Standard Setting and Quality Assurance of the. General and Further Education and Training. Qualifications Framework.

Standard Setting and Quality Assurance of the General and Further Education and Training Qualifications Framework Umalusi policy June 2008 Revision: November 2010

TABLE OF CONTENTS 1. BACKGROUND 3 2. STANDARD SETTING IN GENERAL AND FURTHER EDUCATION AND TRAINING 5 3 DEVELOPING AND MAINTAINING THE GENERAL AND FURTHER EDUCATION AND TRAINING QUALIFICATIONS FRAMEWORK 7 4. THE QUALITY ASSURANCE OF ASSESSMENT SYSTEMS AND LEARNER ACHIEVEMENTS 13 5. THE QUALITY ASSURANCE OF PROVISION 15 6. CERTIFICATION: ITS CENTRALITY TO THE QUALITY ASSURANCE OF LEARNER ACHIEVEMENT 17 7 RESEARCH 18 8 TRANSITIONAL ARRANGEMENTS 18 9 CONCLUSION 19 2

1. BACKGROUND Umalusi, the Council for Quality Assurance in General and Further Education and Training, was mandated by parliament, in its founding Act, The General and Further Education and Training Quality Assurance Act, 2001(Act 58 of 2001) as the quality assurance body for bands 1 4 of the National Qualifications Framework. Its responsibility is to quality assure exit point assessments and provision for qualifications in schools, colleges and for adult basic education and training centres. The promulgation of the NQF Act, Act 67 of 2008, constituted Umalusi as the Quality Council for General and Further Education and Training, as provided for in the amended GENFETQA Act of 2008. It serves as one of three Quality Councils, alongside the Council for Higher Education (CHE) and the Quality Council for Trades and Occupations (QCTO), required to collaborate with the South African Qualifications Authority and the other Quality Councils (QCs), subject to the NQF Act, its founding Act, and the National Education Policy Act (Act No 27 of 1996). In addition to the responsibilities outlined in its founding Act, and which are set out in subsequent paragraphs, the Council is now responsible for the subframework of qualifications for general and further education and training. In terms of Paragraph 27 of the NQF Act, Umalusi as a QC must, in respect of its sub-framework: a. Develop and manage its sub-framework; b. Advise and make recommendations related to the sub-framework to the relevant Minister; c. Consider and agree to level descriptors, and ensure that they remain current and appropriate; d. Propose policy for the development, registration, and publication of qualifications for its sub-framework in accordance with requirements outlined in the NQF Act, as well as; e. Ensure the development of such qualifications and partqualifications as are necessary for the sector, including indication of appropriate measures for the delivery and assessment of learning achievement, and recommend them to SAQA for registration; f. Propose policy for quality assurance within the sub-framework; g. Ensure the autonomy, integrity, and credibility of quality assurance for qualifications registered on its sub-framework; 3

h. Maintain a database of learner achievement and related matters; i. Conduct or commission and publish research on issues relevant to the development and implementation of the sub-framework j. Provide information regarding the sub-framework to the public; and k. Perform any other functions required by the NQF Act, or functions consistent with this Act which the relevant Minister may determine. In terms of The General and Further Education and Training Quality Assurance Act, Act 58 of 2001, as amended, Umalusi is also required in terms of its quality assurance of assessment responsibilities to: a. ensure the necessary quality assurance work is undertaken by the QC itself or by a body to which such powers have been delegated, and that the outcomes of such work are reported; b. develop policy for assessment, including internal assessment where such contributes to the final marks, and standardization; c. ensure and verify the implementation of such policy by the assessment bodies responsible; d. report irregularities which may jeopardize the integrity of an assessment or its outcome to the relevant Director-General; and e. issue certificates to learners who have achieved qualifications or partqualifications. Also in terms of its founding act, as amended, Umalusi with respect to private provision is required to undertake the following accreditation responsibilities: a. develop policy, which must be regulated by the Minister, for the accreditation of assessment bodies, other than departments of education, and accredit assessment bodies accordingly; b. develop policy and criteria for the quality assurance of private education institutions, including independent schools, private colleges and private Adult Basic Education and Training centres; c. ensure that any institution required to register as a private school, college, or ABET centre complies with the quality assurance policy and criteria determined by Umalusi; and affirm or withdraw the accreditation status of the private institution concerned. 4

