates having the
required work experience and qualification/s go through a four-stage RPL process
administered by the MQA including facilitation and assessment. After completion of a
Portfolio of evidences, the candidate undergoes an assessment conducted by a recognised
awarding body. Upon favorable outcome of the assessment, the candidate is awarded the
qualification against which RPL was claimed.
At Tertiary Education level, where RPL is more concerned with access to tertiary
programmes and for advanced standing, there is no national policy currently in place.
Tertiary Education Institutions however have their own RPL policy. Assessment of non-
formal and informal learning is based on learning outcomes inasmuch as all qualification
standards stipulate the respective assessment criteria and these are used to devise
appropriate assessment methods that can effectively assess the learning achieved.
Qualifications under the TVET strand on the NQF carry certain credits according to
established credit value range for specific levels. Other sub sectors have their own internal
credits systems.
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Though a harmonised credit system needs to be put in place, each University has its own
credit system though the NQF is based on one credit of 10 notional hours. Provision has
already been made for a National Credit Value and Transfer System in the Higher Education
Act 2017. This would harmonise the credit rating process in the Tertiary Education sector and
same metric will be used to calculate the volume of each Qualification Type at every level.
Notwithstanding the above, a survey on the implementation of Learning Outcomes
Approach is being conducted in all subsectors of the education and training system.
Documentary Evidence
National Curriculum Framework Primary/Secondary Education, MQA Act, MQA Guidelines for Development of National Qualifications, Notes of Focus Group Discussions, Minutes of Proceedings of the Alignment Committee, National Curriculum Framework Primary/Secondary Education, National Qualifications Documents, Course contents of Tertiary Programmes, Qualification Document, Guidelines, Feedback sheets from stakeholders, MQA RPL Guidelines, RPL Policies from Public Universities, Assessment schemes and grids.
4.3 Criterion 4
Inclusion of qualifications on the NQF is carried out solely by the MQA in accordance with
established procedures. Once a programme is accredited by any of the QA agencies (MQA
and TEC), the programme is placed on a particular NQF level based on the qualification
types, level descriptors, level of difficulty and complexity, duration and entry requirements.
Primary/Secondary Education
Quality Assurance of Education and Training Programmes is conducted by separate Quality
Assurance agencies. The Ministry of Education and Human Resources, Tertiary Education
and Scientific Research regulates public and primary schools.
Criterion 4:
Procedures for including qualifications on the NQF or describing the place of qualifications in the NQS are transparent.
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The training programme at primary level is developed by the Mauritius Institute of Education
(MIE) and the qualification PSAC is awarded by the Mauritius Examinations Syndicate (MES).
As regard secondary education, the public schools are regulated by the Ministry of
Education and Human Resources, Tertiary Education and Scientific Research while the
private ones are regulated by the Private Secondary Education Authority. The learning
programme at lower secondary is developed by the MIE and the qualification National
Certificate of Education is awarded by the MES. At upper secondary level, the qualifications
School Certificate and Higher School Certificate are awarded by the Cambridge Assessment
International Education (CIE).
All these qualifications have already been benchmarked on the NQF and they already sit on
the framework as qualification types at different levels.
TVET
At TVET level, National Qualifications are developed at specific levels of the NQF and
reference is made to the relevant level descriptors during the design and development
stage. Training programmes are subsequently submitted to the MQA for accreditation
where the NQF level is confirmed.
Tertiary Education
National Qualifications at Tertiary Education level are offered by Public Universities and
Tertiary Education Institutions. These institutions, being self-accrediting ones, benchmark
their programmes on the NQF at the design and development stage. The TEC quality audits
these institutions at regular intervals. As per the new Higher Education Act, provision has
been made for the setting up of the Higher Education Commission, the Quality Assurance
Authority and the Higher Education Advisory Council. This will strengthen the quality
assurance mechanism within the Tertiary Education Sector.
Information on the accreditation status of education and training programmes are available
on the websites of the respective Quality Assurance Bodies.
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Documentary Evidence
National Curriculum Framework Primary/Secondary Education, Qualifications Documents, Letters of
Accreditation and Recognition. Website links of Ministry of Education and Human Resources, Tertiary
Education and Scientific Research, MQA and TEC
4.4 Criterion 5
Responsibility for the quality of education in Mauritius is shared amongst the Ministry of
Education and Human Resources, Tertiary Education and Scientific Research, the MQA, the
TEC and Public Tertiary Education Institutions and Universities. Each education subsector is
governed by a Quality Assurance Framework that lays emphasis on achievement of learning
outcomes.
At Primary and Secondary Education level, quality assurance conducted by the Quality
Assurance and Accreditation Division of the parent Ministry, covers the governance of
primary and secondary schools, teaching and learning processes, and assessment of learner
achievements. Educators are subject to continuous professional development.
Qualifications at Primary/Secondary level are already benchmarked on the NQF. The design
of the qualifications is quality assured by the Ministry of Education and the MES. The
qualifications requirements of Teachers are set by the Ministry of Education and the Private
Secondary Education Authority (PSEA). The Mauritius Examinations Syndicate set the
requirements for assessors.
At TVET level, Quality Assurance is geared towards design and award of the qualifications,
benchmarking of qualifications on the NQF, the teaching and learning processes, trainer’s
capacity, maintenance of an internal quality assurance system. Design and award of
qualifications is quality assured by the MQA through its accreditation process. Trainers need
Criterion 5:
The National Quality Assurance System for education and training refers to the NQF and is consistent with quality assurance guidelines of the SADCQF
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to be registered by the MQA based on trainer registration criteria prior to providing training.
Registration of trainers is based on qualifications and experience and limited to a specific
level on the NQF.
