Appendices

Appendix I: Revised Qualifications Framework for Educators in Schooling

Note: Brackets under each qualification indicate the minimum number of credits required at the NQF Level at which            the qualification is pegged.

Appendix II: 'n Kwalifikasieraamwerk vir Hoër Onderwys

Opmerkings: Hakies onder elke kwalifikasie dui die minimum getal krediete aan wat op die NKR-vlak vereis word waarop die kwalifikasie geplaas is.

Die sertifikate wat gespesifiseer is in die artikulasie-kolum is nie bedoel om moontlikheid te vervang dat leerders slegs die nodige  artikulasie-krediete behaal wat nodig is om toegang te kry tot kwalifikasies in een van die twee hoofstrome.

Appendix III

List of Acronyms

APTT: Academic Policy Task Team

AQF: Australian Qualification Framework

AUT: Universities and Technikons Advisory Council

CHE: Council on Higher Education

COTEP: Committee on Teacher Education Programmes

CTP: Committee of Technikon Principals

DoE: Department of Education

ETQA: Education and Training Quality Assurer

EWNI: England, Wales and Northern Ireland

FETC: Further Education and Training Certificate

GETC: General Education and Training Certificate

HEQC: Higher Education Quality Assurance Committee

IJC: Interim Joint Committee

NAP: New Academic Policy

NATED: National Training and Education Department

NCHE: National Commission on Higher Education

NQF: National Qualifications Framework

NSBs: National Standards Bodies

NZQA: New Zealand Qualification Authority

SADC: Southern African Development Community

SAQA: South African Qualifications Authority

SASCE: South African Society for Co-operative Education

SASCE: APTT: Academic Policy Task Team

SAUVCA: South African University Vice-Chancellor’s Association

SCQF: Scottish Credit and Qualification Framework

SERTEC: Certification Council for Technikon Education

SETAs: Sector Education and Training Authorities

SGBs: Standards Generating Bodies

SHE: Scottish Higher Education

Appendix IV

Glossary of Terms

Articulation Column: The proposal for a set of qualifications (certificates) and credits that may be used to facilitate articulation between the two different kinds of qualification on the qualifications framework for higher education – namely general and career-focused qualifications.

Articulation: The provision of a coherent learning pathway for the learner by ensuring that the exit-level learning outcomes of one qualification meet the entry requirements of another.

Career-focused Track: The set of proposed qualification types that prepare learners for particular careers, occupations or professions.

Credit: A quantitative measure of learning, or a ‘volume’ of learning, estimated by the number of tens of notional (average) study hours it takes the average student to acquire a certain qualification and demonstrate its learning outcomes, e.g. a Bachelor of Science.

Designated variants: Recognized variants of qualification types (degrees only) whose areas of focus are indicated by the use of a designator.

Exit-level outcomes: Specifications of the knowledge and skills that a learner should have acquired by the time s/he exits a programme and is awarded a qualification, demonstrated through assessment.

General Track: The set of proposed qualification types that provide learners with a general, formative, academic, education which does not necessarily lead directly to particular forms of employment.

Horizontal and diagonal articulation: Horizontal or diagonal movement (as opposed to the more efficient vertical progression) by a learner across a qualifications framework, in order to ensure that coherence of learning and articulation of qualifications is sustained.

Integrated assessment: Forms of assessment which aim to force students to integrate and apply the knowledge and skills that they have learnt on a programme across the range of the programme’s modules or unit standards.

Module: A course or unit of learning; the units which make up a programme and its qualifications; these are usually described as core (compulsory) or elective (a range of options from which students must make a choice). Programme designers usually indicate the particular combination of modules required for particular qualifications through specifying ‘rules of combination’.

Programme: A purposeful and structured set of learning experiences leading to one or more qualifications, usually comprised of a set of credit-rated, level-pegged modules or unit standards; in an outcomes-based system a programme is designed to enable learners to achieve pre-specified exit level outcomes.

Qualification descriptors: The generic specifications, purpose and characteristics and articulation possibilities for a recognized qualification type.

Qualification specializations: The actual qualifications that providers design and offer to learners, representing a range of provider-specific diversity and specialization; the innermost layer of the ‘nested approach’ to standards setting which remains the prerogative of the provider of a qualification to design.

Qualification: The formal recognition and certification of learning achievement awarded by an accredited provider. In the outcomes-based approach intrinsic to the NQF, a qualification signifies the demonstrated achievement by a learner of a planned and purposeful combination of learning outcomes, expressed as an accumulation of credits at a specified level of performance.

Transfer of credit: The recognition and use of credits gained on one qualification for another.

Unit standards: Units of learning which are standardized through the SAQA standards generation process and then registered on the NQF. These may be offered in the education and training system either as ‘stand-alone’ discrete units of learning, or they may be combined in a purposeful manner to form a qualification.