This policy forms the basis for developing a co-operative relationship with the Department of Higher Education and Training, the Department of Basic Education, the South African Qualifications Authority, the Council for Higher Education, The Quality Council for Trades and Occupations, Assessment Bodies, institutions requiring to be accredited by Umalusi, and other stakeholders with a commitment to the National Qualifications Framework, and the General and Further Education and Training Qualifications Framework, in particular. 2. STANDARD SETTING IN GENERAL AND FURTHER EDUCATION AND TRAINING Setting educational standards is a complex, ongoing process entailing every facet of the work Umalusi undertakes. The General and Further Education and Training Qualifications Framework (December 2008, revised September 2010) formally demarcates Umalusi s area of responsibility: Umalusi sets standards for its qualifications and the associated provision and assessments. It also sets standards for learning achievement for the qualifications within the framework. Through policy development and its implementation, Umalusi also sets standards to maintain, develop and strengthen the qualifications sub-framework in order to enhance the quality of general and further education and training (paragraph 3, General and Further Education and Training Act, Act 58 of 2001). Umalusi discharges its standard setting responsibilities in respect of qualifications by insisting that qualifications are accompanied by curricula for the programmes and subjects which explicate the component parts of the qualification in detail. In order to do this work, Umalusi focuses on the intended, enacted and assessed curricula for the subjects, and by extension, for the qualification as a whole. The intended curriculum is evaluated through an analysis, which examines, amongst other things, its organizing principle, the content and skills in the curriculum; the weighting of different parts of the curriculum; the guidance given for assessment, and how the related assessment informs the levels of cognitive demand and degree of difficulty of the subject. The enacted curriculum is assessed through the quality assurance of teaching and learning at educational institutions. The assessed curriculum is subject to a coherent set of quality assurance practices and processes all contribute to a single end: Umalusi must be able to assure learners, their parents, workplaces, and institutions of higher learning, and society at large that credible learning has taken place, been assessed, and achieved at an identifiable standard. The certificates which mark the endpoint of learning in general and further education and training are just such an assurance. All of Umalusi s standard setting efforts, whether the development or quality assurance of qualifications and curricula, the evaluation and accreditation of 5

providers, the quality assurance of assessment in all its aspects, and its research are directed towards ensuring that all the various aspects of the education process contribute to valid, reliable, and fair assessment that can be nationally certified. In order to be able to undertake its mandated responsibilities as quality assurer for learners in General and Further Education and Training, Umalusi maintains the capacity to: a. Develop and maintain the General and Further Education and Training Qualifications Framework; b. Monitor and report on the quality of provision c. Quality assure the assessment related to all the qualifications on its subframework; d. Accredit institutions capable of offering one of more of the qualifications or part-qualifications registered on its sub-framework; e. Accredit assessment bodies which provide the assessments associated with the qualifications; f. Monitor the public assessment system, including the national departments and provincial departments of education, as appropriate; g. Issue certificates to learners who have successfully achieved qualifications or part-qualifications; h. Research matters which relate to the sub-framework, its qualifications and curricula, institutions, assessment, as well as more general educational and strategic issues; i. Provide strategic guidance to the Ministers and Departments of Education in respect of Basic (General) Education as well as Further Education and Training, which Includes adult learning at Levels 1 to 5. In respect of each of these nine outcomes above, Umalusi has policy which helps it and its partners in education and training to set and maintain the necessary standards to ensure that it fulfils the object of its Act. Together, the set of policies define the complex and coherent understanding of standard setting which Umalusi promotes. The documented processes and practices in respect of these areas of responsibility enables Umalusi to maintain and improve the overall standards of education programmes offered to large numbers of learners. While Umalusi constantly refines and strengthens the processes and procedures through which it ensures the standards required, through commissioning and 6