At Tertiary Education level, Quality Assurance is conducted by the TEC and emphasis is laid
on Programme Design and Review, Teaching and Learning processes and Assessment. The
setting up and maintenance of an internal quality assurance system is key to the quality
assurance requirements as laid down by the Quality Assurance Framework of the TEC.
Design and award of qualifications by self-accrediting institutions are subject to the
institutional quality assurance system. TEC ensures the lecturers at post-secondary levels
meet the qualification requirements to act as such.
Documentary Evidence
Minutes of Proceedings, Correspondences, QA Framework of Ministry of Education and Human
Resources, Tertiary Education and Scientific Research, MQA Guidelines for Development of National
Qualifications, MQA Quality Assurance Framework, Quality Assurance Guidelines of TEC)
4.5 Criterion 6
As per current legislative provisions and institutional setup in the Education and Training
landscape of Mauritius, Verification and Recognition of Qualifications are conducted by
three distinct institutions regulating the three education subsectors: Primary/Secondary,
TVET and Tertiary Education.
Criterion 6:
There is a clear indication of the relevant national authorities responsible for the verification of the qualifications obtained in the national system.
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The National Equivalence Committee of the Ministry of Education and Human Resources,
Tertiary Education and Scientific Research conducts Verification and Recognition of
Qualifications at Primary/Secondary Education level as per an established policy.
The MQA conducts Verification and Recognition of qualifications at TVET level in accordance
with its Recognition and Equivalence Policy, which is based on the core principles underlying
the Lisbon Recognition Convention and the Addis Convention.
The TEC establishes equivalence of qualifications at Tertiary education level based on its
Recognition and Equivalence Policy.
All the above-mentioned evaluation of qualifications requires the determination of the level
of the qualifications on the NQF. As such, the MQA, having the mandate to develop,
implement and maintain the NQF, is solicited to benchmark the qualifications on the
framework.
The three agencies referred to above, maintain separate databases and/or information
systems of qualifications that was evaluated.
Documentary Evidence
The Education (Miscellaneous) Provisions Act 2005, Recognition and Equivalence Policies of the Ministry,
MQA and TEC, Recognition advices.
4.6 Criterion 7
The Alignment Committee comprises members from the Quality Assurance Bodies that
regulates the Education and Training System.
Criterion 7:
The alignment process shall include a stated agreement of relevant quality assurance bodies
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The members of the Committee have been informed and sensitised on the implementation
of the SADCQF and are fully involved in the deliberations of the Committee on all matters
pertaining to SADCQF alignment.
This report, for which representatives of the Ministry of Education and Human Resources,
Tertiary Education and Scientific Research, MQA and TEC participated in the drafting,
represents the stated agreement of the relevant quality assurance bodies.
Documentary Evidence
Minutes of Proceedings of MQA Board and Alignment Committee
4.7 Criterion 8
The MQA, being mandated to initiate and implement the alignment to the SADCQF, shall
certify the alignment of the NQF with the SADCQF following endorsement of the report by
the Alignment Committee including the Ministry of Education and Human Resources,
Tertiary Education and Scientific Research. An action plan will be considered by the
Alignment Committee soon to chart out the way forward to successfully complete the
Alignment process and report. The Alignment Report has been drafted in line with the
prescribed format of the TCCA EXCO.
Criterion 8:
Competent national bodies shall certify the alignment of the NQF with the SADCQF. A comprehensive report on alignment and its evidence must be published by competent national bodies
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4.8 Criterion 9
The Alignment Report will be subject to a series of stakeholders’ consultations and amended
accordingly prior to its publication on the SADCQF Platform. The Alignment Committee will
be required to endorse any significant change to the report.
4.9 Criterion 10
The issue of certificates bearing the SADCQF level upon alignment has been discussed at the
level of the Alignment Committee and requires further consultation with the recognised
awarding bodies. The action plan devised to chart out the way forward for timely and
successful completion of the alignment process has made provision for discussion and
consultation on the matter.
Criterion 9:
The official platform of the country must maintain a public comment process for the alignment report.
Criterion 10:
Clear Plans have been made to make changes to the legislation and policy supporting alignment to SADCQF levels on new qualification certificates, diplomas and other documents issued by competent authorities.
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Chapter 5
Conclusion
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5.0 Conclusion
The alignment of the National Qualifications Framework of Mauritius to the Southern
African Development Community Qualifications Framework has been an opportunity to look
back at what the country has achieved since the establishment of the national framework.
With the support of the SADC Secretariat, the alignment process was carried out in
accordance with the criteria and procedures defined by the TCCA team. The most important
aspect of this endeavor was the interaction with all the stakeholders in the field of education
and training discussing about the strengths and weaknesses of the NQF.
5.1 Outcome of Alignment Exercise
The main outcome of this exercise by far is the evidence that there is a clear and
demonstrable link between the levels of the NQF and the SADCQF, except for Level 1 where
a low fit was gauged. In view of the evidence put forward to demonstrate to what extent
the criteria for alignment to the SADC Qualifications Framework have been met, the
outcome has been summarised as follows:
Alignment Criterion Extent of Alignment
1
Responsibilities of relevant national bodies involved in the alignment process are determined and published by the relevant competent authorities;
Fully met
All the relevant bodies and stakeholders have been informed about the decision to implement the SADCQF through the Alignment Committee and sensitisation workshops.
2
There is a clear and demonstrable link between qualification levels in the NQF/(NQS) and Level Descriptors of the SADCQF;
Fully met
There is a demonstrable link of Level 2 to 9 on the NQF to Level 2 to 10 on the SADC Qualifications Framework
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3
The NQF/ NQS is based on learning outcomes and links to non-formal and informal learning and credit systems (where these exist);
Fully met
The NQF is based on learning outcomes through its Level Descriptors and TVET qualifications at different levels can be acquired through Recognition of Prior Learning.
