Assessing the impact of the South African National Qualifications Framework (NQF) SAQA Workshop to engage with the 2014 and 2017 NQF Impact Studies Dr Heidi Bolton, SAQA Midrand Conference Centre, 9 February 2016
Content of presentation Why the study? What is the NQF? Research questions, methodology Findings: 1 st level analyses (trends, voices, historicity) Findings: 2 nd level analysis Concluding reflections
Why? Why assess the impact of the NQF? Mandate Developmental imperative (access, redress, progression, quality, transparency)
What is the NQF? Common understanding Grid of qualifications
Higher Education Qualifications Subframework (HEQSF): The Council on Higher Education (CHE) General and Further Education and Training Subframework (GFETSF): Umalusi NQF level Sub-framework and qualification types 10 Doctoral degree Doctoral Degree (Professional) 9 Masters Degree Masters Degree (Professional) 8 Bachelor Honours Degree Postgraduate Diploma Bachelors Degree 7 Bachelors Degree Advanced Diploma 6 Diploma Advanced Certificate * * Occupational Certificate (Level 8) Occupational Certificate (Level 7) Occupational Certificate (Level 6) 5 Higher Certificate Occupational Certificate (Level 5) 4 National Certificate Occupational Certificate (Level 4) 3 Intermediate Certificate Occupational Certificate (Level 3) 2 Elementary Certificate Occupational Certificate (Level 2) 1 General Certificate Occupational Certificate (Level 1) Occupational Qualifications Sub-framework (OQSF): The Quality Council for Trades and Occupations (QCTO) *Qualification types beyond Level 8 on the OQSF have not been determined pending further advice *ABET: Adult Basic Education and Training
Policy levels in the NQF environment Minister Overall guidance SAQA Sets guidelines Demarcat es the NQF Subject to Ministerial policy, develops policy on: Registration, publication, assessment, RPL, CAT of qualifications; Recognition of professional bodies. Quality Councils Subject to Ministerial & SAQA policy, develops and manages sub-framework functions through required policy
Policy levels in the NQF environment (NQF Act) CHE Provider A Provider B SAQA Umalusi Provider C Provider D QCTO Professional bodies AQP DQP Provider E
What is the NQF? Impoverished common understanding Grid of qualifications Deeper understanding Means to relate all the parts of the system (relational device) Mechanism for communication, collaboration, coordination Activity System
Figure 1: CHAT activity triangle (Engestrom 1987) Mediating artefacts Subject Object (and outcome(s)) Rules Community Division of labour
Theory of change: Expansive learning
Research questions What is the impact of the NQF? on systemic integration? on redress and learner access, success, progression? on systemic transparency and quality? Indicators systemic integration beneficiary gain stretch indicators
Methodology Complex construct direct/ indirect impact Stretch indicators Multiple cases, FOUR voices, history, impact Existing data, analyses (NLRD, CHE, DHET, DBE) 1 st -level analyses Meta-analysis using CHAT Scotland (2005), Ireland (2009), Australia (2010)
Findings: 1 st level (1 of 3) Integration, transparency (SAQA voice) One system, NQF policy SUITE National Learners Records Database (NLRD) Learning pathways (Systemic, specific, learner support) GRIP, evidence-based inclusive policy development Relational agency Transparency (processes for registration, accreditation, verification, evaluation, NLRD, national career advice, awareness [AUV]) NEW THINGS, DEVELOPMENTS, FOOTPRINT
RELATIONAL EXPERTISE (Edwards 2010, 2014) knowledge and skills in addition to specialised expertise; understanding and engaging with the motives of others; respects history, traditions, is focussed on the common knowledge created through shared understanding of the different motives
Findings: 1 st level (2 of 3) Umalusi (one system/qa model/ Research-based QA/ Curriculum comparisons, revisions/ GFETQSF) CHE (one system, restructuring/heqsf/ programme accreditation/ national reviews/ institutional reviews/ quality promotion/ HEQSF) QCTO (one system, inclusive legislation /policies, QA model/oqsf/single trade-testing centre NAMB, single trade certificate/authentic replacement certificates)
Findings: 1 st level (3 of 3) Schooling (national system, access, low learner success rates, dropout, gender, social class, uneven quality, PIRLS/TIMSS/SACMEQ, ANA, Grade 12) TVET Colleges (national system, increasing numbers low student success rates, some high success rates, % passing increases with NQF level) HE (increasing numbers, funding issues, varying quality, throughput /success increasing over time, demographic trends in desired directions) TO (national system, learning achievements increasing, gender, data, simplification needed) INCLUSIVITY Adult Ed// L ships, I ships// RPL// CAT Kha Ri Gude
Findings: 2 nd level CHAT meta-analysis Shifts in understandings of SYSTEMIC INTEGRATION Shifts in understandings/developments re REDRESS, ACCESS, SUCCESS, PROGRESSION Shifts in NQF Communities of Practice, tools, rules, divisions of labour, voicing Systemic contradictions, expansive learning, and transformation over time
Concluding reflections CHAT enabled linking context, voices, NQF goals and developments to footprints (impact) on education and training over time Cause-effect issue mitigated by CHAT Use of stretch indicators enabled different stake-holders to assess footprints of work More stakeholder views needed
Dr Heidi Bolton hbolton@saqa.co.za