conducting research, it also actively investigates the possibility of developing and using new forms of standard setting. 3 DEVELOPING AND MAINTAINING THE GENERAL AND FURTHER EDUCATION AND TRAINING QUALIFICATIONS FRAMEWORK In order to develop and maintain the General and Further Education and Training Qualifications Framework, Umalusi ensures it has the capacity to: Develop and propose national policy related to development, registration and publication of qualifications for the General and Further Education and Training Qualifications Framework, in particular, as well as contribute to the development of policy for the National Qualifications framework; Evaluate, review and develop qualifications Evaluate, review and develop curricula Conduct or commission and publish research on issues relevant to the development and implementation of the sub-framework; and Advise the Ministers of Education on matters affecting the subframework. The National Qualifications Framework and the General and Further Education and Training Qualifications Framework The National Qualifications Framework (NQF) is an overarching framework of ten levels encompassing three sub-frameworks: a General and Further Education and Training Qualifications Framework, a Trade and Occupational Qualifications Framework, and a Higher Education Qualifications Framework. These subframeworks define the scope of the work for the three Qualifications and Quality Assurance Councils (QCs), and each QC is responsible for standards setting and the quality assurance of qualifications, provision, and learner achievement within its respective framework. All three QCs are required to collaborate with SAQA and the other QCs in order to develop, register and publish qualifications. Umalusi is responsible within the General and Further Education and Training Qualifications Framework for standards setting and the quality assurance of qualifications, provision, and learning achievement. It is also responsible for advising and making recommendations to the Minister on matters relating to this particular sub-framework. In addition, the sub-framework requires to be coordinated with the sub-frameworks developed and managed by the Quality 7

Council for Higher Education and the Quality Council for Trades and Occupations. Qualifications on the General and Further Education and Training Framework The General and Further Education and Training Qualifications Framework is constituted as a register of qualification types, some with designated variants, each of which has a prescribed curriculum and is subject to external assessment. It is only possible to satisfactorily maintain and set standards for relatively few qualifications, especially when they serve the needs of a majority of South Africans. The sub-framework covers basic, adult and further education the NQF. The qualifications on this framework are significantly different from those on the other two frameworks in that these qualifications serve children and adolescents as well as adults. Umalusi thus quality assures qualifications associated with the school sector as well as post-school education and is committed to working with the institutions serving both these sectors. Furthermore, the chief purpose of qualifications in General and Further Education and Training is to provide a general education, whether the focus is vocational or more academic in intent. In short, the educational focus in all the qualifications in the sub-framework is to provide a strong foundation for learning. This deeply grounded set of basic competences must prepare South Africans for citizenship, productive work and subsequent lifelong learning. Reference to the table will indicate that the General and Further Education and Training Qualifications Framework has five qualification types: a) Level 1: General Certificate b) Level 2: Elementary Certificate c) Level 3: Intermediate Certificate d) Level 4: National Certificate e) Level 5: Further Certificate. On Table 1, existing designated variants are listed below each qualification type on the table, as well as designated variants which Umalusi proposes for development. 8

Table 1: The General and Further Education and Training Qualifications Framework NQF level Qualification types and qualifications Certificates for units of learning Level 1: Qualification type Designated variants General Certificate (GC) Subject (LA) certificates for adult learners General Education Certificate (GEC) General Education and Training Certificate: ABET General Education Certificate (Adult) (GEC (Adult) General Education and Training Certificate (Adult) (GCET (Adult) Level 2: Qualification type Elementary Certificate (EC) Designated variants National Certificate (Vocational) 2) Elementary Certificate Subject certificates towards one or more qualification designated variants Level 3: Qualification Intermediate Certificate (IC) Subject certificates Designated variants National Certificate (Vocational) 3) Intermediate Certificate Level 4: Qualification National Certificate (NC) Subject Designated variants Senior Certificate and National Senior Certificate (Colleges) National Senior Certificate (NSC) National Senior Certificate for Adults (NASCA) National Certificate (Vocational) 4 National Independent Certificate (NIC) towards one or more qualification designated variants certificates towards one or more qualification designated variants N3 Level 5: Qualification Further Certificate (FC) Subject certificates Designated variants Key National Certificate (Vocational) 5 Further Independent Certificate N4 N5 N6 Qualification Qualification Qualification Partqualifications Proposed qualifications; qualifications being developed Qualifications currently examined and certified Qualifications which will be phased out Part-qualifications which are available to indentured apprentices; currently recorded on NLRD; to be registered as part-qualifications on the NQF 9