4
Procedures for including qualifications on the NQF or describing the place of qualifications in the NQS are transparent;
Fully met
Inclusion of qualifications (General Education,
TVET and Tertiary Education) on the NQF is
carried out solely by the MQA by benchmarking
the qualifications against the NQF Level
Descriptors.
5
The National Quality Assurance System for education and training refers to the NQF or NQS and is consistent with quality assurance guidelines of the SADCQF;
Fully met
The quality assurance mechanism and processes at General, TVET and Tertiary Education levels are in line with the quality assurance guidelines of the SADCQF.
6
There is a clear indication of the relevant national authorities responsible for the verification of the qualifications obtained in the national system;
Fully met
Relevant Acts and Regulations make provisions for verification and recognition of qualifications at General, TVET and Tertiary level.
7
The alignment process shall include a stated agreement of relevant quality assurance bodies;
Fully met
The Alignment report, for which representatives of the Ministry of Education and Human Resources, Tertiary Education and Scientific Research, MQA and TEC participated in the drafting, represents the stated agreement of the relevant quality assurance bodies.
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Table 6: Summary of the Outcome of Alignment process
The abovementioned outcomes would enhance the degree of confidence and trust laid in
the local qualifications by other SADC Member states and other international counterparts.
8
Competent national bodies shall certify the alignment of the NQF/NQS with the SADCQF. A comprehensive report on alignment and its evidence must be published by competent national bodies;
Fully met
The Alignment Report will be published by the MQA, the competent authority responsible for the alignment of the NQF.
9
The official platform of the country must maintain a public comment process for the alignment report;
Fully met
Provision has been made for the Alignment Report to be published on the MQA website for public comments.
10
Clear Plans have been made to make changes to the legislation and policy supporting alignment to SADCQF levels on new qualification certificates, diplomas and other documents issued by competent bodies.
Fully met
The issue of certificates bearing SADCQF levels have been considered by the Alignment Committee and integrated in the action plans.
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Appendices
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Appendix I
SADC Qualifications Framework Level Descriptors
Level Knowledge Skills Autonomy and Responsibility
10 Makes a substantial and original contribution to knowledge in the field of study through research and scholarship.
Conducts original research which is evaluated by independent experts against international standards.
Demonstrates problem solving ability and critical evaluation of research findings for academic discussion.
9 Demonstrates mastery of theoretically sophisticated subject matter, showing critical awareness of current problems and new insights at the forefront of the discipline area.
Conducts original research deploying appropriate research methods and processes primary and secondary source information using rigorous intellectual analysis and independent thinking and applies knowledge in new situations; and demonstrates independent thinking, problem solving, critical evaluation of research findings and ability to make judgements based on knowledge and evidence.
Shows independence, initiative and originality and the ability to manage own and group outcomes in complex and unpredictable situations.
8 Demonstrates critical understanding of the principles, theories, methodologies, current research and literature of the discipline.
Demonstrates capacity to use a coherent and critical understanding of the principles, theories and methodologies of a particular discipline. Selects and applies appropriate research methods and techniques, and critical analysis and independent evaluation of information.
Operates within the context of a strategic plan with complete accountability for management of resources and supervision of others.
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7 Demonstrates knowledge of a major discipline with possible areas of specialisation, including command of the ideas, principles, concepts, chief research methods and problem-solving techniques of the recognised discipline.
Demonstrates intellectual independence, critical thinking and analytical rigor, and advanced communication and collaborative skills in complex and variable contexts.
Designs and manages processes and works with broad accountability for determining, achieving and evaluating personal and group outcomes.
6 Demonstrate specialist knowledge in more than one area and ability to collate, analyse and synthesise a wide range of technical information.
Demonstrate ability to apply specialist knowledge and skills in highly variable contexts and formulate responses to concrete and abstract problems.
Manages processes and works with complete accountability for personal and group outcomes.
5 Demonstrate a broad knowledge base with substantial depth in some areas, ability to analyse information and construct a coherent argument.
Applies a wide range of technical and/or scholastic skills in variable contexts using standard and non-standard procedures, often in combination.
Works independently under broad guidance and can take some responsibility for supervising the work of others and group outcomes.
4 Demonstrates a broad knowledge base, incorporating some abstract and technical concepts, and ability to analyse information and make informed judgements.
Applies a moderate range of technical and/or scholastic skills which are transferable in familiar and unfamiliar contexts, using routine and non- routine procedures.
Shows ability for self-direction, requiring little supervision, and complete responsibility for own outcomes and some responsibility for group outcomes.
3 Demonstrates basic operational and theoretical knowledge and ability to interpret information
Demonstrates a range of well-developed skills and ability to apply known solutions to familiar problems.
Works under general supervision with some responsibility for quality and quantity of output.
2 Demonstrates recall and a narrow range of knowledge and cognitive skills
Can carry out processes that are limited in range, repetitive and familiar.
Applied in directed activity under close supervision.
1 Demonstrates basic general knowledge and numeracy and literacy for everyday purposes
Can follow simple instructions and perform actions required to carry out simple concrete tasks requiring no special skills.
Works under close supervision in familiar situations and structured contexts.
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Appendix II
NQF Level Descriptors
LEVEL ENABLES LEARNERS TO: ENABLES LEARNERS TO CARRY OUT PROCESSES THAT:
1 The level at which PSAC is registered
Demonstrate basic numeracy, literacy and basic IT skills.
