"accreditation" means the certification, usually for a particular period of time, of a person, a body or an institution as having the capacity to fulfill a particular function in the quality assurance system set up by the South African Qualifications Authority in terms of the Act;
"Act" means the South African Qualifications Authority Act, 1995 (Act No. 58 of 1995);
"assessor" means the person who is registered by the relevant Education and Training Quality Assurance Body in accordance with criteria established for this purpose by a Standards Generating Body to measure the achievement of specified National Qualifications Framework standards or qualifications, and "constituent assessor" has a corresponding meaning;
"assessment" is the process of gathering and weighing evidence in order to determine whether learners have demonstrated outcomes specified in unit standards and/or qualifications registered on the NQF. The generic assessor standard registered by SAQA entitled 'Plan and conduct assessment of learning outcomes' outlines the process in detail. The management of assessment is the responsibility of providers.
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"competence" what someone knows, understands and can do. The ability to apply knowledge and skill in a particular context.
"conditional registration" means the registration of a private higher education institution as specified in the Higher Education Act, 1997 (No. 101 of 1997);
"constituent" means belonging to the defined or delegated constituency of an organisation or body referred to in the SAQA ETQA Regulations. ETQAs have constituent providers, constituent learners and constituent assessors.
"credits" a credit is the value given to unit standards and qualifications. A credit value of a unit standard or qualification is based on the number of 'notional' hours it takes an average learner to achieve the outcomes of that unit standard. One credit is equal to 10 notional hours.
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"Education and Training Quality Assurance Body" means a body accredited in terms of section 5(1)(a)(ii) of the Act, responsible for monitoring and auditing achievements in terms of national standards or qualifications, and to which specific functions relating to the monitoring and auditing of national standards or qualifications have been assigned in terms of section 5(1)(b)(i) of the Act;
"Employment Equity Act (EEA)" The Employment Equity Act (EEA) aims to promote equality in the workplace - to eliminate unfair discrimination and to ensure employment equity as a form of redress. The Act also aims to create a workforce which is truly representative of all South Africans through promoting greater and equitable representation of women, people with disabilities and black people at all occupational levels.
"evidence facilitation" is the process by which candidates are assisted to produce and organise evidence for the purpose of assessment. It is not an essential part of every assessment process, but is useful in many contexts, including RPL. The generic assessor standard ‘Facilitate the preparation and presentation of assessment evidence by candidates’ currently being generated by the SGB outlines this process in detail.
"experiential learning" knowledge and/or skills learned through experience, rather than through a formal course or class.
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"Further Education Further Education and Training" - or FET - is that area of learning which in the past provided qualifications like Standards 8 to 10 (provided by schools and technical colleges ) and the National Technical Certificates (NTCs) 1 to 3 (usually provided by technical colleges). The FET band is now between levels 2 to 4 on the National Qualifications Framework.
"Further Education and Training Act" the aim of the Further Education and Training (FET) Act is to transform the education and training institutions that provide learning in this sector – both public and private institutions. In order to be registered and accredited as a FET institution, a provider will need to offer programmes which are based on nationally recognised qualifications and standards.
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"learnerships" learnerships are learning programmes that combine structured learning with structured work experience, and which result in a qualification. The Skills Development Act (SDA) proposes and describes learnerships as one of the primary ways of implementing the skills development strategy.
"Learning programme" a learning programme is the plan which states what will be learnt and how the necessary learning experience will be provided. It clearly shows how the unit standards will be combined to make useful opportunities for the learner. The learning programme draws on the outcomes from the unit standards and specifies the content to meet these outcomes. A learning programme is often divided into modules.
"levels" there are eight levels on the NQF for registering qualifications and standards. Level 1, the General Education and Training Certificate (GETC) marks the end of successful schooling (Grade 9) or successful ABET. Level 8 is the highest level of learning.
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"moderation" is the process of ensuring that assessments have been conducted in line with agreed practices, and are fair, reliable and valid. The generic assessor standard registered by SAQA entitled ‘Moderate assessment ’ outlines the process in detail. One moderator usually checks the work of several assessors to ensure consistency. The management of moderation is the responsibility of the provider.
"moderating body" means a body specifically appointed by the Authority for the purpose of moderation;
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"National Qualifications Framework" the NQF is a framework for registering qualifications at specific levels and developing learning paths between them. It has eight levels which are divided into three bands:
1. the General Education and Training (GET) band, which includes ABET and compulsory schooling;
2. the Further Education and Training (FET) band, and
3. the Higher Education and Training (HET) band.
"National Standards Body" means a body registered in terms of section 5(1)(a) (ii) of the Act, responsible for establishing education and training standards or qualifications, and to which specific functions relating to the registration of national standards or qualifications have been assigned in terms of section 5(1)(b) (i) of the Act;
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"outcomes" a learning outcome is what a person must know, understand and be able to do after successfully learning something. In other words, outcomes explain the skills, knowledge and values that will be assessed. All qualifications and standards will state what the outcomes of learning should be. The NQF recognises two types of outcomes - the specific outcomes which are linked to a learning field, and the critical cross-field outcomes which are broader than any specific learning field.