These qualification types operate as a broad framework to regulate teaching, learning, and assessment at the various levels. Umalusi may review the Qualifications Framework and introduce a new qualification type should a proven need arise as a result of developments in knowledge production or acknowledged international practice. Qualifications and curricula In order to be registered on the General and Further Education and Training Qualifications Framework, qualifications are required to have accompanying curricula for each of the subjects identified in the qualification. No qualification will thus be based simply on a set of unit standards. While the qualification is the blueprint which sets the founding parameters for the qualification, the curricula provide the detail which helps those who have to manage, teach and learn for the qualification. The curricula help to translate the vision of a particular learning outcome (or set of outcomes) into learning materials, classroom practice, assessment expectations, and finally into assessments where learners can demonstrate the knowledge, skills, values and attitudes. The qualification, together with its curricula and the accompanying assessments, work together to establish the necessary standard for the qualification as a part of the larger education and training system. So, for any qualification to be recognized and certificated by Umalusi, the following must be demonstrated unequivocally: a. that the curriculum leads to successful assessment by an Umalusirecognized/ accredited assessment body; and b. that the institutions offering the qualification and curriculum are registered with an assessment body approved or recognised by Umalusi, and that c. they are themselves accredited by Umalusi: Umalusi and the QCTO may work co-operatively in this regard. For any qualification to be recognized and certificated by Umalusi, the following must be demonstrated unequivocally: a. that the curriculum leads to successful assessment by an Umalusirecognized/ accredited assessment body; and b. that the providers of the qualification and curriculum are registered with an assessment body approved or recognised by Umalusi, and c. are themselves accredited by Umalusi as a provider. Umalusi and the QCTO may work co-operatively in this regard. 10

Umalusi is responsible for quality assuring and issuing certificates for the qualifications with the largest numbers in the entire education and training system, and for that reason its qualifications such as the National Senior Certificate and the National Certificate (Vocational) must be both highly recognizable and valued in the system. To that end, Umalusi researches the comparability of these national qualifications with similar ones in other parts of the world. Such work helps it determine how its sub-framework contributes to the NQF as a whole, and how the qualifications in General and Further Education and Training articulate with others on the NQF. Developing and maintaining the General and further Education and Training Qualifications Framework In terms of the work required to develop and manage the sub-framework, the responsibilities are outlined in Section 1, above. So, Umalusi makes recommendations to the Minister about existing qualifications. These may include recommending the extension of the use of a qualification, its review or recommendations regarding the curricula associated with a particular qualification or programme. Umalusi has engaged with the Level descriptors as required by the NQF Act, and concluded that additional measures are required in order to understand the actual level at which a specific qualification is pegged. Such measures include understanding the nature of the curricula associated with the qualification as well the nature of the associated assessment. It has also developed policy on the issues of Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT), a practice that has developed over time amongst certain qualifications which Umalusi certifies. In the event of the need to formulate new qualification types, Umalusi will consult with the other QCs and SAQA before development, particularly in the event that such a qualification potentially impacts upon the sphere of responsibility of one of the other QCs. Umalusi may develop or have developed new qualification types or designated variants, which will include the development of additional subjects for inclusion in qualifications. The Departments of Education, assessment bodies, large national providers, professional bodies, and/or clusters of providers may also propose additional qualification types, if a convincing argument can be made as to why their particular qualification cannot operate within one of the existing qualification types. The Departments of Education, assessment bodies, large national providers, professional bodies, and/or clusters of providers may 11

also propose the addition of a designated variant within one of the existing qualification types. When a new need arises from the recognition of a lacuna in the framework, a result of developments in knowledge production or acknowledged international practice, Umalusi will develop or approve the development of a new qualification type and its unique descriptors, as well as doing so for additional designated variants. The introduction of a new qualification into the education system requires considerable preparation in terms of curriculum development, teacher training and/or further professional development, materials development, institutional preparation, the recruiting and training of suitable examiners and moderators, not to mention the setting up of the necessary administrative systems and support. These factors are critical to the success of the qualification, and, if not attended to, can have a very negative impact on the credibility of the qualification. Similar considerations need to be taken into account when curricula are reviewed, revised and introduced. Umalusi has set standards to guide the implementation of new qualifications as well as new curricula. In the process of managing existing qualifications and introducing new ones, Umalusi will advise the Ministers of Education in respect of the transitional arrangements of qualifications being phased in and out to minimize disruption to learners already in the system. Policies The General and Further Education and Training Qualifications Framework December 2008, revised October 2010 Submission, evaluation, and monitoring of qualifications and curricula August 2009 Recognition of Prior Learning draft policy October 2010 Credit Accumulation, Exemption, Recognition and Transfer draft policy February 2010 Guidelines for the development of Curricula draft policy October 2010 Regarding the use of level descriptors August 2010 12