2 The level at which National Certificates at level 2 are registered
Demonstrate narrow range of knowledge and cognitive skills.
1. Are limited in range 2. Are repetitive and familiar 3. Are applied within closely defined
contexts 4. Require close supervision
3 The level at which National Certificates at level 3 are registered
1. Demonstrate basic operational knowledge. 2. Master readily available knowledge. 3. Be able to use known solutions to familiar
problems. 4. Display/generate some new ideas.
1. Are established and familiar 2. Are moderate in range 3. Are applied in a range of familiar
contexts 4. Require supervision
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4 The level at which National Certificates at level 4 are registered
1. Demonstrate a broad knowledge base incorporating some technical concepts.
2. Have command of analytical interpretation of information.
3. Express informed judgement. 4. Be able to display a range of known
responses to familiar problems.
1. Require a wide range of technical skills 2. Are applied in a variety of familiar and
non-familiar contexts with the need for some or no supervision
3. Demand occupation competence over a range of routine and non- routine tasks
4. Require the need for little or no supervision
5 The level at which National Certificates at level 5 are registered
1. Demonstrate broad knowledge base with substantial depth in area(s) of study.
2. Have command of analytical interpretation of a range of data.
3. Be able to determine appropriate methods and procedures to respond to a range of problems.
4. Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments.
5. Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility.
1. Require a wide-range of technical and/or management skills
2. Involve a wide-choice of standard and non standard procedures, often in non-standard combinations
3. Are employed in highly variable routine and non-routine contexts
6 The level at which National Diplomas at level 6 are registered
1. Demonstrate specialised in-depth knowledge in their area(s) of study.
2. Have command of analysis, diagnosis, planning and evaluation across a broad range of technical and/or management functions.
1. Require a command of a wide range of highly specialised technical and/or management, and/or conceptual or creative skills.
2. Involve a wide choice of standard and non-standard procedures.
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3. Be able to formulate appropriate responses to resolve problems.
4. Communicate, in a variety of forms and with structured and coherent arguments, the results of their study/work accurately and reliably, and identify the broader principles, issues and impacts.
5. Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility and in contexts where they are contributing to decision-making processes.
3. Are applied in highly variable and non-routine contexts.
7 The level at which Bachelors Degree (Ordinary Degree) is registered
1. Knowledge and critical understanding of the well-established principles of their area(s) of study, including an understanding of some advanced aspect(s) of their area(s) of study.
2. Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context.
3. Knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.
4. An understanding of the limits of that knowledge and how this influences analysis and interpretation based on that knowledge.
1. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solution to problems arising from that analysis.
2. Effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences; and deploy key techniques of the discipline with confidence.
3. Undertake further training; develop existing skills, and acquire new competencies that enable them to assume significant responsibility within organisations.
And would have: Qualities and transferable skills necessary for employment requiring the exercise of
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personal responsibility and decision making in complex contexts.
8 The level at which Bachelors Degree with Honours, often referred to as Honours degrees are registered. Also at this level are conversion programmes based largely on undergraduate material.
1. A systematic understanding of key aspects of their field of study, including acquisition of a coherent and detailed knowledge, at least some of which are at or informed by, the forefront of defined aspects of a discipline.
2. An ability to deploy accurately established analytical techniques and enquire within their discipline.
3. An ability to devise and sustain arguments and/or to solve problems using ideas or techniques some of which will be at the forefront of a discipline and to describe; and comment upon particular aspects of current research or equivalent scholarship in the discipline.
4. An appreciation of the uncertain, ambiguity and limits of knowledge.
5. The ability to manage their own learning and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline).
1. Apply the methods, techniques and (where applicable) modes of practice that they have learned & reviewed to consolidate, extend and apply their knowledge & understanding so as to initiate and carry out projects.
2. Consider abstract data, concepts and/or raw materials and frame appropriate questions to achieve a solution or identify a range of solution to a problem.
3. Communicate information, ideas, problems, and solutions in a variety of formats appropriate to both specialists and non-specialist audiences.
And would have: Qualities and transferable skills necessary for employment in situations requiring the exercise of initiative and personal responsibility for decision making in complex and unpredictable contexts, and the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
9 The level at which Masters Degrees, e.g. MA, MSc, and M.Phil are registered. Also at
1. A systematic understanding of knowledge and a critical awareness of current problems and/or new insights at the forefront of their academic discipline, field of study, or area of professional practice.
1. Deal with complex issues, both systematically and creatively, make sound judgement in the absence of complex data, and communicate these
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this level are advanced programmes, such as Post-Graduate Certificates and Post-Graduate Diplomas. However, differentiation between Masters Degrees and Post-Graduate Certificates and Post-Graduate Diplomas is made on the basis of the lesser number of credits obtained and no practical understanding of techniques of research for the latter qualifications.
2. A comprehensive understanding of relevant techniques applicable to their research or advanced scholarship.
3. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
4. Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline and to evaluate critically methodologies and where appropriate, to propose new hypotheses.
conclusions clearly to specialist and non-specialist audiences.
2. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
3. Continue to advance their knowledge and understanding, and to develop new skills to a high level.
4. The qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility, decision making in complex and unpredictable situations and the independent learning ability required for continuing professional development.
10 The level at which Doctorates are registered
1. The creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication.
2. A systematic acquisition and understanding of a substantial body of knowledge which is
1. Make informed judgement on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences.
2. Continue to undertake pure and/or applied research and development at an
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at the forefront of an academic discipline or area of professional practice.
3. The ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems.
4. A detailed understanding of applicable techniques for research and advanced academic enquiry.
advanced level, contributing substantially to the development of new techniques, ideas, or approaches.