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"primary focus" means that activity or objective within the sector upon which an organisation or body concentrates its efforts;
"professional body" means a statutory body registered as such in terms of the legislation applicable to such bodies, or a voluntary body performing the functions contemplated in the legislation for such bodies but not registered as such;
"provider" means a body which delivers learning programmes which culminate in specified National Qualifications Framework standards or qualifications and manages the assessment thereof;
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"quality assurance" means the process of ensuring that the degree of excellence specified is achieved;
"quality audit" means the process of examining the indicators which show the degree of excellence achieved;
"quality management system" means the combination of processes used to ensure that the degree of excellence specified is achieved;
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"registered constituent assessor and moderator" means a person who is registered by the relevant ETQA in accordance with criteria established for this purpose by SAQA to measure the achievement of specified National Qualifications Framework standards or qualifications. All ETQAs must have a register of assessors; they may also wish to have similar registers of moderators and verifiers.
"registered constituent verifiers" means persons placed on an official register by the relevant ETQA after meeting agreed criteria. Constituent verifiers may be contracted by the ETQA to carry out verification activities on its behalf in relation to the achievement of specified National Qualifications Framework standards or qualifications.
"registered standards" means standards or qualifications registered on the National Qualifications Framework;
"RPL Advice and support services" are additional services needed for effective RPL which are not covered by the assessor standard or the evidence facilitator standard. These focus on assisting learners to make effective choices about available programmes, career and work related opportunities. Practitioners require a thorough knowledge of the relevant economic sector. They should be trained to identify skills, knowledge and other attributes developed outside formal knowledge systems, and to interact with cultural sensitivity.
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"SAQA" the South African Qualifications Authority - is a stakeholder body the registers qualifications and standards on the National Qualifications Framework; and ensures that the education and training that is delivered enables learners to reach these qualifications and standards.
"SAQA Act" the SAQA Act is one of the main foundations of the new education and training system and sets up the structures and systems which start putting the new ideas to work. It:
Establishes the South African Qualification Authority (SAQA)
Provides for development and implementation of the National Qualifications Framework (NQF)
Says that all qualifications and standards must be registered on the integrated framework of the NQF.
Is responsible for establishing the structures and principles for assuring the quality of education and training.
"sector" means a defined portion of social, commercial or educational activities used to prescribe the boundaries of an Education and Training Quality Assurance Body;
"Skills Development Facilitator" the job of a Workplace Skills Development Facilitator (SDF) is to:
Liaise with the SETA
Help to draw up the Workplace Skills Plan
Prepare an annual report about the implementation of the Plan
The rules governing the appointment of a Skills Development Facilitator differ according to the size of the company and its yearly turnover.
"Skills Development Levy Act" sets up the rules for the collection of levies and the disbursement of grants from employers to fund the development of the workforce, in line with the Skills Development Act. It requires all organisations (who have a remuneration bill of more then R250 000 a year after tax) to pay a levy for skills development; allocates money to SETAs; and
allows organisations to reclaim moneys, in the form of grants, under certain conditions.
"Skills Programme" a skills programme provides accredited learning, which develops skills an knowledge, and which con tributes towards a qualification. Learners will get a small number of credits (against unit standards) during these programmes, and these credits can go towards a qualification.
"skills-based grading system" a 'skills-based' grading system is one that would recognise the skills that workers already have as well as the additional skills they acquire.
"Standards Generating Body" means a body registered in terms of section 5(1)(a) (ii) of the Act, responsible for establishing education and training standards or qualifications, and to which specific functions relating to the establishing of national standards or qualifications have been assigned in terms of section 5(1)(b) (i) of the Act.
"support" support during an RPL process can include, ensuring that candidates are adequately prepared - which could include counselling if necessary; mediating the feedback from the assessments, if necessary; and assisting with appeals and disputes.
Support may be needed by:
Candidates;
Assessors;
Representatives on Joint Committees;
Shop stewards; and
Organisers.
Individuals who could provide support are assessors, a representative from an assessment agency, mentors, trade unionists at local level peers, co-workers, a person from union structures, management personnel, and people on the Joint Committees who are managing the project.
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"verification" is the process by which the recommendations from the provider about the award of credits or qualifications to learners are checked. The generic assessor standard ‘Verify moderation of assessment’ registered by SAQA outlines this process in detail. It is an ETQA function to verify the claims of providers that assessment has been properly conducted and moderated.
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"workplaces skills plans" at each workplace, a Skills Plan must be developed and submitted to the relevant SETA. There are regulations which outline the format for this Plan. The Skills Development Facilitator helps the organisation to develop a Workplace Skills Plan that is in the interests of the company and the workforce. These plans identify learning that is strategic by linking the skills needed to the priorities of the organisation as well as the society more broadly. |
