The NQF Bill Simpler, Better, Faster

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The NQF BillSimpler, Better, Faster?
Joe Samuels Deputy Executive Officer SAQA 23
October 2008
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Overview of presentation

• Why the new NQF Bill?
• The process so far and the politics of change
• Overview of the Bill
• Preparing for the new NQF SAQA and its new role

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Why the new NQF Bill?

• Simpler, Better, Faster
• The review of the implementation of the
  National Qualifications Framework has
  necessitated changes to the governance and
  organisation of the framework so that its
  objectives may be more effectively and
  efficiently realised

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Why the new NQF Bill?

• Simpler, Better, Faster

• But what was wrong with the old system?
• Number of bodies variable delivery
• Some stakeholders see the system as too complex
• No resolution to reviews, audits and contestation
• Uncertainty and frustration
• Demoralisation of stakeholders and users
• SAQA not granted its proper statutory position
• Roles diffused and unclear
• Strong players positioning in the system

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The process so far

• Joint Policy Statement (JPS) issued by the two
  Ministers in October 2007
• First draft NQF Bill is consulted with SAQA
  Management in December 2007
• Draft NQF Bill is published for public comment on
  15 February 2008
• Draft NQF Bill is tabled in Cabinet in May 2008
• Draft NQF Bill is tabled at the Education
  Portfolio Committee in July 2008
• The Bill was considered by the National Assembly
  in August 2008
• The Bill served at the Council of Provinces for
  final scrutiny in September 2008

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and what next?

• The Bill was supposed to be passed in September
  2008
• The week that changed SA
• The Bill is expected to be passed in October 2008
• It will be implemented with effect from 1 April
  2009

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Overview of the NQF Bill

• The Bill
• Preamble
• 7 Chapters

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The NQF Bill

• Purpose
• To provide for an NQF
• To provide for the responsibilities of Ministers
• To provide for the South African Qualifications
  Authority
• To provide for three Quality Councils
• To provide for transitional arrangements
• To repeal the South African Qualifications
  Authority Act, 1995
• To provide for matters connected therewith.

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The Preamble

• Advancement and recognition of learning is key in
  democratic society and prerequisite for
  development and well being of citizens
• NQF developed and implemented under the SAQA Act
• NQF is the principal instrument through which
  qualifications are recognised and quality
  assured.
• Review necessitated changes to governance and
  organisation of framework for efficient and
  effective implementation.

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The Seven Chapters

• Chapter 1 Interpretation, Object and Application
  of this Act
• Chapter 2 National Qualifications Framework
• Chapter 3 Responsibilities of Ministers
• Chapter 4 South African Qualifications Authority
• Chapter 5 Quality Councils
• Chapter 6 Professional Bodies
• Chapter 7 Miscellaneous

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Chapter One

• Application of this Act
• To qualifications offered by
• (i) education institutions and
• (ii) skills development providers and
• (b) professional designations, subject to the
  limitations prescribed in this Act.

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Chapter Two

• Framework
• One single integrated national framework for
  learning achievements
• The NQF is a comprehensive system for the
  classification, registration, publication and
  articulation of quality assured national
  qualifications

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Chapter Two

• Objectives of the NQF
• Remains the same
• Single integrated framework
• Access, mobility and progression
• Quality
• Redress
• Designed to contribute to the full personal
  development of each learner and the social and
  economic development of the nation at large.

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Chapter Two

• Framework Levels
• 10 Levels.
• There is one set of level descriptors for the NQF
• SAQA assigns a qualification to a particular
  level on the NQF if it fits the descriptor for
  that level.

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Chapter Two

• Sub-Frameworks
• The NQF is a single integrated system which
  comprises three co-ordinated qualifications
  sub-frameworks  
• (a) for General and Further Education and
  Training
• (b) for Higher Education and
• (c) for Trades and Occupations

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Chapter Three

• Minister of Education
• Has the overall executive responsibility for the
  NQF, SAQA and the 2 education QCs
• Minister of Labour
• Has the the executive responsibility for the QC
  for Trades and Occupations

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Chapter Three

• Minister of Education
• After consultation with MoL provide SAQA with
  multi-year remit and can be annually updated
• Must provide funds (from Parliament) for SAQA and
  Education QCs
• After consultation with MoL, determine level
  descriptors submitted by SAQA

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Chapter Three

• Minister of Education
• Determine disputes referred by SAQA if QCTO
  must determine in cooperation with MoL
• Must consider advice from SAQA and QCs and give
  response in writing
• Must determine policy on NQF and publish in
  gazette
• May perform any other function that advance the
  objects of the Act.