And would have: The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environment.
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Appendix III
Self-Assessment Questionnaire
Guidelines for alignment with the SADCQF SAQA on behalf of SADC Secretariat
Self-assessment exercise: Country readiness to align with the SADCQF
Name of country: Place of self-assessment: Date of self-assessment: Participants in self-assessment exercise:
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Criterion 1: Responsibilities of relevant national bodies involved in the alignment process are determined and published by the relevant competent authorities 1.1 Preliminary questions and information:
Questions for self-assessment Self-assessment
Yes, fully: indicate evidence
Partly: indicate evidence
No: Comments
1. Have all the relevant bodies and stakeholders been informed about the decision to implement the SADCQF?
2. Which bodies will be part of the National Alignment Committee (NAC)?
3. Is the country’s NAC functional? Does the NAC have resources and a work plan for SADCQF-related activities?
4. Are the NAC roles and responsibilities for alignment with the SADCQF clear and allocated through a decision / legal order?
5. Is the communication (about aligning with the SADCQF) with the broader public and stakeholders clear, prepared and organised?
1.2 Roadmap and action plan to achieve Criterion 1 based on the five self-assessment questions
No Action By whom Timeframe
1
2
3
4
5
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Criterion 2:
There is a clear and demonstrable link between qualification levels in the NQF/ National Qualification System (NQS) and level descriptors of the SADCQF 2.1 Preliminary questions and information
Questions for self-assessment Self-assessment
Yes, fully: indicate evidence
Partly: indicate evidence
No: Comments
1. Is the country NQF adopted and in application?
2. Are the country NQF level descriptors (LDs) clear, complete and understood by the relevant stakeholders?
3. Are the country NQF LDs implemented in practice?
4. Do the NQF LDs clearly indicate vertical progression?
5. Are the LDs used in practice the same as those of the NQF LDs?
6. Are the SADCQF (regional) level descriptors understood by stakeholders?
7. Is there an agreed approach (method) to present the demonstrable link of the country LDs with that of the SADCQF?
2.2 Roadmap and action plan to achieve Criterion 2 based on the seven self-assessment questions
No Action By whom Timeframe
1 2 3 4 5 6 7
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Criterion 3: The NQF/ NQS is based on learning outcomes and links to non-formal and informal learning and credit systems (where these exist) 3.1 Preliminary questions and information
Questions for self-assessment
Self-assessment
Yes, fully: indicate evidence
Partly: indicate evidence
No: comments
1. The Learning outcomes (LO) approach is included in/ enabled by relevant legislation.
2. The LO approach is agreed in all or in some sub-sectors / qualifications? Which ones?
3. The LO approach is being practised in all or in some sub-sectors / qualifications? Which ones?
4. Do the LOs of qualifications take account of societal and labour market needs?
5. Is the classification of qualifications in the NQF based on a comparison of LOs of the qualification with the LDs of NQF?
6. Is the recognition/ validation of non-formal and informal learning defined and agreed at policy level?
7. Is the recognition/ validation of non-formal and informal learning applied in all or some sectors / cases? Which ones?
8. Does the assessment of LOs apply to formal and non-formal and informal learning?
9. Is recognition/ validation of formal, non-formal and
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informal learning related to the NQF? 10. Is the credit system implemented in all or some sub-sectors? Which ones?
11. Is the credit system related to the NQF?
12. Are there studies/ research/ analyses to support this criterion?
3.2 Roadmap and action plan to achieve Criterion 3 based on the twelve self-assessment questions
No Action By whom Timeframe
1
2
3
4
5
6
7
8
9
10
11
12
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Criterion 4: Procedures for including qualifications in the NQF or describing the place of qualifications in the NQS are transparent 4.1 Preliminary questions and information
Questions for self-assessment Self-assessment
Yes, fully: indicate evidence
Partly: indicate evidence
No: Comments
1. The existing legislation defines key principles and roles / responsibilities for developing, approving, and accrediting qualifications. What are the key institutions / stakeholders – and their roles?
2. NQF decision-making is based on a clear institutional setting (Agency, department, Board, Council). Is this operational?
3. The procedures and method(s) for pegging a qualification at a particular NQF Level/ levelling are agreed, transparent and applied.
4. Leveling / inclusion of qualifications in the NQF is based on transparent interactions of the relevant bodies (e.g. in charge of Quality Assurance, sectoral committees, certification, NQF decision making bodies)
5. The leveling and inclusion of qualifications in the NQF is quality-assured. By whom (specificities by sub-sector)?
6. The scope of the NQF: The NQF is inclusive of various types of qualifications. Which types can be included? Are qualifications outside of the formal system included?
7. Database(s) of qualifications are up-to-date, accessible and transparent for users.
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8. Are there studies/ research/ analyses to support this criterion?
4.2 Roadmap and action plan to achieve Criterion 4 based on the eight self-assessment questions
No Action By whom Timeframe
1
2
3
4
5
6
7
8
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Criterion 5: The National Quality Assurance System for education and training refers to the NQF or NQS and is consistent with quality assurance guidelines of the SADCQF 5.1 Preliminary questions and information
Questions for self-assessment Self-assessment
Yes, fully: indicate evidence
Partly: indicate evidence
No: Comments
1. The national QA systems are operational. The various relevant institutions act in a co-ordinated and linked manner.
2. The design and award of qualifications are quality-assured and use explicit and transparent procedures and arrangements.
3. Quality assurance procedures refer to context, inputs, process and output dimensions while giving special emphasis to outputs and learning outcomes.
4. Quality assurance of learning outcomes refers to: planning; implementing; reviewing; feedback.
5. Quality assurance measures include qualification requirements for teachers / trainers, assessors; accreditation; and external evaluation of providers of programmes.