4. THE QUALITY ASSURANCE OF ASSESSMENT SYSTEMS AND LEARNER ACHIEVEMENTS Umalusi s quality assurance of assessment systems is made up of the following processes and procedures: 1. Evaluation and accreditation of assessment bodies 2. Periodic inspection of assessment bodies 3. Ongoing monitoring of assessment bodies 4. Quality assurance of external examinations through the: a. moderation of examination question papers; b. moderation of internal assessment; c. monitoring of the conduct of examinations; d. moderation of marking; e. standardization of assessment outcomes; and f. verification of the resulting process. Each of these processes is outlined briefly below. The framework for quality assurance of learner assessments and achievements is based on established and existing practices in assessment for certification. Umalusi s approach to ensuring standards in large assessments has, as its cornerstone, external examinations at exit points of the General and Further Education and Training Band. In other words, the examinations systems, processes, and procedures are the foundation on which Umalusi s quality assurance of assessment systems is built. Umalusi uses its own systems, processes, and procedures to evaluate, inspect, monitor, and report on the examinations systems, processes, and procedures in both public and private assessment bodies and institutions in order to drive the development, maintenance, and improvement of standards in assessment. External examinations at the exit point of qualifications have a long tradition, as well as high levels of currency and credibility. Like its predecessors, Umalusi uses external examinations at exit points as the key quality assurance lever to influence quality in the education system. These examinations have been used with a fair measure of success both to engender public trust in the education system and to drive the quality of attainment and educational standards. The tradition of examinations at the exit level of a qualification has permeated all the sectors that Umalusi works in: Schools, Adult Education and Training, and Vocational Education and Training. The value of external examinations lies in: 13

a. setting sound standards for educational attainment that can be specified and articulated in very precise terms for a large system and b. implementing processes and procedures to manage the conduct and administration of examinations. Umalusi judges the quality and standard of examinations by determining the level of adherence to policy in implementing examination-related processes, the cognitive challenge of examination question papers, the appropriateness and weighting of content in question papers in relation to the curriculum, the quality of presentation of examination question papers, the efficiency and effectiveness of systems, processes, and procedures for the monitoring of the conduct of the examinations, the quality of marking, and the quality and standard of internal quality assurance processes within the assessment body. These standards are captured in the policies cited below In keeping with its mandate, Umalusi focuses on the quality assurance of both external and internal assessments, as well as practical examinations and simulated and work-based examinations. The process of moderation of question papers focuses on ensuring that question papers are of an acceptable standard, cover the appropriate content as prescribed in the syllabus, and are presented in a professional manner. For this purpose, a set of criteria are used. Umalusi undertakes a rigorous and extensive monitoring of the administration of examinations. The monitoring focuses on the following main aspects: a. the assessment bodies monitoring systems; b. their state of readiness to administer examinations; c. the administration and conduct of examinations; and d. the resulting processes and procedures. Umalusi moderates the marking of scripts to ensure the reliability and standardization of the marking. This is accomplished through memorandum discussion meetings, and moderation of marking in a variety of ways. Umalusi also moderates internal assessment. Practical, simulated, and workbased assessment conducted at the learning site all constitute internal assessment. Umalusi may delegate the moderation of internal assessment to appropriate institutions or bodies. Umalusi standardizes both the examination marks and internal assessment scores, including those for practical, simulated, and work-place-based assessment. Standardization is necessary to address the variation in the standard of question papers and marking that may occur across institutions and examining bodies. These variations can unfairly advantage or disadvantage a 14