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Chapter Three

• Minister of Labour
• Executive responsibility for the QCTO
• Must consider advice from SAQA and QCTO and give
  response in writing
• Must provide funds (from Parliament) for SAQA and
  Education QCs
• May perform any other function that advance the
  objects of the Act.

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Chapter Four

• Continued existence of SAQA
• Objects of SAQA
• Accountability of SAQA
• Functions of SAQA
• The SAQA Board
• Vacancies and filling of vacancies
• Committees of board
• Meetings of board and committees

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Chapter Four

• Allowances and remuneration of members of board
  and committees
• Appointment of chief executive officer and staff
• Functions of chief executive officer
• Funds of Authority
• Alienation and encumbrance of property
• Financial statements, audit and annual report

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Chapter Four

• Advise the Ministers of Education and Labour
• Must undertake its functions in co-operative,
  consultative, open and transparent manner
• With due regard for the statutory rights, powers
  and functions of QCs, education institutions,
  professional bodies and training providers.

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Chapter Four

• SAQA must oversee the implementation of the NQF
  in accordance with a multi-year rolling strategic
  plan, budget and implementation framework which
  must

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Chapter Four

• QCs
• Levels
• Qualifications
• Quality Assurance
• Professional Bodies
• International Relations
• Records of Education and Training
• Other Matters

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Chapter Five

• QC for General and Further Education and Training
  (Umalusi)
• QC for Higher Education (CHE/HEQC)
• QC for Trades and Occupations

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Chapter Five

• Functions of QCs
• Develop and manage its sub-framework
• Advise the relevant minister on matters relating
  to its sub-framework
• Consider and agree to level descriptors  
• Develop and implement policy and criteria on
  qualifications, assessment, recognition of prior
  learning and credit accumulation and transfer
• Develop qualifications and part-qualifications
  for its sub-framework
• Quality assurance
• Provide information to SAQA

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Chapter Six

• Professional Bodies
• Recognition by SAQA
• Co-operation with QCs
• Registration of professional designation
• Information

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Chapter Seven

• Regulations
• Transitional arrangements
• Repeal of law
• Short title and commencement
• Date to be determined by the Minister by notice
  in the Gazette.
• Different dates of commencement may so be
  determined for different sections of this Act.

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Preparing for the new NQF The dance of learning

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Dance of learning

• The metaphor of the NQF dance, with all
  participants embracing harmony, fluidity and
  change to make the dance of lifelong learning
  possible, holds promise as we engage in the next
  level of NQF development (Annual report p1)

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SAQAs approach

• Preparing for change
• Openness to intellectual scrutiny
• 3. Continuous improvement
• 4. Increased efficiency

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5 strategic imperatives

• 1. Responding to the NQF Bill and new legislation
• 2. Managing the transition to avoid
  disadvantaging learners
• 3. Communication and advocacy of the NQF

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• 4. Building SAQAs research and development
  capacity to lead policy and debate
• 5. Advancing lifelong learning, including RPL and
  credit accumulation and transfer

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Researching work learning seminars

• Shakeel Ori (SA) work integrated learning
• Prof Tony Watts (UK) career guidance
• Prof Knud Illeris (Denmark) learning_at_work
• Dr Jenny Horsman (Canada) women, work learning

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Career Guidance

• Prof Tony Watts series of breakfast seminars and
  the Chairpersons Lecture
• Workshop facilitated by Patricia Flederman,
  preparatory work
• Suggest a national initiative including a
  national helpline
• SAQA playing a proactive role in line with the
  Bill

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You are invited

• Invitation to the Fourth Annual NQF Colloquium
• Tuesday 28 October 2008
• The Fourth Annual NQF Colloquium will be held on
  28 October 2008 at the Southern Sun Hotel in
  Arcadia, Pretoria. This year's colloquium will be
  about gaining a deeper understanding of the
  challenges of learning at work. Prof Knud Illeris
  an expert in the field will be presenting a paper
  on workplace learning.
• Invitation to the learning_at_work breakfast seminar
• Wednesday 29 October 2008
• SAQA, INSETA and the University of the Western
  Cape will be hosting a breakfast seminar where
  Prof Knud Illeris will be speaking about learning
  at work and challenges thereof. This breakfast
  seminar will be held at Diep in die Berg,
  Wapadrand, Pretoria.

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