6. Labour market and society stakeholders are involved in relevant phases / aspects of quality assurance of qualifications.
7. The seventeen common quality assurance (QA) guidelines of the SADCQF are compatible with the national QA framework (legislation, institutions, policy).
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8. Are there studies/ research/ analyses to support this criterion?
5.2 Roadmap and action plan to achieve Criterion 5 based on the eight self-assessment questions
No Action By whom Timeframe
1
2
3
4
5
6
7
8
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Criterion 6: There is a clear indication of the relevant national authorities responsible for the verification of the qualifications obtained in the national system 6.1 Preliminary questions and information
Questions for self-assessment Self-assessment
Yes, fully: indicate evidence
Partly: indicate evidence
No: Comments
1. The contact details of the body/ies responsible for the country's qualifications framework is accurate and accessible
2. The contact details of the body or bodies responsible for QA is accurate and accessible
3. There is a central qualifications information system in the country
4. Full details of the central qualifications information system is accurate and accessible
5. The contact details of the body or bodies responsible for verification of national qualifications is accurate and accessible
6. The contact details of the body or bodies responsible for verification of foreign qualifications is accurate and accessible
7. There is a verification of foreign qualifications policy
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6.2 Roadmap and action plan to achieve Criterion 6 based on the seven self-assessment questions No Action By whom Timeframe
1
2
3
4
5
6
7
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Criterion 7: The alignment process shall include a stated agreement of relevant quality assurance bodies 7.1 Preliminary questions and information
Questions for self-assessment Self-assessment
Yes, fully: indicate evidence
Partly: indicate evidence
No: comments
1. All relevant QA bodies are adequately involved and informed about the SADCQF alignment process and plans.
2. Level to level alignment and the way the system is described: The relevant QA bodies agree and validate the content of the report (Relevant timing for this question to be discussed)
7.2 Roadmap and action plan to achieve Criterion 7 based on the six self-assessment questions
No Action By whom Timeframe
1
2
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Criterion 8:
Competent national bodies shall certify the alignment of the NQF/NQS with the SADCQF. A comprehensive report on alignment and its evidence must be published by competent national bodies 8.1 Preliminary questions and information
Questions for self-assessment Self-assessment
Yes, fully: indicate evidence
Partly: indicate evidence
No: comments
1. The institutions/ competent national bodies that will certify the SADCQF alignment are clearly defined.
2. Roadmap for SADCQF alignment and target date for presentation of the final report: Is there a general / broad agreement?
3. Structure of the alignment report: is it relevant, placing the criteria and procedures at the core of the report?
8.2 Roadmap and action plan to achieve Criterion 8 based on the three self-assessment questions
No Action By whom Timeframe
1
2
3
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Criterion 9: The official platform of the SADCQF must maintain a public listing of member countries that have completed the alignment process 9.1 Preliminary questions and information
Questions for self-assessment Self-assessment
Yes, fully: indicate evidence
Partly: indicate evidence
No: Comments
1. Final published version of the report takes account of received comments and recommendations.
2. Responsibility for timely publication of the final version of the report is agreed upon (on successful presentation to the TCCA).
3. There is a clear plan to revise and finalise the alignment report before publication on the SADCQF official platform.
4. Competent bodies quality-assure the published report.
5. Possible presentation of the updated report is planned.
9.2 Roadmap and action plan to achieve Criterion 9 based on the five self-assessment questions
No Action By whom Timeframe
1
2
3
4
5
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Criterion 10:
In the SADC region, all new qualification certificates, diplomas and other documents issued by competent authorities must contain the relevant SADCQF level 10.1 Preliminary questions and information
Questions for self-assessment Self-assessment
Yes, fully: indicate evidence
Partly: indicate evidence
No: Comments
1. Legislation and policy supporting the alignment with the SADCQF levels on new qualifications documents: Has this been discussed?
2. The roadmap/ plans for discussion/ agreement among stakeholders. Has this been defined, agreed?
3. Are the key conditions for implementation of this Criterion in place?
4. The communication and information of users and stakeholders on the meaning/ advantages of having SADCQF levels on qualifications documents. Has this been prepared?
5. Networking with other countries about greater mobility and the meaning of future adjustments in qualifications documents: Has this been done?
10.2 Roadmap and action plan to achieve Criterion 10 based on the five self-assessment questions
No Action By whom Timeframe
1 2 3 4 5
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Appendix IV
Comparison of Level Descriptors
MAURITIAN NQF SADCQF
LEVEL LEARNING DEMAND PROCESSES KNOWLEDGE SKILLS AUTONOMY AND RESPONSIBILITY
1 Demonstrate basic numeracy, literacy and basic IT skills
1 Demonstrates basic general knowledge and numeracy and literacy for everyday purposes
Can follow simple instructions and perform actions required to carry out simple concrete tasks requiring no special skills
Works under close supervision in familiar situations and structured contexts
2 Demonstrate narrow range of knowledge and cognitive skills
1. Are limited in range 2. Are repetitive and familiar 3. Are applied within closely
defined contexts 4. Require close supervision
2 Demonstrates recall and a narrow range of knowledge and cognitive skills
Can carry out processes that are limited in range, repetitive and familiar
Applied in directed activity under close supervision
3 1. Demonstrate basic operational knowledge
2. Master readily available knowledge
3. Be able to use known solutions to familiar problems
4. Display/generate some new ideas
1. Are established and familiar
2. Are moderate in range 3. Are applied in a range of
familiar contexts 4. Require supervision
3 Demonstrates basic operational and theoretical knowledge and ability to interpret information
Demonstrates a range of well-developed skills and ability to apply known solutions to familiar problems
Works under general supervision with some responsibility for quality and quantity of output
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MAURITIAN NQF SADCQF
LEVEL LEARNING DEMAND PROCESSES KNOWLEDGE SKILLS AUTONOMY AND RESPONSIBILITY
4 1. Demonstrate a broad knowledge base incorporating some technical concepts
2. Have command of analytical interpretation of information
3. Express informed judgement
4. Be able to display a range of known responses to familiar problems
1. Require a wide range of technical skills
2. Are applied in a variety of familiar and non-familiar contexts with the need for some or no supervision
3. Demand occupation competence over a range of routine and non- routine tasks
4. Require the need for little or no supervision
4 Demonstrates a broad knowledge base, incorporating some abstract and technical concepts, and ability to analyse information and make informed judgements.