cohort of learners, depending on which examination they sat for. The statistical moderation process is informed by moderation and monitoring reports and other research based qualitative educational input. The post-exam analysis involves the question paper being evaluated against previous question papers by an independent panel of experts. When a new qualification is introduced or curriculum changes are implemented, a curriculum comparison is undertaken to determine the possible impact on the particular cohort of learners. Ongoing consideration of international trends in the monitoring of standards such as the use of pre-standardised items to set standards for subjects within a qualification, as well as to compare standards across qualifications and across assessment bodies, is an ongoing responsibility and Umalusi uses such initiatives to innovate its practices Umalusi verifies the resulting process to ensure that standardization decisions are correctly applied and that candidates are correctly resulted. Umalusi ensures that it has or commissions the capacity to undertake all of these processes and procedures. Policies Umalusi Standards for the Approval of Results Quality Assurance of Assessment: Directives, Guidelines and Requirements 5. THE QUALITY ASSURANCE OF PROVISION Umalusi s integrated model of setting standards includes the monitoring of the quality of provision in educational institutions and assessment bodies/structures that offer or assess qualifications on the General and Further Education and Training Qualifications Framework. This process has two aspects: called provisional accreditation for private institutions, the first ensures that they have the capability to deliver the programme(s) they intend to offer, while, in full accreditation, the emphasis falls on the quality of teaching, learning assessment, and learner support provided by the institution. Against regulated criteria, institutions and private assessment bodies are accredited to offer or assess particular qualifications on the General and Further Education and Training Qualifications Framework. Consequently, public and private institutions of learning must enact Umalusi approved curricula and must, for external assessment, obtain registration as assessment/examination centres with an approved assessment body/structure. 15

The quality of teaching and learning, and of assessment (internal and external) is regarded as a sure indicator of good provision. The institutional performance indicators are therefore a useful lens through which to measure and monitor the ongoing quality improvement of provision. Analysed and interpreted over time to establish trends, the data allows a profile of the quality of provision to be drawn and reported on. Since it is incumbent on educational institutions to seek the legal right to practice in the South African education and training sector, either with the Department of Higher Education and Training (DHET), or with Provincial Departments of Education (PDEs), as appropriate, Umalusi requires institutions to do so. As the certification of learners is dependent on institutions full compliance with the accreditation criteria, as well as the requirements for registration with the relevant authorities, both accreditation and registration requirements need to be fulfilled. In order to continuously improve standards of provision, Umalusi expects educational institutions to participate in, and contribute to its quality assurance initiatives in respect of teaching, learning and assessment, as appropriate. This includes participating in forums as established by Umalusi. Further, the quality of the public assessment system as represented by the Department of Basic Education, the Department of Higher Education and Training, and the Provincial Departments of Education and their examination centres is also monitored and reported on. Umalusi consequently undertakes systemic evaluations of the quality of educational provision and assessment systems, and recommends the necessary improvements to the Ministers of Education. In order to monitor the quality of provision through its various processes, Umalusi ensures it has the capacity to: accredit institutions against a set of compliance and qualitative criteria; and accredit and monitor assessment bodies/structures. The indicators and criteria on which the accreditation system for educational institutions and assessment bodies/structures is built, are captured in the relevant policies cited below. 16

Policies Policy for the quality assurance of private Adult Education and Training Centres, private Further Education and Training Colleges, and the accreditation and monitoring of assessment bodies Policy for the quality assurance of independent schools and the accreditation and monitoring of assessment bodies Policy on the quality assurance of provision draft policy 6. CERTIFICATION: ITS CENTRALITY TO THE QUALITY ASSURANCE OF LEARNER ACHIEVEMENT Certification is the formal recognition of a qualification or part-qualification awarded to a successful learner, and Umalusi is mandated to issue such certificates at exit points in general and further education and training. Umalusi is obligated to ensure that the certificates it issues are credible both nationally and internationally. To obtain a qualification or subject statement, a learner must be examined by a public examination body or an accredited private assessment body. Assessment policy for each qualification includes an appropriate grading system, in order to properly recognize and report a learner s achievement and because levels of achievement are necessarily taken into account in promotion decisions. In order to issue certificates, Umalusi ensures it has the capacity to: - develop and maintain policies and directives for certification; - maintain acceptable standards for awarding certificates; - maintain a data-base of learner achievement; and - maintain a certification system and infrastructure including appropriate security arrangements. Part of Umalusi s function as the body responsible for awarding certificates to successful candidates is also to be responsible for verifying the authenticity of certificates, and of issuing replacement certificates under certain conditions. In addition, Umalusi is required to maintain the capacity to verify the qualifications it and SAFCERT have issued since 1992. Verification of the authenticity of certificates is an important corollary activity. 17