Applies a moderate range of technical and/or scholastic skills which are transferable in familiar and unfamiliar contexts, using routine and non- routine procedures.
Shows ability for self-direction, requiring little supervision, and complete responsibility for own outcomes and some responsibility for group outcomes.
5 1. Demonstrate broad knowledge base with substantial depth in area(s) of study
2. Have command of analytical interpretation of a range of data
3. Be able to determine appropriate methods and procedures to respond to a range of problems
4. Communicate the
1. Require a wide-range of technical and/or management skills
2. Involve a wide-choice of standard and non-standard procedures, often in non-standard combinations
3. Are employed in highly variable routine and non-routine contexts
5 Demonstrate a broad knowledge base with substantial depth in some areas, ability to analyse information and construct a coherent argument.
Applies a wide range of technical and/or scholastic skills in variable contexts using standard and non-standard procedures, often in combination.
Works independently under broad guidance and can take some responsibility for supervising the work of others and group outcomes.
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MAURITIAN NQF SADCQF
LEVEL LEARNING DEMAND PROCESSES KNOWLEDGE SKILLS AUTONOMY AND RESPONSIBILITY
results of their study/work accurately and reliably, and with structured and coherent arguments
5. Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility
6 1. Demonstrate specialised in-depth knowledge in their area(s) of study.
2. Have command of analysis, diagnosis, planning and evaluation across a broad range of technical and/or management functions.
3. Be able to formulate appropriate responses to resolve problems.
4. Communicate, in a variety of forms and with structured and
1. Require a command of a wide range of highly specialised technical and/or management, and/or conceptual or creative skills
2. Involve a wide choice of standard and non-standard procedures
3. Are applied in highly variable and non-routine contexts
6 Demonstrate specialist knowledge in more than one area and ability to collate, analyse and synthesise a wide range of technical information.
Demonstrate ability to apply specialist knowledge and skills in highly variable contexts and formulate responses to concrete and abstract problems.
Manages processes and works with complete accountability for personal and group outcomes.
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MAURITIAN NQF SADCQF
LEVEL LEARNING DEMAND PROCESSES KNOWLEDGE SKILLS AUTONOMY AND RESPONSIBILITY
coherent arguments, the results of their study/work accurately and reliably, and identify the broader principles, issues and impacts.
5. Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility and in contexts where they are contributing to decision-making processes.
7 1. Knowledge and critical understanding of the well-established principles of their area(s) of study, including an understanding of some advanced aspect(s) of their area(s) of study.
1. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solution to problems arising from that analysis.
2. Effectively communicate information, arguments,
7 Demonstrates knowledge of a major discipline with possible areas of specialisation, including command of the ideas, principles, concepts, chief research methods and problem-solving techniques
Demonstrates intellectual independence, critical thinking and analytical rigor, and advanced communication and collaborative
Designs and manages processes and works with broad accountability for determining, achieving and
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MAURITIAN NQF SADCQF
LEVEL LEARNING DEMAND PROCESSES KNOWLEDGE SKILLS AUTONOMY AND RESPONSIBILITY
2. Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context.
3. Knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.
4. An understanding of the limits of that knowledge and how this influences analysis and interpretation based on that knowledge.
and analysis, in a variety of forms, to specialist and non-specialist audiences; and deploy key techniques of the discipline with confidence.
3. Undertake further training; develop existing skills and acquire new competencies that enable them to assume significant responsibility within organisations.
And would have: Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making in complex contexts.
of the recognised discipline.
skills in complex and variable contexts.
evaluating personal and group outcomes
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MAURITIAN NQF SADCQF
LEVEL LEARNING DEMAND PROCESSES KNOWLEDGE SKILLS AUTONOMY AND RESPONSIBILITY
8 1. A systematic understanding of key aspects of their field of study, including acquisition of a coherent and detailed knowledge, at least some of which are at or informed by, the forefront of defined aspects of a discipline.
2. An ability to deploy accurately established analytical techniques and enquire within their discipline.
3. An ability to devise and sustain arguments and/or to solve problems using ideas or techniques some of which will be at the forefront of a discipline and to describe; and comment upon particular aspects of current research or equivalent scholarship in the discipline.
4. An appreciation of the uncertain, ambiguity and
1. Apply the methods, techniques and (where applicable) modes of practice that they have learned & reviewed to consolidate, extend and apply their knowledge & understanding so as to initiate and carry out projects.
2. Consider abstract data, concepts and/or raw materials and frame appropriate questions to achieve a solution or identify a range of solution to a problem.
3. Communicate information, ideas, problems, and solutions in a variety of formats appropriate to both specialists and non-specialist audiences.
And would have: Qualities and transferable skills necessary for employment in situations requiring the exercise of initiative and personal responsibility for decision
8 Demonstrates critical understanding of the principles, theories, methodologies, current research and literature of the discipline.