The work of the unit is underpinned by the policies and directives listed below. Policies Directives for the certification of: Senior Certificate; National Senior Certificate (Colleges); National Senior Certificate (Schools); National Certificate (Vocational) Levels 2 4; GETC: ABET; N Courses (N3) Nated 190 and 191 QCC circulars to assessment bodies 7 RESEARCH In order to undertake research and the necessary statistical analysis, Umalusi ensures it has the capacity to: conduct both quantitative and qualitative research manage commissioned research projects provide statistical support collaborate with other stakeholders on strategic research disseminate the research findings through seminars, conferences and workshops. As expressed before, Umalusi is responsible for standard setting and the quality assurance of qualifications, provision, and learning achievement. These processes are informed by Research and are located in different functional units of Umalusi. The research is conceptually initiated internally or through advice received from an established Research Forum. This process leads to the development of a research proposal which is discussed, planned for and approved by Umalusi s executive. Policies Research Policy February 2010 Research Ethics Policy February 2010 8 TRANSITIONAL ARRANGEMENTS In terms of the quality assurance of provision, Umalusi will continue to provisionally accredit institutions for purposes of registration with the Department of Higher Education and Training. These institutions include multi-purpose 18

institutions under the South African Qualifications Authority (SAQA) Act, 1995, as well as those institutions accredited by Sector Education and Training Authorities. However, this process will be phased out at a date determined by the Council in consultation with the Quality Council for Trades and Occupations (QCTO) and the DHET, after which Umalusi will only accredit those institutions offering the qualifications on the General and Further Education and Training Qualifications Framework. As Umalusi develops qualifications and these are phased in to fulfill the needs already determined, Umalusi has advised for the retention of certain qualifications which were due to lapse: the Senior Certificate and the National Senior Certificate (Colleges) are cases in point. Such qualifications will only be allowed to lapse when meaningful alternative opportunities are functional and widely offered in the national educational system. In addition, in accordance with the Ministerial regulation extending the life of the Nated 190 and 191 N- course programmes for engineering, these part-qualifications will be registered on the General and Further Education and Training Qualifications Framework with the proviso that the curricula and assessment standards for these courses be revised, and furthermore, that they be offered in accordance with the ministerial regulation only to indentured engineering apprentices. 9 CONCLUSION The value of certificates in General and Further Education and Training depends on maintaining high ethical standards not only in the final, high-stakes, and highsecurity processes of setting and marking exams, standardizing marks and processing them for certification, it also depends on the quality of the learning teaching and assessment that happens in classrooms in institutions of learning. Umalusi s work in respect of monitoring provision is critical to improving the quality of internal assessment, and by that, the quality of learning in the classrooms themselves. The value of the certificate also depends critically on the foundation documents which underpin the whole learning enterprise: the qualification itself, and the curricula which unpack that qualification in ways that make it teachable and learnable. Furthermore, as the developer of the qualification framework for this sector, Umalusi also needs to remain abreast of the learning needs of South Africans, and to ensure that flexible, usable and valuable qualifications are registered on the framework for national use. It does so through initiaiting valuable research projects which help Umalusi to understand the strengths and weakness of the qualifications, curricula and processes it uses for quality assurance. In addition, as the Quality Council for General and Further Education and Training, Umalusi is committed to researching 19

and implementing new and effective ways to set standards. Umalusi sees its quality assurance responsibility as extending into all these areas. Umalusi intends to help in strengthening these critical areas in the education process. REFERENCES General and Further Education Act, 2001 (Act No. 58 of 2001) Constitution of the Republic of South Africa, 1996 The National Qualifications Act, Act no 67 of 2008 The General and Further Education and Training Act. Act no 58 of 2001 The General and Further Education and Training Quality Assurance Amendment Act, Act no 50 of 2008 Standard setting for General and Further Education and Training Skills Development Act, Act no 97 of 1998 Adult Basic Education and Training Act, Act no 52 of 2000 Further Education and Training Colleges Act, act no 16 of 2006 Education and Training Quality Assurance body regulations National Standards Bodies Regulations Higher Education Act, 1997 The Higher Education Qualifications Framework, 2007. 20