Demonstrates capacity to use a coherent and critical understanding of the principles, theories and methodologies of a particular discipline. Selects and applies appropriate research methods and techniques, and critical analysis and independent evaluation of information.
Operates within the context of a strategic plan with complete accountability for management of resources and supervision of others.
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MAURITIAN NQF SADCQF
LEVEL LEARNING DEMAND PROCESSES KNOWLEDGE SKILLS AUTONOMY AND RESPONSIBILITY
limits of knowledge. 5. The ability to manage
their own learning and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline).
making in complex and unpredictable contexts, and the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
9 1. A systematic understanding of knowledge and a critical awareness of current problems and/or new insights at the forefront of their academic discipline, field of study, or area of professional practice.
2. A comprehensive understanding of relevant techniques applicable to their research or advanced scholarship.
3. Originality in the application of knowledge, together with a practical understanding of how established techniques of
1. Deal with complex issues, both systematically and creatively, make sound judgement in the absence of complex data, and communicate these conclusions clearly to specialist and non-specialist audiences.
2. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
3. Continue to advance their knowledge and understanding, and to
9 Demonstrates mastery of theoretically sophisticated subject matter, showing critical awareness of current problems and new insights at the forefront of the discipline area.
Conducts original research deploying appropriate research methods and processes primary and secondary source information using rigorous intellectual analysis and independent thinking and applies knowledge in new situations; and
Shows independence, initiative and originality and the ability to manage own and group outcomes in complex and unpredictable situations.
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MAURITIAN NQF SADCQF
LEVEL LEARNING DEMAND PROCESSES KNOWLEDGE SKILLS AUTONOMY AND RESPONSIBILITY
research and enquiry are used to create and interpret knowledge in the discipline.
4. Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline and to evaluate critically methodologies and where appropriate, to propose new hypotheses.
develop new skills to a high level.
4. The qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility, decision making in complex and unpredictable situations and the independent learning ability required for continuing professional development.
demonstrates independent thinking, problem solving, critical evaluation of research findings and ability to make judgements based on knowledge and evidence.
10 1. The creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication.
2. A systematic acquisition and understanding of a substantial body of knowledge which is at the
1. Make informed judgement on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences.
2. Continue to undertake pure and/or applied research and development at an advanced level, contributing
10 Makes a substantial and original contribution to knowledge in the field of study through research and scholarship.
Conducts original research which is evaluated by independent experts against international standards. Demonstrates problem solving ability and critical
Demonstrates full responsibility and accountability for all aspects of advanced research work.
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LEVEL LEARNING DEMAND PROCESSES KNOWLEDGE SKILLS AUTONOMY AND RESPONSIBILITY
forefront of an academic discipline or area of professional practice.
3. The ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems.
4. A detailed understanding of applicable techniques for research and advanced academic enquiry.
substantially to the development of new techniques, ideas, or approaches.
And would have: The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environment.
evaluation of research findings for academic discussion.
Note: Red for the domain Knowledge, Blue for the domain Skills and Green for the domain Autonomy and Responsibility
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Appendix V
Members of the National Alignment Committee
SN Institution Name Designation
1 Mauritius Qualifications Authority Mr R Phoolchund
(Chairperson) Director
2 Tertiary Education Commission Mrs K Putty-Rogbeer Quality Assurance & Accreditation Officer
3 Ministry of Education & Human Resources, Tertiary Education & Scientific Research Division
Mr G D Phillippe Administrator (Tertiary)
4 Ministry of Education & Human Resources, Tertiary Education & Scientific Research Division
Mr F L Despois Director, Secondary Education & TVET
5 Ministry of Education & Human Resources, Tertiary Education & Scientific Research Division
Mr R Auckbur E-Education & Scholarships
6 Ministry of Education & Human Resources, Tertiary Education & Scientific Research Division
Mrs R Koomar Former Director, Pre-Primary & Primary Education
7 Ministry of Foreign Affairs, Regional Integration & International Trade/ Mauritius SADC National Focal Point
Mrs U Ramdoo
Senior Analyst
8
Mauritius Qualifications Authority
Mr K V Mooten
Acting Deputy Director & Registrar
9
Mauritius Qualifications Authority
Mr V Ramchurn
Manager, Framework Services
10
Mauritius Qualifications Authority
Mr R Ramchurun
Accreditation Officer, Framework Services
11
Mauritius Qualifications Authority
Mr R Nookadee
(Secretary)
Accreditation Officer, Framework Services
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Appendix VI
Members of the Technical Working Group
SN Institution Name Designation
1 Tertiary Education Commission
Prof. Sid Nair
(Chairperson) Executive Director
2 Mauritius Qualifications Authority
Mr R Phoolchund Director
3 University of Mauritius Dr F Khodabocus
Director, Quality Assurance
4 Mauritius Institute of Training and Development
Mr B Lotun Manager, Assessment and Certification
5 Mauritius Institute of Education
Dr H Mariaye Head, Higher Studies Cell
6 Mauritius Examinations Syndicate
Dr I Ahsun Principal Examinations Officer
7 Université des Mascareignes
Mrs V Bissessur Head, Quality Assurance
8 University of Technology Mauritius
Mr D Venethethan Quality Assurance Officer
9 Open University of Mauritius
Mrs S Nundoo-Ghoorah Senior Lecturer
10 Mauritius Qualifications Authority
Mr V Ramchurn Manager, Framework Services
11 Mauritius Qualifications Authority
Mr R Ramchurun Accreditation Officer, Framework Services
12 Mauritius Qualifications Authority
Mr R Nookadee
(Secretary)
Accreditation Officer, Framework Services